音乐专业大学生人格类型与心理健康关系的研究
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摘要
以长春市部分高校音乐专业大学生为被试,采用EPQ和UPI两种量表施测,从性别、年级、不同成长环境和家庭经济收入等几个方面对音乐专业大学生的人格与心理健康关系进行了分析,并得出结论:1.与其他专业大学生相比,音乐专业大学生更加外向、热情、交际能力强,擅长与人沟通。其中女大学生比其它专业女大学生适应性更强,耐受力克制力更高,呈外向稳定型性格。同时结果显示音乐专业大学生总体上情绪易失控,不够踏实。2.不同性别的音乐专业大学生人格特征表现不同,但心理问题检出率没有明显差异,心理健康程度相似。3.不同年级的音乐专业大学生人格差异显著,随着年级的增加,在精神质维度上的得分越来越高,反映出随着年级的增高,音乐专业大学生表现得越来越冷漠、不关心别人,自我保护意识明显提高。高年级大学生中的情绪不稳定因素多于低年级学生。音乐专业大学生UPI总分数随年级的增加而增加,大四学生的平均得分已经达到并超过应关注心理健康人群的底线,这说明音乐专业低年级学生心理健康状况整体尚可,而高年级,尤其是毕业班的大学生心理健康状况有待进一步加强。4.不同成长环境(城乡)的音乐专业大学生在人格上无显著差异。但城镇学生的UPI总分显著高于城市和农村学生,已经达到并超过了应关注心理健康人群的底线。5.不同家庭经济状况的音乐专业大学生在P(精神质)维度和E(内外向)维度得分存在差异,家庭收入5000元以下的大学生得分显著高于来自中高收入家庭的大学生,说明低收入家庭大学生的情绪易有不稳定表现,更敏感;家庭收入5000-50000元(中等收入)的音乐专业大学生心理健康程度最高。6.从整体来看,音乐专业大学生各分量表得分中内外向维度和掩饰性维度与UPI总分呈显著负相关;精神质和情绪性维度与UPI总分呈显著正相关。说明音乐专业大学生中,外向型人格的大学生和社会性强的大学生心理健康水平较高,个性孤辟、情绪不稳定的大学生心理健康水平相对较低。
Samples are taken from musical specialty students in several universities in Changchun city. Measurements are taken by means of EPQ and UPI. The personality–psycho health relationship analysis upon musical specialty students was conducted from the following aspects: gender, grade, growing-up environment and family annual income; and the following conclusion reached:
1. Compared with students from different specialty, musical students are more extroverted, enthusiastic, with higher social ability and good at communication with people. Among which female participants showed higher adaptability, endurance and continence than other specialties students. Assumes the extroverted stability mode disposition. Meanwhile study shows that generally speaking the musical students are easier to lose temper and not reliable and confident.
2.Different sex music specialized university student personality characteristic performance is different, but the psychological question picks out rate does not have the obvious difference, the psychologically healthy degree seems to be similar.
3.Remarkable differences observed from the personality of different grade students. The Psycho dimension scores are higher for higher grade students. This reflects the students are more and more inhospitable and careless about the others, sense of ego defense increased significantly. Among senior students, elements which lead to mood instability are more than that of lower grade schoolmates. The music specialized university student's UPI total score increases along with the grade increase, the four grade student's average score already achieved and surpasses the lower score which should pay attention to. Thus freshmen psycho health status generically is barely O.K, however the higher grades, graduating students’psychological health is not satisfying.
4.There is no obvious difference in the scores of P (psycho), E (Extrovert-Introvert) and N (Neurological) dimensions between students grown up from different environments such as city, town or country. Therefore no personality difference recorded. However the town-students’UPI total score is obviously higher than city and/or country-students and already achieved and surpassed the agent which should pay attention to the psychologically health.
5.There are some difference in P (psycho) and E (extrovert-Introvert) dimensions between students from different income level: score roars for students from lower than 5000 Yuan per annual income families, which shows the instability mood of low income family students—they are more hypersensitive. The lowest UPI score goes to students from medium income (5000-50000yuan per Ann) means they are the healthiest psychologically.
6.Holistically, among the musical students psycho investigation scores, the E and L dimensions scores remarkably negatively correlated to the UPI lump sum score whereas the P dimension and N dimension scores remarkably positively correlated to the lump sum UPI score. For musical students, those extroverted and more social ones possess higher level of psycho health meanwhile those dissocial and moody students should be more concerned upon their mental health level.
Samples are taken from musical specialty students in several universities in Changchun city. Measurements are taken by means of EPQ and UPI. The personality–psycho health relationship analysis upon musical specialty students was conducted from the following aspects: gender, grade, growing-up environment and family annual income; and the following conclusion reached:
1. Compared with students from different specialty, musical students are more extroverted, enthusiastic, with higher social ability and good at communication with people. Among which female participants showed higher adaptability, endurance and continence than other specialties students. Assumes the extroverted stability mode disposition. Meanwhile study shows that generally speaking the musical students are easier to lose temper and not reliable and confident.
