自我認同與環境支持對經濟弱勢大學生校園生活適應之影響

目的：Erik Erikson提出青少年階段是個體發展自我認同的重要階段，而認同發展亦影響個體的適應。過去研究指出青少年隨年紀增長，看重的認同層面也會隨之改變，且自我認同易在生活遭逢重大轉變時受到劇烈影響，例如升大學，尤其是當過去生長背景與大學生活經驗差異巨大時。若環境資源能提供適切支持以利個體克服認同危機，將促進其健康適應。本研究目標有四，第一，了解弱勢生與一般生於自我認同發展、情緒適應及學業表現上的差異；第二，探究年級對自我認同發展、情緒適應、學業表現的影響；第三，探究自我認同、家庭經濟、及適應之間的關聯；第四，整理研究發現，反思弱勢學生處境，並嘗試提供各大學扶弱計畫可供參考之建議。方法：以網路問卷形式搜集資料，採用4,494名國立臺灣大學之大學生為樣本，探究經濟弱勢生與一般生之自我認同發展差異，及其與社會支持和生活適應間的關係。結果：（一）弱勢生比起一般生，於自我認同確定性表現較低，呈現較多憂鬱、焦慮及壓力，雖然客觀學業表現上無明顯差異，然對自身學業表現較不滿意。（二）自我認同確定性可中介家庭經濟與大學適應之間的關係。（三）年級可負向預測適應結果及社會支持，社會支持則正向預測認同確定性及適應結果。結論：本研究支持經濟弱勢藉由自我認同確定性影響大學適應，針對自我認同發展，建議學校端投入相應介入方式的建置。

關鍵字

自我認同；經濟弱勢；社會支持；弱勢大學生；生活適應

並列摘要

Background: As Erik Erikson said, adolescence is an important period of development of self-identity, and self-identity is related to adjustment. Some studies suggested that as age increases, adolescents would value different aspects of self-identity. And when encountering significant life events, self-identity would be dramatically influenced, for example: attending a college, especially when an individual experiences a lot of difference between college life experience and one’s original life experience before college. If there are suitable environmental supports for helping individuals solve identity crises, it might promote positive adjustment. This study aims to (1) understand the difference in self-identity, emotional adjustment, and academic performance between normal college students and disadvantaged college students; (2) explore the impact of grade on the development of self-identity, emotional adjustment, and academic performance; (3) explore the relationship between self-identity, family economic status; (4) try to provide some suggestions for programs of assistance for disadvantaged students. Method: Questionnaires were collected from social media, and a total of 4,494 valid samples were obtained, whole sample are consisted of students from National Taiwan University. Result: (1) Compare to normal students, disadvantaged students display a lower score on the firmness of identity, and more depression, anxiety, and stress. Although there is no difference between objective academic performance, a significant difference exists in subjective satisfaction with academic performance. (2) firmness of identity mediates a positive relationship between family income and adjustment. (3) Grade negatively predict adjustment and social support, and social support positively predicts adjustment and satisfaction with academic performance. Conclusion: The present study supports the idea that the effect of economic disadvantage on adaptation is mediated through the development of identity firmness. We recommend some suggestions about interventions for the development of self-identity.