A Study on the Correlation Between Personality Traits and Aesthetic Ability of College Students in Sichuan
DOI:
https://doi.org/10.60027/iarj.2026.e290888Keywords:
Personality Traits, Aesthetic Ability, Big Five Personality Traits, College StudentsAbstract
Background and Aims: This study investigates the relationship between personality traits and aesthetic ability among college students in Sichuan Province, China. As aesthetic education gains prominence in the cultivation of innovative and well-rounded talent, this research aims to clarify how the Big Five personality dimensions—Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism—are associated with students’ aesthetic competence. The study also examines gender differences and offers educational implications for individualized aesthetic development.
Methodology: A mixed-methods approach was employed, combining qualitative literature analysis with quantitative data collection. The quantitative phase involved 501 students from 29 universities across Sichuan, selected through multi-stage stratified sampling. Data were gathered using validated instruments: the Chinese Big Five Personality Inventory (CBF-PI) and an aesthetic ability scale assessing range, emotional depth, and integrative sensitivity. Statistical analyses—including Pearson correlation, multiple regression, and structural equation modeling (SEM) —were conducted using SPSS and AMOS.
Results: All five personality traits were significantly correlated with aesthetic ability. Neuroticism was the strongest predictor, indicating that emotional sensitivity plays a key role in aesthetic engagement. Conscientiousness also had a substantial impact, while Openness, though positively correlated, did not significantly predict aesthetic ability in regression or SEM models. Gender moderated some trait–aesthetic relationships, suggesting differentiated educational needs.
Conclusion: The findings affirm that personality traits—particularly Neuroticism and Conscientiousness—are influential in shaping students’ aesthetic competence. Based on these insights, an Integrated Aesthetic Education Development Model is proposed, emphasizing psychological diversity, cultural contextualization, and personalized pedagogical strategies. This research contributes to both theoretical refinement and the practical enhancement of aesthetic education in Chinese higher education.
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