人格特质、家庭环境对中学生道德判断能力的影响

以855名中学生为被试,采用路径分析等实证方法构建了个体差异变量人格特质、社会环境类因素家庭环境对道德判断能力影响的关系模型,揭示了人格特质、家庭环境各维度对中学生道德判断能力发展的直接和间接影响。当前中学生的人格特质对道德判断能力发展的总影响效应为正,家庭环境对道德判断能力发展的总影响效应为负。人格特质和家庭环境是一个整体,还应从综合的角度,用发展和系统的眼光看待其对道德判断能力的影响。     

家庭和谐相爱好

家庭是青少年的第一课堂,父母也是孩子们的首任老师。可以说家庭环境不良或教育方法不当,是导致青少年犯罪的一个重要因素。据法制日报消息称,就现阶段我国家庭易对青少年产生不良影响的情况来看,大约有五类家庭易产生青少年犯罪现象:     

大学生的冲动性特质与自杀意念的关系:一个有调节的中介模型

以应激-易感模型为依据考察冲动性特质与自杀意念的关系,并在此基础上提出一个有调节的中介模型,探讨负性生活事件影响的中介作用以及家庭环境的调节作用。采用巴瑞特冲动性量表、青少年生活事件量表、家庭环境量表、贝克自杀意念量表对902名大学生进行集体施测,旨在考察负性生活事件的影响对大学生冲动性特质与自杀意念的中介作用以及家庭环境的调节作用,结果表明:(1)冲动性特质和负性生活事件的影响能正向预测大学生的自杀意念;(2)负性生活事件的影响在冲动性特质和自杀意念之间起中介作用;(3)负性生活事件影响的中介作用和冲动性特质的直接作用受家庭环境的调节。这些结果对于综合解释环境与个体因素对自杀意念的作用与机制具有重要意义。     

父母冲突损害青少年学业成绩:努力控制与课堂参与的中介作用

本研究采取方便取样法从山东省济宁市两所公立初中抽取815名学生作为被试,填写父母冲突特征量表、努力控制分量表和课堂参与量表,并以语文、数学和英语三门课程的期末考试成绩作为学业成绩的指标,考察父母冲突对青少年学业成绩的影响机制,特别是青少年努力控制和课堂参与的中介作用。结果显示：（1）父母冲突对青少年的学业成绩存在直接负向预测;（2）父母冲突通过损害青少年的努力控制而间接负向预测其学业成绩;（3）父母冲突通过依次损害青少年的努力控制能力和课堂参与而间接负向预测其学业成绩。本研究不仅启发教育工作者重视青少年学业不良的家庭风险因素,而且启发父母有意识地减少冲突,为孩子自控能力乃至学业发展创造良好的家庭环境。     

青少年早期冲动性的发展轨迹:界定亚群组及其影响因素

以发展的整体互动论和生态系统理论为基础,考察青少年早期冲动性的发展轨迹及其影响因素。采用Barratt冲动性量表、家庭环境量表、青少年感知校园氛围问卷对天津市某中学210名初中生进行了为期1年的3次追踪调查,使用潜变量增长模型、潜类别增长模型、多元Logistic回归进行数据分析。结果发现:(1)青少年早期冲动性的发展呈线性增长趋势,并可分为三个亚群组:恒低组(16.67%)、恒高组(41.43%)和居中升高组(41.91%);(2)家庭环境亲密度和教师支持对亚群组有显著预测作用。本研究揭示了在青少年早期冲动性的动态变化性、个体差异性及其相关影响因素。     

高中生家庭环境与家庭功能的影响因素研究

1　引言家庭环境量表 (FES)是MOSS等于 1981年编制 ,在西方国家已广泛用于描述不同家庭环境与家庭生活的特征和危机状态的家庭 ,经过我国学者多次修订后 ,具有较好的信度和效度。目前 ,关于家庭环境及其影响研究颇为丰富 ,例如家庭环境对儿童行为问题、学生的学习成绩、心理健康和创造个性等方面影响的研究。而家庭功能是指家庭对家庭成员的功能和效能 ,或者是指家庭对家庭成员生存与发展所能起到的作用。以往的研究表明 ,家庭功能与家庭系统中的相互作用和系统性质有关。那么 ,哪些因素影响着家庭环境与家庭功能呢 ?本研究旨在探讨家庭…     

亲子教育缺失与"留守儿童"人格、学绩及行为问题

以“留守儿童”为被试,考察其家庭环境因素、人格、学绩、行为问题之间的关系,发现“留守儿童”处在相对不良的家庭环境中;不良的家庭环境因素与不良人格特质、行为问题、学业不良高相关,且后三者密切关联,相互加剧。讨论指出：对“留守儿童”问题的干预不仅要进行行为矫治和心理辅导,而且要整合社区、学校、家庭的力量,改善其家庭环境和心理氛围,为“留守儿童”建构有效的支持系统。     

