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Journal of Youth and Adolescence

, Volume 3, Issue 4, pp 329–358 | Cite as

Toward a concept of psychosocial maturity

  • Ellen Greenberger
  • Aage B. Sørensen
Article

Abstract

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.

Keywords

Potential Role Health Psychology General Dimension School Psychology Final Section 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Plenum Publishing Corporation 1974

Authors and Affiliations

  • Ellen Greenberger
    • 1
  • Aage B. Sørensen
    • 2
  1. 1.Center for Social Organization of SchoolsThe Johns Hopkins UniversityBaltimore
  2. 2.Department of SociologyUniversity of WisconsinMadison

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