大学生学业延迟满足与人格的关系

目的探讨人格特征与大学生学业延迟满足的关系。方法随机抽取536名在校大学生作为被试,采用大学生学业延迟满足量表和艾森克人格问卷简式量表进行测量。结果大学生学业延迟满足存在性别(t=-2.94,P0.01)、生源地(F=4.46,P0.05)、是否是独生子女差异(t=-2.64,P0.01);人格分量表P、N与学业延迟满足呈显著正相关(r=0.281,0.161;P0.01);L量表与学业延迟满足呈显著负相关((r=-0.151,P0.01);P、L因子对课堂学业延迟满足有显著预测作用(β=0.278,-0.158;P0.001),P、N、L因子则对课下学业延迟满足有显著的预测作用(β=0.244,0.137,-0.133;P0.01)。结论当代大学生的学业延迟满足与人格相关。人格量表P、L分量表是学业延迟满足的预测变量。

The Relationship between Academic Delay of Gratification and Personality of University Students

Objective To explore the relationship between university students＇academic delay of gratification and personality .Methods We investigated 536 university students of four grades , using university students academic delay of gratification Scale and EPQ Scale.Results University students＇academic delay of gratification showed significant differences among different genders （t=-2.94,P〈0.01）,family sources（F=4.46,P〈0.05）,and whether the only child in the family（t=-2.64,P〈0.01）.The factors P and N of EPQ were significantly positive correlation with academic delay of gratification （r=0.281,0.161;P〈0.01）;The factor L of EPQ was signifi-cantly negatively correlated with academic delay of gratification （r=-0.151,P〈0.01）;The factors P and L had significantly predictive effects on classroom academic delay of gratification （β=0.278,-0.158;P〈0.001）,the factors P,N and L had significantly predictive effects on after classroom academic delay of gratification （β=0.244,0.137,-0.133;P〈0.01）.Conclusion The situation of the con-temporary university student＇s academic delay of gratification is correlated with their personality .The factors P and L are appropriate pre-dictors of academic delay of gratification .