Marcia的自我同一性获得理论

马西亚提出青少年同一性发展的四种状态的教育启示自我同一性是个体关于自己是谁，在社会上应占什么样的地位，将来准备成为什么样的人以及怎样努力成为理想中的人等一系列的认知及感觉。

自我同一性所解决的是过去的我、现在的我、他人眼中的我，以及这些是不是同一个我的问题。

它的确立是青年期最重要的发展课题，若青年的自我同一性不能建立，则会导致其社会角色的混乱，甚至人格分裂。

马西亚认为青少年有四种同一性状态：(1)同一性获得。

青少年已经体验了探索，仔细考虑过各种同一性问题，选择了自我投入的目标和方向并对特定的目标、信仰和价值观做出了坚定、积极的自我投入。

同一性获得者是个体自我同一性发展的最佳状态，这样的青少年通常表现出更高的自主和自尊水平，具有更高的自我发展潜力，对外部环境具有更强的适应性。

(2)同一性延缓。

这类人正在经历艾里克森预言的危机，正在寻找生命的价值和方向。

他们要做出一个承诺，但是现在仍然在各种选择之间犹像不决。

他们往往具有更高的焦虑水平，并通过拒绝、发泄和认同来控制焦虑，同时表现出较低的决断性。

(3)同一性早闭。

这类青少年并没有经历过危机或者探索，而过早地做出了投入，但这种投入是非自觉的，是以别人对他的期望为投入方向的，是父母或权威人物等重要他人为青少年的未来发展目标做的决定。

