学业不良大学生人格特征

目的探讨学业不良大学生的人格特征。方法采用卡特尔16种人格因素测验测试116名学业不良大学生和128名普通大学生。结果两组乐群性、有恒性、敏感性、实验性量表标准分和次元人格因素Y3量表标准分在低、中、高3个分值段的人数分布均有显著性差异（χ2=9.17,16.41,8.20,8.55,7.38,P＆lt;0.05～0.001）;学业不良大学生组16PF的乐群性、稳定性、有恒性量表标准分和次元人格因素Y2、Y4量表原始分显著低于普通大学生组（t=-2.59,-2.43,-4.05,-2.89,-2.16,P＆lt;0.05～0.001）;学业不良大学生组16PF的敏感性、怀疑性量表标准分和次元人格因素X4、Y3量表原始分显著高于普通大学生组（t=3.35,2.77,2.97,3.08,P＆lt;0.01～0.001）。结论大学生学业不良可能与人格特征有关,大学生学业不良群体以较低的乐群性、有恒性和较高的敏感性、创造力强者人格因素为主要人格特征。

Control Study on the Personality Traits of College Students with Learning Disability.

Objective To study the personality traits of college students with learning disability. Methods 116 university stu-dents with learning disability and 128 normal university students received Cartel--16PF test. Results There are significant differ-ences between two groups in scores of association, stability, perseverance, sensitivity, suspicion and factor Y3 in low, middle and high groups (x2=9.17, 16.41, 8. 20, 8.55, 7. 38, P<0. 05～0. 001). The scores of association, stability, perseverance, factor Y2 and Y4 of learning disability students are significantly lower than the scores of normal students. (t=-2. 59, -2. 43, -4.05, -2. 89, -2. 16, P<0. 05～0. 001). The scores of sensitivity, suspicion, factor X4 and Y3 of learning disability students are signifi-cantly higher than the scores of normal students. (t=3. 35, 2. 77, 2.97, 3.08, P<0. 01～0. 001). Conelusion The college stu-dents with learning disability may be because of personality traits charactering by low association, perseverance and high sensitivi-ty.