大學生分離個體化、父母依附、及生涯自我認同狀態之相關研究

Abstract

本研究之目的在探討大學生分離個體化、父母依附、及生涯自我認同狀態之關係，以及了解分離個體化、父母依附是否可共同預測生涯自我認同狀態。本研究以「心理分離量表」、□父母依附量表」、「生涯自我認同狀態量表」為研究工具，以國內高校體系及技職體系之大學生為研究對象，進行問卷調查研究。正式施測採叢集抽樣的方式，共獲得有效問卷624份，並以描述統計、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關、典型相關、多元逐步迴歸分析等統計方法，進行資料分析。本研究的結果如下： (一)男生在「情緒獨立」、□尋求意見獨立□、□認同達成□、□認同早閉□、□認同迷失□程度高於女生，女生則在□角色認同獨立□程度高於男生。 (二)大四之「尋求意見獨立」、□認同達成□程度高於大一，大一之□認同尋求□、□認同迷失□程度高於大四。 (三)有離家經驗者之□分離個體化□程度均高於尚未離家者；尚未離家者之□認同早閉□、□認同迷失□程度高於有離家經驗者。 (四)技職院校大學生□認同早閉□、□認同迷失□程度高於一般大學生。 (五)大學生□分離個體化□和□父母依附□之間有中低程度的負相關。 (六)大學生□解決問題獨立□程度越高，越少呈現□認同早閉□；□衝突獨立□程度越高，越少呈現□認同達成□。 (七)大學生與父母□溝通□程度越高，越呈現□認同早閉□。 (八)在預測結果上，顯示□解決問題獨立□、□衝突獨立□、□溝通□能預測□認同達成□；□情緒獨立□、□解決問題獨立□、□親密□能預測□認同尋求□；□解決問題獨立□、□意識形態獨立□、□情緒獨立□能預測□認同早閉□；□解決問題獨立□、□意識形態獨立□及□親密□能預測□認同迷失□。最後，根據研究結果與討論，針對未來研究及實務應用提出建議及方向。

The purpose of the study is to investigate the relationship among separation individuation, parent attachment, and career identity status for undergraduate students. Besides, the study examines if students’ perceived separation individuation and parent attachment can predict career identity status. The measuring tools used in this study include “Psychological Separation Inventory”, “Inventory of Parent Attachment”, ”Extended Objective Measure Ego Identity Status ”. The questionnaires were administered to 624 undergraduate students in Taiwan. The results of survey were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product- moment correlation, canonical correlation analysis, and multiple stepwise regression analysis. The results of the study are as follow: 1. Male students are higher than female students in “emotional independence”, “advice-seeking independence”, “identity achievement”, “foreclosure”, and “identity diffusion”, but female students are higher than male students in “role identity independence”. 2. Senior students are higher than freshmen in “advice-seeking independence” and “identity achievement”, but freshmen are higher than senior students in “moratorium” and “identity diffusion”. 3. Students who have ever left home show more “separation individuation”, and students who have never left home show more “moratorium” and “identity diffusion”. 4. Vocational college students show more “moratorium” and “identity diffusion” than regular college students. 5. Separation individuation and parent attachment has show medium to low negative correlation. 6. Students with higher “problem-solving independence” show less “foreclosure”, and with higher “conflictual independence” show less “identity achievement”. 7. Students who have more communication with parents show more “foreclosure”. 8. In predicting results, it shows that “problem-solving independence”, “conflictual independence”, and “communication” can predict “identity achievement”; “emotional independence”, “problem-solving independence”, and “intimate” can predict “moratorium”; “problem-solving independence”, “ideological independence”, and ’’emotional independence’’ can predict “foreclosure”; “problem-solving independence”, “ideological independence”, and “intimate” can predict “identity diffusion”. Last, the advanced discussions and suggestions are addressed based on the results of this study.