荣誉生和普通本科生的人格特征：与幸福感和压力应对策略的关系

IF 3 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly Pub Date : 2024-08-19 DOI:10.1177/00169862241269058

Sakhavat Mammadov, Dana Lockhart, Anne Rinn, Thomas J. Ward

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引用次数: 0

摘要

本研究有两个目的：（a）探索荣誉本科生和普通本科生的人格特质；（b）研究这些人格特质与学生的幸福感和压力应对策略的关联程度。通过对 532 名本科生（229 名优等生）的五大人格特质进行潜类分析（LCA），我们发现了三种不同的人格特质：他们分别是：过度控制者（Overcontrollers）、平庸者（Averages）和复原者（Resilients）。优等生在 "平均数 "特征中的比例偏低。在其他两个特征中没有观察到明显的比例失调。恢复能力强的学生幸福感得分最高，在面对压力时更倾向于积极主动地解决问题。相比之下，过度控制者倾向于将问责和自我批评作为主要的应对策略。研究结果将在可复制人格原型的背景下进行讨论，并与之前涉及优等生和学业先进学生的研究相联系。

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Personality Profiles Among Honors and Regular Undergraduate Students: Associations With Well-Being and Strategies for Coping With Stress

The aim of this study was two-fold: (a) to explore personality profiles among honors undergraduate students and regular undergraduate students, and (b) to investigate the extent to which these profiles are associated with students’ well-being and coping strategies for stress. Using latent class analysis (LCA) on the Big Five personality traits of a total of 532 undergraduate students (229 honors students), we identified three distinct profiles: Overcontrollers, Averages, and Resilients. Honors students were underrepresented in the Averages profile. No significant disproportionality was observed in the other two profiles. Resilients had the highest well-being scores and showed a greater tendency to engage in proactive problem-solving when faced with stress. In contrast, Overcontrollers leaned toward using accountability and self-critique as their primary coping strategy. Findings are discussed in the context of replicable personality prototypes and in relationship to prior research involving honors and academically advanced students.

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来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.