不同同一性地位初中生的情绪特征研究
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摘要
本研究以Marcia的同一性地位理论模型为基础,将初中生作为研究对象,对其同一性发展水平、日常情绪体验、情绪调节方式、心境状态以及焦虑水平等方面进行问卷测量,皆在揭示初中生的同一性发展特点、初中生的情绪发展特点,重点考察和证实不同同一性地位初中生的情绪特征差异,并探讨青少年同一性发展与情绪发展之间的内在联系。具体研究内容及结论如下：
研究一：初中生同一性发展的特点。本研究采用目前应用最为广泛的同一性地位测量工具——EOM-EIS-II测量了初中生在意识领域、人际领域以及总体领域中的同一性发展状况,揭示了初中生同一性地位类型的人数分布情况。结果表明,初中生同一性的发展具有年级差异和性别差异；初中生同一性地位类型的人数分布不均衡,延缓型居多,达成型较少；达成型个体人数比例随年级升高不断增加,而早闭型个体人数比例随年级升高不断减少,女生处于扩散型的人数比例显著高于男生。
研究二：不同同一性地位初中生的情绪特征。通过测量初中生日常具体情绪的体验频率、情绪调节方式、心境状态、焦虑水平等情绪指标以及同一性地位,揭示了初中生情绪发展的特点,证实了不同同一性地位初中生在情绪各指标上的差异。结果表明,(1)初中生的日常情绪中,正性情绪体验较多；初中生比较多地采取减弱型调节方式(忽视和抑制)来调节负性情绪,比较多地采取增强型调节方式(重视和宣泄)来调节正性情绪；初中生的心境以积极心境为主基调,但其消极心境体验和焦虑水平随年级升高不断增高。(2)不同同一性地位初中生在日常情绪体验、情绪调节方式、心境状态、焦虑水平等方面存在的差异。在日常情绪体验方面,达成型的正性情绪体验频率显著地高于其他类型,而扩散型在多个负性情绪体验频率方面显著地高于其他类型。在情绪调节方式方面,达成型对正性情绪重视程度高,对负性情绪的重视程度低且忽视程度较高；延缓型对正性情绪的重视程度和宣泄程度都较高；早闭型对正性情绪的忽视程度较高；扩散型对正性情绪的重视和宣泄程度低,且对负性情绪的忽视程度较低；达成型和延缓型初中生对正性情绪常采用增强型调节的方式,而扩散型和早闭型对正性情绪常使用减弱型调节的方式。在心境方面,达成型的积极心境得分最高,延缓型和早闭型次之,扩散型最低。在焦虑水平上,扩散型的焦虑水平最高,达成型的焦虑水平最低,延缓型和早闭型处于中等焦虑水平。
研究还证实了同一性与情绪之间有着密切的联系,同一性达成与个体积极的情绪模式相联系,而同一性扩散与个体消极的情绪模式相联系。
This study based on Marcia's identity theoretical models and subjected as the junior high school students, conducts the questionnaire survey with the development level of their identity, daily emotional experiences, emotional regulation, mood and anxiety level, all of which is to reveal the students'identity development characteristics and features of emotional development in junior high school students.We focuse on the inspection and confirmation of different emotional characteristics of the different identity from junior middle school students and explore intrinsic relation between the adolescent identity development and the emotional development. The research contents and the conclusions as follows:
Study I:Characteristics of the identity development of junior high school students. In this study, we use the EOM-EIS-II which is the most widely used measurement tool recently to measure the identity development of junior high school students in the field of idelogy, interpersonal areas and overall,to reveal the type of their distribution. The results show that the identity development has differences in grades and gender; the distribution is uneven, the type of Moratorium is more and the type of Achievement is less.The proportion of Achievement students is growing with the grades'growth, while the Diffusion is declining with the grades'growth.The number of the girls in the diffusion was significantly more than boys.
