黃世琤教授 Professor Shih-Tseng Tina Huang

A student’s unique identity begins in early adolescence, a stage of development that a student’s peers and society will have effects on the development of identity. In the education system in Taiwan, a student and his advisor teacher build close ties in which the student is subject to the advisor teacher’s watchful discipline. The purpose of this research is to explore the effects that the advisor teacher has on the ego identity of the unruly students and other characteristics that may come from this relationship. Special attention will be on a student’s role within the context of an advisor teacher’s disciplining situation. The information gathered in this situational context will reveal how an advisor teacher’s discipline can shape the growth of a student’s unconscious ego identity.

The subjects consist of 14 constantly unruly junior high school students and 17 advisor teachers, most in dyads. This research will be in line with a psychosocial approach based on a symbolic interactionism, adapting a semi-structured interview method and an analysis with grounded theory.

The research found that the effects of an advisor teacher conform to the phenomenon of “effect of looking through convex lens image in discipline.” Though the disciplined students perceived themselves as the opposite of an ideal type of student, the students internalized the inner judgment of themselves from their advisor teachers. The characteristic of ego identity that is subject to the effects of an advisor teacher is the self-limited identity called “self-devalued commitment.” The students do recognize and accept their own unruly behavior, which has the characteristic of carrying forward and not discontinuing.

Keywords
advisor teacher, discipline, ego identity, junior high school student

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