英文原文
This study was based on the premise that one outcome of education is ego development. The research was based on Jane Loevinger's theory that ego development is the central frame-of-reference through which people view themselves and their relationships with others. The study looked for evidence of ego development in adult students and for contributing factors, including academic environments. It compared the ego levels of students aged 35 to 55 at two higher education institutes and some experiences that are common to most colleges. The variables compared were based on Loevinger's levels of ego development and theories of academic environments of Moos, Pace, and Knefelkamp. The variables used were ego development, type of school, background characteristics, relations with faculty, enthusiasm about school, opinions about academic environment and estimates of gains. The study was done in two stages. Five hundred forty students responded to a questionnaire on background characteristics and selected portions of Pace's Measuring the Quality of College Student Experiences. From this group, 150 students were mailed Loevinger's Sentence Completion Test and 85 were returned. Study findings provided an opportunity to expand the knowledge about the ego levels of adult students. Statistical analyses included chi-square and ANOVA. No statistically significant change in ego levels was found. No statistically significant differences were found between the ego levels of the students by schools or background characteristics. There were differences in how the two total populations responded to the questionnaire about school, environment and personal gains. Students attending the small liberal arts college indicated that they were more enthusiastic about college, felt that their school placed a stronger emphasis on both the subjective and objective outcomes of college. These students felt that their school placed a higher emphasis on interpersonal relationships. The students from the small liberal arts college were more likely to say that they had gained the most personally. Personal gains included development of values and standards, understanding of self, and the ability to work with others. These are characteristics that are indicative of ego growth. Recommendations included additional research into maximizing developmental environments of adult students and faculty education on adult development and learning styles.
中文翻译
这项研究基于一个前提，即教育的结果之一是自我发展。研究基于Jane Loevinger的理论，认为自我发展是人们看待自己及与他人关系的核心参照框架。研究寻找成人学生自我发展的证据及其影响因素，包括学术环境。它比较了35至55岁学生在两所高等教育机构的自我水平，以及大多数大学共有的某些经历。比较的变量基于Loevinger的自我发展水平和Moos、Pace、Knefelkamp的学术环境理论。使用的变量包括自我发展、学校类型、背景特征、与教师的关系、对学校的热情、对学术环境的看法和收获估计。研究分两个阶段进行。540名学生回答了关于背景特征和Pace的《测量大学生体验质量》部分内容的问卷。从这组中，向150名学生邮寄了Loevinger的句子完成测试，85份被返回。研究结果为扩展成人学生自我水平的知识提供了机会。统计分析包括卡方检验和方差分析。未发现自我水平有统计学显著变化。未发现不同学校或背景特征的学生自我水平有统计学显著差异。两个总体人群对学校、环境和个人收获的问卷回答存在差异。就读小型文理学院的学生表示他们对大学更热情，认为学校更强调大学的主观和客观结果。这些学生认为学校更重视人际关系。小型文理学院的学生更可能说他们个人收获最大。个人收获包括价值观和标准的发展、自我理解以及与他人合作的能力。这些是自我成长的特征。建议包括进一步研究如何最大化成人学生的发展环境，以及教师关于成人发展和学习风格的教育。
文章概要
本研究探讨成人学生在学术环境中的自我发展，基于Loevinger的自我发展理论，比较两所高校35-55岁学生的自我水平。研究发现，尽管自我水平无显著变化，但小型文理学院的学生在热情、人际关系重视和个人收获方面表现更积极，这些因素与自我成长相关。研究建议优化成人学习环境并加强教师培训。
高德明老师的评价
用12岁初中生可以听懂的语音来重复翻译的内容 这个研究就像在问，大人去上学会不会变得更了解自己。他们找了500多个大人学生，看看他们在学校里的感觉怎么样。结果发现，在小一点的学校里，大人学生更开心，觉得学校更关心他们交朋友和学东西，这让他们觉得自己变得更好了。
TA沟通分析心理学理论评价 从TA沟通分析心理学角度看，这项研究聚焦于成人自我状态在教育环境中的表现。研究中的自我发展概念与TA中的成人自我状态有相似之处，后者涉及理性、客观和适应性的行为。研究发现小型文理学院学生更强调人际关系和个人收获，这反映了TA中父母自我状态（关怀、价值观传递）和儿童自我状态（热情、学习乐趣）的积极整合，促进了成人自我状态的发展。环境因素如学校类型和师生关系，在TA框架下可视为脚本和安抚的影响，支持了自我成长。研究未发现显著自我水平变化，但差异点提示了环境对自我状态激活的重要性，符合TA中“我好-你好”的生活位置，鼓励积极自我认知。
在实践上可以应用的领域和可以解决人们的十个问题 基于TA沟通分析心理学，这项研究可在以下领域应用，解决人们的问题：1. 成人教育设计，优化学习环境以激活成人自我状态；2. 职场培训，提升团队合作和自我理解能力；3. 心理咨询，帮助成人处理学习中的情绪和关系；4. 教师发展，培训教师识别和支持学生自我状态；5. 家庭教育，促进家长在子女教育中的理性参与；6. 社区学习项目，增强成人学习者的归属感和成长；7. 在线教育平台，设计互动以强化自我发展；8. 企业文化建设，应用TA原则改善员工关系；9. 个人发展课程，帮助成人设定学习目标和价值观；10. 社会服务项目，支持弱势成人群体通过教育提升自我效能。