最後，經由這些發現，回頭思考青少年期的重要發展任務—自我認同，對於處於升學體制下的青少年來說，是否因為升學體制只重視考試成績的單一面向，使得青少年要發展自我認同變成是一件很困難的事情？期待後續的研究者可以繼續這部分的探索。
This study focuses on the young male's self-exploration. The research method adopted here are action research and life narrative. By the journey for finding the role model, writing down those role models’ life story, looking back on those experience the boy afraid to face, the exploration of the boy’s life development could be accomplished. Also the gain of self-efficacy and self-identity could be done at the same time. The purpose of this study was to spark a social revolution.
The study comprises of two parts. Firstly, the gain of self-efficacy: 1. There are more than 4 ways for gaining self-efficacy which Bandura(1977) have already offered. 2. Whether there is a similarity between the alternative objects and individuals’ observation learning is not the main cause of the increase of self-efficacy. How much emotion of the individual is involved towards the alternative object is the key point to self-efficacy improvement. Secondly, the way for gaining self-identity: 1.Write diary and listen to the inner voice. 2. In order to achieve thoughts clarification, this research presents the internal status and communications between people. 3. Accomplish self-examination by looking at others’ life story. 4. Build self-identity by action.
Finally, through these explorations, I focus on the shaping of self-identity in youth which play an important part in adolescent development. If the contemporary selective education system makes our children a test machine and make it hard for them to build self-identity? Further study could be focused on this subject.
