中學生個人特質測量與適應性指標研究

Research on Personal Trait Measurement and Adaptive Index of Junior High School Students in Taiwan

10.6251/BEP.20080704

陳李綢(Lee-Chou Chen)

友愛親密 ； 決策能力 ； 情緒表現 ； 創新變異 ； 樂觀進取 ； consideration ； decisiveness ； emotionality ； innovation ； optimist

教育心理學報

40卷2期（2008 / 12 / 01）

323 - 339

繁體中文

本研究主要目的在編製適合中學生使用的個人特質量表，以探討中學生的人格特質適應性指標，並比較不同背景（地區、國高中、年級、性別、排行、家庭結構、父母教育程度與職業）中學生的個人特質的差異性。以1479名國中至高中學生爲受試，自編量表經由預試、項目分析和因素分析決定個人特質的因素與指標，並完成量表的編製、常模建立、信效度的研究。研究結果顯示：(1)個人特質量表是一個可以測量「創新變異」、「情緒表現」、「友愛親密」、「樂觀進取」及「決策能力」等五種特質的有效且穩定的測驗。(2)個人特質量表在「友愛親密」與「決策能力」兩個分量表有地區的差異性，不同年級學生的「創新變異」與「樂觀進取」二項分數平均數有差異存在，男女學生的個人特質分數顯示女生的個人特質總分與情緒表現、友愛親密及決策能力各分量表平均數都高於男生，人格特質總分與其他各分量表平均數大都不因排行不同、家庭子女人口、父母親教育程度與職業而有差異性。唯其中「創新變通」分數因父親不同教育程度及職業別有差異。

The purposes of this research were to construct the Scale of Personal Trait suitable for use with junior high school students, to develop an adaptive index for their PT measurements, and to compare the PTs of students with different backgrounds (region, school, grade, sex, family structure, parental educational level and profession). From a sample of 1,479 junior and senior high school students in Taiwan, factors and indices for the PT Scales were determined through analyses of various items and factors. Reliability, validity, and norm of the Scales were then examined upon the scales' completion. Results showed that: PT Scales were capable of effectively measuring 5 separate abilities: innovation, emotionality, consideration, optimist, and decisiveness. The average scores for consideration and decisiveness differ among students from different regions; the average values for innovation, and optimist differ among students from different grades. Students with different birth orders also differ in total PT scores and in individual innovation, consideration, and decisiveness scores. Female students tend to have higher scores on PT total scale, individual emotionality, consideration, and decisiveness scales than male students. Finally, for most of the students with different birth orders, parental educational level or profession were not related to PT scores. Only the average values for innovation differ among students with different father's educational level and professions.

