| 王超,翁雨轩,卢立涛.退役复学大学生学校适应与大五人格的关系研究[J].军事高等教育研究,2024,47(3):32-41 |
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| 退役复学大学生学校适应与大五人格的关系研究 |
| Relationship between School Adjustment and the“Big Five”Personality Traits among Veteran College Students |
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| DOI： |
| 中文关键词: 退役复学大学生 大五人格 学校适应 |
| Key Words:veteran college students “Big Five”personality traits college adaptation |
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| 中文摘要: |
| 为帮助退役复学大学生更好地适应学校生活，从北京市退役复学大学生中抽取150人作为样本，采用中国大学生学校适应量表和中国版10项目大五人格量表进行施测，探讨退役复学大学生学校适应与大五人格的关系。结果表明：退役复学大学生整体不存在明显的学校适应问题，其大五人格各维度的平均分高于一般水平；当年退役复学的学生在学校适应总分和人际关系适应、校园生活适应、自我适应、情绪适应上的得分显著低于退役一年或两年及以上学生的得分；退役复学大学生大五人格子维度在性别、家庭来源和立功受奖情况上存在显著差异；除了开放性和满意度不相关，退役复学大学生大五人格各维度与学校适应各维度呈显著相关，且大五人格各维度能显著预测学校适应各维度。据此提出建议：重点关注当年退役复学大学生的适应状况，基于学生个人调查开展教育干预，完善退役复学大学生学校适应的教育内容。 |
| Abstract: |
| In order to help veteran college students better adapt to school life，this study selected 150 veteran college students in Beijing by convenient sampling method，and tested them using the Chinese College Student Adjustment Scale（CCSAS）and the Ten-Item Personality Inventory in China（TIPI-C）to explore the relationship between school adaptation and Big Five Personality. Results indicate that：Veteran college students generally do not have significant school adaptation problems，and their average scores in the Big Five personality and various dimensions are higher than the general level. Those who just become veteran and college students in the same year have significantly lower scores in school adaptation，interpersonal relationship adaptation，campus life adaptation，self adaptation，and emotional adaptation compared to those who retired for one year or more. There are significant differences in gender，family origin and meritorious service award among the Big Five grid dimensions of veteran college students. Except for the lack of correlation between openness and satisfaction，the dimensions of the Big Five personality traits of veteran college students are significantly correlated with the dimensions of school adaptation，and the dimensions of the Big Five personality traits can significantly predict school adaptation and its multiple dimensions. Suggestions are，therefore，offered：focusing on the adaptation status of veteran college students who returned to school that year；conducting educational interventions based on individual student surveys；improving the educational content for veteran college students to adapt to school. |
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