3-12岁儿童人格的结构评定及其发展特点的追踪研究
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摘要
儿童人格的结构及其发展特点的研究历来是国内外心理学研究者关注的焦点。目前,西方对儿童人格的结构及其发展规律的探讨已相对成熟,而我国在此领域的研究基础还相当薄弱,大多借鉴西方研究的范式,或直接运用修订的国外量表进行研究。我们认为,人格是具有文化属性的心理特征,要系统探讨我国儿童人格的结构及其发展特点,必须植根于中国文化背景,确保研究结论能真实地反映我国儿童人格的特性。本研究将致力于推进我国儿童人格的结构及发展特点的本土化研究。
研究首先结合教师自由描述与词汇评定进行质化研究,得到儿童人格的描述性结构；并以此为理论基础,编制教师评定问卷,对儿童人格结构进行量化研究,确立我国儿童人格的测评结构；最后采用群组序列设计的追踪研究探讨儿童人格发展的年龄和性别特点。考虑到儿童所处生活环境及主导活动的差异,研究将3～12岁这一年龄段分为幼儿阶段(3～6岁,3岁起6岁止)与小学阶段(6～12岁,6岁起12岁止),我们分别对幼儿、小学生人格的描述性结构、测评结构及发展特点进行了探讨。
研究主要得出以下结论：
1.通过质化研究得出,幼儿人格的描述性结构由5个类属(认真自控、亲社会性、智能特征、外倾性、情绪稳定性)、15个亚类属(认真尽责、攻击反抗、坚持自制、同情利他、合群守礼、诚实知耻、聪慧性、探索创新、文艺兴趣、自主进取、善交际、精力充沛、乐观开朗、暴躁易怒、敏感焦虑)及35个码号构成；小学生人格的描述性结构由5个类属、15个亚类属及37个码号构成。其中,在类属上与幼儿相同,在亚类属上,文艺兴趣消失,出现了计划有序,码号内容与幼儿差别不大。
2.量化研究表明,幼儿人格由5个维度15个特质构成,其中智能特征维度包括聪慧性、探索创新、文艺兴趣、自主进取4个特质；认真自控维度包括认真尽责、攻击反抗、坚持自制3个特质；亲社会性维度包括同情利他、合群守礼、诚实知耻3个特质；情绪稳定性维度包括暴躁易怒、敏感焦虑2个特质；外倾性维度包括善交际、精力充沛、乐观开朗3个特质。小学生人格同样由5个维度15个特质构成,5个维度与幼儿相同,但具体包含特质有差别,幼儿智能特征中的文艺兴趣特质在小学生身上消失,而在认真自控维度中出现了计划有序特质。
幼儿、小学生人格发展教师评定问卷的各种信效度指标均较为理想,说明两种问卷是测量儿童人格的有效工具。
3.通过潜变量增长曲线模型和多层线性模型处理群组序列设计的追踪数据,结果发现,幼儿人格在3～6岁间均呈持续上升的发展趋势,其中3～4岁增长最快,4～5岁持续发展,但发展速度放缓,5～6岁趋于平稳。
在小学阶段,除认真自控呈显著的线性上升趋势外,其他4个维度都呈现出先上升,后发展速度放缓,最后出现下降的趋势,发展的关键阶段在6～7岁。其中,智能特征与外倾性及其所包含的特质大都在6～7岁时发展最快,其次是7～9.5岁,9.5岁后发展速度逐步放缓,到10.5岁后下降(其中探索创新在10岁后下降,善交际在11岁后下降)；亲社会性及其所包含特质的发展趋势与智能特征、外倾性类似,但它是在11岁后才出现下降趋势；情绪稳定性及其所包含特质在6～7岁间发展最快,7～8.5岁发展较快,8.5～10.5岁间变化不大,10.5岁后开始下降。
关于儿童人格的性别差异,研究发现,幼儿阶段女孩的认真自控和亲社会性得分在3岁时显著高于男孩,但在3～6岁间的增长率不存在差异。进一步分析特质的性别差异发现,女孩在3岁时的自主进取、认真尽责、攻击反抗、坚持自制、同情利他、合群守礼发展水平高于男孩,而且两者发展速率无差异,而男孩的精力充沛水平在3岁时高于女孩,而两者发展速率无差异；进入小学阶段,女生认真自控在6岁时的得分及在整个小学阶段的增长率都显著高于男生。具体分析其包含的特质发现,女生的认真尽责、计划有序发展水平在6岁时与男生无差异,但在6～12岁间的发展速率显著高于后者,同时女生的坚持自制、攻击反抗水平在6岁时显著高于男生,但两者后续的发展速率无显著差异。其他维度及其包含的特质在小学阶段均未发现性别差异。
The studies on the construction and development of children personality are always the focus research field at home and abroad. At present, researchers in western countries explored the construction and development of children personality maturely, but studies'foundation in our country is relatively weak. Many studies used the paradigm of western for reference, or the revised personality questionnaires which were used in the western culture to assess children in our country directly. Researchers consider that personality is the psychological properties with culture attribute. If the study is conducted to explore the construction and development of children personality systematically, we should carry out it in the background of entire Chinese culture, which can ensure the study's conclusion reflecting the characteristic of Chinese children personality exactly.Above all, this paper contributes to the local research of construction and development of children personality in our country.