1. 陳李綢(2008)。中學生情緒智慧測量與適應性指標研究。教育心理學報測驗與評量專刊，37，61-82。
   連結：
2. 蔡順良(2008)。青少年多向度效能量表編製與驗證。國立臺灣師範大學教育心理與輔導學系，教育心理學報，測驗與評量專刊，39，105-126。
   連結：
3. 羅品欣(2005)。國小學童家庭結構、親子互動關係、情緒智力與同儕互動關係之研究。教育心理學報，36(3)，221-240。
   連結：
4. Allport, G. W.(1961).Pattern and Growth in Personality.New York:Holt, Rinehart & Winston.
5. Bandura, A.(1986).Social foundations of thought and action: A Social cognitive theory.Englewood Cliffs, NJ:Prentice Hall.
6. Barrio, V. D.,Aluja, A.,Garcia, L. F.(2004).Relationship between empathy and Big-Five personality traits in a sample of Spanish adolescences.Social behavior and Personality,32(7),677-682.
7. Botwin, M. D.,Buss, D.M.(1989).Structure of act-report data: Is the Five-factor model of personality recaptured.Journal of Personality and social Psychology,56(6),988-1001.
8. Bowers, M. R.,Swan, J. E.,Koehler, W. F.(1994).What attributes determine quality and satisfaction with health care delivery?.Health Care Management Review,19(4),49-55.
9. Cattell, R. B.(1965).The scientific analysis of personality.Bathimore:Penguin.
10. Church, A. T.,Katigbak, M.S.(2000).Trait Psychology in the Philippines.American Behavioral Scientist,44(1),73-95.
11. Conner, K. R.,Zhong, Y.(2004).NEO-PI-R Neuroticism Scores in Substance-Dependent Outpatients: Internal Consistency and Self-Partner Agreement.Journal of Personality Assessment,83(1),75-77.
12. Costa, P. T.,McCrae, R. R.(1994).The NEO personality Inventory-revised manual.Odessa, FL:Psychological Assessment Resources.
13. Costa, P. T.,McCrae, R. R.(1992).Normal personality assessment in clinical practice: The NEO personality Inventory.Psychological Assessment,4,5-13.
14. Costa, P. T.,McCrae, R. R.(1992).Revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI).Professional Manual, Odessa, FL:PAR.
15. Costa, P. T.,McCrae, R. R.(1989).The NEO personality Inventory manual.Odessa, FL:Psychological Assessment Resources.
16. Costa, P. T.,McCrae, R. R.(1997).Stability and Change in Personality Assessment: The Revised NEO Personality Inventory in the Year 2000.Journal of Personality Assessment,68(1),86.
17. Digman, J. M.(1990).Personality structure: Emergence of the Five-factor model.Annual Review of Psychology,41,417-440.
18. Ehrler, D. J.,Gary, E. J.,Mcghee, R. L.(1999).Extending Big-Five theory into childhood: A preliminary investigation into the relationship between Big-Five personality traits and behavior problems in children.Psychology in the Schools,36(6),451-458.
19. Ewen, R. B.(1998).Personality: A topical approach.Mahweh, NJ:Erlbaum.
20. Eysenck, H. J.(1992).Four ways five factors are not basic.Personality and Individual Differences,13,667-673.
21. Freud, S(1962).The ego and the id.New York:Nooton.
22. Gamble, S. A.,Talbot, N. L.,Duberstein, P. R.,Conner, K. R.,Franus, N.,Beckman, A. M.,Conwell, Y.(2006).Childhood Sexual Abuse and Depressive Symptom Severity.The Journal of Nervous and Mental Disease,194(5),382.
23. Gatewood, R. D.,H. S., Field(1998).Human Resource Selection.The Dryden Press Richard.
24. Goldberg, L. R.(1992).The development of markers for the Big-Five factor structure.Psychological Assessment,4(1),26-42.
25. Goldberg, L. R.,L. Wheeler(Ed)(1981).Review of Personality and Social Psychology.Beverly Hills, CA:Sage.
26. Guilford, T. P.(1959).Personality.New York:Megraw-Hill.
27. Howard, P. J.,Horwrd, J. M.(1995).The big five quickstart: Anintroduction to the Five-Factor Model of personality for human resource professionals.Charlotte, NC:Center for Applied Cognitive Studies.
28. Igier, V.,Mullet, E.(2003).Application of the five-factor model of personality to intergenerational perception.Psychological Sciences and Social Sciences,58,177-186.