中学生特质焦虑与家庭环境因素关系的研究

问题的提出S.B.Sarason、Davidson 等人(1960)提出,焦虑(尤其特质焦虑)部分与父母儿童关系的具体类型或与其附产物有关。随后,许多著名研究者对此作了探讨,他们一致认为,特质焦虑是通过父母儿童间的相互作用所形成的一种人格特质,后来学校环境中复杂的关系和矛盾维持、稳定了这种特质。众多研究都认识到,在焦虑形成过程中,家庭环境因素起着相当重要的作用。但遗憾的是,对家庭环境因素与特质焦虑间的关系缺乏系统研究。本文拟从整体角度来探讨此问题,并对影响中学生特质焦虑形成的诸家庭因素进行分析。     

强化敏感性人格特质对两性亲密关系的影响:成人依恋类型的中介作用

采用奖惩敏感性人格量表(SPSRQ)、亲密关系体验量表(ECR)和爱情三角理论量表(TLS)调查558名正处于恋爱阶段的大学生,探索成人依恋类型在强化敏感性人格特质与两性亲密关系之间的中介作用。研究结果显示惩罚敏感性通过回避依恋影响亲密、激情和承诺;奖励敏感性和惩罚敏感性都可通过焦虑依恋影响亲密和激情,这表明成人依恋类型是强化敏感性人格特质影响两性亲密关系的重要中介因素。     

青少年自我同一性发展的相关因素研究述评

自我同一性形成和发展是青少年的重要课题。本文在综合中外学者研究的基础上,分别从认知发展、家庭环境、学校教育、社会文化等方面因素对青少年自我同一性发展的影响进行了概括和总结。     

Measurement invariance of personality traits from a five-factor model perspective: multi-group confirmatory factor analyses of the HP5 inventory

Associations between personality and health may be influenced by contextual factors varying across studied cohorts. Moreover, measurement bias related to contextual factors could also influence these associations. Gender and age have been discussed as important contextual factors when studying personality and health outcomes. An examination of measurement invariance across gender and age may therefore be warranted. In the present study, measurement invariance across age and gender was examined for a five-factor model of personality traits in which scales have been included to operationalise lower-order traits related to health-behaviour or health outcomes. Using multi-group confirmatory factor analysis on a population based cohort (n= 5700), all important parameters of the measurement model were found to be invariant. On the basis of this invariant model, hypotheses of mean differences across age and gender in personality traits were tested. These results were discussed in relation to meta-analyses on personality change and gender differences in personality.     

Personality and gender differences in global perspective

Men's and women's personalities appear to differ in several respects. Social role theories of development assume gender differences result primarily from perceived gender roles, gender socialization and sociostructural power differentials. As a consequence, social role theorists expect gender differences in personality to be smaller in cultures with more gender egalitarianism. Several large cross‐cultural studies have generated sufficient data for evaluating these global personality predictions. Empirically, evidence suggests gender differences in most aspects of personality—Big Five traits, Dark Triad traits, self‐esteem, subjective well‐being, depression and values—are conspicuously larger in cultures with more egalitarian gender roles, gender socialization and sociopolitical gender equity. Similar patterns are evident when examining objectively measured attributes such as tested cognitive abilities and physical traits such as height and blood pressure. Social role theory appears inadequate for explaining some of the observed cultural variations in men's and women's personalities. Evolutionary theories regarding ecologically‐evoked gender differences are described that may prove more useful in explaining global variation in human personality.     

Status and the Gender Stereotyped Personality Traits: Toward an Integration

This paper integrates research findings on status and the gender stereotyped personality traits and examines the extent to which women’s lower status than men can account for two components of gender stereotyping in the United States: the belief that women and men have different personality traits and the differences in men’s and women’s perceptions of their own personality traits. In addition, it examines the extent to which status affects the evaluations associated with both genders’ self-perceived traits. Personality traits include the instrumental-assertive and expressive attributes that have been the focus of most theory and research, in addition to the instrumental-dominating, complaining, submissive, and bipolar attributes. Formulations involving the link with status are presented for each of these personality attributes.     

香港中学生人格特质的性别差异及其发展性分析

本文报告了新近发展的跨文化（中国人）个性测量表－青少年版（CPAI-A）对香港中学生人格特征的性别差异评估结果。CPAI-A是在CPAI-2（成人版）基础上发展而来的。研究发现性别是影响香港中学生人格特质的关键因素,并且性别差异在不同年龄组之间存在明显的延续性和发展性趋势。结合对已有研究的比较分析,文章从发展角度讨论了人格特质的性别差异特性在青少年不同年龄组之间的情形。文章还基于CPAI-2中国人常模的数据,比较分析了青少年与成人之间人格特征性别差异的特点。文章最后认为性别差异特征是体现人格特质在青少年期的不同年龄阶段,以及从青少年到成人阶段的发展性与稳定性的重要内容     

The Seattle Longitudinal Study: Relationship Between Personality and Cognition

This article reviews the history, measures and principal findings of the Seattle Longitudinal Study. This study began in 1956 focusing upon age differences and age changes in cognitive abilities. Its sampling frame is a large HMO in the Pacific Northwest. The study has been expanded to investigate various influences on cognitive aging including, cognitive styles, personality traits, life styles, and family environment. Current interest is also in the early detection of risk for dementia. In addition, this article reports original analyses of the relation of personality dimensions to cognitive abilities (both concurrent and longitudinal). While personality remains relatively stable over the adult life span, modest proportions of variance are shared between various personality traits and the cognitive abilities.     

