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目的考察人格和应对方式对大学新生心理适应的影响。方法应用大学新生适应量表(FARS)、Eysenck人格量表(EPQ)和简易应对方式量表(SWCQ)等测量212名大学新生的心理适应状况、人格特征和应对方式。结果 FARS总分在专业满意度、独生与否、性别、生源地等因素有显著性差异(t=-6.37,P<0.001,t=-3.69,P<0.001,t=-3.76,P<0.01,t=-2.43,P<0.05);EPQ中的E、N、P维度与FARS总分相关极显著(r=-0.30,P<0.001,r=0.43,P<0.001,r=0.24,P<0.001)、SWCQ中的积极应对和消极应对与FARS总分相关极显著(r=-0.34,P<0.001,r=0.36,P<0.001)。逐步回归显示,专业满意度、性别、人格特征和应对方式对适应具有预测作用。结论大学新生的人格特征、应对方式以及专业满意度等因素影响其适应水平,在新生心理适应教育时应注重个体人格和专业思想教育。
Objective To examine the impact of personality and coping styles on psychological adaptability of college freshmen. Methods The psychological adaptability, personality characteristics and coping styles of 212 college freshmen were measured by using freshmen adaptability scale (FARS), Eysenck personality scale (EPQ) and simple coping style scale (SWCQ). Results The total score of FARS was significantly different among professional satisfaction, only child or not, sex, origin and other factors (t = -6.37, P <0.001, t = -3.69, P <0.001, t = -3.76, P < 0.01, t = -2.43, P <0.05). The E, N and P dimensions of EPQ were significantly correlated with the FARS total score (r = -0.30, P <0.001, r = P <0.001). There was a significant correlation between positive coping and negative coping in SWCQ and FARS total score (r = -0.34, P <0.001, r = 0.36, P <0.001). Gradual regression shows that professional satisfaction, gender, personality traits and coping styles have a predictive effect on adaptation. Conclusion The freshmen ’s personality, coping style and professional satisfaction and other factors affect their adaptability. In freshmen’ s mental adaptation education, individual personality and professional ideological education should be emphasized.