本文選題：人格發(fā)展　切入點(diǎn)：兒童　出處：《華中師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：兒童青少年人格發(fā)展的特點(diǎn)、規(guī)律和影響因素的研究對(duì)于推進(jìn)我國(guó)兒童青少年教育有重大意義,是心理學(xué)、教育學(xué)和社會(huì)科學(xué)等眾多學(xué)科的重要研究領(lǐng)域,鑒于國(guó)內(nèi)對(duì)于兒童青少年人格發(fā)展研究較為零散、缺乏系統(tǒng)性的現(xiàn)狀,我國(guó)有必要構(gòu)建兒童青少年人格發(fā)展基礎(chǔ)性數(shù)據(jù)庫(kù),從而為系統(tǒng)研究提供平臺(tái)。建立兒童青少年人格發(fā)展數(shù)據(jù)庫(kù)需要構(gòu)建兒童青少年人格發(fā)展的核心變量指標(biāo)體系,明晰兒童青少年階段最值得我們關(guān)注和研究的是哪些人格變量。為后續(xù)的人格測(cè)量工具的選取以及數(shù)據(jù)庫(kù)的體系架構(gòu)的構(gòu)建奠定基礎(chǔ)。 本研究從17個(gè)中文心理專業(yè)期刊雜志和27個(gè)有代表性的英文期刊雜志的文獻(xiàn)中整理出了102個(gè)與兒童青少年人格發(fā)展相關(guān)的變量,請(qǐng)30位發(fā)展心理學(xué)專家對(duì)這102個(gè)變量代表人格的程度和表現(xiàn)明顯的學(xué)齡階段做了評(píng)定,評(píng)定所用問(wèn)卷為自編的兒童青少年人格變量評(píng)定表。此外,還對(duì)133名湖北省內(nèi)的中小學(xué)教師和121名中小學(xué)學(xué)生的家長(zhǎng)進(jìn)行了訪談,訪談所用問(wèn)卷為自編的人格發(fā)展教師訪談問(wèn)卷和人格發(fā)展家長(zhǎng)訪談問(wèn)卷。本研究中所用的統(tǒng)計(jì)方法是變量頻次排序。研究的主要結(jié)論如下： (1)中西方在人格發(fā)展領(lǐng)域一致的研究熱點(diǎn)有：自尊、自我效能感、抑郁、氣質(zhì)、完美主義、應(yīng)對(duì)方式和攻擊性等。在不一致的方面,中國(guó)研究者還比較關(guān)注孤獨(dú)感、感恩、親子依戀等。而西方研究者更關(guān)注依戀風(fēng)格、自戀、焦慮、自我概念、自我控制等。 (2)在整個(gè)兒童青少年人格發(fā)展階段中都表現(xiàn)明顯的人格變量有：神經(jīng)質(zhì)、沖動(dòng)性、羞怯、親社會(huì)傾向和外向性。只在幼兒階段表現(xiàn)明顯的人格變量有：氣質(zhì)性恐懼；只在小學(xué)階段表現(xiàn)明顯的人格變量有：積極情緒性、親切感等；只在初中階段表現(xiàn)明顯的人格變量有：人際交往、普遍后悔傾向、消極情感等；只在高中階段表現(xiàn)明顯的人格變量有：評(píng)價(jià)風(fēng)格、幽默、樂(lè)觀、悲觀解釋風(fēng)格等。 (3)訪談結(jié)果表明,家長(zhǎng)和教師最關(guān)心的兒童青少年人格特質(zhì)有：自主性、盡責(zé)性、自尊、樂(lè)觀、自強(qiáng)、特質(zhì)感恩、自立、創(chuàng)造性、外向性、共情、心理彈性。 (4)訪談結(jié)果表明,家長(zhǎng)和教師關(guān)心的,而且對(duì)兒童青少年人格發(fā)展有重要影響的品質(zhì)有：獨(dú)立、開(kāi)朗、善良、勇敢、自信、正直、有愛(ài)心、人際交往、上進(jìn)心、成就、孝順、學(xué)習(xí)態(tài)度、道德修養(yǎng)。 (5)綜合三個(gè)研究的數(shù)據(jù)得到專家和教師、家長(zhǎng)達(dá)成一致的在兒童青少年階段表現(xiàn)明顯的核心人格變量有：外向性、自主性、盡責(zé)性、自尊、樂(lè)觀、自強(qiáng)、特質(zhì)感恩、自立、創(chuàng)造性、共情、心理彈性。
[Abstract]:The study of the characteristics, rules and influencing factors of the personality development of children and adolescents is of great significance to promote the education of children and adolescents in our country. It is an important research field of psychology, pedagogy and social sciences, etc. In view of the scattered research on the personality development of children and adolescents in China and the lack of systematic status quo, it is necessary to construct a basic database for the development of personality of children and adolescents in China. In order to provide a platform for systematic research, it is necessary to build a core variable index system for the development of children's and adolescents' personality in order to establish a database of children's and adolescents' personality development. To make clear which personality variables are most worthy of our attention and study in the stage of children and adolescents, and to lay the foundation for the selection of personality measurement tools and the construction of database architecture. In this study, 102 variables related to the personality development of children and adolescents were collected from 17 journals of Chinese psychological specialty and 27 representative journals of English. Thirty experts in developmental psychology were asked to assess the degree of personality and the school age in which the 102 variables represent personality, and the questionnaire was used to evaluate the personality variables of children and adolescents. In addition, Interviews were also conducted with 133 primary and secondary school teachers and 121 parents of primary and secondary school students in Hubei Province. The questionnaire used in the interview is a self-designed personality development teacher interview questionnaire and a personality development parent interview questionnaire. The statistical method used in this study is variable frequency ranking. The main conclusions of the study are as follows:. In the field of personality development, Chinese and Western researchers have focused on self-esteem, self-efficacy, depression, temperament, perfectionism, coping style and aggression. Western researchers pay more attention to attachment style, narcissism, anxiety, self concept, self control and so on. (2) there are obvious personality variables in the whole stage of children and adolescents' personality development: neuroticism, impulsiveness, shyness, prosocial tendency and extroversion. Only in the primary school stage the obvious personality variables are: positive emotion, affinity and so on; only in the junior high school stage the obvious personality variables are: interpersonal communication, general regret tendency, negative emotion and so on; Only in high school the obvious personality variables are: evaluation style, humor, optimism, pessimistic explanatory style and so on. 3) the interview results showed that parents and teachers were most concerned about the personality traits of children and adolescents: autonomy, due diligence, self-esteem, optimism, self-improvement, trait gratitude, self-reliance, creativity, extroversion, empathy and resilience. The results of the interview show that parents and teachers care about and have an important impact on the personality development of children and adolescents: independence, openness, kindness, bravery, self-confidence, integrity, love, interpersonal interaction, ambition, achievement, filial piety, etc. Study attitude, moral accomplishment. 5) synthesizing the data from the three studies, experts and teachers obtained the core personality variables that parents agreed to show clearly in the childhood and adolescence: extroversion, autonomy, due diligence, self-esteem, optimism, self-improvement, trait gratitude, self-reliance. Creativity, empathy, resilience.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B848

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