11至20岁青少年的国家认同及其发展
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摘要
本研究试图探讨国家认同的维度，调查和了解我国11～20岁青少年国家认同的现状及其年龄发展趋势，考察学校、家庭、民族身份等因素对青少年国家认同的影响，以及国家认同与自我认同的关系。
为了探讨以上问题，首先需编制一份国家认同量表(National Identity Scale，简称NIS)作为研究工具。本研究在文献分析的基础上，结合开放式问卷确定预测量表的项目，经过两次预测(N=189，N=219)获得正式量表。
以NIS和认同与认同混乱量表(Identity and identity Diffusion Scale)为研究工具，对武汉八所学校1152名1l、14、17和20岁青少年进行调查，结果发现：
(1) NIS有较好的信、效度，其精简版有28个项目，含六个维度：积极情感评价、公共集体自尊、互依信念、消极情感、自我归类和自我概念重要性。
(2) 总体而言，11～20岁青少年有较强的国家认同。在六个维度中，积极情感评价得分最高，其次依次是自我归类、互依信念、公共集体自尊，而自我概念重要性得分偏低，消极情感得分十分低。
(3) 国家认同总的年龄发展趋势是：11岁青少年的国家认同得分最高，14、17岁时下降，20岁时有所回升，但仍然低于11岁时的得分。国家认同各个维度发展特点是，积极情感评价、公共集体自尊、互依信念得分在11岁时最高，随着年龄的增长而下降；消极情感得分，除14岁高于11、17岁外，其他年龄段之间均无差异；自我归类维度呈U型发展；自我概念重要性则随着年龄的增长而上升，20岁时得分最高。
(4) 除了年龄因素外，学校、家庭、民族身份等因素对国家认同有影响。
(5) 国家认同与自我认同呈中低程度的相关。
(6) 在年龄段、学校、家庭、自我认同等因素中，自我认同对国家认同，的影响力最大，其次是年龄段，再次是学校因素、家庭因素。
The present study explored the dimensions of national identity, and investigated the present situation and the development of national identity in 11-20 years old adolescents. In addition, it examined the impact of school, family background, ethnic membership, and so on, on their national identity, and the relationship between national identity and self identity.
Based on the literature as well as the open questionnaire, we developed a National Identity Scale, which had been proved to be reliable and valid by two pretestings (N = 189, N=219).
The sample of the investigation consisted of 1152 adolescents at the age of 11, 14, 17 and 20. It was found that:
(1) NIS had good reliability and validity, and its reduced edition with 28 items contained six dimensions, which were positive emotion-evaluation, public collective self-esteem, interdependency beliefs, negative emotion, self-categorisation, and importance to self-concept.
(2) On the whole, 11 -20 years old adolescents had strong national identity, and the degree was varied according to different dimensions. The scores from the highest to the lowest were as follows: positive emotion-evaluation, self-categorisation, interdependency beliefs, public collective self-esteem, importance to self-concept, and negative emotion.
(3) The development of adolescents' national identity was as follows: the score of national identity in adolescents aged 11 was the highest, and it decreased at 14 and 17 years old, then increased at 20 years old, being still lower than the score of adolescents at 11 years old. Among the six dimensions, the scores of positive emotion-evaluation, public collective self-esteem, interdependency beliefs dimensions decreased with age; the score of negative emotion showed few changes
except that the score of 14 years old was higher than that of 11 and 17 years old; self-categorisation was developed in U-shape; and importance to self-concept increased with age, with 20 years old getting the highest score.
(4) There were significant differences among different schools, family backgrounds, ethnic memberships and so on.
(5) The correlation between national identity and self-identity was low, and the correlation between each dimension and self-identity ranged from .289 to .040.
(6) Among the factors that influenced national identity, their effects ranged from the greatest to the smallest as follows: self-identity, age, family background, and school.
