共查询到20条相似文献，搜索用时 125 毫秒
1.
旨在探讨组织公民行为(OCB)与人格之间的关系。用OCB量表和大五人格量表对900名企业员工进行了调查,结果表明:大五人格与OCB整体差异显著,与OCB呈显著正相关;大五人格各因素与OCB各个方面也存在差异,外向性、开放性和情绪稳定性对OCB各方面呈现很大程度的相关。 相似文献
2.
自从Elliot and Thrash开启人格五因素和成就目标研究以来,人格五因素模型和成就目标的研究成为一个热点.文章对人格五因素与成就目标的影响和影响机制的研究进行了归纳总结,并且分析了存在的问题和今后的研究方向. 相似文献
3.
高职院校大学生心理健康调查 总被引：9，自引：0，他引：9
应用SCL-90症状自评量表和“大五人格”问卷以及自编调查问卷,对某职业技术学院部分高职院校大学生进行测试。结果表明,高职生心理健康状况不容乐观。对影响高职生心理健康诸因素进行分析,提出解决高职生心理健康问题的措施。 相似文献
4.
刘宁宁 《漯河职业技术学院学报》2011,10(1):108-109
人格是影响学习的重要因素,探讨人格特征与学习策略之间的关系有着重要的现实意义。以437名大学生为研究对象,采用大五人格问卷和自编大学生学习策略问卷,考察人格与学习策略的关系,结果表明,大五人格中的外倾性、宜人性、责任感和开放性与学习策略存在显著正相关,神经质因子则对学习策略存在显著负相关。 相似文献
5.
探讨贫困大学生大五人格与心理健康的关系。对452名贫困大学生进行了问卷调查,结果表明:不同类型贫困大学生在大五人格各因素上和心理健康水平均存在显著差异(F<0.01);人格特征对心理健康有重要影响,外倾性、宜人性与心理健康呈负相关,神经质与心理健康呈正相关,并且大部分指标相关显著,而责任心和开放性与心理健康相关不显著。 相似文献
6.
阐述课程思政的重要性。分析影响大学英语课程思政的因素，即课程思政内容、课程思政元素、课程思政学生因素、课程思政教师因素、课程思政渠道因素。基于影响课程思政主要因素的五个方面，构建“五因素”课程思政教育教学模式，并按照模式的具体内容，分三个阶段，将课程思政有机融入大学英语教学过程，从而实现教书育人的目的。 相似文献
7.
陈雪芬 《钦州师范高等专科学校学报》2006,21(4):70-72
“大五”人格模式是涵盖人格的5个因素的简称，它包括：神经质、外向性、开放性、宜人性和责任感。大五人格的这每一个维度与学校变革型领导有着密切的关系，成功的变革型校长应具有高度的自信心、外倾性、创造性、宜人性与强烈的责任感。因此，以“大五”人格模式为导向，对健全变革型校长的人格有着重要的启示，即基于“大五”人格模式发展起来的人格健全的变革型校长才是当今日新月异的社会所真正需要的好校长。 相似文献
8.
大学生主观幸福感与人格的相关研究 总被引：1，自引：0，他引：1
文章通过采用主观幸福感量表、大五人格量表对来自湖南省三所普通高校的158名大学生被试进行调查,以考察主观幸福感与大五人格的关系,以及大五人格对主观幸福感的预测作用.结果发现,主观幸福感和大五人格各维度之间存在显著相关,人格对主观幸福感有预测作用;主观幸福感与人格密切相关,人格是主观幸福感的有力预测指标. 相似文献
9.
教学·训练·高考──浅谈五种常见议论文的入格训练浙江义乌市教研室陈修寸以说理为主的议论文，类型颇多；但是，在乎常教学中应用比较多的，而且在近十几年来高考中曾经出现过的，无非是这么五种：读后感型的、类比型的、阐释型的、辩驳型的、评述型的。这些类型的文章... 相似文献
10.
