Acceso usuarios
Hao Li, Cong Huang, Xiaojin Wang
Chinese martial arts education has a unique impact on the promotion of adolescent personality. This study proposes a theoretical hypothesis for Chinese martial arts education in promoting the development of a sound personality in adolescents and conducts empirical analysis. The study selected 108 adolescents aged 12-13 from a junior high school, dividing them into an experimental group and a control group, each consisting of 54 students from Class 1 and Class 2 of the seventh grade.The study used the simplified version of the Chinese Big Five Personality Inventory (CBF-PI-B) to test the personality scores of adolescents in both classes before and after the intervention. The results showed that before the intervention, there was no significant statistical difference in the mean scores of the Big Five personality factors between the two classes. After the intervention, (1) In the conscientiousness and agreeableness factors, the experimental group showed a highly significant statistical difference in the posttest scores and when compared to the posttest scores of the control group (P<0.01). (2) In the extraversion and neuroticism factors, the experimental group showed significant statistical differences (P<0.05) in the posttest scores and when compared to the posttest scores of the control group. (3) In the openness factor, there were no significant statistical differences (P>0.05) in the posttest scores of the experimental group, nor when compared to the posttest scores of the control group. The study concludes that Chinese martial arts education can promote the development of the Big Five personality factors in adolescents, but this intervention only generates partial effects rather than influencing all aspects uniformly, especially having an extremely significant effect on the conscientiousness and agreeableness factors, a significant effect on the extraversion and neuroticism factors, and no significant effect on the openness factor.