First, we carried out qualitative research combining the teachers'free description and lexical analysis. Results showed a precise and completed descriptive personality construction of children. Second, on the basis of qualitative research, we made the teachers'rating questionnaires, which was used to investigate the children personality in the quantitative paradigm, and established the rating personality construction of our country children. Third, we adopted the longitudinal study with the cohort sequential design to explore the age and gender characteristic of children personality development. Considering differences of environments and age, the phase of 3～12 years was divided into preschool phase (from 3 to 6 years) primary phase (from 6 to 12 years), the descriptive and rating construction and developmental characteristics of preschool children and pupils personality were explored.
Main conclusions are as follows:
1. From the qualitative research, the descriptive personality construction of preschool children was made up of five categorizations (conscientiousness, pro-sociality, intelligence, extraversion, emotional stability), fifteen secondary categorizations (earnest/responsibility, aggressive/resistant, perseverant/contienent, sympathetic/altruism, gregariousness/polite, honest/guilt-ridden, intelligent, curosity/creativity, aesthetic, independent/enterprising, sociablity, vigorous, optimistic/active, impatence/stubborn, sensitivity/anxiety) and thirty-five attributes. The descriptive personality construction of pupils was made up of five categorizations which were similar to preschool children, but they had difference in the secondary categorizations. The aesthetic was dismissed in the pupil personality construction, the target orientated/orderliness categorization appeared, and the attributes were also similar to the preschool children.
2. From the quantitative research, the personality construction of preschool children was made up of five dimensions and fifteen traits. The intelligence included intelligent, curosity/creativity, aesthetic, independent/enterprising; conscientiousness included earnest/responsibility, aggressive/resistant, perseverant/contienent; pro-sociality encompassed sympathetic/altruism, gregariousness/polite, honest/guilt-ridden; emotional stability encompassed impatence/stubborn, sensitivity/anxiety; extraversion included sociablity, vigorous, optimistic/active.The pupils personality construction also included the same five personality dimensions, but the fifteen traits were not identical. The change was same to the qualitative research.
The reliability and validity indexes of the two questionnaires were fine, and they were effective instruments for investigating the personality development of Chinese children.
3. Adopt the LGM (Latent Growth Curve Model) and HLM (Hierarchical Linear Model) to analyze the data of longitudinal measurements. Results showed that the personality of preschool children was developing dramatically between 3 and 6 years,and the critical period was 3-4 years, growing continued between 4 and 5 years, but the speed became slow and stable when reaching 5-6 years.
Meantime, data from pupils suggested that the conscientiousness dimension developed dramatically with the linear trend, but the other four dimensions all developed quickly at first, then developed slowly, decreasing at last, and the critical period was 6-7 years. The intelligence and extraversion dimension and its traits had the same developing trajectory. Between 6 and 7 years, they developed at the fastest speed. Between7 and 9.5 years, they developed relative quick. The developing speed slow down after 9.5 years. Arriving at 10.5 years, they started decreasing trend(curosity/creativity started decreasing at 10 years, sociablity started decreasing at 11 years); The developing trend of pro-sociality dimension and its traits was similar to the intelligence and extraversion, but it started decreasing after 11 years. The emotional stability dimension and its traits developed at the fastest speed from 6 to 7 years, and developed relative quick from 7 to 8.5 years, but had no significantly difference from 8.5 to 10.5 years, it started decreasing after 10.5 years.
Considering the gender distinction of children personality, the outcomes suggested that scores of conscientiousness and pro-sociality dimension of preschool girls were significantly higher than preschool boys at the age of 3, but the developing speed had no difference from 3 to 6 years. To explore the gender distinction of traits further, the developing level of independent/enterprising, earnest/responsibility, aggressive/resistant, perseverant/contienent, sympathetic/altruism, gregariousness/polite of girls were dramatically higher than boys at 3 years, while vigorous of boys were dramatically higher than girls at 3 years,the developing speed all had no gender difference.As pupils, the conscientiousness scores and the growth rate of girls were significantly higher than boys at the age of 6 years. Exploring the developing gender difference of traits,found that the earnest/responsibility and target orientated/orderliness had no gender difference at 6 years,but the growth rate of girls had significantly higher than boys from 6 to 12 years.meanwhile, aggressive/resistant and perseverant/contienent of girls higher than boys at 6 years,but the developing rate had no difference. The other dimensions and its traits had no gender difference in primary phases.