这类人是老师、家长眼中的“好学生”“好孩子”。

通常会表现出高水平的专制性，低水平的自主性和外控的行为方式。

(4)同一性扩散。

这类青少年没有仔细思考或解决同一性问题，也没有详细计划将来的生活方向。

他们既没有对各种选择进行探索，也没有做出投入。

他们没有明确的生活目标，没有方向且缺乏心理活力，外向性较差，在人际交往上容易出现障碍。

对比辨析：例题展示：1.自我同一性的确立是青少年期的主要发展任务，未经历危机和探索就做出选择的个体，其自我同一性的发展类型属于( )。

A.同一性达成B.同一性延缓C.同一性停滞D.同一性混乱1.【答案】C。

解析：青少年达到同一性发展的正常水平，即同一性达成。

自我同一性（Ego identity）Ego identitySelf identity is an important concept in western psychology, but so far there is no universally accepted definition. Based on the concept of self-identity is one of attribution analysis, pointed out several categories of integration of self-identity concept should be paid attention to, and puts forward the self - identity is the one with the development of self and personality are closely related to the multi-level and multi dimension concept of psychology. In essence, it refers to the continuity, maturity and integration of personality development. It contains three levels of connotation: (1) the most basic level, namely, ego -identity; (2) personal identity;(3) social identity.Catalog1 concepts2 details3 experience4 development situationTo conclude, reject, scatter, delay in payment?5 problemsErikson? Malaysia?1 concept editorSelf identity, that is, the personification of adolescents' identity, refers to the characteristics of adolescents' needs, emotions, abilities, goals, values and so onA unified framework of personality, namely, self consistent emotions and attitudes, the needs and abilities of self realization, the goals and beliefs of self constancy.2 details editorThe purpose of self identity is to prove identity, which refers to the individual trying to combine with all aspects of their own to form a self determined, consistent, different from other people's unique "unified style" of self. Simple understanding is about putting yourself"Many personalities are united to form a relatively stable personality. Refers to the individual in the search forself-development, self confirmation and some important issues about self-development, such as ideal, occupation, values, outlook on life and so on. In this process, it is necessary to involve the individual's past, present and future of the development of the time dimension. The self-identity establishment (identity achievement), and their own individual means to fully understand, can be self - past, present and future, combined into an organic whole, to establish the ideal and its values, and made their reflection on the future development of self.A teenager (12-20 around) a core issue is the development of self-identity, it will lay a solid foundation for adults. Identity does not appear in adolescence, and as early as childhood, children have formed a sense of self. But teenagers are the first person to consciously answer the question of who I am. The conflicts at this stage are identity and role confusion.Marcia (Marcia, 1987; psychologists such as Penuel & Wertsch, 1995) is such a definition of identity: identity refers to the individual self motivation, ability, belief and history are organized into a coherent image of himself. It includes a careful consideration of choices and final decisions, especially about work, values, ideology, and commitment. If teenagers can't integrate these aspects with all kinds of choices, or they don't feel able to choose at all, then the role confusion happens.3 experience editorSome scholars believe that the self identity of adolescents includes at least three aspects of experience.First of all, he felt that he was a unique individual, although he might be able to accomplish tasks with others, he could be separated from others. Second, the ego itself is united. Self has a sense of continuity and a sense of development, now I was developed from childhood, I will develop in the future, but I am still me. Finally, the self imagined "me" is consistent with the "I" I see in the eyes of the social people. Believing inyour goals and the means to achieve this goal can be recognized by society. [1]First of all, it shocked teenagers themselves. Teenagers become sensitive to their own concerns,Questions like "who am I" and "what kind of person I want to be" almost cause every teenager to think about it. Teenagers must think carefully about all the accumulated knowledge about themselves and their society to answer it, and make a variety of tentative choices, and finally commit themselves to a life strategy. Once they do, they have a identity, and become adults. Identity is achieved, which marks a satisfactory end to this stage of development.If young people can not achieve self-identity, they may lead to identity diffusion or negative identity development. The individual in the process of self identity, if it is difficult to bear this in solitude, or allow others to hold their own decisions, or to obey the opinions of others, or to avoid conflict, delay the decision, will not be a correct choice to adapt to the social environment of life. These individuals are not able to find themselves, nor do they know what kind of person they are and what they want to be. They did not form a clear and firm identity. Negative identity refers to the identity between individual formation and social demand, and forms the role of society which is not recognized, antisocial or socially unacceptable.In EriksonIt seems that identity diffusion and negative identity can explain a lot of riots and attacks shown by American teenagers. So he called it the crisis of identity