■自我一致的目标是那些与个人的内在利益和价值观密切相关的目标,驾驶自主动机,并导致更高的满意度和目标实现。研究自我认同与目标自我一致性之间的联系的相关性在于理解定义明确的自我认同如何促进对真实和实现的目标的追求。
■本研究调查了自我认同与目标自我一致性之间的关系,关注个人的认同感如何影响他们与个人目标的一致性。
■通过对292名学生的横截面分析和对98名参与者进行的纵向随访,在两个间隔内收集了数据。
■结果证实了自我认同状态与目标自我一致性的各个维度之间的显着相关性。值得注意的是,不同的自我身份状态表现出不同的目标自我一致性水平,从最高到最低的排名如下:身份成就,成就-丧失抵押品赎回权中间,暂停,丧失抵押品赎回权,暂停扩散中间体,和扩散。交叉滞后分析揭示了自我认同影响目标自我一致性的因果关系,提供对目标设定中涉及的认知和行为过程的见解。
■本研究扩展了目标自我一致性模型的含义,并揭示了自我身份状态与目标自我一致性之间的因果关系。从实践的角度来看,我们的研究结果表明,旨在支持身份发展和承诺的教育和发展干预可能导致更多的自我一致性目标设定.这样的计划最终可以促进学生之间更大的福祉和个人成长。
UNASSIGNED: Self-concordant goals are those that align closely with an individual\'s intrinsic interests and values, driving autonomous motivation, and resulting in higher satisfaction and
goal achievement. The relevance of studying the link between ego identity and
goal self-concordance lies in understanding how a well-defined ego identity can foster the pursuit of authentic and fulfilling goals.
UNASSIGNED: This study investigates the relationship between ego identity and goal self-concordance, focusing on how individuals\' sense of identity influences their alignment with personal goals.
UNASSIGNED: Data were gathered through a cross-sectional analysis of 292 students and a longitudinal follow-up with 98 participants over two intervals.
UNASSIGNED: Results confirmed significant correlations between ego identity status and various dimensions of
goal self-concordance. Notably, different ego identity statuses exhibited distinct levels of goal self-concordance, ranked from highest to lowest as follows: identity achievement, achievement-foreclosure intermediate, moratorium, foreclosure, moratorium-diffusion intermediate, and diffusion. Cross-lagged analysis revealed a causal relationship where ego identity influences goal self-concordance, providing insights into the cognitive and behavioral processes involved in
goal setting.
UNASSIGNED: This study extends the implications of the goal self-concordance model and reveals a causal relationship between ego identity status and
goal self-concordance. From a practical perspective, our findings suggest that educational and developmental interventions aimed at supporting identity development and commitment could lead to more self-concordant goal setting. Such programs could ultimately promote greater well-being and personal growth among students.