The Cross-cultural Study Of Influence Of Culture Values On Ego-identity Status

Ego-identity is an intrapsychic feeling which is shaped in the socialprocess, including who am I, special characteristic of individual,continuity and synthesis over time. The main development task duringadolescence is to get healthy identity and avoid identity diffusion. Hence，people need to make continue efforts to obtain and maintain the identity.Identity formation is affected by various macro environment (e.g. socialnorms, culture, group values and education system et al.) and microenvironment (e.g. family, school, community, peers, etc.). And the impactof family environment on adolescent self-identity is crucial. In particular,it should be noted that scientific and technological progress and in-depthexchanges between East and West culture produce more conflict oncultural values between generations. The impact of Intergenerationalcultural values gap on adolescent self-identity status is through parentingstyles and other forms of communication between parents and children.Scholars systematically studied development path and other issues suchas affecting factors of identity status, and the impact of cultural values onthe identity has become the theme of cross-cultural research.The present study has two purposes, first, to research cultural valuesand identity status’ basic situation. Secondly, examine the influence ofintergenerational cultural values gap on individual’s self-identity status.Therefore, in order to study the influence of intergenerationalcultural values gap on youth self-identity status，the study researchedthree minority ethnic(Mongolian, Han and Hui) adolescents’intergenerational cultural values gap and their identity status. The results are as follows：(1) Chinese cultural values are overall homogeneousand local heterogeneous.（2）In intergenerational cultural values, theimpact of uncertainty dimension and individual and collective dimensionon self-identity is very significant（.3）The majority of college students areidentity moratorium, followed by the status of identity achievement andidentity diffusion, the number of identity foreclosure is minimum.（4）Both Cultural values and identity status have gender differences, collegegirls scored significantly higher than boys in the dimensions of socialityand humanity, indicating that girls generally tend to exhibit femininequalities, and believe that there is fairness and justice, but boys are not.And in the status of achievement and foreclosure girls scored lower thanboys. At the same time, the education level of mother has an impact onboth of them.（5）Individual cultural values and identity status wasnegatively correlated. Only the dimensions of uncertainties, collectiveand individual, time control, sociality and power distance associated withthe identity status, humanity and identity status is irrelevant.（6）Intergenerational gap between cultural values have an impact onself-identity status. Different degree of conflict of intergenerationalcultural values will lead to different degree of identity diffusion, higherdegree of intergenerational cultural values， higher degree of identitydiffusion. When the conflict happened with one parents, there will beminimum degree of diffusion. However, the individual who is consistent with the cultural values of their parents is more likely to be the status ofdiffusion than the individual who has conflict with one of their parents.（7）The impact of intergenerational cultural values gap on self-identitystatus are different on ethnic, inconsistent with the parents type in socialdimension are significantly different on ethnic.