diffusion and chaos". He points out:"...... If the children feel environment to allow him to all forms of the next stage in the integration of personal identity, were completely deprived of, so the child will in beast suddenly forced to defend its life like burst out amazing power of resistance. Indeed, in the social jungle of human existence, without the sense of identity, there is no sense of existence".If young people acquire positive identity at this stage instead of negative identity or identity diffusion, they will form a "Virtue of loyalty". "Loyalty" means that one has the ability to live according to social norms, despite its imperfections and disharmony. This is not a requirement of teenagers accept not perfect, if a man loves his own society, certainly hope that our society become more and more beautiful, but "faith" means to find their own position in the established reality. In this position, you can dedicate yourself, realize your value, and feel the meaning of your life while it is meaningful to the society.It can be seen that the establishment of identity is related to the healthy development of a person, whether he can adapt to the society better, whether he can experience his own value and the meaning of life.4 development situation editorJames Marcia proposes four scenarios for the development ofadolescents' identity. They are identity moratorium (identity achievement), identity exclusion (identity foreclosure), identity diffusion, and deferred payment.ReachThe achievement of identity indicates that the individual considers all kinds of actual options, makes choices, and practices choices. Before the end of high school life, no student seems to be able to do so. Students entering the University also need to spend some time making decisions. For some adults, at a certain stage of their lives, they may achieve a solid identity. After that, it may give up the former identity and form a new identity. For an individual, self identity does not mean immutable.RejectionIt is described that the individual self image is fixed prematurely, without considering the possibility of various choices, and the search for identity is stopped. Adolescents who reject identity often lack ideas and conform to other people's goals, values and lifestyles. Other people here include parents, religious groups, and so on. The identity of the early completion of the person will appear stiff and superficial, not meditation, poor ability to respond,But rarely worried. Such people tend to maintain close relationships with their parents and adopt parental values. They like organized, orderly life, respect authority.DispersedThe same sex dispersion is associated with the rejection of identity. Individuals rarely find themselves, do not know who they are, don't know what they want to do, there is no clear direction of development. Teenagers who share the same identity fail to make a choice, or they will avoid thinking. Lack of interest, loneliness, no hope for the future, or may be rebellious. They would rather listen to music or sleep with earplugs, and they would not touch parents and teachers.MoratoriumWith regard to the ideological struggle among teenagers in various choices, Erickson uses a term called "deferred payment" to describe the choice and commitment of teenagers to delay their personal life or career. Erickson believes that in a complex society, in this "deferred payment" stage, young people will inevitably experience self identity crisis. Now, this stage is no longer a crisis, because for most people, the realization of self-identity is a slow process of exploration, not a dramatic change outside. Deferred selection is normal, and it's healthy and beneficial.Chengdu is considered healthy for its moratorium and self identity. Teenagers do some experiments themselves, discard inappropriate things, find their own way of life, and find their roots. These are important parts of building a strong identity. Adolescents who fail to cross identity denial and identity are not well adapted. Identical teenagers tend to give up, and turn their lives into destiny. With a large group of people, mostlikely to take drugs. Teenagers who are rejected by identity are rigid, intolerant, dogmatic and self defensive. Community service provided by schools, work practice and teacher guidance contribute to the formation of self-identity.5 editor of problemThe establishment of self-identity is the development topic of adolescence. In the process of completing this subject, there are often crises and failures. Psychologists have different views on the crisis and failure in the formation of identity.EriksonErikson pointed out the two extremes of self identityOne of the extreme cases is "too much of ego identity" [4], which Erikson calls "fanaticism."All sorts of mania (5)(fanaticism) "[4]". It means that a person is too involved in a particular group or a particular role in a subculture, and absolutely exclusive of him, believing that his way is the only way. These people will be some people called to them, will impose their own beliefs and ways of life and do not consider the feelings of other people. This "too self" state, easily lead to self centeredness, personal worship, fanaticism and other bad social attitudes. Adolescents' idealism and their absolute tendency (not black or white) are pervasive. But how to prevent this tendency of absolutism is one of the problems that shouldbe solved