本研究主要目的在驗證大學生後形式思考發展之年級差異，並進一步確認年級差異是否會因性別不同而有所不同。受試為402位一年級甲四年級的大學生，主要研究工具為測量形式性思考與後形式思考的社會世界信念量表，資料分析採用洛基對數線性模式。研究結果發現年級主要效果模式即可解釋實際資料，性別主要效果模式、性別與年級二者的主要效果模式、以及年級與性別的交互作用模式並非解釋實際資料的最適模式；換言之，研究結果顯示隨著年級增加，後形式思考者對形式性思考者的比例逐漸增加，並且年級差異與性別沒有交互作用。本研究最後討論上述發現的可能原因，並提出後續研究的啟示與建議。

The purpose of this study is to examine grade differences in the development of postformal thinking and test if there is interaction between grade and sex on developmental trend exists. Subjects were 402 college students including freshman, sophomore, junior and senior. And the research instrument was the Social World Beliefs Inventory that measures the cognitive levels of formal thinking and postformal thinking. Logit loglinear model was conducted as a method for data analysis. The results displayed the grade’s main effect model was the most suitable for explained the empirical data. Yet the sex’s main effect model, the sex and grades’ main effect model, and the interaction model between sex and grade were not the appropriate models to explain the empirical data. In short, the proportion of postformal thinking group relative to formalistic thinking group was increased from freshmen to seniors and the grade’s developmental differences of postformal thinking didn’t interact with sex. The possible reasons of above findings are discussed in the paper. According to these findings, there are implications and suggestions for future research mentioned.

大學生;年級差異 ; 形式性思考 ; 性別差異 ; 後形式思考

College Students ; Grade Differences; Formal Thinkin; Sex Differences; Postformal Thinking