大学新生学校适应与自我同一性的关系

Relationship between Self-Identity and School Adjustment of College Freshmen

摘要: 目的：探讨大学新生学校适应性与自我同一性之间的关系及人口学相关特征对此关系的影响。方法：采用中国大学生适应量表CCSAS、大学生自我同一性过程问卷对北京950名大学新生进行调查。结果：1) 获得型同一性个体占33.8%，扩散型占28.8%，延缓型占19.0%，早闭型占18.4%；2) 人际关系、校园生活、情绪、总体适应及主观经济状况存在城乡差异；3) 独生与非独生子女间主观家庭经济状况、同一性承诺水平和自我适应水平均存在差异；4) 同一性承诺能正向预测学校适应，并在主观经济状况与学校适应的关系中起部分中介的作用。结论：获得型和早闭型同一性个体的学校适应最好，承诺水平越高越有利于良好学校适应的发展，且同一性与学校适应的关系同人口学相关因素存在一定联系。

Abstract: Objective: To discuss the relationship between self-identity and school adjustment of college fresh-men as well as the impact of demographic characteristic on that relationship. Methods: 950 college freshmen in Beijing were randomly selected and assessed with the CCSAS and College Student’s Self Identity Process Questionnaire. Result: 1) The distribution of the self-identity types was as follows: Achievement (33.8%), Moratorium (28.8%), Foreclosure (19.0%), Diffusion (18.4%); 2) In terms of the interpersonal relationship, campus life, emotion, the overall adjustment and the subjective fam-ily economic situation, there was significant difference between urban freshmen and rural ones; 3) In subjective family economic situation, commitment of self-identity and self-adjustment, there was significant difference between the non-only-child participants and the only-child ones; 4) Commit-ment was positive predictor of the school adjustment, and it was a partial mediator between the re-lation of subjective economic situation and school adjustment. Conclusion: The college freshmen of Achievement self-identity type and Foreclosure one had the best school adjustment and making commitment was advantageous to develop good school adjustment, then demographic background has certain connections with the relationship between self-identity and school adjustment.