in the process of establishing adolescents'self-identity.Another case is the lack of identity (lack of identity), which Erikson calls "repudiation"". It refers to a person who rejects his or her role in adult society, and even denies his identity needs. Some young people will own melt in a group, especially those who can provide the same details "groups, such as: Chong cult organization, militaristic drug abuse and violence organization, revenge organization, etc., will own from the mainstream of social norms is separated. They are easy to engage in and take destructive actions, such as violence, drug use, and aggression. They have their own passion for "fantasies", but these are antisocial mainstream cultures.marciaThe study of Malaysia extends Erikson's definition of ego identity. According to his identity status (identity status) research,There are two types of failures in adolescents seeking self identity: early completion (Foreclosure) and identity Diffusion (Identity). The same early completion status of teenagers, they are not on the major issues of the self development of their thinking and their self investment goals, values and beliefs reflect parents or other authority figures hope, therefore, also known as the "acceptance of state authority". This is an interruption in the process of identity formation, which is the possibility of prematurely fixing one's self intention and impeding other development of selfdetermination.Understanding the characteristics of early adolescents with identity helps to identify early and take appropriate educational measures. Those who are in the same early completion status of adolescents, may have the following characteristics: they tried to seek approval from others may be very respect for authority, their self evaluation also is based on that of others; compared with other young people, they are more easily attached to his people and the lack of independent of their traditional values; interest, rarely own thinking, not thinking; they were less anxious, but more rigid and superficial; lack of intimacy in same-sex and heterosexual; their IQ and other similar, but in the face of intense and cognitive tasks, it is difficult to make a flexible and appropriate response; they organized and love in order to live; they tend to maintain a close relationship with their parents (especially in between father and son), and the adoption of parental values (such as in the college entrance examination Choice, career choice, choice of opposite sex friends.Little woodIdentity diffusion, which has gone through a long period of time, has not yet formed a strong, clear sense of identity. Adolescents with identical identity are often unable to find themselves and remain themselves in a state of detachment and dependence. They are: poor performance may be completely separated and his family, the attitude of the nation, and show the same of a long sick; never be loyal, unable to fulfill his promise, to assume his duties; low self evaluation, lowself-esteem; it is difficult to assume their social they are responsible; impulsive, disorganized thinking, their relationships with others are often superficial and messy; although they parents on their way of life dissatisfaction, but they do not have the ability in their own way and orderly life etc.. Life may be chaotic, they will often hesitate, lack of goals and direction of life, often confused and hesitant." They can't find themselves and keep themselves in a state of detachment and dependence. It's a morbid personality, a mess of roles.The famous Japanese psychoanalyst, Xiao Kai, believes that identity diffusion is mainly represented by the following 6 points: [1]:1. the excess of consciousness of identity: for a moment, constantly thinking about who he is" "What should I do" and so on, I am totally fettered by it and lose myself.2. the paralysis of choice: the sense of omnipotence or the infinite imagination of the self, which makes it impossible to determine or limit what the ego is, so that all the choices and decisions that can be made by oneself are impossible. He can only avoid choices and decisions, and fall into a state of paralysis.3., the distance between others: the inability to keep a proper distance with others, or to refuse to interact with others, or to be isolated by others, or to lose oneself and to be misappropriated by others.4. the diffusion of time prospects: one of the barriers of time consciousness, not the arrival of opportunities, nor the prospect of the future, limited to a state of weakness.5. the spread of hard work: the sense of hard work is broken down, unable to concentrate on work and study, or madly buried in a single job.6., deny the choice of identity: participate in non social recognition of the group, accept by society denied, rejected lifestyle, values and so onThe formation of identity marks the beginning of adulthood in the end of adolescence. From then on,The task of life is to guide him to spend the rest of his life in his own way. Identity is accomplished, and personality independence is achieved. The most important thing is the independence of the mind and the independence of the world. Mrs. Curie said, "go your own way and let somebody else talk.". If a person has no independent values, it is destined to be "not to be told", and always pays attention to others' evaluation of themselves. If you really stand on your own feet, it won't be like that.。

