A Study On The Relationship Between College Students' Self - Identity And Their Relationship With Career Maturity

Self-identity refers that in the process of self-development, the individual obtainsa consistent subjective sense of continuity and integration by active exploring,thinking and experiencing to integrate their past and present experience and byconsidering his/her own future direction and goals. Studies indicate that lateadolescence is the crucial period of the formation and development of self-identity.The establishment of self-identity is the important premise that adolescents,especially university students, grow up healthily, adapt to society and achieve selfvalue smoothly. The contents of university students’ self-identity are all multi-aspect,including the exploration and selection in career, religious belief, political views,gender role and interpersonal interaction. University students are in the transitionperiod from adolescent to adult, they are facing all kinds of psychologicaldevelopment tasks, among them, the pressure of employment almost becomes theprimary source of psychological pressure, so career exploration and development isutmost important to the establishment of university students’ self-identity.The research theory of self-identity is developing and improving continually.Belgian researchers Luyckx etc. proposed bicyclical model of self-identity thatreflected the development state of individual self-identity more comprehensive fromfive dimensions and divided six different self-identity development states carefully.But in domestic, there are few researches of bicyclical model of self-identity inempirical research field. Till now, there is no Chinese version of DIDS in appliedresearch among university students.Therefore,904students from six universities in Yun Nan Province were selectedas the objectives in this research which based on the theory of bicyclical model andused Chinese version of Dimensions of Identity Development Scale and the ChineseCollege Student Career Maturity Inventory.The aim of this research was examiningthe applicability of DIDS in Chinese university students and exploring therelationship between the state of self-identity and career maturity. The majorconclusions were received as following: 1. Chinese version of "Dimensions of Identity Development Scale” contains25items, it can measure the individual’s self-identity development carefully andprecisely from the five dimensions. It contains five dimensions: commitment making,identification with commitment, exploration in breadth, exploration in depth andruminative exploration. Its construct validity accords with indicators of thepsychological statistical. The value of internal consistent reliability is0.821. Thereliability and item discrimination are good. It can be used to measure the culturalbackground of Chinese university students’ self-identity.2. The exploration of university students’ self-identity was higher than thecommitment. Among them, breadth of exploration and depth exploration wereobvious. The number of university students in six kinds of self-identity status wasuneven distribution. Ratio of the number of university students in IdentityAchievement was approximately13%; in Identity Moratorium it was50%, amongthem, in Identity Moratorium it was23%; in Undifferentiated it was17.7%; thenumber of college students in and Care free were small.3. Compared to high school students, the overall trend of university students’self-identity development was upward and progressive, which showed that thebreadth and exploration of university students was significantly lower than the levelof high school students, the proportion of university students in Identity Moratoriumwas more than in high school and the proportion in immersed delay and early closureof state was lower than high school.4. The level of five dimensions of self-identity had significant differences ingender, grade, only child and non-only child, urban and rural differences and parents’level of education. There were significant differences of level of self-identity in socialpractical experience, community experience and participance in the professionalpractical experience.5. Career maturity of majority students was middle-level. Nearly20%of thestudents in career maturity were low. The level of career maturity had significantdifferences in professional differences, only child and non-only child, urban and ruraldifferences, social practical experiences and social group experiences.6. Self-identity of university students related with career maturity. Career maturity of university students had significant positive relation with commitmentmaking, identification with commitment and exploration in depth and had significantnegative relation with ruminative exploration. The Career Maturity predictedcommitment making, identification with commitment and exploration in depthpositively and predicted ruminative exploration negatively.