中国儿童青少年大六人格结构与适应性：家庭 因素与校园欺凌的作用
文献类型：学位论文
| 作者 | 穆蔚琦 |
| 答辩日期 | 2024-06 |
| 文献子类 | 博士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 周明洁 |
| 关键词 | 大六人格 儿童青少年 校园欺凌 父母教养方式 家庭功能 |
| 学位名称 | 理学博士 |
| 学位专业 | 应用心理学 |
| 其他题名 | The Big Six Personality Structure and Adaptability of Chinese Children and Adolescents: The Role of Family Factors and School Bullying |
| 中文摘要 | The middle childhood and adolescence are important periods for personality development and growth. It is crucial to cultivate children and adolescents to form a healthy and mature personality, which requires the collaborative efforts of schools and families. The Big Six personality model has both cultural universality and cultural specificity, and can provide a good explanation and summarization of Chinese people's behavior patterns. However, previous research on the six-factor structure of Chinese people only focused on adult groups, and there is a lack of personality scales constructed from the six-factor structure. This study will focus on the Big Six personality of Chinese children and adolescents, exploring its structure, adaptability, and how to cultivate adaptive Big Six personality in children and adolescents. The ecological systems theory believes that individual characteristics are influenced by microsystems such as schools and families. School bullying, as a prominent manifestation of negative peer relationships, has important long-term effects on the social development and mental health of children and adolescents. Its relationship with the Big Six personality of children and adolescents needs to be studied in more detail. The family is an important place for children's socialization. From the perspective of home-school cooperation, it is also necessary to explore how family factors affect the Big Six personality of children and adolescents through school bullying. This study adopts multiple methods such as large-sample cross-sectional studies, family studies, and longitudinal studies to systematically explore the structure, development trend, and adaptability of the Big Six personality traits in children and adolescents. In addition, from the perspective of family-school interaction, the relationships between family factors such as parenting style and family function, school bullying and the big six personalities of children and adolescents were explored. The study consists of five parts and 10 sub-studies. (1) Study 1 first explored the personality structure of Chinese children and adolescents. Study 1a constructed a valid and reliable Big Six personality measurement tool for children and adolescents, and found that the Big Six personality structure is more explanatory than the Big Five personality structure for Chinese children and adolescents. Study 1b examined the measurement invariance between the pictorial and verbal versions, as well as the gender and age equivalence of each version. The inventory can be used for measuring the Big Six personality traits of children and adolescents across the mid-childhood and adolescent stages. (2) Study 2 explored the development trend and adaptability of the Big Six personality traits in Chinese adolescents from two perspectives: "variable- centered" and "individual-centered". Study 2a found that the mean level of Big Six personality traits in Chinese children and adolescents at different ages conformed to the "destruction hypothesis", with children in middle childhood and adolescents having different numbers of personality profiles. Study 2b found that high extraversion, high agreeableness, high conscientiousness, low neuroticism, high openness, and high interpersonal relatedeness were most adaptive in terms of child self-assessment, parent and teacher ratings of mental health, externalizing behavior, and academic performance. There was a "adaptive group" profile shared by both children and adolescents. Compared with other personality profiles, this group had the lowest level of depression and anxiety, and the best academic performance. (3) Study 3 explored the relationship between specific types of school bullying and the Big Six personality traits from the perspective of the school microsystem. Study 3a and Study 3b used network psychometrics, social network analysis, and multilevel linear modeling to analyze data from different samples and school bullying