咸宁市聋哑学生人格特征和孤独感的相关分析

发布时间：2018-05-03 02:10

本文选题：人格 + 孤独　；参考：《中国学校卫生》2009年06期

【摘要】：目的探讨聋哑学生的孤独感和人格特征之间的关系,为聋哑学生的心理指导提供依据。方法采用随机抽样方法,抽取咸宁市4所特殊教育学校的103名学生进行问卷调查。结果聋哑男女学生的内外向(E)分、说谎(L)分明显低于常模组(P值均0.01),情绪(N)分、精神质(P)分明显高于常模组(P值均0.01);孤独水平明显高于常模组(P0.01);艾森克(EPQ)的各维度得分、孤独量表(CLS)的得分在男女之间差异无统计学意义(P值均0.05)。E分和N分存在正相关(P0.01),和L分存在负相关(P0.05),N分和P分、L分、CLS分之间存在负相关(P值均0.05)。父母陪伴、顺从是孤独感的保护因素。结论聋哑学生的人格特征和孤独水平明显偏离正常。聋哑学生的孤独水平与人格、家庭因素可能相关。
[Abstract]:Objective to explore the relationship between loneliness and personality of deaf-mute students and to provide evidence for their psychological guidance. Methods A questionnaire survey was conducted among 103 students from 4 special education schools in Xianning. Results the scores of both male and female students with deaf-mute were significantly lower than those of the normal model group (P = 0.01, P = 0.01, P = 0.01, P = 0.01, P = 0.01, P = 0.01), the level of loneliness was significantly higher than that of the control group (P 0.01), the scores of Eysenck EPQs were higher than those of the normal model group, and the scores of Eysenck EPQs were significantly higher than those of the normal model group (P < 0.01). There was no significant difference in the scores of CLS between men and women. There was a positive correlation between P and N scores (P 0.01), and a negative correlation between L scores (P 0.05) and P scores (P < 0.05) and L scores (P < 0.05). Parental companionship and obedience are protective factors for loneliness. Conclusion the personality characteristics and loneliness level of deaf and mute students deviate from normal obviously. The loneliness level of deaf and mute students may be related to personality and family factors.
【作者单位】：华中科技大学同济医学院医药卫生管理学院;咸宁学院医学院;
【分类号】：B844.2

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