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目的 了解西安市小学生的个性分布特点 ,为临床制订心理、行为干预措施提供理论依据。 方法 对西安市所属的未央区、莲湖区、新城区、碑林区、雁塔区、霸桥区、高新区 7个区各随机抽取一个学校 ,每个学校抽取四、五、六年级各两个班 (未央区所抽取学校仅存有一个班 ,故除外 ) ,采用龚耀先修订的艾森克个性问卷(EysenckPersonalityQuestionnaire ,EPQ) (儿童用 ) 2 0 0 0份进行发放调查。 结果 西安市小学生EPQ的P、E、N、L维分 ,标分 (T分 )分别为 4 6 .6 0± 9.2 4、4 8.6 2± 12 .35、4 7.74 +10 .4 8、5 1.76± 8.75 ,原始分分别为 3.2 5± 2 .4 7、17.94±4 .12、7.37± 4 .78、14 .70± 4 .97。T分学校间、性别间差异均存在显著意义 (P =0 .0 0 0～ <0 .0 5 )。原始分比较 :10岁～组至 13岁～组P维分、E维常模 ,N维分 11岁～组男女、10岁～组男童、12岁～组和 13岁～组女童均低于常模 ;L维分 11岁～组和 12岁～组男女 ,10岁～组男童均高于常模。不同个性特征人数、发生率统计结果为 :内向稳定、内向不稳定、外向稳定、外向不稳定性别间、学校间差异均存在显著意义 (P =0 .0 0 1～ 0 .0 2 5 ) ;中间型性别间差异无显著意义 (P >0 .0 5 ) ;学校间差异存在显著意义 (P =0 .0 0 2 )。内向不稳定和
Objective To understand the personality characteristics of pupils in Xi’an and to provide a theoretical basis for clinical intervention in psychology and behavior. Methods A total of 7 schools in Weiyang District, Lianhu District, Xincheng District, Beilin District, Yanta District, Baqiao District and Hi-tech Zone of Xi’an were randomly selected. Each school sampled two schools of Grade Four, Five and Six (Except for one school in Weiyang District except for one school), 200 cases of Eysenck Personality Qestionnaire (EPQ) (for children) were revised and distributed by Gong Yaoxian. Results The scores of P, E, N and L in EPQ of Pupils in Xi’an were 46.6 ± 9.2 and 8.62 ± 12.35, respectively. 1.76 ± 8.75, the original scores were 3.2 5 ± 2 .4 7,17.94 ± 4.12,7.37 ± 4 .78,14 .70 ± 4 .97. T points between schools, gender differences were significant (P = 0.0000 ~ <0.05). The original score: 10-year-old group to 13-year-old group P dimension, E dimensional norm, N dimension 11-year-old group of men and women, 10-year-old group of boys, 12-year-old group and 13-year-old group of girls were low In the normal model; L-dimensional sub-11-year-old group and 12-year-old men and women, 10-year-old group of boys were higher than the norm. The statistical results of the number of individuals with different personality traits and their incidence rates are: introverted, introverted, extroverted, extroversionally unstable, and inter-school differences (P = 0.010-0.25); There was no significant difference between the two sexes (P> 0.05). There was significant difference between the two sexes (P = 0.002). Inward instability and