高中生社会支持对社会适应的影响——自我同一性的作用

The Influence of High School Students’ Social Support on Social Adaptation—The Role of Self-Identity

国内外已有研究发现个体的社会支持系统能有效预测社会适应状况,个体内部发展的自我同一性状态也会影响社会适应。但其中内在的影响机制还有待进一步研究。因此,本研究将重点探讨高中生社会支持、社会适应、自我同一性三者的特点,并揭示自我同一性在社会支持和社会适应中的作用。本研究选取某高中976名高中生作为研究对象,使用青少年社会支持量表、中学生社会适应行为量表、自我同一性状态量表分别对被试的社会支持、社会适应和自我同一性状态进行测量。并得到以下结果:1) 高中生社会支持在性别上有差异,自我同一性在性别年级、是否担任班干部上有差异,社会适应在是否担任班干部上有差异;2) 社会支持对社会适应具有预测作用;3) 自我同一性的同一性扩散和同一性获得两个维度在社会支持和社会适应间起部分中介作用。

Domestic and foreign studies have found that individual social support system can effectively pre-dict social adaptation, and the self-identity of individual internal development will also affect social adaptation. However, the internal influence mechanism needs further study. Therefore, this study will focus on the characteristics of social support, social adaptation and self-identity of senior high school students, and reveal the role of self-identity in social support and social adaptation. In this study, 976 senior high school students in a high school were selected as the subjects. The social support, social adaptation and self-identity of the subjects were measured by the adolescent social support scale, middle school students’ social adaptation behavior scale and self identity state scale. The results are as follows: 1) there are differences in gender in senior high school students’ social support, self-identity in gender grade, whether they are class cadres, and social adaptation in whether they are class cadres;2) social support can predict social adaptation;3) the two dimensions of identity diffusion and identity acquisition of self-identity play a part in mediating between social support and social adaptation.