親子依附與分離-個體化:大學時期的發展

Parental Attachment and Separation-Individuation: Development during the College Years

以依附理論為指導架構，本研究探討大學期家庭連結與個人分離─個體化發展的關係，著重於這一關係的持續性。具體的目的包括：探討親子依附的持續性、分離─個體化的發展、兩者的關系的穩定性與變化、以及男女生的差異。總計有421位大一至大四的男女生，完成了親子依附與分離─個體化的問卷。多因子多變量共變數分析（MANCOVA）的結果顯示：（1）大一時期親子依附較高，其他年級彼此之間並沒有顯著差異，男女生皆如此；（2）分離─個體化的發展因年級、個體化的不同向度、父母及大學生的性別等因素而有不同；（3）不論年級或性別，親子依附在整個大學時期，對分離─個體化的發展具有持續而穩定的影響；高安全依附的大學生，對父母的衝突獨立程度較高，在情感、功能、及態度等方面較為依賴。針對這些發現的意義及限制，本研究進一步加以討論。

Using attachment theory as a guiding framework， this article examined the relationship between family connectedness and separation-individuation during the college years， with an emphasis on its continuity. Specific aims included exploring the following：continuity of parental attachment， development of separation-individuation， and gender differences. Subjects were 421 college freshmen and upper-class students who completed measures of attachment and separation-individuation. The results of MANCOVA indicated：（1）both male and female freshmen exhibited higher parental attachment than upper-class students；（2）development of separation-individuation showed variations according to grade， dimensions of individuation， and gender of both parent and student；（3）regardless of grade and gender， parental attachment had persistent effect on individuation measures through the college years；secure attachment was positively related to conflictual independence and inversely related to emotional， functional， and attitudinal independence. The meaning and limitations of these findings were discussed.