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目的:根据流行病学调查的方法,对艾森克个性问卷(EPQ)进行信效度检验,并建立该问卷镇江市个别正常学生性别常模,对临床工作指导更具针对性。方法:根据学校综合实力的不同,采用随机分层整群抽样的方法,随机抽取镇江市9所学校不同年级38个班的1430学生,根据纳入和排除标准筛选出符合标准的个别正常学生,并根据年龄分为幼年(12~15岁)组和成人(16岁以上)组,然后在相同的环境条件和相同的指导语指导下进行艾森克个性问卷测量,根据测量结果建立镇江市个别正常学生艾森克个性问卷性别常模。结果:男性个别正常学生在P分量表和E分量表上的评分高于女生的评分,但男女学生在E分量表上的差异没有统计学意义;男性个别正常学生在N分量表和L分量表上的评分低于女生的评分,但幼年男女生在N分量表上的差异没有统计学意义。结论:可采用艾森克个性问卷建立镇江市个别正常学生EPQ的性别常模,女性对错畸形所致的容貌影响更为关注。
OBJECTIVE: According to the method of epidemiological investigation, the reliability and validity of EPQ was tested and the gender norm of individual normal students in Zhenjiang was established, which is more specific to clinical work guidance. Methods: According to the different comprehensive strength of schools, a random stratified cluster sampling method was used to randomly select 1430 students from 38 classes of different grades in 9 schools in Zhenjiang City. According to the inclusion and exclusion criteria, individual normal students were selected, According to the age, they were divided into groups of juveniles (12-15 years old) and adults (16 years old or older), then under the guidance of the same environmental conditions and the same instructional language, Eysenck personality questionnaire was measured. Based on the measurement results, Normal Student Eysenck Personality Questionnaire Sex norm. Results: There were no significant differences in male and female students’ scores on P scores and E scores between male and female students in P scores and E scores. There was no significant difference between male and female students in E scores; Scores on subscales were lower than those on girls, but there was no statistically significant difference in the N-subscale between young boys and girls. Conclusion: Eysenck’s personality questionnaire can be used to establish the EPQ of norm of normal students in Zhenjiang, and the female is more concerned about the appearance caused by malformation.