大学生自我同一性与分离-个体化的关系:人格的调节作用

Relation Between Ego Identity Status and Separation-Individuation in University Students: Moderation of Personality

目的:考察大学生的分离-个体化、人格与自我同一性状态之间的关系。方法:采用修订的自我同一性状态问卷(EOM-EIS-2)、分离-个体化问卷(SITA)和"大五"人格问卷(NEO-FFI)对1131名大学生进行调查。结果:当大学生具有较高水平的外向性、开放性和谨慎性时,消极分离-个体化水平越低则预测越高水平的同一性获得;无论开放性高低,高水平的积极分离-个体化均预测更高的同一性延缓,且开放性越低,积极分离-个体化对同一性延缓状态的影响越强;当开放性和谨慎性水平较低时,高的积极分离-个体化预测更高水平的同一性早闭。结论:人格在分离-个体化与自我同一性状态的关系中起重要调节作用。

Objective： The study aims to explore the relations among university students＇ separation-individuation, personality and ego identity status. Methods： The Extend Objective Measure of Ego Identity Status-2, the Separation-Individuation Test of Adolescence and the NEO Five Factor Inventory were used to investigate 1131 university students. Results： When university students had higher level of extraversion, openness or conscientiousness, lower negative separation-individuation predicted higher identity achievement level. Whether higher or lower openness level was high positive separation-individuation was positively associated with identity moratorium status, and the association became strength- ened as the openness was lower. When university students had the lower level of openness or conscientiousness, the higher positive separation-individuation predicted the higher identity foreclosure. Conclusion： Personality moderated the relations between separation-individuation and identity statuses.