大學生的分離——個體化與相關家庭因素

Separation-Individuation and Parental Correlates in College Freshmen

本研究探討與大一學生分離－個體化發展有關的家庭關係因素。家庭關係因素選自依附、社會化、家庭系統等不同理論觀點，而以強調家庭關係中連結與分離的個體化模式作為結合基礎。分離－個體化是以情感、衝突、功能、及態度的獨立作為指標，以心理分離量表測量。研究樣本為全國十二所大專院校930位大一學生（男生454人，女生476人）。問卷調查結果顯示，大一學生對父母的心理分離程度並不高，在情感、功能、衝突及態度等方面皆傾向於倚賴父母；他們對家庭關係的評估，兼具健康的情感連結及分離的特質；家庭關係與分離－個體化的發展具有顯著相關，可以兩種典型相關型態代表：1.家庭關係中的情感連結及分離（尤其前者）與衝突獨立有正相關，與情感、功能、及態度獨立有負相關，顯示正向情感連結的功能在於使大一學生可以沒有衝突地倚賴父母；2.家庭關係中的分離與各方面的獨立都有正相關，顯示健康的分離有助於沒有衝突的獨立；以上各項發現皆可觀察到性別差異。最後本文討論了研究限制以及研究發現對大學生輔導工作的啟示。

This study explores familial correlates of separation-individuation in college freshmen. Familial factors were chosen from a variety of theoretical sources, including attachment, socialization, and family system perspectives. A model of individuation which emphasizes both connectedness and separateness in family relationships was used as an unifying basis for these perspectives. Separation-individuation was operationalized as emotional, conflictual, functional, and attitudinal independence from parents. Questionnaires were completed by a nationwide sample of 454 males and 476 females at the beginning of the fall semester. Analyses showed that freshman students were not quite separated from their parents in all dimensions of independence; their perceptions of family relationships involved qualities of healthy connectedness and separateness; the association between family relationships and separation-individuation was significant and represented by two canonical dimensions, which suggest that (1) the function of positive family connectedness is fostering nonconflictual dependence; and (2) healthy family separateness fosters nonconflictual independence. There were gender differences in freshmen's separation-individuation, perceived family relationships, and association between family relationships and separation-individuation. Limitations of this study and implications for college student intervention are also discussed.