The Relationship among the Freshmen's Big Five Personality, Interpersonal Trust and Core Self- evaluation - Taking a Higher Vocational College in Xinjiang as an Example
Keywords:
Vocational freshmen; Big Five personality; Interpersonal trust; Core self- evaluation
高职新生;大五人格;人际信任;核心自我评价
Abstract:
Objective: To analyze the relationship between Big Five personality,
interpersonal trust and core self-evaluation. Methods: Using Big Five personality
questionnaire, interpersonal trust scale and core self-evaluation scale, a questionnaire
survey was conducted among 2032 vocational freshmen, and the relationship between
big five personality, interpersonal trust and core self-evaluation was investigated.
Results: Girls were higher than boys on pleasantness and core self-evaluation, and boys
were higher than girls on openness. The difference was statistically significant; non-
only children were higher than the only children in core self-evaluation. Statistical
significance; there are statistically significant differences in neurotic-ism, pleasantness,
core self-evaluation, and interpersonal trust among vocational freshmen from different
origins and different family backgrounds; Big Five personality and interpersonal The
simultaneous interaction of trust affects core self-evaluation; Big Five personality is negatively correlated with interpersonal trust, positively correlated with core self-
evaluation, and interpersonal trust is negatively correlated with core self-evaluation;
there is linearity between Big Five personality, interpersonal trust, and core self-
evaluation Relationships; neurotic-ism, rigor, pleasantness, openness, and extra-
version can predict interpersonal trust and core self-evaluation. Conclusion: Attaching
importance to shaping the good personality of higher vocational students and
enhancing interpersonal trust can help improve core self-evaluation ability.
目的:分析大五人格、人际信任与核心自我评价的关系。方法:采用
大五人格问卷、人际信任量表与核心自我评价量表,对 2032 名高职新生进行问卷调查,考察了大五人格、人际信任与核心自我评价的关系。结果:女生在宜
人性、核心自我评价上高于男生,男生在开放性上高于女生,差异具有统计学
意义;非独生子女在核心自我评价上高于独生子女,差异具有统计学意义;来
自不同生源地、不同家庭背景的高职新生在神经质、宜人性和核心自我评价、
人际信任上差异具有统计学意义;大五人格与人际信任同时交互作用影响核心
自我评价;大五人格与人际信任呈负相关、与核心自我评价呈正相关,人际信
任与核心自我评价呈负相关;大五人格、人际信任和核心自我评价之间存在线
性关系;神经质、严谨性、宜人性、开放性和外向性可以预测人际信任和核心
自我评价。结论:重视塑造高职生良好人格、增强人际信任感有助于提高核心
自我评价能力。