2.Different sex music specialized university student personality characteristic performance is different, but the psychological question picks out rate does not have the obvious difference, the psychologically healthy degree seems to be similar.
3.Remarkable differences observed from the personality of different grade students. The Psycho dimension scores are higher for higher grade students. This reflects the students are more and more inhospitable and careless about the others, sense of ego defense increased significantly. Among senior students, elements which lead to mood instability are more than that of lower grade schoolmates. The music specialized university student's UPI total score increases along with the grade increase, the four grade student's average score already achieved and surpasses the lower score which should pay attention to. Thus freshmen psycho health status generically is barely O.K, however the higher grades, graduating students’psychological health is not satisfying.
4.There is no obvious difference in the scores of P (psycho), E (Extrovert-Introvert) and N (Neurological) dimensions between students grown up from different environments such as city, town or country. Therefore no personality difference recorded. However the town-students’UPI total score is obviously higher than city and/or country-students and already achieved and surpassed the agent which should pay attention to the psychologically health.
5.There are some difference in P (psycho) and E (extrovert-Introvert) dimensions between students from different income level: score roars for students from lower than 5000 Yuan per annual income families, which shows the instability mood of low income family students—they are more hypersensitive. The lowest UPI score goes to students from medium income (5000-50000yuan per Ann) means they are the healthiest psychologically.
6.Holistically, among the musical students psycho investigation scores, the E and L dimensions scores remarkably negatively correlated to the UPI lump sum score whereas the P dimension and N dimension scores remarkably positively correlated to the lump sum UPI score. For musical students, those extroverted and more social ones possess higher level of psycho health meanwhile those dissocial and moody students should be more concerned upon their mental health level.
引文
[1]车文博主编.当代西方心理学新词典.吉林人民出版社,2001:287.
[2]彭聃龄主编.普通心理学(第 3 版).北京师范大学出版社,2004:440-442.
[3][美]理查德格里格,菲利普津巴多.心理学与生活.王垒,王甦等译.人民邮电出版社,2003:385-415.
[4] 周天梅.高等师范院校学生人格类型的性别及年级差异比较.中国临床康复,2006;10(6):16-19.
[5] 潘芳,张红静,芦宗玉.1000 例不同专业大学生人格测试分析.山东医科大学学报,2001;39(5):469-470.
[6] 姚红.当代大学生人格调查和分析.浙江学刊,2003;(3):177-180.
[7] 王弘,朱成全.大学生人格健康状况调查报告.山西高等学校社会科学学报,2002;14(7):100-102.
[8] 张嘉虹,卢宁.大学生人格障碍及心理健康状况的相关研究.预防医学情报杂志,2005;(21):524-527.
[9] 王建中,樊富珉.北京市大学生心理卫生状况调研.中国心理卫生杂志,2002;16(5):331 -333.
[10] 范存欣,马绍斌,刘国宁.大学生人格类型测试结果分析.上海预防医学杂志,2006;14(4): 159-161.
[11] 郑林科.应用 UPI 检测大学生抑郁症状结果分析. 兰州大学学报(医学版),2005;31(4):48-50.
[12]孙建功,刘秀芬,李月馨.大学生心理健康状况及有关因素的研究.中国公安卫生,2003;19 (9):1140-1141.
[13] 沈毅,黄丽娜,刘幸娟.大学生心理健康现状研究.国际中华应用心理学杂志,2006;(3):32-34.
[14]刘秀芬,黄悦勤,李立明.大学生人格障碍病例对照研究.中国心理卫生杂志,2000;(14):88-92.
[15] 万方华,向寒英,程日华.大学生人格障碍的危险因素探讨.中国学校卫生,2004;(12):716-717.
[16] 赵洁.论当代中国大学生的人格塑造.东北师范大学硕士学位论文,2003;(5):16-22.
[17] 张玉芬.试论大学生人格教育的必要性和重要性. 当代教育论坛,2006;6 (上半月):10-11.
[18] 李会钦.儒学人文精神与大学生人格塑造.焦作大学学报,2003;(2):10-14 .
[19]李方泽.儒家人生修养理论对当代大学生人格培养的启示.阜阳师范学院学报(社会科学版),2003;(4):109-110.
[20] 张会艳.艺术教育与大学生人格完善.沈阳师范大学学报(社会科学版),2006;30(3):155-157.
[21] 甘霖,闵光辉.论合唱艺术对大学生人格美的塑造.西南交通大学学报(社会科学版),2005;6(3):65-68.
[22] 郝克勇.浅析太极拳运动对大学生人格素养的影响.北京化工大学学报(社会科学版),2005; (2):48-55.
