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留守经历大学生内外向人格特质、社会支持 与学校适应的关系

The Relationship Between Internal-external Personality Traits, Social Support and School Adjustment of College Students With Left-behind Experience

中国心理学前沿 / 2022,4(4)：434-441 / 2022-04-21 239 273

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• 作者： 江春红¹      缪丽珺²      潘俊星³      张澳⁴     
• 单位：

  1．曲阜师范大学心理学院，曲阜；
  2．上饶师范学院教育科学学院，上饶；
  3．淮北师范大学心理健康教育中心，淮北；
  4．曲阜师范大学心理学院，曲阜

• 关键词： 留守经历；大学生；内外向人格特质；社会支持；学校适应；中介效应
• Left-behind experience; College students; Internal-external personality traits; Social support; School adaptation; The mediation effect
• 摘要： 目的：探讨留守经历大学生内外向人格特质、社会支持与学校适应的关系，为促进留守经历大学生心理发展提供参考。方法：采用中国大学生适应量表（CCSAS）、社会支持评定量表（SSRS）、艾森克人格问卷（EPQ），对上饶师范学院随机抽取的 310 名有留守经历者和 321 名无留守经历者进行问卷调查。结果：有无留守经历的大学生在内外向人格特质（10.48±4.69 vs. 10.79±4.10）、社会支持（36.92±6.64vs.36.35±5.70）、学校适应（191.71±25.66 vs. 192.79±25.28） 上差异均不显著（p 值均>0.05）； 有留守经历大学生的内外向人格、社会支持、学校适应两两间存在显著相关（r 值在0.370-0.433 之间，p 值均<0.001）；有留守经历大学生的内外向人格特质既可以直接预测学校适应（β =0.370，p<0.001），又可以通过社会支持间接影响学校适应（β =0.388，β =0.353，p<0.001）。结论：有无留守经历并未显著影响到大学生的内外向人格特质、社会支持和学校适应；社会支持在留守经历大学生内外向人格特质与学校 适应之间起中介作用。
• Objective: To explore the relationship between internal and external personality traits, social support and school adjustment of left-behind college students, and to provide references for promoting the psychological development of left-behind college students. Methods: Using the Chinese University Student Adaptation Scale (CCSAS), Social Support Rating Scale (SSRS), and Eysenck Personality Questionnaire (EPQ), 310 students with left-behind experience and 321 without left-behind experience were randomly selected from Shangrao Normal University for questionnaire. Results: There were differences in internal and external personality traits (10.48±4.69 vs. 10.79±4.10), social support (36.92±6.64 vs. 36.35±5.70), and school adaptation (191.71±25.66 vs. 192.79±25.28) among college students with or without left-behind experience but none of them are significant (p>0.05); there is a significant correlation between the internal- external personality traits, social support, and school adaptation of college students who have left-behind experience (r value is between 0.370-0.433, p value is less than 0.001); The introverted and extroverted personality traits of college students with left-behind experience can not only directly predict school adaptation (β=0.370, p<0.001), but also indirectly affect school adaptation through social support (β=0.388, β=0.353, p<0.001). Conclusion: The presence or absence of left-behind experience does not significantly affect the introverted and extroverted personality traits, social support, and school adaptation of college students; social support plays a mediating role between the internal-external personality and school adaptation for university students with left-behind experience.
• DOI： https://doi.org/10.35534/pc.0404054
• 引用： 江春红，缪丽珺，潘俊星，等．留守经历大学生内外向人格特质、社会支持与学校适应的关系［J］．中国心理学前沿，2022，4（4）：434-441．