The Developmental Feature And Intervention For Personality Characteristics Of The Mongolian Adolescents

Adolescence is a transitional period between the ages of individuals from carefree childhood to maturity. Personality characteristics on youth research and explore the characteristics of adolescent personality development and its targeted interventions are all significant to promote the improvement and development of young healthy personality. So far,in the practice of education, although the personality development of young growing concern, But the vast majority of young people still stuck personality research in understanding the "what" and "why", there are a few researches whose study are related on "how". We hardly find the measure of intervening adolescent’s personality characteristics, especially the research study of the adolescent’s personality characteristics of minority students.Based on the domestic and international existed studies, and by using ways of the literature analysis and the experiment intervention, this study mainly researches the contents as follows.Firstly, it is the development of the Mongolian middle school students’ personality characteristics research. The Personality Diathesis Questionnaire for Adolescents of Mongolian revision was adopted to investigated and analyzed Mongolian middle school students on the development of the personality characteristics.Secondly, it is the research of the intervention of the Mongolian middle school Students’ personality characteristics. This part can be divided into three small parts: in the first place, to give a Pre-test for the Mongolian middle school students and to measure their developmental features and level of the personality characteristics; then, to do the intervention for the Mongolian middle school students; lastly, to give a post-test for the Mongolian middle school students after the intervention.Through the research, this study gets the following confusions:1.From the overall situation of the developmental features for the,the Mongolian Middle school students exhibit the higher mean value in personality(M=3.03)than the threshold(2point), the highest score on the obligation factor(M = 3.15), the lowest score on the independence factor(M = 2.92).(1)Mongolian teenagers exist gender differences in personality factor, which in the adventure, both introversion-extraversion and frustration endurance factor, the boys showed a significant advantage.(2)Mongolian teenagers personality there is a significant difference in the grade(except introversion-extraversion factor outside).(3)Students in different places, the Mongolian teenagers’ personality are also significant differences on certain factors.2.The effect of the intervention: the overall effect of intervention group compared with the control group is significant.( 1) After the intervention, the intervention group exists significant differences on theobligation factor(p <0.05); at will, adventure, independence, there are also differences(p <0.01) on the introversion-extraversion; after the intervention treatment in the intervention group than in the scored significantly higher than before the intervention-extraversion; optimism-pessimism and frustration endurance were no significant differences both before and after the intervention.(2)Through the difference between the groups in the intervention group and the control group for independence samples T-test that, there was a significant difference(p <0.01) in the will,adventure and total score of two factors, the independence factor scores are also differences(p <0.05); in optimism-pessimism, responsibility,introversion-extraversion, frustration endurance and other factors there is no difference.(3)After the intervention group and back testing measured at will, adventure, significant differences exist on separate scores and scores in optimism-pessimism, obligation, introversion-extraversion factors, such as dumping and anti-frustration endurance scores there was no significant difference. As can be seen from the above results, the intervention of the teenagers will, adventure, have continued to improve the effect of the independence factors such as personality,optimistic-pessimistic, obligation, introversion-extraversion and frustration endurances such as personality factors have continued to consolidate results. This indicates that the intervention program for high school students to improve Mongolian personality is valid.