为了探讨以上问题，首先需编制一份国家认同量表(National Identity Scale，简称NIS)作为研究工具。本研究在文献分析的基础上，结合开放式问卷确定预测量表的项目，经过两次预测(N=189，N=219)获得正式量表。
以NIS和认同与认同混乱量表(Identity and identity Diffusion Scale)为研究工具，对武汉八所学校1152名1l、14、17和20岁青少年进行调查，结果发现：
(1) NIS有较好的信、效度，其精简版有28个项目，含六个维度：积极情感评价、公共集体自尊、互依信念、消极情感、自我归类和自我概念重要性。
(2) 总体而言，11～20岁青少年有较强的国家认同。在六个维度中，积极情感评价得分最高，其次依次是自我归类、互依信念、公共集体自尊，而自我概念重要性得分偏低，消极情感得分十分低。
(3) 国家认同总的年龄发展趋势是：11岁青少年的国家认同得分最高，14、17岁时下降，20岁时有所回升，但仍然低于11岁时的得分。国家认同各个维度发展特点是，积极情感评价、公共集体自尊、互依信念得分在11岁时最高，随着年龄的增长而下降；消极情感得分，除14岁高于11、17岁外，其他年龄段之间均无差异；自我归类维度呈U型发展；自我概念重要性则随着年龄的增长而上升，20岁时得分最高。
(4) 除了年龄因素外，学校、家庭、民族身份等因素对国家认同有影响。
(5) 国家认同与自我认同呈中低程度的相关。
(6) 在年龄段、学校、家庭、自我认同等因素中，自我认同对国家认同，的影响力最大，其次是年龄段，再次是学校因素、家庭因素。
The present study explored the dimensions of national identity, and investigated the present situation and the development of national identity in 11-20 years old adolescents. In addition, it examined the impact of school, family background, ethnic membership, and so on, on their national identity, and the relationship between national identity and self identity.
Based on the literature as well as the open questionnaire, we developed a National Identity Scale, which had been proved to be reliable and valid by two pretestings (N = 189, N=219).
The sample of the investigation consisted of 1152 adolescents at the age of 11, 14, 17 and 20. It was found that:
(1) NIS had good reliability and validity, and its reduced edition with 28 items contained six dimensions, which were positive emotion-evaluation, public collective self-esteem, interdependency beliefs, negative emotion, self-categorisation, and importance to self-concept.
(2) On the whole, 11 -20 years old adolescents had strong national identity, and the degree was varied according to different dimensions. The scores from the highest to the lowest were as follows: positive emotion-evaluation, self-categorisation, interdependency beliefs, public collective self-esteem, importance to self-concept, and negative emotion.
(3) The development of adolescents' national identity was as follows: the score of national identity in adolescents aged 11 was the highest, and it decreased at 14 and 17 years old, then increased at 20 years old, being still lower than the score of adolescents at 11 years old. Among the six dimensions, the scores of positive emotion-evaluation, public collective self-esteem, interdependency beliefs dimensions decreased with age; the score of negative emotion showed few changes
except that the score of 14 years old was higher than that of 11 and 17 years old; self-categorisation was developed in U-shape; and importance to self-concept increased with age, with 20 years old getting the highest score.
(4) There were significant differences among different schools, family backgrounds, ethnic memberships and so on.
(5) The correlation between national identity and self-identity was low, and the correlation between each dimension and self-identity ranged from .289 to .040.
(6) Among the factors that influenced national identity, their effects ranged from the greatest to the smallest as follows: self-identity, age, family background, and school.
引文
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Tajfel, H., Jahoda, G., Nemeth, C., Rim, Y. & Johnson, N. (1972). The devaluation by children of their own national and ethnic group: two case studies. British Journal of Social and Clinical Psychology, 11, 235-243.
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Yuki, M. (2003). Intergroup Comparison versus Intragroup Relationships: A Cross-Cultural Examination of Social Identity Theory in North America and East Asian Cultural Contexts. Social Psychology Quarterly, 66: 166-183.
Zuo, B. [佐斌] & Haste, H. (1999). European Identity: British Adolescents' Psychological Identities to Europe and its main influencing factors. Working paper. Bath University, UK
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Wilson, H. & Barrett, M. (1996). The development of national identity in children: a study to investigate the relationship between child and parent attitudes. Poster presented at the British Psychological Society Developmental Section Annual Conference, Oxford, September 1996.
Yuki, M. (2003). Intergroup Comparison versus Intragroup Relationships: A Cross-Cultural Examination of Social Identity Theory in North America and East Asian Cultural Contexts. Social Psychology Quarterly, 66: 166-183.
Zuo, B. [佐斌] & Haste, H. (1999). European Identity: British Adolescents' Psychological Identities to Europe and its main influencing factors. Working paper. Bath University, UK
An overview of the main findings of the NERID project.2003. http://www.surrey.ac.uk/Psychology/NERID/nerid04.htm
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