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目的探讨小学高年级学生的人格发展特点及其与受虐待经历的关系。方法采用儿童期虐待史自评量表(PRCA)和中国青少年人格量表(QZPS-Q),对172名小学五、六年级学生进行测评,分别评估他们的人格特质和受虐待情况。结果女生的才干、善良和人际关系分数高于男生,才干79.5±11.8分和73.1±13.8分(P<0.05);善良77.6±8.8分和69.9±12.6分(P<0.001);人际关系59.2±7.6分和53.9±8.4分(P<0.01)。受虐待者的善良和行事风格分数低于未受虐待者,善良71.2±12.7分和75.5±10.4分(P<0.05);行事风格33.5±6.5分和35.4±5.5分(P<0.05)。虐待与外向性、才干、善良、人际关系和行事风格呈负相关(r=-0.151～-0.338,P<0.05),与处世态度呈正相关(r=0.174～0.196,P<0.05)。虐待对外向性、才干、善良、人际关系具有负向预测作用(Beta值=-0.178～-0.427,t=-2.023～-4.623,P<0.05),对处世态度具有正向预测作用(Beta值=0.196,t=2.661,P<0.05);性别对才干、善良、人际关系和行事风格具有正向预测作用(Beta值=0.176～0.317,t=2.330～4.607,P<0.05)。结论小学生的人格特质存在性别差异,人格特质的形成受受虐待经历的影响。
Objective To explore the personality development of high school students in primary school and its relationship with the experience of abuse. Methods A total of 172 primary and secondary fifth and sixth grade students were assessed using the Pediatric Childhood Abusement Self-rating Scale (PRCA) and the Chinese Youth Personality Questionnaire (QZPS-Q) to assess their personality traits and abuses. Results The scores of competence, goodness and interpersonal relationship of girls were 79.5 ± 11.8 and 73.1 ± 13.8 (P <0.05), the good was 77.6 ± 8.8 and 69.9 ± 12.6 (P <0.001), the interpersonal relationship was 59.2 ± 7.6 and 53.9 ± 8.4 (P <0.01). The kindness and behavior style scores of the abused people were lower than that of those who were abused. The goodness was 71.2 ± 12.7 and 75.5 ± 10.4 (P <0.05), and the acting style was 33.5 ± 6.5 and 35.4 ± 5.5 (P <0.05). Abuse was negatively correlated with extroversion, abilities, kindness, interpersonal relationship and acting style (r = -0.151-0.338, P <0.05), and was positively correlated with the attitude of being alive (r = 0.174-0.1966, P <0.05). Abuse had a negative predictive effect on extroversion, abilities, kindness and interpersonal relationships (Beta = -0.178-0.427, t = -2.023 -4.623, P <0.05) = 0.196, t = 2.661, P <0.05). Gender had a positive predictive effect on talent, goodness, interpersonal relationship and acting style (Beta = 0.176-0.317, t = 2.330-4.707, P <0.05). Conclusions There are gender differences in the personality traits of pupils and the formation of personality traits is affected by the experience of abuse.