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机构地区:[1]济光职业技术学院,上海201901 [2]上海同济大学 [3]上海华东师范大学心理与认知科学学院
出 处:《中华行为医学与脑科学杂志》2012年第2期171-173,共3页Chinese Journal of Behavioral Medicine and Brain Science
基 金:2010年上海市高校青年科研骨干培养计划项目(10CGB29)
摘 要:目的探讨高职院校数学学习困难高职生的个性特征。方法以上海某高职院校08,09,10级在读学生4422人为研究对象,根据大一第一学期数学期末考试成绩分为困难组(486人)和优秀组(407人),卡特尔16种人格因素问卷(16PF)测评人格,用SPSS软件对数据进行统计分析。结果困难组在恃强性[(6.59±1.94)分]、兴奋性[(7.29±2.24)分]、敏感性[(5.85±1.98)分]、怀疑性[(3.51±2.03)分]、幻想性[(5.76±1.86)分]、世故性[(5.81±1.75)分]、紧张性[(5.63±2.05)分]、适应与焦虑型[(4.49±2.23)分]、内向与外向型[(7.59±2.43)分]和怯懦与果断型[(5.04±1.62)分]个性因素上显著高于优秀组(尸〈0.05),而在稳定性[(5.89±2.19)分]、有恒性[(4.41±1.98)分]、独立性[(3.74±1.77)分]、感情用事与安详机警型[(5.51±1.81)分]、专业有成就者[(52.72±10.66)分]和在新环境中有成长能力[(18.78±3.91)分]的个性因素上显著低于优秀组(P〈0.05)。结论数学学习困难高职生具有敏感多疑、紧张焦虑、外向兴奋、情绪激动、易幻想、自制力和适应性差、缺乏细致和有恒性等个性特征。Objective To explore the personality traits on higher vocational students with mathematics learning difficulties (MD). Methods All students of three grades in their first year were divided into MD students ( n = 486) and outstanding students ( n = 407 ) according to their final math scores. Cattellg 16 PF Questionnaires was used to assess the personality. Results Students with MD got significantly higher records in personality fac- tors of aggressiveness(6.59 ± 1.94 ), excitability (7.29 ± 2.24 ), sensitivity (5.85 ± 1.98 ), suspicion (3.51 ± 2.03 ), fantasy ( 5.76 ±1.86 ), urbane ( 5.81± 1.75 ), tense ( 5.63± 2.05 ), adapting and anxiety type ( 4.49±2.23 ) ,introverted and export-oriented type (7.59 ± 2.43 ), and cowardice and decisive type ( 5.04 ± 1.62 ) than outstanding students (P 〈 0.05 ) ; however, they got lower records in personality factors of steadiness ( 5.89 ±2.19 ), perseverance ( 4.41 ± 1.98 ), independence ( 3.74 ± 1.77 ), emotional with unruffled alert type ( 5.51 ± 1.81 ) , professional achievements ( 52.72 ± 10.66 ) , growth ability in new enviromnents ( 18.78 ± 3.91 ) (P 〈 0.05 ). Conclusion Higher vocational students with MD have sensitive, suspicious, nervous, anxious, exoscopic, excited, fantasy personalities,lacking self-control, elasticity, carefulness and constancy.
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