摘要
青春期是个体自主和联结的发展变化最为显著、最为突出的阶段。研究对424名中学生自主和联结的发展状况及其社会适应进行了调查，结果表明：（1）青少年具有高自治高联结、低自主低联结及个体化型三类不同的自主-联结发展水平；（2）三种类别随年龄增长呈现各自不同的发展态势，同时男生在三种类型上人数分布相对较为均衡，女生则较多属于高自治高联结类型；（3）高自治高联结者的社会适应和学业成绩最为理想。
Abstract
Adolescence is a special period in which great changes take place in individuals’ physical body, cognition, emotion and behaviors. Autonomy and connectedness have long been recognized the most remarkable changing characteristics during this period. Thus the pursuit for autonomy and connectedness becomes one of the most crucial aspects among adolescents’ psycho-social development. This study tested the development of autonomy, connectedness and adolescents’ social adaptation with a sample of 424 middle school students. Three scales which were used here to measure these developments are Adolescents’ Autonomy Scale, Social Connectedness Scale and Middle School Students’ Social Adaptation Scale. The results: (1) Cluster analysis showed that there are three different types, including high selfgovernance-connectedness, low autonomy-connectedness and individuality, all of which have their own distinguishing features. Type I is called high selfgovernance-connectedness (high SG-C), which has high level of behavioral autonomy and social connectedness, with moderate cognitive autonomy and lowest emotional autonomy. Type II can be called low autonomy-connectedness (low A-C), with the lowest level in behavioral autonomy, cognitive autonomy and connectedness. 113 adolescents belong to this type. The third type is properly called individuation (I), the number of which is 134. Adolescents of this type have more independent ideas and judgment standards, their cognitive and emotional autonomy are the highest among the three. (2) There is significant gender and grade difference in adolescents’ development of autonomy and connectedness, in which the development of low autonomy-connectedness is an upside down ‘V’ shape, the developmental trend of high selfgovernance -connectedness is from high to low, and the number of individuality increases with age. In the gender difference of three clusters, the distribution proportion of boys in three clusters is comparatively balanced, while that of girls showed great difference, with nearly half of girls being classified as high A/C. (3) The result of multivariate analysis of variance showed great difference in social adaptation and academic achievement among the three clusters. Adolescents with high selfgovernance- connectedness are the most ideal that maintain the best academic achievements and social adaptation. Students with low autonomy-connectedness are the worst in both academic achievements and social adaptation. These indicate the different influence of various combination of autonomy and connectedness may have on adolescents’ developmental outcomes. The results of present study suggest adolescents should be raised in an atmosphere which both support autonomy and maintain interpersonal connectedness. Since the demanding and understanding for autonomy and connectedness vary with countries and cultures, more cross- cultural studies could be held so that adolescents’ autonomy and connectedness could be further analyzed and compared.
关键词
自主 /
联结 /
社会适应 /
个体化 /
青春期
Key words
Autonomy /
Connectedness /
Social adaptation /
Individuality /
Adolescence
陆芳 陈国鹏.
青少年自主-联结的发展及其与社会适应的关系研究[J]. 心理科学. 2012, 35(2): 328-333
Fang LU.
A Study of Adolescents’ Development of Autonomy-connectedness and its Relation with Social Adaptation[J]. Journal of Psychological Science. 2012, 35(2): 328-333
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
安秋玲．（2001）．儿童对权威关系的认知发展初步研究．硕士学位论文．华东师范大学．
从玉燕．（2005）．中小学生教师权威认知的发展研究．硕士学位论文．山西大学．
王美萍，张文新．（2007）．青少年期亲子冲突与亲子亲合的发展特征．心理科学，30(5)，1196–1198．
王英春，邹泓．（2009）．青少年人际交往能力的发展特点．心理科学，32（5），1078–1081．
沃建中，林祟德，马红中等．（2001）．中学生人际关系发展特点的研究．心理发展与教育， （3），9–15．
杨彦平，金瑜．（2007）．中学生社会适应量表的编制，心理发展与教育，（4），108–114．
Allen J. P. & Hauser S. T. （1994）． Autonomy and relatedness in family interactions as predictors of expressions of negative adolescent affect. Journal of Research on Adolescence, 4(4)，535–552．
Allen J. P., Marsh P. & McFarland C. （2002）．Attachment and autonomy as predictors of the development of social skills and delinquency during mid-adolescence. Journal of Consulting and Clinical Psychology, 70(1)，56–66．
Bao X. H. & Lam S. F. （2008）． Who makes the choice? Rethinking the role of autonomy and relatedness in Chinese children’s motivation. Child Development, 79(2)，269–283．
Bekker M. H. J., Assen M. A. L. （2006）． A short form of the autonomy scale: Properties of the autonomy–connectedness scale (ACS–30). Journal of Personality Assessment, 86(1)，51–60．
Bynum M. S. & Kotchick B. A. （2006）． Mother-adolescent relationship quality and autonomy as predictors of psychosocial adjustment among African American adolescents. Journal of Child and Family Studies, 15(5)，529–542．
Choy W. C. & Moneta G. B. （2002）．The interplay of autonomy and relatedness in Hong Kong Chinese single mothers. Psychology of Women Quarterly, (26)，186–199．
Frank S. J., Avery C. B. & Laman M. S. （1988）． Young adults' perceptions of their relationships with their parents: Individual differences in connectedness, competence, and emotional autonomy. Developmental Psychology, 24(5)，729–737.
Frank S., Pirsch L. & Wright V. （1990）． Late adolescents’ perceptions of their relationships with their parents: Relationships among deidealization, autonomy, relatedness, and insecurity and implications for adolescent adjustment and ego identity status. Journal of Youth and Adolescence, (19)，571–588.
Hill J. P. & Holmbeck G. N. （1986）． Attachment and autonomy during adolescence. In G. J. Whitehurst (Ed.)，Annuals of Child Development（pp. 145–189）．Greenwich, CT: JAI Press.
Kagitcibasi C. (2005)．Autonomy and relatedness in cultural context: Implications for self and family. Journal of Cross-Cultural Psychology, (36), 403–422.
Maccoby E. E. (1990)． Gender and relationships: A development account. American Psychologist, (45), 513–520.
Noom M. J., Dekovic M. & Meeus W. （2001）． Conceptual analysis and measurement of adolescent autonomy. Journal of Youth and Adolescence, 30(5)，577–595.
Sato T. （2001）． Autonomy and relatedness in psychopathology and treatment: A cross-cultural formulation. Genetic, Social and General Psychology Monographs, 127(1)，89–127.
