2017年08月 49-3 成長主題、意義化與台灣成人心理成熟的關聯性初探

張繐礠 劉奕蘭
交通大學教育研究所

本研究依據Bauer和McAdams(2004a, 2004b)的觀點,將心理成熟定義為社會認知成熟及社會情緒幸福感等兩種人格發展類型,藉此探討台灣樣本的心理成熟特色,並檢視成長主題、意義化與心理成熟間的關聯性。研究樣本是透過滾雪球方式選取102位18~57歲的參與者,分別填寫Loevinger華盛頓造句測驗(WUSCT)、心理幸福感量表(PWB)、大五人格量表(BFI)及撰寫成長主題故事。研究將WUSCT所量測的自我發展階段視為社會認知成熟的指標,研究結果發現參與者的自我發展階段平均介於「自我意識」與「良心」之間,且年齡越大發展階段越高;至於心理幸福感所量測出的社會情緒幸福感程度,則反映出多數人認同日常生活中所帶來的正向情緒;但社會認知成熟與社會情緒幸福感間無關聯性。基本上,在高峰經驗中描述成就主題並能賦予事件意義化者,越能促進社會認知成熟度的提升;而描述學業挫折或工作表現不佳等低潮經驗,則會降低社會情緒幸福感的程度。此外,高峰經驗成就主題中的意義化能調節成長主題與社會認知成熟的關係。在輔導實務面上,建議啟發個體多元的自我價值及生命意義的建構,勿拘泥於學業及工作表現。

關鍵字
心理成熟、成長主題、社會認知成熟、社會情緒幸福感、意義化

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