Font Size: a A A

The Relationship Among Personality Traits,Fear Of Evaluation And Interpersonal Communication Ability Of University Students

Posted on:2014-01-08Degree:MasterType:Thesis
Country:ChinaCandidate:X Q MaFull Text:PDF
GTID:2247330398951795Subject:Nursing
Abstract/Summary:PDF Full Text Request
Objective:The main aims of this study were to examine the status of interpersonalcommunication ability of college students and to analyze the related factors, therelationship among Fear of evaluation, Personality traits and InterpersonalCommunication ability, so as to provide theoretical references for enhancing theinterpersonal communication ability, and improve their physical and mental health.Methods:Use the method of cluster sampling,1430students of three schools in Bengbu citywere selected. They were surveyed by the Fear of Positive Evaluation Scale,the briefFear of Negative Evaluation Scale,college students interpersonal Communicationability questionnaire,Eysenck Personality Questionnaire. T-test and AVOVA were usedto study the differences of interpersonal communication ability among different genders,grades, whether they were the only child or not, whether or not being a student cadre,birthplaces,academic performance,relationship with parents,family income. Pearsonbivariate was used to explore the relationship between the fear of evaluation, personalitytraits and interpersonal communication ability. Testing of the mediating effects wasused to test the mediating effects of fear of evaluation between personality traits andinterpersonal Communication ability.Results:(1) Cognizance-appraisal, Sensitivity, Social withdrawal, Intentionality and thetotal scores of interpersonal communication ability among University Students were79.79±12.63,21.09±4.21,40.97±5.57,33.94±4.45,175.78±19.77.(2) The interpersonal communication ability score, social withdrawal andintentionality score of the female students was higher than that of male students, thedifferences were statistically significant (P<0.01); Except sensitivity, outstanding academic performance of students interpersonal Communication ability and each factorscore was higher than that of academic general of students, the differences werestatistically significant (P<0.05); Except sensitivity, once served as students cadre’sinterpersonal communication ability and each factor score was higher than that of neverserved as the student cadre, the differences were statistically significant (P<0.05); Thefreshmen cognizance-appraisal score higher than sophomore (P<0.01); Other differencewas not statistically significant between different grades, arts and sciences, medicalstudents and non medical students (P>0.05).(3) In family environment, cognizance-appraisal, sensitivity and interpersonalCommunication ability score of city students was higher than countryside students(P<0.05); The interpersonal communication ability, cognizance-appraisal andSensitivity score of the only child was higher than that of non-only child(P<0.05);Except intentionality, Students in general relationship with his father andcommunication ability and each factor score was lower than that of the students who getalong with his father(P<0.01); Students in general relationship with his mother andcognizance-appraisal, social withdrawal, intentionality and the interpersonalcommunication ability score was lower than that of the students who get along with hismother(P<0.05); The students with low family income and cognizance-appraisal, theinterpersonal communication ability score was lower than the students with high familyincome(P<0.01).(4) Fear of positive evaluation, Fear of negative evaluation were negativelycorrelated with interpersonal communication ability and each factor (p<0.01);Introversion-extraversion was positively correlated with interpersonal communicationability and each factor(p<0.01); Psychosis and neuroticism were negatively correlatedwith interpersonal communication ability and each factor(p<0.01); Fear of positiveevaluation, Fear of negative evaluation were negatively correlated withintroversion-extraversion(p<0.01), and positively correlated with psychosis andneuroticism(p<0.01).(5) Fear of positive evaluation had partial mediating influence on the relationamong three Personality traits(introversion-extraversion,psychosis,neuroticism)andinterpersonal Communication ability (effect size are11.03%,32.34%and19.33%);Fear of negative evaluation had partial mediating influence on the relation among three Personality traits(introversion-extraversion,psychosis,neuroticism)and interpersonalCommunication ability(effect size are11.03%,32.34%and19.33%).Results:(1) Different genders, grades, whether they were the only child or not, whether ornot being a student cadre,birthplaces,academic performance,relationship with parents,family income all have different influences on interpersonal communication ability ofuniversity students.(2)Fear of positive evaluation, fear of negative evaluation and Personality traits areinfluencing factors of interpersonal communication ability of university students.(3)Fear of positive evaluation and fear of negative evaluation all had mediatinginfluence on the relation between Personality traits and interpersonal Communicationability all have different influences on aggressive behaviors of middle school students.
Keywords/Search Tags:Fear of positive evaluation, Fear of negative evaluation, Personality traits, Interpersonal Communication ability, influencing factors
PDF Full Text Request
Related items