青年の自己概念形成と社会的比較

日本人大学生にみられる特徴

抄録

In order to clarify the dominant mode of self-knowledge formation of Japanese college students, their favorite self-evaluative standards were compared with those of Japanese middle ages (Study I) and with American students (Study II). Thier individual difference were also examined (Study III). Respondents were asked to evaluate twelve aspects of their self-concept. They were then required to indicate what standards they used to evaluate themselves: (a) social comparison with similar others,(b) social comparison with dissimilar others, and (c) temporal comparison. In Study III, respondents also evaluated to what extent they agreed with an independent or interdependent construal of self (Markus & Kitayama, 1991). It was found that Japanese students used social comparison with similar others as standards more than middle ages (Study I) or American students (Study II), especially on the social and physical aspects of self-concept. The tendency that these aspects formed an undifferentiated cluster regarding the self-evaluative standard was dominant in Japanese students. Furthermore, these characteristics were found remarkably higher among those who strongly agreed with the interdependent construal of self (Study III).