Carapeto Maria João, Feixas Guillem
Escola de Ciências Sociais, Departamento de Psicologia, Universidade de Évora, 7005-345 Évora, Portugal.
Facultat de Psicologia, Department of Clinical Psychology and Psychobiology, Universitat de Barcelona, 08035 Barcelona, Spain.
Eur J Investig Health Psychol Educ. 2020 Feb 5;10(1):408-423. doi: 10.3390/ejihpe10010031.
(1) Background: This study aims to explore the usefulness of personal construct psychology as a comprehensive framework and assessment tool to embrace a diversity of self-knowledge organization constructs, and to account for developmental differences across adolescence. (2) Methods: The repertory grid technique was used to measure self-knowledge differentiation, polarization, discrepancies between Actual Self, Ideal Self, and Others, and implicative dilemmas, a particular kind of intrapersonal conflict. Data were collected from two samples of early and late adolescents, respectively. (3) Results: Globally, they showed that the organization of self-knowledge was different in both samples. In particular, older adolescents revealed a less polarized self-knowledge. In addition, they tended to construe higher Actual-Ideal self-discrepancies and to present more internal conflicts. No differences were found between early and late adolescents concerning global differentiation and the discrepancies between the self (Actual and Ideal) and the Others. (4) Conclusions: Despite the limitations of the study (e.g., small sample size, cross-sectional design), these novel results support the suitability of the repertory grid technique to capture developmental changes in self-knowledge organization during adolescence, as well as the explanatory potential of personal construct psychology to advance their understanding.
（1）背景：本研究旨在探讨个人建构心理学作为一个综合框架和评估工具的有用性，以涵盖自我知识组织建构的多样性，并解释青少年时期的发展差异。（2）方法：采用 repertory grid 技术测量自我知识的分化、两极分化、实际自我、理想自我和他人之间的差异，以及蕴含困境，这是一种特殊的人际冲突。数据分别从青少年早期和晚期的两个样本中收集。（3）结果：总体而言，研究表明两个样本中的自我知识组织都有所不同。特别是，年龄较大的青少年表现出自我知识的两极分化程度较低。此外，他们倾向于构建更高的实际-理想自我差异，并表现出更多的内心冲突。青少年早期和晚期在整体分化以及自我（实际和理想）与他人之间的差异方面没有发现差异。（4）结论：尽管本研究存在局限性（例如样本量小、横断面设计），但这些新结果支持 repertory grid 技术适用于捕捉青少年时期自我知识组织的发展变化，以及个人建构心理学在增进对这些变化理解方面的解释潜力。
