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| 工读学生的人格与自我同一性状态:社会支持的中介效应分析 |
| The Personality and the Status of Ego Identity of Reform Schools Students: An Analysis of the Mediator Effect in Social Supports |
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| DOI： |
| 中文关键词: 工读学生 人格 社会支持 自我同一性状态 |
| 英文关键词: reform schools students personality social support ego identity status |
| 基金项目:湖南省高等学校科学研究项目（12C1133）；湖南省教育科学“十二五”规划2012年度课题（XJK012CXL005） |
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| 摘要点击次数: 2075 |
| 全文下载次数: 2046 |
| 中文摘要: |
| 目的：探索工读学生自我同一性状态的特点；探索工读学生人格、社会支持和自我同一性状态的关系。方法：采用青少年自我同一性状态问卷、社会支持评定量表和大五人格量表，对长株潭地区的工读学校279名学生和普通学校361名学生进行了调查，并采用SPSS16.0和Amos7.0软件对调查数据进行统计分析。结果：工读学生的主观支持、支持利用度与大五人格的外倾性、宜人性、责任感、神经质显著相关，与自我同一性扩散状态、获得状态显著相关。结论：工读学生的扩散状态显著高于普通学生，延缓状态显著低于普通学生；社会支持在工读学生的人格与自我同一性扩散状态、延迟状态中起部分中介作用。 |
| 英文摘要: |
| Objective: To explore the characteristic and relation between personality, social support and ego identity development of the reform schools students. Methods: 279 and 361 students from the reform schools and normal schools are investigated by the Adolescents Ego Identity Status, SSQ and NEO-FFI. Results: Compared with the normal schools students, the reform schools students show higher diffusion status factor scores and remarkably lower delayed status factor scores; to the reform schools students, their subjective support and availability of support is related to extraversion, agreeableness, conscientiousness and neuroticism of their personality and the ego identity diffusion status and state. Conclusion: Social support plays an intermediary role in personality, ego identity diffusion and delayed status of the reform schools students. |
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