2004-08-012024-05-18https://scholars.lib.ntu.edu.tw/handle/123456789/696791摘要：Erik Erikson的心理社會發展理論以「自我認同」為青少年期最重要的發展要務。其中又特別強調認同的連續性與同一性（亦即：「認同確定感」）。Chen, Lay, 和 Wu (2003a)根據Cheek (1989)對於認同需求（亦即：「認同重要感」）的實徵測量方法與對認同面向的區分，而設計出對個人、社會、與形象認同之「認同重要性」與「認同確定性」之測量，並發現在青少年早、中、晚三個不同階段，青少年所注重的認同面向各有消長。Erikson提出認同概念的初始目的，乃冀望於能將認同概念用以解釋心理病理的發展。本研究團隊亦承襲Erikson之認同理論的初始目的，計畫藉「認同重要性」與「認同確定性」的理論與測量，一方面探討高危險青少年之認同特性，一方面做為後續輔導工作的媒介。本計畫之主要目的，則在於比較有內向性憂鬱傾向、外向性偏差行為傾向、及控制組的青少年在認同發展上的差異。此外，從一般的通俗想法來看，「認同重要性」與「認同確定性」愈高，則應會有較正向的心理健康。但本研究認為，當青少年的「認同重要性」與「認同確定性」之落差太大時，反而可能使高認同重要性變成一危險因子，因此計畫以「認同落差」檢<br> Abstract: Erik Erikson postulated that identity formation is the most important developmental task during adolescence. He also emphasized that the feeling of self-continuity and sameness (i.e., identity firmness) in one’s values, beliefs, and goals helps lead to positive psychological growth. Deriving from Cheek’s (1989) research on aspects of identity and assessment on needs for defining the sense of self (i.e., identity importance), Chen, Lay, and Wu (2003a) developed the measurements for “identity importance” and “identity firmness” on the aspects of personal, social, and image identity. They found that, during different stages of adolescence, each of the identity aspects is considered differently. As a psychoanalyst, Erikson has been interested in relating identity formation to developmental psychopathology. The present study intends to follow the original interest of Eriksonian theory, by applying our previous theoretical and empirical establishment on “identity importance” and “identity firmness”, to describe the specific identity characteristics of high-risk adolescents, and, if possible, to construct an intervention protocol for these adolescents in the near future. Therefore, the main goal of the present study is to compare the differences on identity characteristics among adolescents of internalizing-problem, externalizing-problem, and control group. Moreover, a reasonable prediction may be that both the degree of identity importance and identity firmness should correlate positively with mental health. Yet, the present study proposes that a large discrepancy between identity importance and identity firmness may lead to maladjustment, even though the specific adolescent has a high score on identity importance. Thus, another goal of the present study is to investigate the differences of identity discrepancy among the three groups. The mean score of identity discrepancy is predicted to be larger in the two psychopathology groups than the control group. One junior high and one high school from the Taipei City as well as from the Taipei County will be invited for the present study. All 7th graders and 10th graders in the schools will participate in the general survey of identity characteristics and positive and negative mental health. According to the results of the survey and by the help of the main teachers in each class and the counseling center, we plan to identify 100 (7th-grade sample) and 150 (10th-grade sample) students for each group. Aside from analyses of group differences, regression analyses will be conducted to examine whether “identity discrepancy” is a significant predictor for positive and negative mental health, given the degree of “identity importance” or “identity firmness” is controlled. If the present study indeed reveals that “identity discrepancy” is an independent predictor for mental health, we plan to design an intervention protocol accordingly that will be applied over the same groups of adolescents who will自我認同重要性自我認同確定性個人認同社會認同形象認同認同發展青少年認同落差內向性問題外向性問題Identity FirmnessIdentity ImportancePersonal IdentitySocial IdentityImage IdentityIdentity DevelopmentAdolescenceIdentity DiscrepancyInternalizing ProblemExternalizing Problem