自我的同一性的确立15自动化 201521200205何子玄自我同一性是西方心理学一个重要的概念，但至今没有一个普遍接受的定义。

通过对自我同一性概念内涵不一得归因分析，指出了整合自我同一性概念应关注的几个范畴，进而提出自我同一性是一个与自我、人格的发展有密切关系的多层次、多维度的心理学概念。

本质上，它是指人格发展的连续性、成熟性和统合感。

自我同一性本意是证明身份，指个体尝试着把与自己有关的各方面结合起来，形成一个自己决定协调一致不同于他人的独具“统一风格”的自我。

简单理解大概就是把自己“众多的人格”统一起来，形成一个比较稳定的人格。

是指个体在寻求自我的发展中，对自我的确认和对有关自我发展的一些重大问题，诸如理想、职业、价值观、人生观等的思考和选择。

在这一过程中必然要涉及到个体的过去、现在和将来这一发展的时间维度。

而自我同一性的确立(identity achievement)，就意味着个体和自身有充分的了解，能够将自我的过去、现在和将来、组合成一个有机的整体，确立自己的理想与价值观念，并对未来自我的发展作出了自己的思考。

对于自我同一性的论述，至少应该包含两个方面的内容：“A与B是相同的个体”这句话的含义不是A=B，而是“A是像B一样的F，但是不是像B一样的G。

”这是说，个体同一是相对的而非绝对的，个体同一性的标准是某一个本质的共同点的相同，而不是两者的完全重合。

所以解决同一性问题的关键就在于找到这个标准，当然这个标准不见得所有人都认同就是了。

物质的体量的同一性标准与一个活的存在的同一性标准是不一样的，A与十年前的A，一艘船与被拆掉一块甲板的那一艘船，判断二者同一性的标准不同：在活的生物的情境中，它们的同一性不取决于同样部分的一个量；而是取决于别的东西。

因为在他们之中物质的大部分变化不改变同一性：一颗橡树，从一棵植物长成一棵大树，然后被砍掉，仍然是相同的橡树；一头柯尔特长成一匹马，有时肥，有时瘦，任何时候都是同样的马：虽然在这两种情况下，可能有部分明显的变化：因此，它们的任何一个都不是同样的物质的量，虽然他们中真的是其中一个，一个是同样的橡树，另一个是同样的马。

