児童期におけるポジティブ性格特性概念の分化

How does a positive personality concept become differentiated ones in childhood?

林 智幸

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. Ⅲ, Education and Human Science

Research of the personality trait concepts has shown that children form the Big Five concept that has the same dimensions as that of adults by upper grades in elementary school, whereas it has been suggested that 5- and 6-year-old children have had a single dimension of Goodness (Hayashi, 2004). It was not clear how an undifferentiated concept with a single dimension becomes differentiated by upper grades in elementary school. Thus, this study examined how a positive personality concept becomes differentiated in childhood. Elementary school children (60 second, 67 third, 56 fourth-graders) were presented with action scenes of protagonists who showed positive personality characteristic of each dimension of the Big Five (Extroversion, Attachment, Consciousness, Emotional stability, and Intellect), and told to evaluate the protagonists' personalities. Children's evaluation patterns suggested that only Extroversion was differentiated from other positive dimensions in early-childhood, and that all the five dimensions become differentiated from each other by late-childhood.

性格認知

ビッグ・ファイブ

児童期

person perception

Big Five

childhood

心理学 [ 140 ]

日本語

広島大学大学院教育学研究科

国立情報学研究所

[ISSN] 1346-5562

[NCID] AA11625039