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영어

The purpose of the study was to examine individuation in highschool students (middle adolescence) and to examine the relations between high school students' self-efficacy, social problem solving, and individuation. The subjects were 410(276 male, 134 female) second grade high school students at M city in Jeonnam province. They completed Korean Late Adolescent Questionnaire(KLAIQ), Self-Efficacy Inventory, and Social Problem Solving Inventory- Revised(SPSI-R). Statistical analyses of data were frequency, mean, standard deviation, Chi-squared test, ANOVA, Duncan's multiple range test. Cronbach's alpha was computed for the reliability of the scales. SPSSWIN 20.0 was used for data analysis. The results were as follows: First, based on connectedness and parental control as separateness, individuated adolescents were 135(32.9%), ambiguous adolescents were 122(29.8%), dependent were 99(24.1%), and pseudoautonomous adolescents were 54(13.2%). Unexpectedly, individuation in middle adolescence were not quite different from in late adolescence. Just like college students, individuated high school students were more than any other individuation categories. Based on connectedness and self-reliance as separateness, individuated adolescents were 135(32.9%), ambiguous adolescents were 114(27.8%), dependent were 88(21.5%), and pseudoautonomous adolescents were 62(15.1%). Likewise, individuation in middle adolescence were not quite different from in late adolescence. Second, based on connectedness and parental control as separateness, individuated students showed the highest self-efficacy followed by dependent, and pseudoautonomous students and ambiguous students showed the lowest self-efficacy. Based on connectedness and self-reliance as separateness, individuated students showed the highest self-efficacy followed by dependent students and pseudoautonomous and ambiguous students showed the lowest self-efficacy. Third, based on connectedness and parental control as separateness, individuated students showed the highest social problem solving ability followed by dependent, pseudoautonomous, and ambiguous students. Based on connectedness and self-reliance as separateness, individuated students showed the highest social problem solving ability followed by dependent and pseudoautonomous students, and ambiguous students showed the lowest social problem solving ability.