自我同一性00自我同一性本意是证明身份，指个体尝试着把与自己有关的各方面结合起来，形成一个自己决定协调一致不同于他人的独具"同一风格"的自我。

简单理解大概就是把自己"众多的人格"同一起来，形成一个比较稳定的人格。

是指个体在寻求自我的发展中，对自我的确认和对有关自我发展的一些重大问题，诸如理想、职业、价值观、人生观等的思考和选择。

Marcia等心理学家(Marcia,1987;Penuel&Wertsch,1995)是这样界定同一性的概念的:同一性是指个体将自身动力、能力、信仰和历史进行组织，纳入一个连贯一致的自我形象中。

它包括对各种选择和最后决定的深思熟虑，特别是关于工作、价值观、意识形态、和承诺等方面的内容。

如果青少年无法将这些方面和各种选择整合起来，或者说他们感到根本没有能力选择，那么角色混乱就发生了。

如果年轻人不能达到自我同一性的确立，就有可能引起同一性扩散或消极同一性发展。

个体在自我同一性确立的过程中，如果难以忍受这一过程中的孤独状态，或者让别人去把握自己的决定，或服从别人的意见，或回避矛盾，拖延决定，就会不能正确选择适应社会环境的生活角色。

这类个体无法"发现自己"，也不知道自己究竟是什么样的人和想要成为什么样的人。

他们没有形成清晰和牢固的自我同一性。

消极同一性是指个体形成与社会要求相背离的同一性，形成了社会不予承认的，反社会的或社会不能接纳的角色。

如果青年人在这个阶段中获得了积极的同一性而不是消极的同一性或同一性扩散，他们就会形成"忠诚"的美德(Virtueofloyalty)。

"忠诚"意味着，一个人有能力按照社会规范去生活，尽管它存在着不完善和不和谐之处。

这并非要求青少年接受不完善，如果一个人热爱自己所在的社会，当然希望自己所在的社会变得更加美好，但"忠诚"意味着能在既定的现实中找到自己的位置。

埃里克森的同一性理论性——自我同一性的形成及其影响因素艾里克森的同一性理论为我们认识、研究青少年问题打开了另一扇窗户。

自我同一性问题，关系到青少年发展的方方面面。

自我同一性的确立，对于青少年的健康成长，较好地适应社会和实现自身的价值都具有重要意义。

一、人生的发展周期与发展课题艾里克森认为，人的一生可以分为既是连续的、又各有独特发展课题的八个发展阶段，并提出了著名的“循序渐进的发展学说”。

认为人一生的发展要遵循胚胎的渐次生成原则（Epigenetic Principle）。

据此，他将人的一生从婴儿期到老年期分为八个发展阶段，每个发展阶段都有其独特的发展课题，他称之为“心理．社会的危机”（psycho-social crisis）。

（见下表）但在此，“危机”有着发展的意义，它并不意味着灾祸临头，它指的是一个转折点，或者说是个体在发展过程中必须实现或完成的“发展课题”。

艾里克森认为根据发展课题的完成、危机的解决样式，个体会形成两个极端品质。

接近成功的一端，就会形成积极的品质，这是一种有利于人格健全完满发展所必须掌握的“心理．社会”的基本态度。

而在发展课题上的失败会导致个体形成消极的人格品质。

每个人的人格品质都处于两极之间的某一个点上。

教育的作用在于帮助青少年顺利完成发展课题，促进积极人格品质的形成。

艾里克森认为，每一个发展阶段的课题的解决与前几个阶段的完成情况及后几个阶段发展的可能性有密切的关系。

在这八个发展阶段中，青少年期是艾里克森聚焦的发展阶段。

正是在论及青少年期的发展课题时，艾里克森提出了他的自我同一性理论（ego identity）。

他对这一阶段的研究是他全部理论的基石，也是他最大成就之所在。

二、青少年期的发展课题——同一性对角色混乱艾里克森认为，青少年期的发展课题是同一性确立对角色混乱。

这个阶段发生在12——19岁左右。

艾里克森正是因为对这一阶段的论述才显赫于世的。

艾里克森认为这个阶段体现了童年期向青年期发展的过渡。

自我同一性理论及研究进展摘要：对自我同一性理论研究进行归纳概括，从自我同一性概念界定、自我同一性的测量、自我同一性模型建构、相关因素及应用研究等方面进行综述。

发现自我同一性理论研究越来越关注内在心理结构及现象学方面的影响因素，中国对自我同一性理论本身缺乏深入研究，国内的研究主要集中在引进、评述国外的研究成果及应用上。

关键词：自我同一性理论青少年自我同一性模型自我同一性测量同一性几乎是当代社会科学无所不在的概念，它遍及哲学、心理学、精神分析学、政治科学、社会学、人类学和历史学。

埃里克森(Erikson)1946年将同一性概念引入心理学，1963年首创自我同一性概念并被广泛地应用于社会心理学、人格心理学、发展心理学、教育心理学、咨询心理学和文化心理学。

继埃里克森之后，玛西亚（Marcia）等对自我同一性进行不断的深入研究，自我同一性理论研究已经取得一定的成果。

目前关于自我同一性理论的研究主要集中于自我同一性概念的界定、自我同一性的实证研究、自我同一性模型的建构等。

本文主要是针对自我同一性理论的现有研究进行综述，通过对现有研究成果及最新的研究进展的陈述，分析自我同一性理论的研究发展趋势，以便更好地把握自我同一性理论，并有效地运用自我同一性理论。

一、自我同一性的概念界定自我同一性是西方心理学中一个重要概念，它被广泛用于发展心理学、人格心理学、社会心理学、咨询心理学、教育心理学等，但是自我同一性概念内涵丰富、复杂，到目前尚缺乏明确统一的定义，这影响了自我同一性理论的进一步发展。

目前关于自我同一性概念的研究也有许多，比较有代表性的有韩晓峰、郭金山的《论自我同一性概念的整合》、郭金山的《西方心理学自我同一性概念的解析》。

郭金山的《西方心理学自我同一性概念的解析》主要分析了埃里克森自我同一性概念的奠基、自我同一性概念的实证研究以及自我同一性概念发展的新趋势。

Erikson 是第一个系统全面地阐释自我同一性的理论家，被称为自我同一性之父。

Marcia的自我同一性获得理论James Marcia根据青少年所遇到的冲突以及他们解决冲突的方式，划分了四种主要状态：同一性获得(identity achievement)、过早自认(identity foreclosure)、同一性扩散(identity diffusion)和同一性延缓(identity moratorium)。

这四种同一性来源于对两个问题做\是或否\两种回答的结合，这两个问题是：个体积极参与寻找同一性的活动吗?个体已经确定自己的选择了吗(例如，对价值观，对学校，对职业生涯，对他要成为一个什么样的人，或者对自我同一性的其他方面)?如果一个人在两个问题上都回答\是\，那么他就处于同一性获得状态，这样的人已经找到了自我同一性，并在此基础上做出了教育、职业或个人行为的决定。

