技校与普中学生16PF人格特征比较研究

采用卡特尔编制的16PF问卷作为测量工具,对技工学校学生和普通中学学生进行调查,结果表明:在聪慧性、有恒性和自律性等人格特征上,技工学校学生明显高于普通中学学生;在世故性和忧虑性等人格特征上,二者的变化趋势一致.     

Personality,Gender and Student Performance at a South African University

Abstract

This article reports on a study that tested theory predicting differences in personality endowments between first-year and second-year accounting students, as well as the potential influence of personality on academic performance in the context of a large South African university. Data from 1 380 first-year and second-year accounting students was used to test theory predicting gendered differences in the relationships between personality and both throughput and performance. Multiple linear regression and multivariate analysis of variance (MANOVA) estimations were applied. The findings suggested that fewer students with openness and agreeableness continue to second-year accounting studies. While conscientiousness might not be a primary differentiator of performance at first year, at second year it dominates as a predictor of performance. The findings are expected to generalise to other contexts to the extent that such contexts share characteristics with the context under study.     

Gender,Curriculum and Assessment Issues to 16 +

This paper examines the relationship between curriculum and assessment in respect of gender, focusing largely on ages 14‐16+. Discussion concerns specifically those gender issues arising from the current trend towards vocationalism and from the intention, via the 1988 Education Reform Act, to introduce in England and Wales a national curriculum and a national system of assessment and testing. Proposals for the new National Curriculum are examined and it is argued that the overall curriculum is becoming increasingly assessment‐ and vocationally‐led, the prescribed emphases being technological. The school curriculum itself is therefore increasingly founded upon technology in respect of both content and modes of student assessment. Further, the intention to introduce a technologically‐based and technological curriculum may give rise to some difficulties in respect of another current intention, variously interpreted though it is, to produce more gender‐equal educational provision.     

Related factors of the MTAI and the 16PF

The Minnesota Teacher Attitude Inventory (MTAI) and the Sixteen Personality Factors Questionnaire (16PF) were administered to 395 undergraduate teachers-in-training. The MTAI and the 16PF were compared using canonical analysis. They contained three related factors accounting for 41% of their total variance. It was concluded that teachers' attitudes toward their pupils are determined in large part by measurable personality traits.     

高职院校大一新生人格特征的调查及启示

通过采用卡特尔16PF人格测试量表对高职院校大一新生的人格特征进行调查研究,结果表明,高职院校大一新生在恃强性、兴奋性和敢为性上得高分的人数比例较大,在聪慧性、有恒性、怀疑性、忧虑性和独立性上得低分的人数比例较大;男生在稳定性、恃强性、兴奋性等6个因子,女生在乐群性、恃强性、兴奋性等6个因子的得分显著高于常模;就性别而言,男女生在乐群性、聪慧性、稳定性等13个因子的得分有显著差异。     

社会因素与语言变异

语言是社会的,是社会因素导致了语言的变异,这一说法已得到普遍认同。不同文化背景,即来自不同群体的人们使用语言的方式上也不同。这些不同就构成了语言的变异。语言的变异能反映说话者的身份。本文旨在通过列举种种事例说明若干社会因素影响语言变异。     

实验室分析样品称量不准确的原因及对策

样品称量是分析实验的重要环节,称量不准确会导致整个实验失败。以高校实验室常用的分析天平为例,对造成称量不准确的原因及对策进行分析研究。     

Ethnic Variations of Pathways Linking Socioeconomic Status,Parenting, and Preacademic Skills in a Nationally Representative Sample

Research Findings: Grounded in the investment model and informed by the integrative theory of the study of minority children, this study used the Early Childhood Longitudinal Study–Birth Cohort data set, a nationally representative sample of young children, to investigate whether the association between socioeconomic status (family income and maternal education) and children's preacademic skills (receptive language, expressive language, literacy, numeracy skills) as mediated by parenting (learning materials, language stimulation, and outside activities) varies across Euro-American, African American, Hispanic, and Asian children. Results indicated that in general, language stimulation and outside activities were the most consistent mediators for Euro-Americans, learning materials was the most consistent mediator for African Americans, learning materials and language stimulation were the most consistent mediators for Hispanics, and learning materials and outside activities were the most consistent mediators for Asians. Practice or Policy: These findings suggest that how certain parenting behaviors are interpreted may vary by cultural context and thus how such parenting behaviors mediate the associations between socioeconomic status and preacademic skills outcomes may vary by cultural group as well. Thus, these findings have important implications for both future research and public policy. These results add to the growing literature demonstrating the necessity to consider parenting through the perspective of the majority culture not only when conducting research but also when providing programs for families from a variety of cultural backgrounds.     

