译文（字数 2436）

心理成熟的概念

Ellen Greenberger 和 Age B.sorensen

在传统的学校教育水平下只有一种教育结果：在认知技能的衡量中成长。现在对学校在提高人和社会发展方面所扮演的角色正逐步认同，但是缺乏一种有力的，非理论性的目标的模型，这种认同可以作为一种评估儿童向非里理论性目标发展的工具。根据这个结果，作者建构出了一个心理成熟的模型，来指定测量态度和性情。这个心理成熟度的模型整合了人类社会学和心理学方面的观点；它解释了社会的要求和个人发展的要求是一样的。这个模型概括出了三个基本的可能与所有方面都有关系的成熟的维度。这三个维度包括了：（1）一个人充分起到作用的能力，（2）和他人之间相互充分影响的能力，（3）对社会团结起起贡献的能力。在这三个方面中，之后有人定义了判断和这些能力相关的九种特征。对心理成熟度的测量是本研究所要讨论的问题的最后一个部分，它描述了目前正在设计的一种工具的形式，并且提出了对这个工具的使用的研究。

外文原文（字符数 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.