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目的探讨并比较蒙、汉族大学生人格特征与父母养育方式的关系,为少数民族地区心理健康教育提供理论依据。方法采用父母养育方式评价量表(EMBU)、艾森克人格问卷(EPQ)和一般调查问卷对722名蒙汉族大学生进行调查。结果在EMBU中,除父母温暖理解因子外,汉族学生其余EMBU各因子分均高于蒙古族(t=-7.14～-3.03,P<0.001),蒙古族女生父母过分干涉、过分保护因子高于男生(t=-4.06,P<0.001;t=-2.40～-2.21,P<0.05),汉族大学生在父母养育方式上性别差异均无统计学意义(t=-1.45～0.76,P>0.05);在EPQ中,蒙汉族大学生各维度得分差异均有统计学意义(t=-6.47～3.80,P<0.001),蒙古族女生精神质得分高于男生(t=-4.10,P<0.001),汉族女生神经质得分高于男生(t=-2.05,P<0.05);相关及回归分析结果显示,蒙汉族大学生人格特征各维度与父母养育方式大部分因子均有一定的相关性。结论蒙汉族大学生的人格特征与父母养育方式存在差异,2个民族的父母养育方式对大学生人格特征的形成均具有重要影响。
Objective To explore and compare the relationship between personality traits of Mongolian and Han nationality college students and parental rearing patterns, and to provide a theoretical basis for mental health education in ethnic minority areas. Methods A total of 722 Mongolian and Han nationality undergraduates were investigated by EMBU, EPQ and general questionnaire. Results In EMBU, except for parents’ warm comprehension factors, the scores of EMBU in Han students were higher than that of Mongolians (t = -7.14 ~ -3.03, P <0.001). Mongolian women had excessive interference with parents, There was no significant difference in the way of parental rearing between Han boys and girls (t = -1.45-0.76, P> 0.05), boys (t = -4.06, P <0.001; t = -2.40-2.21, (T = -6.47 ~ 3.80, P <0.001). The mental quality scores of Mongolian girls were higher than boys (t = -4.10, P <0.001) Han students had higher neurotic scores than boys (t = -2.05, P <0.05). Correlation and regression analysis showed that all dimensions of personality traits of Mongolian and Han nationality students had some correlation with most factors of parental rearing patterns. Conclusions There is difference between the personality traits of Mongolian and Han nationality students and their parental rearing styles. The parental rearing patterns of the two ethnic groups have an important influence on the formation of personality traits of college students.