学前教育专业学生专业认同与人格类型的关系  

A Research on the Correlations of Pre-school Education Undergraduates' Personality Types and Professional Identification

作　　者：林良章[1] 卢芳芳[1] 李丹凤[1] 林芳[1] 

机构地区：[1]福建师范大学福清分校人文科学系,福建福州350300

出　　处：《宁波大学学报（教育科学版）》2014年第1期5-8,共4页Journal of Ningbo University(Educational Science Edition)

基　　金：福建省教育厅人文社科A类项目(JA09294S)

摘　　要：以学前教育专业学生为研究对象,进行了MBTI人格测验,并采用问卷调查与Go/No-go联想测验(GNAT)两种方式了解被试的专业认同状况及其与专业认同的关系。研究发现:总体上,学前教育专业本科生的人格类型以ESFJ(外倾感觉情感判断)、ESTJ(外倾感觉思考判断)、ISFJ(内倾上感觉情感判断)为主;被试在外显态度与内隐态度上对该专业均较为认同,但有部分被试出现了外显—内隐认同分离效应;此外,人格类型与专业认同之间存在一定关联,部分人格维度可作为判断大学生专业认同状况的有效变量。The authors used questionnaries and the Go/No-go test （GNAT） to conduct researches on pre-school education undergraduates＇ personality types in Fuqing Branch of Fujian Normal University by means of MBTI. It was found that the major types involved ESFJ, ESTJ, and ISFJ with roughly the same implicit and explicit identification demonstrated by the subjects, but with partially remarkable dissociations, and that the undergraduates＇ types of personality was correlated with their professional identification. Some personality dimensions can be used as effective variables to discriminate their status quo of professional identification.

关 键 词：MBTI GNAT 专业认同 

分 类 号：G447[哲学宗教—心理学]