“认识自我”还是“标签固化”？——大学生MBTI文化的理论反思

“Self-Awareness” or “Label Fixation”?—Theoretical Reflections on MBTI Culture among College Students

摘要: 近年来，MBTI人格测试在大学生中广泛流行，“i人/e人”这类标签已从学术测评工具演变为一种独特的青年亚文化。本文从青年发展心理学与文化批判理论两个角度出发，对这一现象进行理论反思。借助Erikson的自我同一性理论，分析大学生热衷MBTI的深层原因，进而探讨MBTI文化对大学生自我认知和社交互动的双重影响：一方面，它降低了认识自我的门槛，帮助人们构建自我叙事，也提供了一种社交上的符号资本；另一方面，也带来了标签固化、二分法思维的认知框架不匹配、自主思考能力的弱化以及群体分化等风险。基于此，对高校心理健康教育提出引导建议，主张将MBTI当作“启发式工具”而非“人格诊断书”，鼓励学生在反思中走向更深层的自我探索。

Abstract: In recent years, the MBTI personality test has become widely popular among college students. Labels like “i person/e person” have evolved from academic assessment tools into a unique subculture of youth. This article conducts theoretical reflection on this phenomenon from the perspectives of youth development psychology and cultural critical theory. By drawing on Erikson’s theory of self-identity, this paper analyzes the underlying reasons why college students are enthusiastic about MBTI, and then explores the dual influence of MBTI culture on college students’ self-awareness and social interaction: on the one hand, it lowers the threshold for self-awareness, helps people construct self-narratives, and also provides a kind of symbolic capital in social interaction; on the other hand, it also brings risks such as label fixation, a mismatch with the cognitive framework of dichotomous thinking, the weakening of independent thinking abilities, and group polarization. In light of this, this paper offers guiding recommendations for mental health education in colleges and universities, advocating that MBTI be used as a “heuristic tool” rather than a “personality diagnosis book”, and encouraging students to move toward deeper self-exploration through reflection.