大学新生学校适应与自我同一性的关系.pdf

Advances in Psychology 心理学进展, 2016, 6(4), 490-498 Published Online April 2016 in Hans. /journal/ap /10.12677/ap.2016.64065 Relationship between Self-Identity and School Adjustment of College Freshmen Anna Xie, Mei Li, Yunping Yang* Department of Clinical Psychology, Beijing Anding Hospital of Capital Medical University, Beijing Key Lab of Mental Disorders, Beijing Received: Apr. 3rd, 2016; accepted: Apr. 17th, 2016; published: Apr. 26th, 2016 Copyright ? 2016 by authors and Hans Publishers Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). /licenses/by/4.0/ Abstract Objective: To discuss the relationship between self-identity and school adjustment of college fresh- men as well as the impact of demographic characteristic on that relationship. Methods: 950 college freshmen in Beijing were randomly selected and assessed with the CCSAS and College Student’s Self Identity Process Questionnaire. Result: 1) The distribution of the self-identity types was as follows: Achievement (33.8%), Moratorium (28.8%), Foreclosure (19.0%), Diffusion (18.4%); 2) In terms of the interpersonal relationship, campus life, emotion, the overall adjustment and the subjective fam- ily economic situation, there was significant difference between urban freshmen and rural ones; 3) In subjective family economic situation, commitment of self-identity and self-adjustment, there was significant difference between the non-only-child participants and the only-child ones; 4) Commit- ment was positive predictor of the school adjustment, and it was a partial mediator between the re- lation of subjective