研究首先结合教师自由描述与词汇评定进行质化研究,得到儿童人格的描述性结构；并以此为理论基础,编制教师评定问卷,对儿童人格结构进行量化研究,确立我国儿童人格的测评结构；最后采用群组序列设计的追踪研究探讨儿童人格发展的年龄和性别特点。考虑到儿童所处生活环境及主导活动的差异,研究将3～12岁这一年龄段分为幼儿阶段(3～6岁,3岁起6岁止)与小学阶段(6～12岁,6岁起12岁止),我们分别对幼儿、小学生人格的描述性结构、测评结构及发展特点进行了探讨。
研究主要得出以下结论：
1.通过质化研究得出,幼儿人格的描述性结构由5个类属(认真自控、亲社会性、智能特征、外倾性、情绪稳定性)、15个亚类属(认真尽责、攻击反抗、坚持自制、同情利他、合群守礼、诚实知耻、聪慧性、探索创新、文艺兴趣、自主进取、善交际、精力充沛、乐观开朗、暴躁易怒、敏感焦虑)及35个码号构成；小学生人格的描述性结构由5个类属、15个亚类属及37个码号构成。其中,在类属上与幼儿相同,在亚类属上,文艺兴趣消失,出现了计划有序,码号内容与幼儿差别不大。
2.量化研究表明,幼儿人格由5个维度15个特质构成,其中智能特征维度包括聪慧性、探索创新、文艺兴趣、自主进取4个特质；认真自控维度包括认真尽责、攻击反抗、坚持自制3个特质；亲社会性维度包括同情利他、合群守礼、诚实知耻3个特质；情绪稳定性维度包括暴躁易怒、敏感焦虑2个特质；外倾性维度包括善交际、精力充沛、乐观开朗3个特质。小学生人格同样由5个维度15个特质构成,5个维度与幼儿相同,但具体包含特质有差别,幼儿智能特征中的文艺兴趣特质在小学生身上消失,而在认真自控维度中出现了计划有序特质。
幼儿、小学生人格发展教师评定问卷的各种信效度指标均较为理想,说明两种问卷是测量儿童人格的有效工具。
3.通过潜变量增长曲线模型和多层线性模型处理群组序列设计的追踪数据,结果发现,幼儿人格在3～6岁间均呈持续上升的发展趋势,其中3～4岁增长最快,4～5岁持续发展,但发展速度放缓,5～6岁趋于平稳。
在小学阶段,除认真自控呈显著的线性上升趋势外,其他4个维度都呈现出先上升,后发展速度放缓,最后出现下降的趋势,发展的关键阶段在6～7岁。其中,智能特征与外倾性及其所包含的特质大都在6～7岁时发展最快,其次是7～9.5岁,9.5岁后发展速度逐步放缓,到10.5岁后下降(其中探索创新在10岁后下降,善交际在11岁后下降)；亲社会性及其所包含特质的发展趋势与智能特征、外倾性类似,但它是在11岁后才出现下降趋势；情绪稳定性及其所包含特质在6～7岁间发展最快,7～8.5岁发展较快,8.5～10.5岁间变化不大,10.5岁后开始下降。
关于儿童人格的性别差异,研究发现,幼儿阶段女孩的认真自控和亲社会性得分在3岁时显著高于男孩,但在3～6岁间的增长率不存在差异。进一步分析特质的性别差异发现,女孩在3岁时的自主进取、认真尽责、攻击反抗、坚持自制、同情利他、合群守礼发展水平高于男孩,而且两者发展速率无差异,而男孩的精力充沛水平在3岁时高于女孩,而两者发展速率无差异；进入小学阶段,女生认真自控在6岁时的得分及在整个小学阶段的增长率都显著高于男生。具体分析其包含的特质发现,女生的认真尽责、计划有序发展水平在6岁时与男生无差异,但在6～12岁间的发展速率显著高于后者,同时女生的坚持自制、攻击反抗水平在6岁时显著高于男生,但两者后续的发展速率无显著差异。其他维度及其包含的特质在小学阶段均未发现性别差异。
The studies on the construction and development of children personality are always the focus research field at home and abroad. At present, researchers in western countries explored the construction and development of children personality maturely, but studies'foundation in our country is relatively weak. Many studies used the paradigm of western for reference, or the revised personality questionnaires which were used in the western culture to assess children in our country directly. Researchers consider that personality is the psychological properties with culture attribute. If the study is conducted to explore the construction and development of children personality systematically, we should carry out it in the background of entire Chinese culture, which can ensure the study's conclusion reflecting the characteristic of Chinese children personality exactly.Above all, this paper contributes to the local research of construction and development of children personality in our country.
