摘要
目的：运用自编幼儿人格发展教师评定问卷对幼儿人格进行追踪测量,探讨其年龄及性别发展特点。方法：用整群抽样法选取3~3.5岁、3.5~4岁、4~4.5岁3个年龄群组幼儿为被试,采用群组序列的追踪设计,进行为期1年半的追踪测量,结合潜变量增长曲线模型和多层线性模型处理数据,探讨幼儿在3~6岁间人格的发展特点。结果：（1）幼儿的智能特征、认真自控、外倾性、亲社会性、情绪稳定性5个人格维度在3~4岁发展最快,4~5岁持续增长但发展速度放缓,到5~6岁时趋于平稳;（2）女孩的认真自控和亲社会性在3岁时显著高于男孩,但在3~6岁间的增长率不存在差异,即女孩的认真自控和亲社会性在幼儿阶段发展水平始终高于男孩。结论：从家庭进入幼儿园的环境变迁促使了幼儿人格的进一步发展,5岁左右幼儿人格开始初步形成;女孩的认真自控和亲社会性水平在幼儿阶段始终高于男孩。
Purposes： This study contributes to the local research of the construction and development of children＇s personality in our country, such as the development characteristics of age and gender. Procedure： First, we combined the teachers＇ free description and selected the proper personality traits adjectives, which can describe the children from the Dengfeng Wang＇ adults personality traits adjectives. And we integrated the two ways and referred to the related literatures for the qualitative research. A precise and completed descriptive personality construction of children was obtained. Second, on the basis of qualitative research, we used the teachers＇ rating questionnaires to investigate the children＇s personality in the quantitative [~aradigm. Then, we established the personality construction of preschool children, which was made up of five dimensions, including intellectual characteristics, conscientiousness, pro-sociality; emotional stability, and extraversion. The personality questionnaire was named as ＂preschool children＇s personality rated by teachers＂ with fine reliability and validity which was made independently as assessing tools. Third, we adopted a longitudinal study with a cohort sequential design to explore the age and gender characteristic of preschool children＇s personality development. We recruited 608 preschool children and classified them into three cohorts （3-3.5, 3.5-4, 4-4.5 years old） as participants, measured once every six months, measured four times in total. Then, a multiple group analysis of the latent growth curve model （LGM） was applied to decide whether the three cohorts had all the same developmental trend. When a single coherent trajectory existed, we applied the hierarchical linear modeling （HLM） to deal with data to explore the age and gender characteristics of children＇s personality development. The result showed that： （1） the five dimensions of preschool children＇s personality developed rapidly between 3 and 6 years old. And the developmental trend was a quadratic curve. The critical period was 3 to 4 years old, and personality continued to develop between 4 and 5 years old, but the speed became slow and stable from 5 to 6 years old. （2） The outcomes suggested that scores of the conscientiousness and pro-sociality dimensions of preschool girls were significantly higher than preschool boys at the age of 3 years, but the developing speed had no difference between the 3- and the 6-year-old children. In other words, the development level of girls＇ conscientiousness and pro-sociality was always higher than boys＇ at the age of 3. In conclusion, the five dimensions of preschool children＇s personality developed with a quadratic curve, and became stable when children were 5-6 years old. The dimensions of conscientiousness and pro-sociality had dramatically gender differences at age 3.
出处
《心理科学》
CSSCI
CSCD
北大核心
2015年第3期586-593,共8页
Journal of Psychological Science
基金
国家社会科学基金重点项目"我国儿童青少年人格发展及其培养研究"(11AZD089)的资助
关键词
3~6岁儿童
人格
群组序列追踪设计
潜变量增长曲线模型
多层线性模型
children of 3-6 years old, personality, cohort sequential longitudinal design, latent growth curve model, hierarchical linear modeling