例如，玛拉在仔细思考后决定以医学为职业，因为她认为学医能够帮助他人，能发挥她的才干，并且更容易谋生。

有的人在两个问题上都回答\否\，那么他正在经历同一性扩散，这样的人既不积极寻找同一性，也没有致力于任何有关同一性重要方面的行为。

例如，杰罗此刻就处于此种状态，只要他感到舒服，要么做得太多，要么太少，而且从来不花一点时间考虑自己是谁，自己想要过什么样的生活。

在第一个问题上回答\是\，而在第二个问题上回答\否\的人处于同一性延缓状态，这样的人寻找同一性，但是还没有做出决定。

例如，伯特为了寻找自我，刚刚从一个宗教团体转到另一个宗教团体，但是相比他寻找自我之前，他还是一样不了解自己。

第一个问题回答\否\、第二个问题回答\是\的人处于过早自认状态，这样的人已经做出了工作、上学或自我同一性其他方面的行为，但并没有积极寻找同一性。

波妲和玛拉一样是医学预科生，但是她只是因为继承母亲的职业，而没有充分思考过她是否选择了适合自己的职业，这样的人一般都是迫于父母的压力而做出的行为。

这四种同一性详见下图：个体积极寻找同一性吗是同一性获得●自我坚定感和安全感●确定了职业、宗教、信仰、性别角色的观念等●充分考虑别人的看法、信仰和价个体已经确定了自己的选择了吗？是同一性延缓●正在经历同一性危机，或正处于转折点上●对于社会没有清晰的目标●没有清晰的自我认同感否值观，但自己的决定是自己做出的否过早自认●对于自己的职业和各种理念已经有所定位●缺乏自我建构的过程，不假思索和不加怀疑地接纳他人的价值体系●在获得自我同一性的过程中过早的做出决定（图：同一性的四种状态）●正在积极地争取获得同一性同一性扩散●缺乏方向●对政治、宗教、道德或职业问题不关心●做事情不问为什么●对其他人为什么要做那些事情不关心艾里克森和Marcia都认为，一个健康的青年人有可能应该经历过同一性延缓状态，即努力寻找恰当的同一性但又没有完全确定下来。

西方自我同一性理论发展简述
顾海利
【期刊名称】《学理论》
【年(卷),期】2015(000)030
【摘要】自埃里克森首次提出自我同一性这一概念后,西方心理学学者对这一概念的研究在跨越半个多世纪后呈现多理论多方向的局面,后人逐渐丰富发展了自我同一性的概念.从Marcia的自我同一性状态模型到最新的Luyckx等人提出的双环模型,意对自我同一性概念的发展进行描述,并在此基础上提出发展的新展望.
【总页数】3页(P49-51)
【作者】顾海利
【作者单位】南京政治学院研究生管理一大队学员13队,南京 210000
【正文语种】中文
【中图分类】B84-0
【相关文献】
1.西方成人自我导向学习理论发展的比较研究 [J], 刘奉越
2.对西方心理学自我同一性概念的探微 [J], 刘锋
3.论自我与同一性──西方与印度的比较研究 [J], 邓治文
4.论王阳明的自我同一性发展——西方双环模型验证 [J], 徐圆圆;彭彦琴
5.西方心理学自我同一性概念的解析 [J], 郭金山
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以自我同一性理论视角看待大学生大学四年的发展蔡涵涵摘要：自我同一性的获得对个体自我发展具有重要的意义，同时大学阶段是个体解决同一性危机，获得自我同一性的关键时期，本文将运用玛西亚（James Marcia）对自我同一性的操作性定义，以她所提出的四种同一性状态——弥散型同一性、排他型同一性、延缓型同一性和成就型同一性为视角看待大学生大学四年发展历程中的问题，并提出一些帮助大学生更快获得同一性的措施。

关键词：自我同一性;大学生;发展一、引言埃里克森（Erik.H.Erikson）1946年将同一性概念引入心理学，但是目前自我同一性并没有一个被普遍接受的明确的概念定义，玛西亚（James Marcia）解决了这个难题。

玛西亚（James Marcia）从结构的、现象学的和行为的方面来考察同一性，在这个前提下，集中于自我同一性建构形成的过程，以探索（exploration）和承诺（commitment）为变量对自我同一性进行操作定义。

探索是指在达到个人同一性的不同方面（如职业选择、宗教信仰、性别角色等）的过程中努力奋斗、主动探询的过程;承诺是指在上述领域中所形成的坚定和牢固的决定以及对实践活动的投入（郭金山，2002）。

玛西亚（James Marcia）将自我同一性定义为青少年进行各种可能的探索，并产生个性感以及个体在社会中的角色、经验跨时间的一致感和对自我理想的投入。

由探索和承诺两个变量的组合提出了四种自我同一性状态：弥散型同一性（identity diffusion）、排他型同一性（identity foreclosure）、延缓型同一性（identity moratorium）和成就型同一性（identity achievement）（王倩，2005）。

很多研究者发现，个体在18岁之前一般不能建立前后一致的同一感，并且18～21岁之间最能体现出同一性状态的个体差异。

也就是说，尽管整个青少年期都存在对自我的探索，但自我同一性最重要的变化发生在青少年中期或晚期，直到青少年晚期个体才会建立起稳固的同一感，特别是20岁左右这一时间是建立稳固同一感的关键时期。