First, we carried out qualitative research combining the teachers'free description and lexical analysis. Results showed a precise and completed descriptive personality construction of children. Second, on the basis of qualitative research, we made the teachers'rating questionnaires, which was used to investigate the children personality in the quantitative paradigm, and established the rating personality construction of our country children. Third, we adopted the longitudinal study with the cohort sequential design to explore the age and gender characteristic of children personality development. Considering differences of environments and age, the phase of 3～12 years was divided into preschool phase (from 3 to 6 years) primary phase (from 6 to 12 years), the descriptive and rating construction and developmental characteristics of preschool children and pupils personality were explored.
Main conclusions are as follows:
1. From the qualitative research, the descriptive personality construction of preschool children was made up of five categorizations (conscientiousness, pro-sociality, intelligence, extraversion, emotional stability), fifteen secondary categorizations (earnest/responsibility, aggressive/resistant, perseverant/contienent, sympathetic/altruism, gregariousness/polite, honest/guilt-ridden, intelligent, curosity/creativity, aesthetic, independent/enterprising, sociablity, vigorous, optimistic/active, impatence/stubborn, sensitivity/anxiety) and thirty-five attributes. The descriptive personality construction of pupils was made up of five categorizations which were similar to preschool children, but they had difference in the secondary categorizations. The aesthetic was dismissed in the pupil personality construction, the target orientated/orderliness categorization appeared, and the attributes were also similar to the preschool children.
2. From the quantitative research, the personality construction of preschool children was made up of five dimensions and fifteen traits. The intelligence included intelligent, curosity/creativity, aesthetic, independent/enterprising; conscientiousness included earnest/responsibility, aggressive/resistant, perseverant/contienent; pro-sociality encompassed sympathetic/altruism, gregariousness/polite, honest/guilt-ridden; emotional stability encompassed impatence/stubborn, sensitivity/anxiety; extraversion included sociablity, vigorous, optimistic/active.The pupils personality construction also included the same five personality dimensions, but the fifteen traits were not identical. The change was same to the qualitative research.
The reliability and validity indexes of the two questionnaires were fine, and they were effective instruments for investigating the personality development of Chinese children.
3. Adopt the LGM (Latent Growth Curve Model) and HLM (Hierarchical Linear Model) to analyze the data of longitudinal measurements. Results showed that the personality of preschool children was developing dramatically between 3 and 6 years,and the critical period was 3-4 years, growing continued between 4 and 5 years, but the speed became slow and stable when reaching 5-6 years.
Meantime, data from pupils suggested that the conscientiousness dimension developed dramatically with the linear trend, but the other four dimensions all developed quickly at first, then developed slowly, decreasing at last, and the critical period was 6-7 years. The intelligence and extraversion dimension and its traits had the same developing trajectory. Between 6 and 7 years, they developed at the fastest speed. Between7 and 9.5 years, they developed relative quick. The developing speed slow down after 9.5 years. Arriving at 10.5 years, they started decreasing trend(curosity/creativity started decreasing at 10 years, sociablity started decreasing at 11 years); The developing trend of pro-sociality dimension and its traits was similar to the intelligence and extraversion, but it started decreasing after 11 years. The emotional stability dimension and its traits developed at the fastest speed from 6 to 7 years, and developed relative quick from 7 to 8.5 years, but had no significantly difference from 8.5 to 10.5 years, it started decreasing after 10.5 years.
Considering the gender distinction of children personality, the outcomes suggested that scores of conscientiousness and pro-sociality dimension of preschool girls were significantly higher than preschool boys at the age of 3, but the developing speed had no difference from 3 to 6 years. To explore the gender distinction of traits further, the developing level of independent/enterprising, earnest/responsibility, aggressive/resistant, perseverant/contienent, sympathetic/altruism, gregariousness/polite of girls were dramatically higher than boys at 3 years, while vigorous of boys were dramatically higher than girls at 3 years,the developing speed all had no gender difference.As pupils, the conscientiousness scores and the growth rate of girls were significantly higher than boys at the age of 6 years. Exploring the developing gender difference of traits,found that the earnest/responsibility and target orientated/orderliness had no gender difference at 6 years,but the growth rate of girls had significantly higher than boys from 6 to 12 years.meanwhile, aggressive/resistant and perseverant/contienent of girls higher than boys at 6 years,but the developing rate had no difference. The other dimensions and its traits had no gender difference in primary phases.
引文
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