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目的探讨高中生自我同一性风格与家庭功能的关系,为自我同一性发展教育和家庭功能完善奠定科学基础。方法采用Berzonsky修订的自我同一性风格问卷和家庭功能评定量表,调查重庆市普通中学高一～高三学生167名。结果自我同一性风格年级间差异无统计学意义;家庭功能的问题解决维度上高一学生优于高二学生,情感介入维度上高二学生优于高一学生,行为控制维度上高三学生优于高一学生;家庭功能的角色和情感介入2个维度与同一性的扩散风格正相关;信息风格被试在问题解决维度上优于扩散风格,信息风格和标准风格被试在情感介入维度上优于扩散风格。结论高中生的自我同一性风格和家庭功能密切相关。
Objective To explore the relationship between self-identity style and family function of senior high school students and to lay a scientific foundation for self-identity development education and family function improvement. Methods Using self-identity style questionnaire revised by Berzonsky and family function evaluation scale, 167 senior high school students in Chongqing middle school were surveyed. Results There was no significant difference in the grade of self-identity among the grade of family members. The problem-solving of family function was superior to the sophomore in high school students, high school sophomore in emotion intervention level, Students; family role and emotional involvement of two dimensions are positively correlated with the diffusion style of identity; the information style subjects are better than the diffusion style in the problem solving dimension, and the information style and standard style subjects are superior to the diffusion dimension in the emotion intervention dimension style. Conclusion High school students’ self-identity style and family function are closely related.