学前教育专业学生大五人格与亲社会行为的关系：职业认同的调节作用

Relationship between Big-Five Personality and Prosocial Behavior for College Students Majoring in Preschool Education: Moderating Role of Career Identity

摘要: 目的：探讨学前专业学生的大五人格与亲社会行为的关系，以及职业认同在其中的作用。方法：选取北京市某高校学前专业学生143名为研究对象，采用大五人格简式量表、亲社会行为倾向量表和免费师范生教师职业认同量表对人格、亲社会行为以及职业认同分别进行测量。结果：1) 除神经质(P > 0.05)外，大五人格各维度与亲社会行为均呈现正相关关系(Ps < 0.05)。2) 责任心(β = 0.524, t = 6.930, P < 0.001)宜人性(β = 0.228, P = 0.003)、与外向性(β = 0.208, P=0.023)可显著地正向预测亲社会行为。3) 职业认同在人格的责任心维度和亲社会行为的关系中发挥了调节作用(β = −1.739, P = 0.042)，外在职业认同在人格的开放性维度和亲社会行为中发挥了调节作用(β = −0.225, P = 0.006)。结论：1) 学前教育专业学生的大五人格、职业认同和亲社会行为关系密切。2) 大五人格中责任心、宜人性、外向性、开放性维度能够很好的正向预测学前专业学生的亲社会行为。3) 责任心和开放性人格对亲社会行为的预测作用会因个体对学前教育职业认同的高低而有所差异。

Abstract: Objective: To explore the relationship between big-five personality and prosocial behavior of college students majoring in preschool education as well as the role of career identity between them. Methods: One hundred and forty-three students in preschool education major were selected for the study, and questionnaires were administered using the big five personality inventory (NEO-FFI), the prosocial behavior tendency inventory (PTM) and the free occupation identity inventory prospectively. Results: 1) All personality dimensions showed positive correlations with prosocial behavior except neuroticism (p > 0.05). 2) Responsibility (β = 0.524, t = 6.930, P < 0.001) agreeableness (β = 0.228, P = 0.003), and extraversion (β = 0.208, P = 0.023) significantly and positively predicted pro-social behavior. 3) Career identity played a moderating role in the relationship between the responsibility dimension of personality and prosocial behavior of preschool education students (β = −1.739, P = 0.042), and extrinsic occupational identity played a moderating role in the openness dimension of personality and pro-social behavior (β = −0.225, P = 0.006). Conclusions: 1) Personality, career identity and prosocial behavior of the college students majoring in preschool education are closely related. 2) The personality dimensions of responsibility, agreeableness, extraversion, and openness can positively predict students’ prosocial behavior well. 3) The predictive effect of responsible and open personality on prosocial behavior varies depending on the level of individual’s career identification.