The Standardization of Personality Questionnaire for School Children and its Effective Use in School Education
| Project/Area Number |
09610108
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教育・社会系心理学
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| Research Institution | Chiba University (1999)
Joetsu University of Education (1997-1998) |
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Principal Investigator |
WAKABAYASHI Akio Chiba University, Faculty of Letters, Associate Professor, 文学部, 助教授 (30175062)
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| Project Period (FY) |
1997 – 1999
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| Project Status |
Completed (Fiscal Year 1999)
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| Budget Amount *help |
¥2,400,000 (Direct Cost: ¥2,400,000)
Fiscal Year 1999: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1998: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1997: ¥1,400,000 (Direct Cost: ¥1,400,000)
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| Keywords | personality measurement / personality cognition / children / temperament / attribution / パーソナリティ / 特性 / 心の理論 |
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| Research Abstract |
The purpose of this research was a) to investigate the structure of personality types and basic trait dimensions on school children based on adult personality structure, b) to constract and standardize a personality questionnaire for children, and c) to examine the effect in personality cognition between teacher and children from the use of the questionnaire.
The result of first research was that the type-trait integrated personality theory model (Wakabayashi, 1996) based on adult data was susceptible of application for school children. Then, we constracted a questionnaire which based on that personality model, and standardized it. In the second research we examined the effect of personality information as a result of the questionnaire in personality cognition between class teacher and children. The result were a) there was a difference in children's personality cognition style about their class teachers among children's personality types, b) in the condition of that class teacher has information about his/her pupils' personality, as contrast with the condition of that class teacher has no information about his/her pupils' personality, children have understood better their class teacher's personality, c) children recognized that their class teacher undersood their personality better in the condition of that class teacher has information about his/her pupils' personality.
All these results make it clear that be possible to measure school children's personality, and giving the information of children's personality to class teacher precisely improve mutual understanding between children (pupils) and class teacher in school education.
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Report
(4 results)
Research Products
(3 results)
