Endo Y
Joetsu University of Education.
Shinrigaku Kenkyu. 1993 Oct;64(4):271-8. doi: 10.4992/jjpsy.64.271.
One hundred and twelve (112) junior high school students made ratings of their ideal and actual selves, and of other persons of same sex whom they liked or disliked, using uni-polar scales of 42 positive and 42 negative traits words. Positive and negative ideal-self rating scores correlated with those for actual-self and others. At the same time, rating scores on important traits for each subject which gained the highest score in ideal-self rating differed among the actual self and the liked other and disliked other--the liked other was rated more positively than the disliked other, though self-esteem affected relative positiveness of actual self to liked or disliked others. However, no such differences were found on unimportant traits which gained lower scores in ideal-self rating. These results seem to indicate that both positive and negative ideal selves provide cognitive framework for perception of self and others.
112名初中生使用包含42个积极特质词和42个消极特质词的单极量表，对他们的理想自我、实际自我以及他们喜欢或不喜欢的同性他人进行了评分。积极和消极的理想自我评分分数与实际自我和他人的评分分数相关。同时，每个受试者在理想自我评分中得分最高的重要特质的评分分数，在实际自我、喜欢的他人和不喜欢的他人之间存在差异——喜欢的他人比不喜欢的他人得到更积极的评价，尽管自尊会影响实际自我相对于喜欢或不喜欢的他人的相对积极性。然而，在理想自我评分中得分较低的不重要特质上，未发现此类差异。这些结果似乎表明，积极和消极的理想自我都为自我和他人的认知提供了框架。