论人格研究中的文化因素

现代人格心理学家普遍采用定量的实证研究方法来揭示人格的本质和内涵,但往往忽视了化的现象学研究在人格研究中的重要作用。我们以人格特质论的研究为主线,探讨了化因素对人格的深远影响,并结合跨化研究论证了人格的“大五因素”模型下的化与民族差异。     

高校教师的人格因素与自我和谐的相关研究

高校教师的人格因素与自我和谐状态之间是否具有相关性,选用卡特尔16PF人格量表和自我和谐量表对39名高校教师的人格因素和自我和谐进行测评,结果显示:高校教师的人格因素与自我和谐状态密切相关,即心理健康状况与自我和谐二者之间密切相关.人格障碍越重,自我和谐状况越差,反之,自我和谐状态越差,人格障碍越明显.     

道教学员16PF特征及其生活满意度研究

目的：了解道教学员的人格特征,及其生活满意度状况,通过对比为现代人生活提供借鉴．方法：采用16PF人格问卷和生活满意度量表（SWLS）对湖北武当山道教学院33名学员进行调查．结果：道教学员在16PF的9个维度均与大学生样本存在显著差异,具体表现为B（t=3．92 p〈0．00）、C（t=2．76 p〈0．01）、F（t=-3．19 p〈0．00）、G（t=2．67 p〈0．05）、H（t=2．80 p〈0．00）、L（t=-3．86 p〈0．00）、Q1（t=-4．58 p〈0．00）、Q2（t=-2．91 p〈0．00）、Q3（t=4．07 p〈0．00）;同时道教学员的生活满意度得分显著高于大学生样本（t=2．95,P〈0．01）;道教学员的积极情感显著高于大学生群体（t=3．55,P〈0．01）,其消极情感与大学生群体无显著差异．结论：道教学员人格特征在多个维度与一般大学生存在显著差异,他们生活满意度水平和积极情绪均显著高于后者。     

Gender Gaps in Collegiate Teaching Style: Variations by Course Characteristics

Using data from over 9,000 faculty members that participated in the Faculty Survey of Student Engagement (FSSE), this study examined the moderating role a range of course characteristics played on the effects of gender on the percentage of class time spent on various activities, a measure of teaching style. Results revealed gender differences, but that the gaps between men and women in lecturing and active classroom practices varied by disciplinary area, course level, and the number of times a course had been taught by the same instructor. The results confirm that gender effects depend on context, which implies that efforts to improve teaching and learning must also adapt to the instructional context.     

儿童性别角色发展的影响因素

健康的性别角色对人的发展有极其重要的影响.生物遗传因素、家庭教养态度、社会文化、认知因素等共同影响着儿童性别角色发展.     

性别角色特点及其与人格、心理健康的关系

对性别角色的相关研究进行回顾,对性别角色特点、性别角色与人格、心理健康的关系进行梳理发现：性别角色特点表现在类型方面、研究的特殊群体方面、跨文化方面,性别角色与人格、心理健康各因素相关显著,性别角色的类型对人格、心理健康具有一定的预测作用。     

高师生与综合性院校大学生卡特尔16PF人格测验与分析

采用卡特尔16PF人格测验量表,对洛阳师院和郑州大学共519名大学生人格特征和心理健康水平进行测试,结果显示:(1)所测大学生的人格特征和心理健康状况均处于正常水平;(2)两类大学的大学生相比较,在16种人格因素和8种次级因素上,少数个别因素有差异,其余均未达到显著水平;(3)男女性别之间作差异分析,人格特征显示出较大差异;(4)总体上有5.8%的学生心理不健康,其中高师生比例高于综合性院校.