摘要
对639名中学生进行问卷调查,结果发现,从初一到高三,自我同一性状态呈现出前进的发展趋势,与初中生相比,高二和高三学生更多地处于获得状态、更少处于早闭和扩散状态;除高一男生比女生更多处于获得状态外,其他年级同一性状态上均不存在显著性别差异。溺爱型、权威型和忽视型教养方式在获得状态上得分均较高,权威型还具有最高的早闭状态得分,专制型教养方式最不利于同一性状态发展,有最高的扩散状态得分和最低的获得状态分数;亲子沟通可正向预测获得和早闭状态,负向预测同一性扩散状态。
639 middle school students were investigated, using the revised Extend Objective Measure of Ego Identity Status-2, Parenting Style Qestionnaire and Parent-Adolescent Communication Scale. The results indicated： （1） A progressive developmental trend was found in ego identity statuses from junior to senior high school. In contrast with junior high school students, more second and upper-class students in the senior high school were in the achievement, less were in the forclosure and diffusion. （2） Except that more males were in the achievement than females in the first-class of senior high school, there were no gender differences in the identity statuses of other grades. （3） Indulgent, authoritative and neglectful parenting styles scored higher in the archievement than authoritarian style. Authoritative style has highest scores in the forclosure. Authoritarian style had highest scores in the diffusion and lowest in the achievement, which showed that it didn＇t contribute to identity development. （4） Parent-adolescent communication had an postive effect on the achievement and foreclosure, while it had an negative effect on the diffusion.
出处
《心理与行为研究》
2006年第2期126-132,共7页
Studies of Psychology and Behavior
关键词
自我同一性
同一性状态
父母教养方式
亲子沟通
ego identity, identity status, parenting style, parent-adolescent communication.
