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目的考察中职生的人格特点、自尊水平并探讨其与学业行为的关系。方法采用人格五因素问卷、自尊量表和学业行为问卷对宝鸡市346名中职生进行调查。结果①中职生人格的外向性、宜人性、情绪性存在显著的性别差异(t=-2.471,-3.676,-2.597;P<0.05)、情绪性和谨慎性存在显著的父母关系差异(t=3.068,3.692,P<0.05),外向性、宜人性和谨慎性存在显著的亲子关系差异(t=3.381,3.964,8.902,P<0.05),中职生的整体自尊水平较低,自尊总均分仅为2.84分;②学业行为各维度与人格五因素各维度及自尊水平均具有显著相关;③人格与自尊均能对学业行为产生直接预测作用,人格也会通过影响自尊从而间接影响中职生学业行为,在人格与自尊对学业行为的联合预测作用中,主要是人格具有显著作用。结论人格、自尊均能对中职生学业行为产生影响,尤其是人格的作用更为显著。
Objective To investigate the personality traits, self-esteem level of secondary vocational school students and explore their relationship with academic behavior. Methods A total of 346 secondary vocational school students in Baoji City were investigated by five-factor personality questionnaire, self-esteem scale and academic behavior questionnaire. Results ① There was a significant gender difference in outgoing, inhuman and sentimental personality (t = -2.471, -3.676, -2.597; P <0.05). There was significant difference in emotional and cautious parents (t (T = 3.381,3.964,8.902, P <0.05). The overall self-esteem level of secondary vocational school students was lower, and the total self-esteem The average score was only 2.84 points; ②The dimensions of academic behavior were significantly correlated with the five dimensions of personality and the level of self-esteem; ③Personality and self-esteem all had a direct predictive effect on academic behavior, and personality influenced indirectly by affecting self-esteem The academic behavior of vocational students, personality and self-esteem on the joint prediction of academic behavior, mainly personality has a significant role. Conclusions Personality and self-esteem can both affect the academic behavior of secondary vocational students, especially the role of personality is more significant.