作　　者： ; ;

机构地区： 香港中文大学

出　　处： 《心理学报》 1999年第2期190-199,共10页

摘　　要： Markus和Kitayama的自我构念理论以文化差异为基础，将人的自我观念分为独立自我和互联自我。研究假设，体育专业的学习由于有更多的社会交互作用，有助于培养学生的互联自我；文理专业的学习由于有更多的独立性，有助于培养学生的独立自我。应用20项陈述测验对258名大学生的研究部分地支持了这一假设：休育专业学生有更多的具体化自我表述，文理专业学生有更多的抽象化自我表述。但是，两类学生在自我定向和社会定向维度上并无差异。从社会文化和认知能力两个角度对这一结果进行了分析。研究结果还表明，女大学生有更多的抽象化自我表述，男大学生有更多的具体化自我表述。 Based on cultural differences , Markus and Kitayama's (1991) self construal theory divided self concept into two parts f independent self and interdependent self. The present investigation hypothesized that the study of P. E. will cultivate the students' interdependent self because it involves more social interactions, whereas the study of Science and Art will cultivate the students' independent self because it involves more independent activities. Twenty Statement Test was administered to 258 university students and the result partly supported the hypothesis: P. E. majors made more concrete self-descriptions whereas Science and Art majors made more abstract self-descriptions . However, these two groups of students did not differ in self-focused and social-focused dimention. These results were discussed from perspectives ofsocial-cultural influence and cognitive ability. The present investigation also showed that female university students made more abstract self-descriptions whereas male university students made more concrete self-descriptions.

关 键 词： 自我构念 性别差异 专业差异 大学生

领　　域： [哲学宗教] [哲学宗教] [哲学宗教]