譯文（字數 2436）

心理成熟的概念

Ellen Greenberger 和 Age B.sorensen

在傳統的學校教育水平下只有一種教育結果：在認知技能的衡量中成長?，F在對學校在提高人和社會發展方面所扮演的角色正逐步認同，但是缺乏一種有力的，非理論性的目標的模型，這種認同可以作為一種評估兒童向非里理論性目標發展的工具。根據這個結果，作者建構出了一個心理成熟的模型，來指定測量態度和性情。這個心理成熟度的模型整合了人類社會學和心理學方面的觀點；它解釋了社會的要求和個人發展的要求是一樣的。這個模型概括出了三個基本的可能與所有方面都有關系的成熟的維度。這三個維度包括了：（1）一個人充分起到作用的能力，（2）和他人之間相互充分影響的能力，（3）對社會團結起起貢獻的能力。在這三個方面中，之后有人定義了判斷和這些能力相關的九種特征。對心理成熟度的測量是本研究所要討論的問題的最后一個部分，它描述了目前正在設計的一種工具的形式，并且提出了對這個工具的使用的研究。

外文原文（字符數 7273）

Toward a Concept of Psychosocial Maturity

Ellen Greenberger and Aage B. Sorensen

Received July 3, 19 74

Schools below the college level traditionally have been preoccupied with only one outcome of education: growth in measurable cognitive skills. While there is at present a growing recognition of the school's actual and potential role in promoting personal and social growth, a convincing model of nonacademic objectives is lacking, as is a tool for assessing children 's progress toward nonacademic objectives. To this end, the authors construct a model of psychosocial maturity which specifies measurable attitudes and dispositions. The model of psychosocial maturity integrates sociological and psychological views of the person; that is, it takes into account the requirements of societies as well as the healthy development of individuals. The model outlines three general dimensions of maturity which are likely to be relevant in all societies. These are (1) the capacity to function adequately on one's own, (2) the capacity to interact adequately with others, and (3) the capacity to contribute to social cohesion.Nine attributes judged pertinent to these capacities in this society are then defined. The final sections of the paper discuss problems in the measurement of psychosocial maturity, describe the form of an instrument presently being devised, and suggest research uses of the instrument.