Lam Rebecca S Y, Tam Vicky C W
Department of Education Studies, Hong Kong Baptist University, Renfrew Road, Kowloon Tong, Hong Kong, P.R. China.
Int J Adolesc Med Health. 2011;23(1):51-8. doi: 10.1515/ijamh.2011.009.
This study investigates correlates of Hong Kong Chinese adolescents' identity statuses with (i) parental and school contexts and (ii) major psychosocial developmental outcomes. Data were collected from 1260 Secondary 2-4 (equivalent to Grades 8-10 in the US school system) students through a questionnaire survey. Results of hierarchical regression analysis indicated that parental attributes of acceptance, values and goals, and psychological control, and school contextual factor of task orientations predicted identity achievement, whereas parents' acceptance, psychological and firm control, and teacher's support predicted identity foreclosure. Regarding the impact on psychosocial development, another series of regression analyses revealed that (i) identity achievement predicted low depression, high self-esteem, and high self-efficacy; (ii) moratorium predicted low self-esteem; and (iii) foreclosure predicted high self-efficacy. Overall, the findings shed light on adolescent identity development in Hong Kong, facilitating discussions on identity-related issues.
本研究调查了香港华裔青少年身份状态与（i）家庭和学校环境，以及（ii）主要心理社会发展结果之间的关联。通过问卷调查收集了1260名中二至中四（相当于美国学校系统中的八年级至十年级）学生的数据。分层回归分析结果表明，父母的接纳、价值观和目标以及心理控制，以及学校任务导向的环境因素能够预测身份认同的达成，而父母的接纳、心理和严格控制以及教师的支持则能够预测身份认同的过早封闭。关于对心理社会发展的影响，另一系列回归分析表明：（i）身份认同的达成预示着低抑郁、高自尊和高自我效能感；（ii）延缓期预示着低自尊；（iii）过早封闭预示着高自我效能感。总体而言，这些研究结果为香港青少年的身份认同发展提供了启示，有助于对身份认同相关问题进行讨论。
