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目的探讨高师学生人际信任、人格特质的特点及二者的关系。方法采用人际信任量表和艾森克人格问卷对350名高校师范大学生进行问卷调查。结果①通过单样本t检验,高师生的人际均分与中间值有极其显著差异(t=-11.57,P<0.01);②高师男生人格特质的E分高于常模(t=3.429,P<0.01),L分低于常模(t=-5.504,P<0.01),女生的E分(t=7.955,P<0.01)和N分(t=2.681,P<0.01)均高于常模,而L分低于常模(t=-14.496,P<0.01);③内外向维度(E)与人际信任总分有显著的负相关(r=-0.140,P<0.05),精神质维度(P)与人际信任总分及特殊信任因子有极其显著正相关(r=0.253,P>0.01),神经质维度(N)与人际信任总分有显著的正相关(r=0.161,P<0.05),掩饰性维度(L)与人际信任总分有显著的负相关(r=-0.155,P<0.05;④通过回归分析发现,内外向维度(P<0.05)和精神质维度(P<0.01)对人际信任均具有显著的预测作用。结论培养高师生良好的人格有助于高师生提高对他人的信任水平。
Objective To explore the characteristics of interpersonal trust and personality traits of normal university students and their relationship. Methods The interpersonal trust scale and the Eysenck Personality Questionnaire were used to conduct a questionnaire survey on 350 university undergraduates. Results ① The interpersonal mean scores of middle school students and normal students were significantly different (t = -11.57, P <0.01) by single-sample t-test. ② The E score of personality traits of normal college students was higher than that of norm (t = 3.429, 0.01). The scores of E score (t = 7.955, P <0.01) and N score (t = 2.681, P <0.01) were higher in girls than in norm , While the score of L was lower than that of the norm (t = -14.496, P <0.01). ③ There was a significant negative correlation between the dimension of extroversion (E) and the total interpersonal trust score (r = -0.140, P <0.05) (P) was significantly and positively correlated with the total interpersonal trust score and special trust factor (r = 0.253, P> 0.01), while there was a significant positive correlation between neuroticism dimension and interpersonal trust score (r = 0.161, P <0.05 ) (P <0.05). There was a significant negative correlation between disguise dimension (L) and total interpersonal trust score (r = -0.155, P <0.05) ) Have a significant predictive effect on interpersonal trust.Conclusion The cultivation of good personality of high teachers and students helps teachers and students to improve the level of trust in others.