[1] 方晓义, 袁晓娇, 胡伟, 邓林园, 蔺秀云. (2018). 中国大学生心理健康筛查量表的编制. 心理与行为研究,16(1), 111-118. doi: 10.3969/j.issn.1672-0628.2018.01.015
[2] 李启明, 陈志霞. (2015). 大五人格5个维度及10个面的发展水平——基于我国15~75岁横断样本调查. 心理科学,38(1), 131-138. doi: 10.16719/j.cnki.1671-6981.2015.01.015
[3] 马雷, 韩树明. (2021). 大学新生心理测评的实效性检验与提升策略. 高校辅导员学刊,13(3), 52-57. doi: 10.13585/j.cnki.gxfdyxk.2021.03.011
[4] 聂衍刚, 林崇德, 郑雪, 丁莉, 彭以松. (2008). 青少年社会适应行为与大五人格的关系. 心理科学,31(4), 774-779. doi: 10.16719/j.cnki.1671-6981.2008.04.003
[5] 司徒巧敏. (2017). 大学生问题行为及其与大五人格和自我控制的关系. 中国健康心理学杂志,25(2), 317-320. doi: 10.13342/j.cnki.cjhp.2017.02.041
[6] 易晓明, 定险峰, 薛璟, 吴欣怡. (2021). 《中国大学生心理健康筛查量表》测量结果解释的优化. 中国临床心理学杂志,29(5), 962-966. doi:10.16128/j.cnki.1005-3611.2021.05.014
[7] 尹奎, 赵景, 周静, 聂琦. (2021). “大五”人格剖面: 以个体为中心的研究路径. 心理科学进展,29(10), 1866-1877.
[8] 俞国良, 张亚利. (2020). 大中小幼心理健康教育一体化: 人格的视角. 教育研究, 41(6), 125-133.
[9] 周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展,12(6), 942-950. doi: 10.3969/j.issn.1671-3710.2004.06.018
[10] 朱安新, 曹蕊. (2019). 当前中国家庭的亲子关系: 城乡和阶层差异模式. 贵州社会科学, (7), 75-86. doi: 10.13713/j.cnki.cssci.2019. 07.010
[11] 邹容, 谢笑春, 李晶晶, 洪晓彬, 范翠英. (2019). 中学生人格类型与生活满意度的关系. 中国学校卫生, 40(10), 1506-1508. doi: 10.16835/j.cnki.1000-9817.2019.10.019
[12] Achenbach T. M., Ivanova M. Y., Rescorla L. A., Turner L. V., & Althoff R. R. (2016). Internalizing/externalizing problems: Review and recommendations for clinical and research applications. JAACAP, 55(8), 647-656. doi: 10.1016/j.jaac.2016.05.012
[13] Costa Jr, P. T., & McCrae, R. R. (1992). Four ways five factors are basic.Pers Individ Differ, 13(6), 653-665. doi: 10.1016/0191-8869(92)90236-I
[14] Deyoung C., Peterson J., Séguin J., & Tremblay R. (2008). Externalizing Behavior and the Higher Order Factors of the Big Five. Journal of abnormal psychology, 117, 947-953. doi: 10.1037/a0013742
[15] Hofstede, G., & McCrae, R. R. (2004). Personality and culture revisited: Linking traits and dimensions of culture.Cross-Cultl Res, 38(1), 52-88. doi: 10.1177/1069397103259443
[16] Hofstede, G. (2001). Cultures consequences: Comparing values, behaviors, institutions and organizations across nations (2nd ed.). CA, Sage: Thousand Oaks.
[17] Isler L., Fletcher G. J. O., Liu J. H., & Sibley C. G. (2017). Validation of the four-profile configuration of personality types within the Five-Factor Model.Pers Individ Differ, 106, 257-262. doi: 10.1016/j.paid.2016.10.058
[18] Kotov R., Gamez W., Schmidt F., & Watson D. (2010). Linking “big” personality traits to anxiety, depressive, and substance use disorders: A meta-analysis.Psychol Bull, 136(5), 768-821. doi: 10.1037/a0020327
[19] Leikas, S., & Salmela-Aro, K. (2014). Personality types during transition to young adulthood: How are they related to life situation and well-being? J Adolesc, 37(5), 753-762. doi: 10.1016/j.adolescence. 2014.01.003
[20] Min, H., & Su, S. (2020). Examining relationships between personality profiles and organizational health outcomes.Pers Individ Differ, 164, 110118. doi: 10.1016/j.paid.2020.110118
[21] Ormel J., Jeronimus B. F., Kotov R., Riese H., Bos E. H., Hankin B.,.. Oldehinkel A. J. (2013). Neuroticism and common mental disorders: Meaning and utility of a complex relationship.Clin Psychol Rev, 33(5), 686-697. doi: 10.1016/j.cpr.2013.04.003
[22] Nylund K. L., Asparouhov T., & Muthén B. O. (2007). Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling: A Monte Carlo Simulation Study. Structural Equation Modeling: A Multidisciplinary Journal, 14(4), 535-569.
[23] Park H. H., Wiernik B. M., Oh I. S., Gonzalez-Mulé E., Ones D. S., & Lee Y. (2020). Meta-analytic five-factor model personality intercorrelations: Eeny, meeny, miney, moe, how, which, why, and where to go.J Appl Psychol, 105(12), 1490-1529. doi: 10.1037/apl0000476
[24] Robins R. W., John O. P., Caspi A., Moffitt T. E., & Stouthamer-Loeber M. (1996). Resilient, overcontrolled, and undercontrolled boys: Three replicable personality types. J Pers Soc Psychol, 70(1), 157-171. doi: 10.1037/0022-3514.70.1.157
[25] Schmiege S., Masyn K., & Bryan A. (2017). Confirmatory latent class analysis: Illustrations of empirically driven and theoretically driven model constraints.Organl Res Methods, 21(4), 983-1001. doi: 10.1177/1094428117747689
[26] van den Akker, A. L., Deković M., Asscher J. J., Shiner R. L., & Prinzie P. (2013). Personality types in childhood: Relations to latent trajectory classes of problem behavior and overreactive parenting across the transition into adolescence.J Pers Soc Psychol, 104(4), 750-764. doi: 10.1037/a0031184
[27] Woo S. E., Jebb A., Tay L., & Parrigon S. (2017). Putting the “person” in the center: Review and synthesis of person-centered approaches and methods in organizational science.Organl Res Methods, 21(4), 814-845. doi: 10.1177/1094428117752467
[28] Xie X., Chen W., Lei L., Xing C., & Zhang Y. (2016). The relationship between personality types and prosocial behavior and aggression in Chinese adolescents.Pers Individ Differ, 95, 56-61. doi: 10.1016/j.paid.2016.02.002