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：教育的结果之一是自我发展。研究基于Jane Loevinger的理论，即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，150名学生邮寄了Loevinger的句子完成测试，85份返回。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。未发现自我水平的统计显著变化。未发现学生自我水平在学校或背景特征方面有统计显著差异。
两个总体在回答关于学校、环境和个人收获的问卷时存在差异。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。
来自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。
建议包括对最大化成人学生发展环境的额外研究，以及关于成人发展和学习风格的教师教育。
文章概要
本研究探讨成人学生自我发展与学术环境的关系，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，虽然自我水平无统计显著变化或差异，但小型文理学院学生在热情、人际关系重视和个人收获方面表现更积极，这些与自我成长相关。研究建议进一步优化成人学习环境。
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和收获。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，这让他们觉得自己成长了。
TA沟通分析心理学理论评价：从沟通分析心理学角度看，这项研究聚焦于成人自我状态在学术环境中的发展，这与TA理论中自我状态（父母、成人、儿童）的整合和成熟过程密切相关。研究强调了环境对成人自我状态的影响，特别是小型文理学院更注重人际关系，这可能促进成人自我状态的平衡和成长，减少儿童自我状态的依赖或父母自我状态的批判。TA理论认为，健康的自我状态发展有助于改善沟通和关系，研究中的个人收获如自我理解和合作能力，正是TA倡导的自我觉察和人际效能体现。
在实践上可以应用的领域和可以解决人们的十个问题：应用领域包括成人教育、在线学习环境设计、职场培训、心理咨询、社区教育、家庭教育、教师发展、组织管理、社会服务和终身学习项目。可以解决人们的十个问题：1. 帮助成人学生在学习中增强自我认知；2. 改善在线学习环境以促进自我状态平衡；3. 提升职场人士的沟通和协作能力；4. 支持心理咨询中客户自我成长；5. 优化社区教育项目以培养人际关系；6. 协助家长在家庭教育中发展健康自我状态；7. 培训教师理解成人学习风格；8. 增强组织内部团队合作；9. 促进社会服务中的个人发展；10. 推动终身学习中的自我实现。