Study II:the emotional characteristics of junior high school students from different identity. The characteristics of emotional development of junior high school students is revealed and the differences of each indicator in different identity students is confirmed by measuring their daily frequency of specific emotions, emotional regulation, mood state, anxiety and other emotional and identity status indicator. The results showed that(1)the positive emotional experience is more than others in the students'daily emotions;junior high school students is inclined to take reducing regulation(avoidance and suppression) more to adjust negative emotion, and adjust the positive emotion by the ways of enhancing regulation(rumination and revealing); though the main tone of the mood of the junior high school students is positive,the negative experiences and the level of anxiety are rising with the progress of the grade (2) the junior high school students with difference identity status have.differences in the daily emotional experience, emotional regulation, mood states, trait anxiety.In the daily emotional experiences,The frequency of positive experiences in Achievement is significantly higher than other types,while the frequency of many negative experiences in Diffusion of individual is significantly higher than other types.In the emotional regulation, Achievement pays more attention on the positive emotion,pays less attention on the negative emotion and the degree of avoidance is lower;Moratorium pays more attention on the positive emotion,and the degree of revealing;Foreclosure pays more attention on the degree of avoidancing of positive emotion.;Diffusion pays less attention on the positive emotion and the degree of revealing but pays less attention on the degree of avoidancing,Achievement and Moratorium use the strategy of enhancing to adjust the positive emotion, while Diffusion and Foreclosure use the strategy of reducing to adjust the positive emotion.The positive mood score in individuals of Diffusion is significantly higher than other types of identity.The anxiety of the Achievement is significantly lower than other types of identity. Moratorium and Foreclosure have the middle level of the anxiety.
Study founds that there has closely linke between identity and emotion among junior high school students, the identity achievement has relationship with the positive mood of the individual,but identity diffusion has link with the individual unconformable emotional patterns, identity moratorium has relationship with anxiety level.
研究一：初中生同一性发展的特点。本研究采用目前应用最为广泛的同一性地位测量工具——EOM-EIS-II测量了初中生在意识领域、人际领域以及总体领域中的同一性发展状况,揭示了初中生同一性地位类型的人数分布情况。结果表明,初中生同一性的发展具有年级差异和性别差异；初中生同一性地位类型的人数分布不均衡,延缓型居多,达成型较少；达成型个体人数比例随年级升高不断增加,而早闭型个体人数比例随年级升高不断减少,女生处于扩散型的人数比例显著高于男生。
研究二：不同同一性地位初中生的情绪特征。通过测量初中生日常具体情绪的体验频率、情绪调节方式、心境状态、焦虑水平等情绪指标以及同一性地位,揭示了初中生情绪发展的特点,证实了不同同一性地位初中生在情绪各指标上的差异。结果表明,(1)初中生的日常情绪中,正性情绪体验较多；初中生比较多地采取减弱型调节方式(忽视和抑制)来调节负性情绪,比较多地采取增强型调节方式(重视和宣泄)来调节正性情绪；初中生的心境以积极心境为主基调,但其消极心境体验和焦虑水平随年级升高不断增高。(2)不同同一性地位初中生在日常情绪体验、情绪调节方式、心境状态、焦虑水平等方面存在的差异。在日常情绪体验方面,达成型的正性情绪体验频率显著地高于其他类型,而扩散型在多个负性情绪体验频率方面显著地高于其他类型。在情绪调节方式方面,达成型对正性情绪重视程度高,对负性情绪的重视程度低且忽视程度较高；延缓型对正性情绪的重视程度和宣泄程度都较高；早闭型对正性情绪的忽视程度较高；扩散型对正性情绪的重视和宣泄程度低,且对负性情绪的忽视程度较低；达成型和延缓型初中生对正性情绪常采用增强型调节的方式,而扩散型和早闭型对正性情绪常使用减弱型调节的方式。在心境方面,达成型的积极心境得分最高,延缓型和早闭型次之,扩散型最低。在焦虑水平上,扩散型的焦虑水平最高,达成型的焦虑水平最低,延缓型和早闭型处于中等焦虑水平。
研究还证实了同一性与情绪之间有着密切的联系,同一性达成与个体积极的情绪模式相联系,而同一性扩散与个体消极的情绪模式相联系。
This study based on Marcia's identity theoretical models and subjected as the junior high school students, conducts the questionnaire survey with the development level of their identity, daily emotional experiences, emotional regulation, mood and anxiety level, all of which is to reveal the students'identity development characteristics and features of emotional development in junior high school students.We focuse on the inspection and confirmation of different emotional characteristics of the different identity from junior middle school students and explore intrinsic relation between the adolescent identity development and the emotional development. The research contents and the conclusions as follows:
Study I:Characteristics of the identity development of junior high school students. In this study, we use the EOM-EIS-II which is the most widely used measurement tool recently to measure the identity development of junior high school students in the field of idelogy, interpersonal areas and overall,to reveal the type of their distribution. The results show that the identity development has differences in grades and gender; the distribution is uneven, the type of Moratorium is more and the type of Achievement is less.The proportion of Achievement students is growing with the grades'growth, while the Diffusion is declining with the grades'growth.The number of the girls in the diffusion was significantly more than boys.
