Our school is a key middle school in a newly-built boarding city. The goal of running a school is to implement life preparation education and cultivate students into sustainable talents, which requires a comprehensive analysis and forward-looking thinking on the quality composition of students. Among them, psychological quality is an important content, which has practical significance for students' self-orientation, teachers' teaching in accordance with their aptitude and school management guidance. However, psychological quality is abstract, so it is particularly necessary to evaluate and study it objectively.
2. Implementation process
2. 1 sample freshmen of grade 2000 in Shanghai Xinzhong Senior High School, * * 1 2 classes, including 10 parallel class (437 students), 1 expansion class (30 students),1physical education class (/kloc-0)
2.2 Cattell 16PF personality questionnaire was used in the test, and the test software was compiled by the Department of Psychology of East China Normal University. The test content mainly includes 16 personality characteristics (see table 1 for details) and psychological characteristics such as mental health, professional achievement, creativity and adaptability.
2.3 Testing In the first month of freshmen's enrollment, group tests are conducted in class units.
3. Result analysis
Results analysis mainly includes two aspects: personality characteristics and other psychological characteristics. Each aspect analyzes its overall characteristics and class and gender differences respectively.
3. 1 personality analysis
3. 1. 1 overall personality analysis
As shown in Table L, at the probability level of 0.05, the personality factors that are not significantly different from the norm are gregarious, smart, emotional stability, excitability, constancy, sensitivity, sophistication, anxiety, experimentation, self-discipline and neuroticism 1 1.
Among the personality factors with significant differences, those higher than the norm average (5.5) are strong, aggressive and imaginative. Personality factors below the norm average (5.5) are suspicious and independent.
3.2. 1 class difference analysis
Students in different classes have different overall personalities. As can be seen from Table 2, at the probability level of 0.05, the personality factors with significant differences are gregarious, excited, imaginative, sophisticated, experimental and independent. The specific analysis is as follows:
Music group: physical education class > expanded classes > parallel classes.
Fantasy: physical education class > Extended Courses > Parallel Courses
Wonderful: physical education class > Enrollment Expansion Course > Parallel Course
Sophisticated: physical education class > Expanded Courses > Parallel Courses
Experiment: physical education class Outward Bound Course > physical education class.
Table 5 shows the gender differences of the three indicators. As can be seen from the table, there are significant gender differences in mental health and adaptability. Women are better than men in mental health indicators; Men are superior to women in the adaptation index.
3.2.2 The specific situation of each psychological characteristic
Table 6 is the specific situation of students' overall psychological characteristics. It can be seen from the table that 14.2% of the students surveyed are psychologically unhealthy (93 points), and there is no obvious difference between boys and girls; 4.3% of the students scored low on adaptability (27 points), and more girls scored low than boys.
summary
4. 1 error analysis
The difference in this survey mainly comes from the testing tool itself. Because the norm of 16PF personality questionnaire is old, it will inevitably affect the accuracy of the results. According to the author's analysis of more extensive sample data, it is found that most factors are significantly different from the norm, so its revision is also a work that needs everyone's attention. Because of this error, comparatively speaking, the difference comparison part of this paper is more practical than the overall analysis part.
4.2 Overall analysis of psychological characteristics
Based on the comprehensive data, we can find that compared with the middle school students in the early 1990s, today's key high school students have the following personality characteristics: on the positive side, they are more confident and competitive in themselves; They prefer fantasy and dare to think and act. But on the other hand, we can see that they show low independence in thought and action and weak adaptability to the new environment. These phenomena may be explained from two aspects: on the one hand, compared with the past, modern middle school students have more opportunities and channels to contact with all kinds of information and have more opportunities to express themselves, which makes them more active, confident and competitive, and seems to have more pioneering and innovative spirit; On the other hand, the modern family and social environment did not give them the opportunity to really exercise themselves, so their scores on independence and adaptability were not satisfactory. For parents and educators, we need to give them proper guidance and encouragement on the positive side, but we must pay attention to the shortcomings, create more opportunities in the education process, pay attention to cultivating their independence and adaptability, and dare to let go of their hands and feet when appropriate.
4.3 Analysis of differences in psychological characteristics
Two differences can be summarized from the data analysis results.
The first is the difference between different classes. It is found that in addition to the differences in academic performance, different classes also have rules to follow in psychological characteristics. From Table 2, it can be clearly seen that the students in special sports classes are more cheerful, easily excited, more fond of fantasy and more experienced in dealing with people, but relatively speaking, they lack independence and experimentation, so their creativity scores are relatively low; The enrollment expansion class is second; The students in the parallel class are relatively quiet, showing high independence and experimentation, and their creativity scores are high.
Secondly, there are differences between the two sexes. Relatively speaking, because different sexes adopt different norms, their comparability is lower than that between classes. However, from their respective characteristics, it can still be seen that among modern students, girls are easily excited, aggressive and emotionally stable, while boys are easily suspicious and nervous. Their mental health scores are lower than those of girls, but their adaptability is better than that of girls. This is consistent with many social psychology studies.
discuss
Among 16 personality factors, there are 1 1 items, which have no significant difference compared with the norm in 1990s. This is a relatively stable aspect in the development of psychological characteristics of middle school students, and it is the main body. Moreover, 1 1 most of the stable personality factors are positive, such as intelligence, gregarious, emotional stability, excitement, constancy and self-discipline. If the above aspects can represent the current norm, it can explain the personality characteristics of modern teenagers. Of course, we can further analyze the cultural inheritance of education and so on, and we can combine the analysis of nationality.
Due to the limitation of samples, this paper can only make the above assumptions and needs further study. This also affects the analysis of personality factors with significant differences. Significant differences in personality factors can be explained by changes brought about by social development in a general sense, and the analysis results are highly consistent with the public's judgment, such as poor adaptability and independence of modern middle school students. These aspects of analysis and discussion are also common in newspapers and magazines. However, we can't draw a general conclusion based on the existing research. For this study, what is important is the problems reflected by the differences and the clues provided for further research. From a more practical point of view, it can provide reference for changing teaching methods and providing educational strategies. Of course, the reasons for the differences in the five personality factors can be further analyzed, and personal reasons, school reasons and social reasons should be taken into account.
In this investigation and analysis, different classes are compared and analyzed, and the conclusion may only be suitable for this school. At present, the practice of distinguishing different classes is not very common, and there are many opposing opinions. The advantages and disadvantages of this are not the content of this paper, but the influence of class placement can be seen from it, which is more practical for the development of our school.
The comparison of gender differences is a general analysis problem, but there is no in-depth analysis and general explanation basis for the differences caused by gender. This has become a common problem in similar analysis, and this paper has not been spared. Because the gender problem is too difficult to explain, it can be explained by physiology, psychology, society, etc., especially it contains similar emotional colors, so the research in this area ends here. If there is enough time and energy, the gender difference is a problem worthy of in-depth study.
In a word, this study attempts to make a basic description and preliminary analysis of the changes of middle school students' psychological characteristics. The future work may be to establish the norm according to the revised scale, and provide a general comparative basis for analyzing the changes of psychological characteristics of middle school students. Of course, if conditions permit, regional analysis and comparison can be made according to the different levels of regional development, and many problems worth studying can also be found.
Editor in charge/Shi Lingling