Investigation and research on personality characteristics of college students in excellent learning style classes

ObjectiveTo investigate the personality characteristics of college students in excellent learning style classes, to analyze the personality differences between college students of different gender, origin and the only child or not, so as to find out the interactional effects of the above factors on personality factors of Cattell's sixteen personality factor questionnaire(16PF).

MethodsA total of 1 360 college students in the excellent learning style classes in 2016, 2017 and 2018 were tested with 16PF.

ResultsIn the excellent learning style classes, male students scored higher than female students on stability(C), suspicion(L), experimental(Q1) and automaticity(Q3)(P < 0.05 to P < 0.01), while scored lower than female students on sociability(A) and tension(Q4)(P < 0.01). Urban college students scored higher than rural students on bullying(E), excitability(F), courage(H), sensitivity(I), suspicion(L), fantasy(M) and sophistication(N)(P < 0.05 to P < 0.01), while scored lower than rural students on perseverance(G)(P < 0.05). The only child college students scored higher than non-only child students on I, L, M, N, Q1, and independence(Q2)(P < 0.05 to P < 0.01), while scored lower than non-only child students on perseverance(G)(P < 0.05). The interaction of gender and origin had a statistically significant effect on some personality factors included in 16PF of college students in excellent learning style classes(P < 0.05), and the effects of which on C, E, F, H, I, anxiety(O), Q3 and tension(Q4) were statistically significant(P < 0.05 to P < 0.01).

ConclusionsThe 16PF personality characteristics of the students in the excellent learning style classes are different in three dimensions including gender, origin and the only child or not. The interaction of gender and origin has great influences on partial 16PF personality factors of the students in excellent learning style classes.