摘要
目的 了解幼儿教师的应付方式和个性特征，为幼儿教师的心理健康教育提供依据。方法 随机选取金华城区幼儿教师104人进行16项人格因素问卷（16PF）和应对方式测查。结果 ①幼儿教师对各种应对方式的使用按因子均分排序依次是解决问题（0、8115）、求助（0．503）、幻想（0．447）、合理化（0．348）、退避（0．288）、自责（0．277）。②幼儿教师与一般女性之间，16PF的乐群性等10种因素存在着显著性差异（P〈0．05或P〈0．01）。③幼儿园教师16PF中的多数因素与合理化、自责、求助、幻想、退避等应对方式因子呈不同程度、性质各异的相关（r=-0．448～0．441，P〈0．05或0．01）。结论 幼儿教师具有成熟的应对方式和稳定的个性特征。
Objective To understand the copy style and personality of kindergarten teachers, and provide foundation for kindergarten teachers mental heath. Methods 104 teachers were assessed with Copying Style Inventory and 16 Personality Factor Questionnaire（16PF） . Results （ 1 ） According to the mean value of each factors, the order of copying style is problem-solving （ 0.8115 ） , help-seeking （ 0. 503 ）, fancying （ 0. 447 ） , rationalization （ 0. 348 ）, withdrawal （ 0. 288 ）, self-accusation （ 0. 277 ）. （ 2 ） 10 factors of 16PF, such as soeiality were significant difference between the kindergarten teachers and the Chinese norm （ P 〈 0.05 or P 〈 0.01 ）. （ 3 ） There were correlation in different level and quality between many factors of 16PF and the withdrawal, self-accusation, helpseeking, fancying, rationalization of the copying style （ r = - 0. 448 - 0.44 1, P 〈 0.05 or 0.01 ） . Conclusion The kindergarten tearehers have maturity copy style and steady personality.
出处
《中国行为医学科学》
CSCD
2007年第4期350-351,共2页
Chinese Journal of Behavioral Medical Science
关键词
幼儿教师
应对方式
人格
Kindergarten teachers
Copying style
Personality