Study II:the emotional characteristics of junior high school students from different identity. The characteristics of emotional development of junior high school students is revealed and the differences of each indicator in different identity students is confirmed by measuring their daily frequency of specific emotions, emotional regulation, mood state, anxiety and other emotional and identity status indicator. The results showed that(1)the positive emotional experience is more than others in the students'daily emotions;junior high school students is inclined to take reducing regulation(avoidance and suppression) more to adjust negative emotion, and adjust the positive emotion by the ways of enhancing regulation(rumination and revealing); though the main tone of the mood of the junior high school students is positive,the negative experiences and the level of anxiety are rising with the progress of the grade (2) the junior high school students with difference identity status have.differences in the daily emotional experience, emotional regulation, mood states, trait anxiety.In the daily emotional experiences,The frequency of positive experiences in Achievement is significantly higher than other types,while the frequency of many negative experiences in Diffusion of individual is significantly higher than other types.In the emotional regulation, Achievement pays more attention on the positive emotion,pays less attention on the negative emotion and the degree of avoidance is lower;Moratorium pays more attention on the positive emotion,and the degree of revealing;Foreclosure pays more attention on the degree of avoidancing of positive emotion.;Diffusion pays less attention on the positive emotion and the degree of revealing but pays less attention on the degree of avoidancing,Achievement and Moratorium use the strategy of enhancing to adjust the positive emotion, while Diffusion and Foreclosure use the strategy of reducing to adjust the positive emotion.The positive mood score in individuals of Diffusion is significantly higher than other types of identity.The anxiety of the Achievement is significantly lower than other types of identity. Moratorium and Foreclosure have the middle level of the anxiety.
Study founds that there has closely linke between identity and emotion among junior high school students, the identity achievement has relationship with the positive mood of the individual,but identity diffusion has link with the individual unconformable emotional patterns, identity moratorium has relationship with anxiety level.
引文
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[2]Erikson E.H.Identity and the life cycle[M]:Are issue. New York:Norton,1980.
[3]Marcia J.E. Development and validation of ego-identity status[J].Journal of Personality and Social Psychology,1966,3:551-558.
[4]Marcia J.E. A commentary on Seth Schwartz's review of identity theory and research[J].Identity,2001,1:59-65.
[5]Boyes M.C,& Chandler M.J.Cognitive development, epistemic doubt, and identity formation in adolescence[J].Journal of Youth and Adolescence,1992,21:227-304.
[6]Berzonsky M.D.Identity style:Conceptualization and measurement. Journal of Adolescent Research[J],1989,4:268-282.
[7]郭金山.西方心理学自我同一性概念的解析[J].心理科学进展,2003,11(2)：227-234.
[8]Luyckx K, Goossens L, Soenens B,Beyers W,& Vansteenkiste M.Identity statuses based upon four rather than two identity dimensions:Extending and refining Marcia'sparadigm[J].Journal of Youth and Adolescence,2005,34:605-618.
[9]Luyckx K, Goossens L, Soenens B,& Beyers, W.Unpacking commitment and exploration:Validation of an integrative model of adolescent identity formation[J]. Journal of Adolescence,2006,29:361-378.
[10]Crocetti E, Rubini M,& Meeus W. Capturing the dynamics of identity formation in various ethnic groups:Development and validation of a three-dimensional model[J].Journal of Adolescence,2008,31:207-222.
[111]Crocetti E, Rubini M, Luyckx K,& Meeus W. Identity formation in early and middle adolescents from various ethnic groups:From three dimensions to five statuses[J].Journal of Youth and Adolescence,2008,37:987-996.
[12]Adams G.R, Shea J.,& Fitch S.A.Toward the development of an objective assessment of ego-identity status[J].Journal of Youth and Adolescence,1979,8: 223-237.
[13]Bennion L.D,& Adams G.R. A revision of the extended version of the objective measure of ego identity status:An identity instrument for use with late adolescents[J].Journal of Adolescent Research,1986,1:183-198.
[14]李文道.大学生同一性发展的特点及相关因素的研究[D].北京：北京师范大学,2005.
[15]张日异.同一性与青年期同一性地位的研究——同一性地位的构成及其自我测定[J].心理科学,2000,23(4)：430-434.
[16]郑涌,黄希庭.自我同一性状态对时间透视体验的结构关系研究[J].心理科学,1998,21(03)：201-204.
[17]郭金山,车文博.大学生自我同一性状态与人格特征的相关研究.心理发展与教育[J],2004(2)：51-55.
[18]张文新.青少年发展心理学[M].济南：山东人民出版社,2003：
[19]Meilman P.W. Cross-sectional age changes in ego identity status during adolescence[J].Developmental Psychology,1979,15:230-231.
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