29. John, Oliver P.,Sanjay Srivastava,L. A. Pervin,O. P. John (Eds.)(1999).Hanbook of Personality Theory and Research.New York:Guilford.
30. Judge, T. A.,Heller, D.,Mount, M. K.(2002).Five-factor model of personality and job satisfaction: A meta-analysis.Journal of Applied Psychology,87,530-541.
31. Kelly, W. E.(2004).The "Ocean" and the Night-Sky: Relations between the Five-Factor Model of personality and noctcaelador.38(3),406-408.
32. Larson, L. M.,Rottinghaus, P. J.,Borgen, F. H.(2002).Meta-analyses of Big Six Interests and Big Five Personality Factors.Journal of Vocational Behavior,61,217-239.
33. Lounsbury, J. W.,Loveland, J. M.(2003).An investigation of psychological sense of community in relation of Big Five personality traits.Journal of Community Psychology,31(5),531-541.
34. MacDonald, K. B.(1998).Evolution, culture, and the Five-Factor Model..Journal of Cross-Cultural Psychology,29,119-149.
35. Mastor, K. A.,Jin, P.,Copper, M.(2000).Malay culture and Personality.American Behavioral Scientist,44(1),95-112.
36. Ridgell, S. D.,Lounsbury, J. W.(2004).Predicting academic success: General intelligence, "Big Five" personality traits, and work drive.College Student Journal,38(4),607-619.
37. Rogers, C. R.(1980).A way of being.Boston:Houghton Mifflin.
38. Salgado, J. F.(1997).The 5-factor model of personality and job-performance in the European-community.Journal of Applied Psychology,82(1),30-43.
39. Saucier, G.(1994).Mini-markers: A brief version of Goldberg`s Unipolar Big-Five markers.Journal of Personality Assessment,63(3),506-516.
40. Schutte, N.,Malouff, J.(2004).University student reading preferences in relation to the big five personality dimensions.Reading Psychology,25(4),273-296.
41. Shafer, A. B.(2000).Mediation of the Big five`s effect on career decision making by life task dimentions and on money attitudes by materialism.Personality and Individual Differences,28,93-109.
42. Srivastava, S.,Oliver, P. J.,Samuel, D.,Potter, G. J.(2003).Development of personality in early and middle adulthood: Set lik plaster or persistent change.Journal of Personality and Social Psychology,84(5),1041-1053.
43. Thompson, R. L.,Brossart, D.F.,Carlozzi, A. F.,Miville, M. L.(2002).The Five Factor Model (Big Five) Personality traits and universal-diverse orientation in counselor trainees.The Journal of Psychology,136(5),561-572.
44. Tomas, A.,Chess, S.(1977).Temperament and Development.Y:Grune and Stratton.
45. Visweavaran, C.,Ones, D. S.(2000).Measurement error in "big five factors" personality assessment: Reliability generalization across studies and measures.Education and Psychological Measurement,60(2),224-235.
46. Watson, D.,Clark, L.A.,Harkness, A.R.(1994).Structures of personality and their relevance to psychopathology.Journal of Abnormal Psychology,103,18-31.
47. Weiner, B.,L. A. Pervin(Ed.)(1990).Handbook of personality: Theory and research.New York:Guilford Press.
48. Zhang, LI-F.(2002).Thinking styles and the Big-Five personality traits.Educational Psychology,22(1),17-31.
49. 沈聰益(2003)。博士論文(博士論文)。國立交通大學經營管理研究所。
50. 陳李綢、蔡順良(2006)。台灣師大與僑大整合後強化未來發展計畫成果報告－中學生心理與行為表現之發展研究台灣師大與僑大整合後強化未來發展計畫成果報告－中學生心理與行為表現之發展研究,未出版
51. 羅品欣(2003)。碩士論文(碩士論文)。國立臺灣師範大學教育心理與輔導研究所。

1. 陳李綢(2014)。中學生正向心理健康量表之編製研究。教育研究與發展期刊，10(4)，1-22。
2. 賴月圓、楊佩玲、柯亞先(2018)。探討人格特質與出席率中介效果對英語學習成效之影響。教育理論與實踐學刊，38，31-51。
3. 劉曉恬(2023)。論家庭功能缺乏者進行敘事治療的可行性：以1960年代女性作家鍾文音、郝譽翔成長書寫為例。國立臺灣科技大學人文社會學報，19(2)，135-157。
4. (2009)。「中學生人際關係量表」之發展。測驗學刊，56(3)，343-368。
5. (2014)。教育評鑑人員創意特質建構之研究。教育與心理研究，37(3)，1-31。