| According to the combination of high and low levels of self-control and self-resilience being dimensions of self-regulation,three personality types(the resilient,the over-controlled,the under-controlled)have been repeatedly verified under different personality systems,different ages and different cultures.Especially in the five-factor framework of Chinese localized personality,the solution of three personality types is also applicable to Chinese junior high school students.However,what the development characteristics of their personality types were and how to be influenced by interpersonal relationships had not been investigated.Then the intervention on promoting mental health of junior high school students with non-resilient could be executed.So there were 3 researches made under the five-factor personality structure of Chinese junior high school students.The first was to analyze the development of junior high school students' personality types.The second was to investigate the influence of interpersonal relationships on them.The first two studies both applied to latent transition analysis.According to the results of the longitudinal studies,the over-controlled junior high school students were selected as the participants of intervention study for improving their anxiety level in the context of peer groups based on schools.912 junior high school students from 5 ordinary junior high schools were selected as participants.At the end of each semester,their personality was tested by quetionaire within 2.5 years with 5 times.In addition,parent-child relationship,teacher-student relationship and friendship quality,as covariates of personality types development of junior high school students,were only measured at the same time during the first personality test(December 2016).Due to the loss of subjects in the follow-up investigation,823 effective participants were finally left.The four variables were mainly measured by questionnaires,the Chinese Junior High School Students' Personality Self-Rating Scale,the Middle School Students'Parent-Child Relationship Questionnaire(Parent Version),the Teacher-Student Relationship Questionnaire(Revised Version)and the Junior High School Students'Friendship Quality Scale.Based on the results of the longitudinal studies,72 over-controlled junior high school students were selected as intervention participants,which were of 372 junior high school students from an ordinary junior high school.They were divided into experimental group and control group,36 people consisted of two group respectively.The questionnaires were used in the pre-test," Chinese Junior High School Students' Personality Self-Rating Scale" and " Chinese Junior High School Students' Mental Health Scale".The Group Effective Factor Scale was added to the post-test,in addition to " Chinese Junior High School Students' Personality Self-Rating Scale" and " Chinese Junior High School Students'Mental Health Scale".In order to ensure that the solution of 3 personality types are suitable for longitudinal research,the comparative tests of the respective indexes(AIC,BIC,aBIC,CAIC)of the four models of latent profile longitudinal consistency show that this kind of personality type solution could be used for longitudinal investigation.The three-step latent transition analysis was used to investigate the development of junior high school students' personality types.The results show that personality types change and stability coexist in both short-term development(half a year)and long-term development(two and a half years).Among them,60%(half a year)and 54.3%(two and a half years)of the participants did not change their types.16.1%(half a year)and 20%(two and a half years)turned to the resilient,24.9%(half a year)and 26.3%(two and a half years)turned to the non-resilient;the occurrence ratio odds of female students to male students was significantly higher than 55.8 percentage points.In addition,in the long-term development,the probability of female students changing from the resilient to the non-resilient has increased,which was 1.453 times that of male students.The study on the personality type memberships and development of junior high school students with interpersonal relationships as covariates found that the junior high school students with high level parent-child relationships were more likely to have resilient personality attributes,the ratio odds of probability to become non-resilient was between(1.01-1.04),and the ratio odds of probability to change from non-resilient personality to resilient personality was also increased,the ratio odds of short-term transformation probability to constant probability for half a year is between(.942-1.846),and the ratio odds of long-term development transformation probability to constant probability for two and a half years is between(1.326-5.363);junior high school students with high-level teacher-student relationship were more likely to have adaptive personality attributes,the ratio of probability to become non-adaptive is between(.01-1.06),and the probability to change from non-resilient personality to adaptive personality also increases.The ratio odds of short-term transformation probability to constant probability for half a year was between(.991-1.833),and the ratio odds of long-term development transition probability to constant probability for two and a half years was between(1.060-1.450).Junior high school students with a high level of friendship quality were more likely to have adaptive personality attributes.The ratio.odds of probability to become non-resilient was between(1.03-1.08),while the ratio odds of transition from non-resilient personality to development to resilient personality was also increased.The ratio odds of short-term transition probability to constant probability for half a year was between(1.503-4.774),and the ratio odds of long-term development transition probability to constant probability was between(1.328-1.504).In the intervention study,it was found that the over-controlled junior high school students as intervention participants showed a certain anxiety level relative to the adaptive individuals[F(2)=15.646,p<.001].Prosocial,extraversion and emotional stability as intervention objects were significantly correlated with anxiety,with correlation coefficients ranging from(.739-.525);in the post-test,the over-control junior high school students in the experimental group improved in prosocial[F(1)=15.122,p<.001],emotional stability[F(1)=10.345,p<.001]and anxiety level[F(1)=15.122,p<.001]compared with the over-control junior high school students in the control group.although there was no significant difference in extraversion,the growth rate in the experimental group was higher than that in the control group[F(1)=10.219,p<.001];among the effective factors of the group,they were"cognitive acquisition"," positive perception of the group","commonality","altruism" and " experience and understanding of family relations",the average of which is above 3 and in the range of" moderate help".The three personality types(resilient type,over-controlled type and under-controlled type)based on the five-factor structure of Chinese junior high school students' personality have cross-time consistency.The number of extracted types and the internal structure obtained have credibility,which is confirmed by longitudinal consistency test of five measurements.Throughout the junior high school period,the change process of junior high school students'personality types shows three development characteristics:the first,the transition from non-resilient personality to resilient personality(mature principle);the second,some junior high school students' personality type memberships have not changed,and the resilient junior high school students' attributes are more stable(stable principle);the third,the " temporary deviation" peculiar to the personality development of teenagers is the transition from resilient type to non-resilient type.In terms of gender difference,the probability of female students having resilient membership and over-control membership is higher than that of male students,and the probability of turning to over-controlled type is also higher than that of male students.From the first to the third grade of junior high school,junior high school students who have good interpersonal relationships with their parents,teachers and peers are more likely to have resilient personality membership.At the same time,three kinds of high-level interpersonal relationships can promote junior high school students with non-resilient personality membership to transit to the resilient personality,and help the resilient junior high school students maintain their own personality attributes.The over-controlled junior high school students in the five-factor structure of Chinese junior high school students' personality showed a certain level of anxiety.In order to improve their anxiety level,selected anxiety-related personality traits(agreeableness,extraversion and emotional stability)as intervention objects of structured group training,and designed 4 thematic units including 27 group activities around specific 9 trait behavioral characteristics under 3 personality traits.After a 12-week intervention,the anxiety level of over-controlled junior high school students was reduced.Its effectiveness was realized through six effective intervention factors:cognitive acquisition,positive perception of the group,self-disclosure,commonality,altruism and experience and understanding of family relationships.This research intends to realize the empirical investigation of the development of junior high school students' personality types under the five-factor structure of Chinese junior high school students' personality through longitudinal research design.It is found that the special laws of mutual transition among the three types.Based on the laws of junior high school students' personality types,making it possibly a more detailed explanation according to the possible influence of specific interpersonal environment factors(parent-child relationship,teacher-student relationship and peer relationship)on the development of junior high school students' personality types,so as to provide practical basis for psychological educators to predict and control junior high school students' non-adaptive behavior tendency.Then it will be benefit for iming at the specific personality trait behavior of the over-control junior high school students,the intervention goal is to change the negative anxiety of the over-controlled junior high school students.This will provide scientific guarantee for the healthy development of young people's body and mind in junior high school and also provides new ideas and approaches for intervention research. |
PDF Full Text Request