目的：探讨大学生手机依赖、焦虑与大五人格之间的关系,以及焦虑在手机依赖与大五人格间的中介作用。方法：采用大学生智能手机依赖问卷、焦虑自评量表、大五人格问卷对L省396名大学本科生进行问卷调查。结果：(1)手机依赖、焦虑、大五人格之间存在两两相关;(2)焦虑与大五人格各维度对大学生手机依赖有不同程度的预测作用;(3)焦虑在严谨性、宜人性、外向性等维度与手机依赖之间起部分中介作用。 相似文献
11.
Marie S. Hammond 《Journal of Career Development》2001,27(3):153-165
Many clients requesting assistance in Career Centers are mismatched with their career due to issues of occupational choice. In addition, personality conflicts with co-workers, lack of interpersonal skills, and the individual's personality characteristics can affect vocational success. Theories of personality are incorporated into several theories of vocational choice and development (i.e., Holland, Roe) resulting in some attention to personality. Likewise, client personality can affect the career counselor's ability to intervene effectively to assist the client in making effective career choices and decisions. More direct attention to the impact of personality on an individual's career and vocational success can enable the Career Center to increase the effectiveness of their interventions. This paper will discuss the methods for increasing the effectiveness of career counseling through the use of the Five-Factor Model of Personality into our therapeutic work with clients. 相似文献
12.
人格五因素模型(FFM)已被广泛证明能预测工作绩效,它在人员选拔中的作用越来越重要,需要在实践中加强其相关应用研究.本文回顾了人格测量在人员选拔中应用的研究进展,以及人格测量、人格五因素模型在结构化面试中评定应聘者人格特质、对个人和团队绩效预测的研究热点问题.人格测量是人力资源管理理论和实践中有创造力的研究方向,有待于验证并在实践中实施. 相似文献
13.
人格结构的研究存在两种分歧:一种是以大五模型为代表的文化普遍性观点;另一种是以本土心理学为代表的文化特定性观点.本研究认为,不应该把人格文化的普遍性和特定性视为互相矛盾、彼此排斥的关系,而应承认人格既有普遍性也有文化特定性的成分.人格结构是文化普遍性和文化特定性的统一. 相似文献
14.
Researchers have long noted the correlation of various personality traits and team performance. Studies relating aggregate team personality traits to team performance are scattered in the literature and may not always be relevant to engineering design teams. This paper synthesizes the results from applicable Five-Factor Model (FFM)-based personality studies related to engineering design team performance, into a form that can be readily used by non-experts—engineering faculty and students. In addition, an approach is presented where aggregate data is visually presented to recognize patterns that correspond to strength and existence of personality traits within the team as measured by the FFM model while maintaining student confidentiality. With this approach, identification of team strengths and weaknesses stemming from the personality trait distribution is simplified. An assessment of the usability of the approach—completed in two first-year engineering courses—is presented to demonstrate its potential. 相似文献
15.
“大五”模型与亲密关系中的伴侣人格结构探微 总被引：4，自引：0，他引：4
Horney,Sullivan和Rogers等临床心理学家很早发现亲密关系对心理健康有重要作用。20世纪70年代末,社会心理学家开始了亲密关系的研究。大量研究表明伴侣的人格特质是亲密关系的众多影响因素之一,父母教养方式、依恋类型和归因风格对伴侣间的亲密关系起调节作用。作为人格分类理论的“大五”模型能够较好描述和解释伴侣的人格结构,并通过NEO-PI五因素调查表对伴侣的人际行为作出预测。 相似文献
16.
Li-Fang Zhang 《教育心理学》2012,32(7):807-820
The primary objective of this study was to examine the predictive power of personality traits for occupational stress among Chinese university academics. Two hundred and forty-six participants responded to the NEO Five-Factor Inventory and the Occupational Stress Inventory-Revised. Results indicated that the strongest predictor for occupational stress is neuroticism, with those higher on neuroticism being more vulnerable to role overload and psychological strain. An equally important predictor is conscientiousness, with academics higher on conscientiousness reporting more frequent use of adaptive coping strategy and less susceptible to the feeling of role insufficiency. Extraversion and openness contributed modestly to occupational stress, while agreeableness was the least important factor in occupational stress. Implications of these findings are discussed concerning faculty members and university senior managers. 相似文献
17.
