Objective: The aim of the investigation was to determine the interrelatedness between personality variables, interpersonal relationships, and stress in adolescents. Method: The personality of adolescents (variables related to Jung’s theory, self-concept, and egocentrism) and their relationships with teachers and peers as well as stress were measured using a sample of 358 school-going adolescents with an average age of 16.28 years. Results: Extraverts experienced better relationships with peers. Sensing- and judging-orientated learners had better relationships with teachers. Thinking- and judging-orientated learners experienced less stress. Self-concept correlated positively with interpersonal relationships and negatively with stress while egocentrism correlated negatively with interpersonal relationships and positively with stress. Personality variables (especially self-concept) were the most important variables to explain the variance in stress. Conclusion: Perceiving-orientated learners who lack structure in their schoolwork experienced more stress and relationship problems with teachers. The enhancement of the adolescents’ self-concept should be a priority to strengthen interpersonal relationships and to lower stress. Adolescent egocentrism should also be addressed, especially in those who overestimate their responsibilities.

中文翻译：

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青少年在学校所承受的压力：人格和人际关系的重要性

目的：该调查的目的是确定青少年人格变量，人际关系和压力之间的相互关系。方法：使用358名平均年龄为16.28岁的在校青少年样本，测量了青少年的性格（与荣格的理论，自我概念和自我中心主义有关的变量）及其与老师和同伴的关系以及压力。结果：外向型人与同伴的关系更好。以感知和判断为导向的学习者与教师之间的关系更好。以思维和判断为导向的学习者承受的压力较小。自我概念与人际关系呈正相关，与压力呈负相关，而自我中心主义与人际关系呈负相关，与压力呈正相关。人格变量（尤其是自我概念）是解释压力差异的最重要变量。结论：在学习中缺乏结构感的以感知为导向的学习者会遇到更多的压力和与教师的关系问题。加强青少年的自我概念应该是加强人际关系和减轻压力的优先事项。还应解决青少年的自我中心主义问题，特别是在那些过分高估自己责任的人们中。加强青少年的自我概念应该是加强人际关系和减轻压力的优先事项。还应解决青少年的自我中心主义问题，特别是在那些过分高估自己责任的人们中。加强青少年的自我概念应该是加强人际关系和减轻压力的优先事项。还应解决青少年的自我中心主义问题，特别是在那些过分高估自己责任的人们中。