[23] 卫芳.礼仪教育与大学生人格完善探析.河南司法警官职业学院学报,2006;4 (2):120 -121.
[24]黄光扬.高等师范院校学生心理健康及人格特征测试.中国心理卫生杂志,1994;(8):135-137.
[25]朱心怡,霍黄琦,王莹等.医学生多项人格特质(MMPI)的 13 年资料分析.中国心理卫生杂志,2001;15(4):275-277.
[26] 高万红.少数民族优秀大学生人格类型分析.云南民族学院学报(哲学社会科学版),2002;19(1):89-92.
[27] 冯天义.宁夏部分大学生人格类型分析.中国学校卫生,2004;25(6):722-723.
[28] 张有平,柳倩月,张圣海等.我国西南地区少数民族大学生人格类型的研究.湖北民族学院学报,2003;20(2):27-29.
[29] 华利平,董选时,梁志军等.公有民办大学生人格类型分析及人格塑造探索.南京医科大学学报(社会科学版),2002;3(8):235-237.
[30] 孔德生 张静.贫困大学生人格类型的聚类分析.中国心理卫生杂志,2005;19(11):737-740.
[31] 俞平.航海类学生人格类型分析与素质教育.交通高教研究,2003;(5):52-54.
[32] 欧阳辉,韩智,张树盛等.空乘专业大学生的人格类型与职业素质分析.沈阳航空工业学院学报,2001;18(4):88-91.
[33]卢晓红.女大学生心理健康状况及相关因素研究.黑龙江高教研究,2002;(6):86-88.
[34] 毛艳霞.高师生与综合性院校大学生卡特尔 16PF 人格测验与分析.洛阳师范学院学报,2006;2:125-127.
[35] 倪海.大学新生心理健康状况调查与分析.北京机械工业学院学报,2005;20(1):81-84.
[36]苏霞,刘启辉,殷晓莉.大学新生的心理健康状况与社会支持关系的研究.中国健康心理学杂志,2005;(13):410-412.
[37] 苏常青.艺术类大学生的心理特点分析.云南师范大学学报,2001;(8): 33-36.
[38] 陈群.在音乐教育中培养大学生良好的心理素质.湖南师范大学硕士学位论文,2006;(5):65.
[39] 杨兆丰,李力.论高师音乐系大学生思想特点与专业教师的育人作用.艺术教育,2006;(4):42-43.
[40]黄耀忠.加强大学生人格培养之我见.中国教育与教学,2005;2(5):56-57.
[41]张艺馨.大学生人格特质与心理健康调查与分析.湖北教育学院学报,2005;(11):110-113.
[42] 李壮壮.音乐欣赏对音乐专业大学生完美人格的塑造.中国成人教育,2007;(4):167-168.
[43]Li huimin, Zhai jingfeng. Relationship between personality and mental health in undergraduates. Zhongguo Linchuang kangfu,2006;10(2):166-168.
[44]Clark ML. Predictions of Scientific majors for black and college students. Adolescence,1996;21(81):2050.
[45] Erin O’Connor , Kathleen McCartney. Testing Associations Between Young Children’s Relationships With Mothers and Teachers. Journal of EducationalPsychology,2006;98(1):87-98.
[46]Johnmarshall Reeve , Hyungshim Jang. What Teachers Say and Do to Support Students`Autonomy During a Learning Activity. Journal of Educational Psychology ,2006;98(1):209-218.
[2]彭聃龄主编.普通心理学(第 3 版).北京师范大学出版社,2004:440-442.
[3][美]理查德格里格,菲利普津巴多.心理学与生活.王垒,王甦等译.人民邮电出版社,2003:385-415.
[4] 周天梅.高等师范院校学生人格类型的性别及年级差异比较.中国临床康复,2006;10(6):16-19.
[5] 潘芳,张红静,芦宗玉.1000 例不同专业大学生人格测试分析.山东医科大学学报,2001;39(5):469-470.
[6] 姚红.当代大学生人格调查和分析.浙江学刊,2003;(3):177-180.
[7] 王弘,朱成全.大学生人格健康状况调查报告.山西高等学校社会科学学报,2002;14(7):100-102.
[8] 张嘉虹,卢宁.大学生人格障碍及心理健康状况的相关研究.预防医学情报杂志,2005;(21):524-527.
[9] 王建中,樊富珉.北京市大学生心理卫生状况调研.中国心理卫生杂志,2002;16(5):331 -333.
[10] 范存欣,马绍斌,刘国宁.大学生人格类型测试结果分析.上海预防医学杂志,2006;14(4): 159-161.
[11] 郑林科.应用 UPI 检测大学生抑郁症状结果分析. 兰州大学学报(医学版),2005;31(4):48-50.
[12]孙建功,刘秀芬,李月馨.大学生心理健康状况及有关因素的研究.中国公安卫生,2003;19 (9):1140-1141.
