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目的调查北京中小学生的掩饰性状况及相关因素,使今后针对青少年的心理咨询、思想教育更科学化,更有效.方法选择北京市东城区某学校二至九年级,每个年级随机选取两个班的学生作答艾森克个性问卷(EPQ)和家庭环境量表中文版(FES—CV),对608份有效EPQ的掩饰性进行描述统计及相关因素分析.结果全体学生掩饰性为51.32±9.63;其中男生全体高于女生全体,干部高于群众,经两独立样本t检验,掩饰性差异均无统计学意义.不同人群(女生、男生、干部、群众、全体)掩饰性分布具有一致性,均呈负偏态分布.二年级的掩饰性最高,五年级的掩饰性最低,六、七、八年级的掩饰性增高,九年级又降至到了次低点.经单因素方差分析,二年级与五年级、九年级,四年级与五年级、九年级,七年级与五年级间掩饰性差异有统计学意义.二至九年级同年级的两个班独立样本t检验,掩饰性差异均无统计学意义.掩饰性与亲密度呈正的线性相关关系,与矛盾性呈负的线性相关关系.结论北京作为大城市,中小学生不同性别的掩饰性差异在缩小,心理成熟在推迟,青春期学生的身心发展不平衡的矛盾突出,家庭环境的差异、家庭成员间互动模式的不同影响着中小学生个性特征的形成.
Objective To investigate the disguise status and related factors of primary and secondary school students in Beijing so as to make the psychological counseling and ideological education more scientific and effective for young people in the future.Methods Two to nine grades of a school in Dongcheng District of Beijing were selected and two Students in the class conducted a descriptive statistics and related factor analysis on the disguise of 608 valid EPQs according to the EPQ and FES-CV.Results The overall disguise of students was 51.32 ± 9.63 ; Boys were higher than girls in all, cadres than the masses, the two independent samples t test, there is no significant difference in cover sex.The disguise distribution of different groups (girls, boys, cadres, masses, all) Were negative skewed distribution.The second year of the highest cover the lowest, the lowest in the fifth grade cover, the sixth, the seventh and eighth grades of higher cover, the ninth grade dropped to the second lowest.Analysis by single factor analysis, second grade And the fifth grade, the ninth grade, the fourth grade and the fifth grade, the ninth grade, the seventh grade and the fifth grade.The difference between the two classes in the second grade to the ninth grade is t-test There was a positive linear correlation between occult and intimacy, and a negative linear correlation with ambivalence.ConclusionBeijing, as a big city, has less concealment difference between different sexes for primary and secondary school students, the delay of psychological maturity, The unbalanced imbalance between physical and mental development of adolescent students highlights the differences in family environment and the interaction between family members affect the formation of personality traits of primary and middle school students.