measures. Both studies found that neuroticism is most closely related to bullying victimization, while indirect bullying had the most significant impact on personality from both individual and class levels. This provides a target for healthy personality cultivating from the perspective of school bullying intervention. (4) Study 4 explored the influence of parenting style and family functioning on the Big Six personality traits from the perspective of home-school collaborative education, as well as the mediating role of school bullying. Study 4a found that positive parenting styles can have a positive impact on children's personality through reducing bullying victimization and perpetration. The negative parenting style is the opposite. Study 4b found that good family functioning can indirectly enhance extraversion, conscientiousness, and reduce neuroticism. Study 4c found that consistent positive parenting styles of parents help to cultivate adaptive personality, while inconsistent parenting styles, especially the influence of the mother, were more pronounced, and bullying played a mediating role. (5) Using a cross-lagged model, study 5 explored the two-wave tracking data of 521 students and found that there is a bidirectional relationship between parental care and personality and between parental rejection and personality. Family factors generally have a one-way impact on school bullying. The cross-lagged effects between school bullying and Big Six personality showed that T1 neuroticism significantly predicted T2 bullying victimization, and T1 bullying perpetration significantly predicted T2 extraversion and neuroticism. This study extends the research on the six-factor structure of Chinese personality to children and adolescents, and provides more empirical evidence for the ecological systems theory and group socialization theory. The results of the indirect effect model suggest that the cultivation of adaptive and sound personality in children and adolescents not only depends on schools, but also needs to pay attention to the influence of the family. Good parenting styles and family atmosphere can not only promote children and adolescents to develop more positive personality, but also produce a joint force through reducing school bullying. The research results also have practical significance for the intervention of bullying on campus and the cultivation of sound personality in children and adolescents. |
| 英文摘要 | 童年中期乃至青春期是人格发展和成长的重要时期，培养儿童青少年形成健康成熟且具有社会适应性的人格是十分重要的。大六人格模型兼具文化普适性与文化特异性，能够对中国人的行为模式进行良好的解释和概括。但是以往 对中国人六因素结构的研究集中在成年人群体。本研究将关注中国儿童青少年的大六人格，探究其结构、适应性以及如何培养适应性的儿童青少年大六人格。生态系统理论认为，个体的特征会受到学校、家庭等微观系统的影响，校园欺凌作为负性同伴关系的突出体现，对儿童青少年的社会性发展和心理健康有着 重要的长期影响，其与儿童青少年大六人格的关系有待更为细致的研究。家庭 是儿童社会化的重要场所，有待从家校互动的角度，探究家庭因素如何通过校 园欺凌，对儿童青少年大六人格产生影响。 本研究采用大样本横断面研究、家庭研究以及纵向追踪研究等多元方法,系统探讨了儿童青少年大六人格的结构、发展趋势及其适应性，并从家校互动的 角度，探究父母教养方式和家庭功能等家庭因素以及校园欺凌与儿童青少年大六人格的关系。共分五部分、10 个子研究。（1）研究一首先探究中国儿童青少 年的人格结构，研究 1a 建构了具有良好信效度的儿童青少年大六人格测量工具， 并发现大六人格相较于大五人格对中国儿童青少年的人格结构更具解释力，研究 1b 检验了量表图片版和文字版之间的测量等值性以及两个版本各自的性别和年龄等值，可用于童年中期和青春期全年龄段的儿童青少年的大六人格的测量。 （2）研究二从“以变量为中心”和“以个体为中心”两个视角对中国青少年大六人格的发展趋势及适应性进行了探究。研究 2a 对 12089 名 6-18 岁学生的研究结果发现，中国不同年龄段儿童青少年的大六人格平均水平变化符合“破坏假 说”，童年中期儿童和青春期青少年具有不同数量的人格剖面结构。研究 2b 发现，高外向性、高宜人性、高责任心、低神经质、高开放性和高人际关系性的儿童青少年，在孩子自评、父母和老师他评的心理健康、外化行为和学业成绩等指标上最具适应性，这也是儿童和青少年均具有的“适应组”剖面结构，该 组相较于其他人格剖面，抑郁和焦虑的水平最低，学业成绩最好。（3）研究三 从学校微观系统的角度，探究了欺凌受害和欺凌的具体类型与大六人格的关系。研究 3a 和研究 3b 分别采用测量网络分析、社会网络分析和多层线性模型，对 采用不同样本和校园欺凌测量的数据进行分析，均发现神经质与欺凌受害关系最密切，而间接欺凌对人格的影响从个体层面和班级层面都是各类型校园欺凌 中最明显的，为从校园欺凌干预的角度进行健全人格培养提供了靶点。（4）研 究四从家校协同育人的角度，探究父母教养方式和家庭功能对大六人格的影响，以及校园欺凌的中介作用。研究 4a 发现父母的积极教养方式能通过降低欺凌经历和行为，对儿童青少年人格产生积极影响；消极教养方式则相反。研究 4b 发现良好家庭功能可间接提升外向性、责任心，并降低神经质。研究 4c 发现父母 双方一致的积极教养方式有助于培养适应性人格，而不一致的教养方式，尤其是母亲一方的影响会更为明显，欺凌受害在其中也起到中介作用。（5）研究五利用交叉滞后模型对 521 名学生的两轮追踪数据的探索性研究发现，父母关怀和冷漠拒绝与人格之间存在双向关系，家庭因素整体上单向影响校园欺凌，校 园欺凌和大六人格之间交叉滞后效应不明显，T1 神经质显著预测 T2 欺凌受害， T1 欺凌显著预测 T2 外向性和神经质。 本研究将兼具文化普适性与文化特异性的中国人人格六因素结构的研究拓展到了儿童和青少年，并为生态系统理论、群体社会化理论提供了更多实证证据。间接效应模型的结果提示我们，儿童青少年的具有适应性的健全人格培养，不仅有赖于学校，还需要注重家庭层面的影响。良好的父母教养方式和家庭氛围，不仅能够促使儿童青少年发展出更为积极的人格，还能通过减少校园欺凌产生合力。研究结果还对校园欺凌的干预和儿童青少年健全人格培养具有一定实践意义。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/47995]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 穆蔚琦. 中国儿童青少年大六人格结构与适应性：家庭 因素与校园欺凌的作用[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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