[13] 沈毅,黄丽娜,刘幸娟.大学生心理健康现状研究.国际中华应用心理学杂志,2006;(3):32-34.
[14]刘秀芬,黄悦勤,李立明.大学生人格障碍病例对照研究.中国心理卫生杂志,2000;(14):88-92.
[15] 万方华,向寒英,程日华.大学生人格障碍的危险因素探讨.中国学校卫生,2004;(12):716-717.
[16] 赵洁.论当代中国大学生的人格塑造.东北师范大学硕士学位论文,2003;(5):16-22.
[17] 张玉芬.试论大学生人格教育的必要性和重要性. 当代教育论坛,2006;6 (上半月):10-11.
[18] 李会钦.儒学人文精神与大学生人格塑造.焦作大学学报,2003;(2):10-14 .
[19]李方泽.儒家人生修养理论对当代大学生人格培养的启示.阜阳师范学院学报(社会科学版),2003;(4):109-110.
[20] 张会艳.艺术教育与大学生人格完善.沈阳师范大学学报(社会科学版),2006;30(3):155-157.
[21] 甘霖,闵光辉.论合唱艺术对大学生人格美的塑造.西南交通大学学报(社会科学版),2005;6(3):65-68.
[22] 郝克勇.浅析太极拳运动对大学生人格素养的影响.北京化工大学学报(社会科学版),2005; (2):48-55.
[23] 卫芳.礼仪教育与大学生人格完善探析.河南司法警官职业学院学报,2006;4 (2):120 -121.
[24]黄光扬.高等师范院校学生心理健康及人格特征测试.中国心理卫生杂志,1994;(8):135-137.
[25]朱心怡,霍黄琦,王莹等.医学生多项人格特质(MMPI)的 13 年资料分析.中国心理卫生杂志,2001;15(4):275-277.
[26] 高万红.少数民族优秀大学生人格类型分析.云南民族学院学报(哲学社会科学版),2002;19(1):89-92.
[27] 冯天义.宁夏部分大学生人格类型分析.中国学校卫生,2004;25(6):722-723.
[28] 张有平,柳倩月,张圣海等.我国西南地区少数民族大学生人格类型的研究.湖北民族学院学报,2003;20(2):27-29.
[29] 华利平,董选时,梁志军等.公有民办大学生人格类型分析及人格塑造探索.南京医科大学学报(社会科学版),2002;3(8):235-237.
[30] 孔德生 张静.贫困大学生人格类型的聚类分析.中国心理卫生杂志,2005;19(11):737-740.
[31] 俞平.航海类学生人格类型分析与素质教育.交通高教研究,2003;(5):52-54.
[32] 欧阳辉,韩智,张树盛等.空乘专业大学生的人格类型与职业素质分析.沈阳航空工业学院学报,2001;18(4):88-91.
[33]卢晓红.女大学生心理健康状况及相关因素研究.黑龙江高教研究,2002;(6):86-88.
[34] 毛艳霞.高师生与综合性院校大学生卡特尔 16PF 人格测验与分析.洛阳师范学院学报,2006;2:125-127.
[35] 倪海.大学新生心理健康状况调查与分析.北京机械工业学院学报,2005;20(1):81-84.
[36]苏霞,刘启辉,殷晓莉.大学新生的心理健康状况与社会支持关系的研究.中国健康心理学杂志,2005;(13):410-412.
[37] 苏常青.艺术类大学生的心理特点分析.云南师范大学学报,2001;(8): 33-36.
[38] 陈群.在音乐教育中培养大学生良好的心理素质.湖南师范大学硕士学位论文,2006;(5):65.
[39] 杨兆丰,李力.论高师音乐系大学生思想特点与专业教师的育人作用.艺术教育,2006;(4):42-43.
[40]黄耀忠.加强大学生人格培养之我见.中国教育与教学,2005;2(5):56-57.
[41]张艺馨.大学生人格特质与心理健康调查与分析.湖北教育学院学报,2005;(11):110-113.
[42] 李壮壮.音乐欣赏对音乐专业大学生完美人格的塑造.中国成人教育,2007;(4):167-168.
[43]Li huimin, Zhai jingfeng. Relationship between personality and mental health in undergraduates. Zhongguo Linchuang kangfu,2006;10(2):166-168.
[44]Clark ML. Predictions of Scientific majors for black and college students. Adolescence,1996;21(81):2050.
[45] Erin O’Connor , Kathleen McCartney. Testing Associations Between Young Children’s Relationships With Mothers and Teachers. Journal of EducationalPsychology,2006;98(1):87-98.
[46]Johnmarshall Reeve , Hyungshim Jang. What Teachers Say and Do to Support Students`Autonomy During a Learning Activity. Journal of Educational Psychology ,2006;98(1):209-218.