The Seattle longitudinal study: relationship between personality and cognition

This article reviews the history, measures and principal findings of the Seattle Longitudinal Study. This study began in 1956 focusing upon age differences and age changes in cognitive abilities. Its sampling frame is a large HMO in the Pacific Northwest. The study has been expanded to investigate various influences on cognitive aging including, cognitive styles, personality traits, life styles, and family environment. Current interest is also in the early detection of risk for dementia. In addition, this article reports original analyses of the relation of personality dimensions to cognitive abilities (both concurrent and longitudinal). While personality remains relatively stable over the adult life span, modest proportions of variance are shared between various personality traits and the cognitive abilities.     

Gender Differences in Young Children's Temperament Traits: Comparisons Across Observational and Parent‐Report Methods

Evidence supporting the continuity between child temperament and adult personality traits is accumulating. One important indicator of continuity is the presence of reliable gender differences in traits across the lifespan. A substantial literature demonstrates gender differences on certain adult personality traits and recent meta‐analytic work on child samples suggests similar gender differences for some broad and narrow domains of temperament. However, most existing studies of children rely only on parent‐report measures. The present study investigated gender differences in temperament traits assessed by laboratory observation, maternal‐report, and paternal‐report measures. Across three independent samples, behavioral observations, maternal‐report, and paternal‐report measures of temperament were collected on 463 boys and 402 girls. Across all three methods, girls demonstrated higher positive affect and fear and lower activity level than boys. For laboratory measures, girls demonstrated higher levels of sociability and lower levels of overall negative emotionality (NE), sadness, anger and impulsivity than boys. However, girls demonstrated higher levels of overall NE and sadness than boys when measured by maternal reports. Finally, girls demonstrated lower levels of sociability based on paternal reports. Results are discussed in relation to past meta‐analytic work and developmental implications of the findings.     

Status, Personality, and Gender Stereotyping: Response to Commentators

Status differences between women and men can explain why they perceive themselves as having different personality traits. The status explanation of gender stereotyping is discussed in relation to two views that have shaped research and theory on gender and personality: the traditional view that men and women are characterized by stable, enduring dispositions and the more recent view that women’s and men’s self-perceived traits vary from one situation to another. Other issues include: status in relation to developmental issues and cross-cultural stereotypes, effect of gender identity on gender stereotyped behaviors and traits, and changes in gender stereotyped traits over time within the larger sociocultural context. Differences between the status explanation of gender stereotyping and personality and the view that gender is the central, determining factor are discussed.     

人格差异性的进化心理学解释

进化心理学一直热衷于人格共同性的探讨,但一些研究者也认为应该关注人格差异性,因为共同性和差异性是人格必不可分的两面。对人格差异性的进化解释比较成熟的有三种：生活历史理论、基因多样性理论和代价信号理论。生活历史理论认为是不同的环境(稳定和不稳定),造成了不同的生活历史策略(K策略和R策略),人格特质差异是这些策略的进化产物。基因多样性理论主要从基因突变和平衡选择的角度来解释人格差异性。前者强调突变基因的不可避免性引发了个性差异的存在和发展;后者强调概率的调节作用,解释了不同人格特质之所以能够并行存在的原因。代价信号理论则认为是个体拥有的先天禀赋或者资源差距导致其传递信号的能力差异,从而选择了不同的行为策略。未来研究需要加大遗传学、神经科学等方面的力度,以及研究范式的创新。     

Is personality disorder inherited? An overview of the evidence

Genetic factors appear to be of considerable importance in determining normal variation in personality. This is suggested by family, twin, and adoption studies as well as by indirect findings based on animal and psychophysiological studies. In contrast, there is consistent evidence that the contribution of shared family environment is minimal. Despite difficulties in defining personality disorder, it appears that many types of personality disorder, in particular schizotypal personality disorder and antisocial personality disorder/criminality, are also influenced genetically. The genetic transmission of normal personality traits and disorder is most easily explained by the contribution of multiple genes of small effect rather than by single-gene inheritance. Recent advances in molecular genetics have led to the localization of genes of minor effect for some traits. This raises the possibility of detecting a molecular basis of traits and disorders such as personality and personality disorder.Anita Thapar is supported by a Research Training Fellowship from the Medical Research Council.