Li-Fang Zhang 《教育心理学》2002,22(1):17-31
The purpose of the present study was to investigate the relationship between thinking styles and the big five personality traits. One-hundred-and-fifty-four (mean age 20 years) second-year university students from Hong Kong participated in the study. Participants responded to the Thinking Styles Inventory based on Sternberg's theory of mental self-government and to the NEO Five-Factor Inventory (NEO-FFI, Costa & McCare, 1992). Although significant relationships were identified between particular thinking styles and certain personality traits, it was concluded that it is premature to claim that a personality measure, such as the NEO-FFI can be used to measure thinking styles. 相似文献
18.
《Learning and individual differences》2007,17(3):241-250
A total of 221 (111 female and 110 male) British Medical students completed the NEO-FFI personality inventory [Costa, P. T., Jr., and McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.], an abbreviated version of Biggs' [Biggs, J. B (1987). Study process questionnaire manual. Hawthorn, Vic: Australian Council for Educational Research.] approaches to learning scale, and a purpose-designed questionnaire to assess their preference for different teaching methods (e.g., lab classes, standard lectures, and discussion groups). Correlations between several personality traits and approaches to learning factors suggested that personality and learning approaches are distinct, but related, constructs. The deep approach to learning was associated with Emotional Stability, Openness, and Agreeableness. These personality traits were also negatively related to the surface approach to learning, whilst Conscientiousness was associated with deep and achieving learning approaches. Hierarchical regression analyses showed that preference for interactive teaching was associated with a combination of Emotional Stability, Agreeableness, and deep learning approach. Implications are discussed with regard to individual differences in educational contexts. 相似文献
19.
In order to examine the relationship between broad personality traits and learning approaches, 852 university students completed the NEO-FFI [Costa, P. T., Jr., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI): Professional manual. Odessa, FL: Psychological Assessment Resources] and SPQ [Biggs, J. B. (1987). The Study Process Questionnaire manual. Victoria: Australian Council for Educational Research], which assess personality and learning approaches, respectively. Seven previous studies were used to generate hypotheses on the relationship between these two measures, but only the positive link between Openness to Experience and Deep learning was supported by both correlational and structural equation modelling tests. Openness was also found to be negatively linked to Surface learning, but other Big Five traits were not saliently associated with learning approaches. Results indicate that the overlap between learning approaches and personality traits is lower than previously suggested. Implications are discussed. 相似文献
20.
Camellia Hemyari Kamiar Zomorodian Iman Ahrari Samar Tavana Mohammad Parva Keyvan Pakshir Peyman Jafari Ali Sahraian 《European Journal of Psychology of Education - EJPE》2013,28(3):863-877
Several studies have investigated the association between students' seating positions and their classroom performance. However, the role of personality traits on seating preference in the classroom has not been well investigated. The aim of the study was to understand how students choose their seats according to their personality traits in a classroom context and the influence of personality characteristics and seat selection on educational achievement. The seating positions of the medical students were recorded on an architectural plan during each class session, and the means and standard deviations of the students' locations were calculated in X and Y orientations. The locations of the students in the class were analyzed based on three architectural classifications: interactional zone, distance from the board, and access to the aisles. The NEO Five-Factor Inventory was used to evaluate the five main personality characteristics of the students. Midterm and final exam scores were used to measure the students' educational achievement. Analysis of variance showed a statistical significance correlation between the interactional zones and both agreeableness and conscientiousness. Mantel–Haenszel analysis showed a statistical significance association between sex and agreeableness and openness to experiences, which was mainly caused by zone II. Among the tested characteristics, a statistically significant relationship was observed between agreeableness and final exam scores. There was a statistical significance difference in openness and extraversion between the students with a high number of absences and their classmates. A relationship between the student's locations in the class, their educational achievements, and some of their personality characteristics are addressed. 相似文献