从中学到高等教育过渡的身份发展：一项九波纵向研究

斯蒂 芬妮, 苏珊 ·克, 维姆 ·内, 安娜 贝尔
荷兰社会与行为科学学院

摘要

从中学到高等教育的过渡可以被视为心理成长的机会，并可能在青春期的教育认同发展中发挥有意义的作
用。在本研究中，我们旨在研究在荷兰从中等教育到高等教育的规范过渡过程中，青少年在教育认同发展方面的差
异，以及是否可以在社会人口、学术、个人和关系方面描述阶级之间的差异等级。本研究对 685名荷兰参与者的样本
（47.0%的女孩，法师=17.29岁在过渡时）进行了并行过程分段潜在类别增长分析。青少年（双）年度调查的纵向数
据以中学最后一年为中心，在最后一年之前的 4年和之后的 4年。整个过渡期间身份承诺和重新考虑的发展中的异质
性最好由 4类解决方案分类。这四个类别被标记为增加自我确定性、稳定的自我确定性、过渡后的不确定性和持久
的不确定性。青少年的身份发展模式与社会人口学、学术、个人和关系特征显着相关。本研究讨论了采取以人为本
的方法的优点，这表明大多数青少年的适应性发展，但也捕捉到了相当大少数群体在过渡期间教育身份发展的不同
模式。

关键词

青春期；教育认同发展；中学向高等教育过渡

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