6～9岁儿童特质观与其人格特质的关系  

Relations of 6 to 9-year-old Chinese Children's Implicit Theories about Traits and Their Personality Traits

作　　者：杨丽珠[1] 高雯[2] 

机构地区：[1]辽宁师范大学教育学院心理系,大连116029 [2]北京师范大学发展心理研究所,北京100875

出　　处：《心理科学》2007年第4期839-843,共5页Journal of Psychological Science

基　　金：全国教育科学"十五"规划重点课题(BBB010467);辽宁省高等学校人文社会科学重点研究基地科研项目(J05041)

摘　　要：为考察特质观与稳定的行为方式之间的关系，采用情境故事法和问卷法分别对180名6～9岁儿童进行了特质稳定性理解的个别测查和人格特质的教师评定。结果发现，持三种不同特质观（实体论、中间论、渐变论）的6～9岁儿童开始在认真有恒、自制稳重、聪慧性、开朗活泼和同情利他五种人格特质行为上表现出显著差异；6～9岁儿童的特质观能够预测以上五种人格特质，丽儿童“开朗插泼”和“聪慧性”特质行为的线性组合是预测儿童特质观的最佳指标。这些研究结论有助于说明关于特质的认知在调解和制约个体稳定的行为理解和反应中的重要作用，验证了人格认知流派的观点；支持了认知与人格之间交互作用的理论假设；对于解释年幼儿童发展中的不适应问题具有一定的意义。To investigate relations between implicit theories about traits and stable behaviors, eight constructed stories for beliefs about the stability of traits and a questionnaire for personality trait evaluation were used to test 180 6 to 9-year-old from two elementary schools in Dalian. The results showed that difference on behaviors of some personality traits existed among three kinds of implicit theorists aged from 6 to 9; implicit theories, especially about negative traits, could be used to predict the behaviors of those traits; and optimistic/active traits along with intelligent traits could be used in a linear combination to predict children＇s implicit theories about traits. These results were helpful to an explanation for the important role of traits cognition in understanding and responding to the mediation and control of stable individual behaviors, testified the cognitive theory of personality, supported the interactive theory about cognition and personality, and could be used to explain as an internal reason the maladjustment of young children in their development.

关 键 词：特质观 实体论 中间论 渐变论 人格特质 

分 类 号：B842.1[哲学宗教—基础心理学]