年级还是年龄？两种不同的效应来源——以青少年人格横断比较为例
Schooling Grade or Chronological Age？ Two Different Sources of Effect -Illustrated With Cross-Sectional Comparison of Adolescents＇Personality
查看参考文献56篇
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文摘
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发展研究中的一个关键问题是时间标记的选择。在对学龄期儿童各种心理品质发展的研究中，有两个主要的时间标记，即年龄和年级。年龄标示心理生理成熟时间和学校之外的经历，而年级则是指接受正规的学校教育经历。研究表明，它们是两种不同的效应来源，可以通过研究设计和统计程序加以分解。针对某市的中学六个年级8个年龄的学生采用横断研究法，测量他们的神经质、外向性、责任心等人格维度，并采用偏相关、多元回归方法和同年级同年龄方法对年龄和年级效应进行分解。结果表明，不同的人格维度的年级和年龄效应模式不同。最后通过上述实证数据分析，讨论年级和年龄效应分解的方法学议题及其意义和局限，并为相关研究提出建议。 |
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其他语种文摘
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The choice of time markers plays a key role in the research of psychological development. Developmental psychologists usually use the two important time markers, chronological age and schooling grade, to map the development of various psychological characteristics, when they trace one group of young children or compare different groups of young children. Chronological age is used to mark the time of psycho-physiological maturation and accumulated experiences acquired out of formal school. The schooling is used to indicate accumulated experiences of schooling. Researches and educational practices strongly suggest that these two markers would be the two different sources of variances of psychological development, and could be decomposed and studied by well-planned experimental design and appropriate statistical methods. In the present study, three personality traits （Neurotics, Extraversion, and Conscientiousness） of high school students are studied in terms of decomposition of chronological ages and schooling grades, in order to answer to some extent the classical and enduring debate on whether the bio-genetic or social cultural factors determinate personality development. The measures of the three personality traits come from the Chinese version of NEO-FFI. There were selected because there could be used to measure personality of Chinese high school students with satisfactory psychometric characteristics. In the present study, a valid sampie of 998 students who were aged from 12 to 19, and recruited from all six grades of five high schools in Dalian city, made responses to the measuring items in a group manner. The preliminary statistical analysis showed that the three factors have high internal consistencies and high item and factor congruence coefficients, and thus made further comparisons across different ages and grades possible. The partial correlation method, multiple regression method, and same-grade-same-age method were adopted in order to decompose the grade and age effects from variance of personality measurement. The results of comparisons manifested that the age and grade effects can be indeed decomposed from each of the three personality traits for students at different age and different grade. There is a negative age effect on E factor and, particularly, a negative grade effect on C factor. These may suggest that E would be more related to genetic-biological factor, while C to environmental factors. The above results may indicate also that the methods of effect decomposition analysis can not only be applied to cognition development, but also to other psychological development such as personality as well. They could help psychologists to understand development more clearly by not confusing the age and grade effects in their studies. |
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来源
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心理学报
,2008,40(12):1287-1296 【核心库】
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关键词
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年龄
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年级
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时间标记
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地址
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1.
中国科学院心理研究所, 北京, 100101
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中国人民大学劳动人事学院, 北京, 100872
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语种
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中文 |
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ISSN
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0439-755X |
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学科
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社会科学总论 |
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文献收藏号
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CSCD:3450112
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