Educational Psychology Program at The University of Michigan, USA.
J Youth Adolesc. 1980 Aug;9(4):315-21. doi: 10.1007/BF02087983.
Individualized identification grids were administered to 16-18-year-old males (N=49) in order to chart the complex of identification they have established with their parents, peers, and school personnel. It was hypothesized that patterns of identification with particular acquaintances would vary as a function of individuals' level of academic achievement. The results of this study indicated that high achievers identified more often with their liked school personnel than did low achievers, and more often with their peers and school personnel than with their parents. Low achievers were shown to most often identify with their mothers and peer. Arguments for viewing identification as a cognitive process based upon reciprocal interpersonal involvement and mediated by situation-specific competence are presented.
为了绘制他们与父母、同龄人以及学校人员之间的认同关系图谱，对 16-18 岁的男性（N=49）进行了个性化身份识别网格测试。研究假设，与特定熟人的认同模式将因个体的学业成绩水平而有所不同。该研究结果表明，高成就者比低成就者更常认同他们喜欢的学校人员，更常认同他们的同龄人以及学校人员，而不是他们的父母。低成就者则最常认同他们的母亲和同龄人。本文提出了将认同视为一种基于互惠人际互动的认知过程，并通过特定情境下的能力来进行中介的观点。
