The purpose of this study was to investigate the relation between parentification and separation-individuation of college students in mainland China , gender differences in parentification and separation-individuation. Furthermore, whether gender and parentification can predict the separation-individuation by gender under one child policy. The data was collected from 200 fresh students in Hefei, Anhui and analyzed mainly with product moment correlation and multiple regression analysis using SPSS. The results showed that: gender differences existed in parentification and separation-individuation; there was a high correlation between parentification and separation-individuation; As the explanatory variables,gender and parentification could predict the separation-individuation well. These results indicated that in Chinese community, parentification was beneficial and conducive to form separation-individuation. Parents should place more stress in emotional caregiving, especially for daughters; And parents and teachers should attach heavier weight to daughters' separation-individuation, especially in functional independence, attitudinal independence and emotional independence.

本研究以中國內地大學生為對象，探討在一胎化情境之下，大學生親職化與分離個 體化的關係，以及性別差異在親職化與分離個體化中的表現，同時性別和親職化作為解 釋變量是否可以對分離個體化進行預測。研究以中國內地安徽省合肥市一所公立大學的 一年級學生為研究對象，以立意取樣的方式抽出學生共 220 名完成相關量表，且均為獨 生子女，其中男生女生各占一半，最終實際有效樣本數為 200 名。研究以積差相關和多 元迴歸分析為主要統計方法。研究結果表明：不同性別的大學生在親職化和分離個體化 上表現具有差異性；大學生親職化與分離個體化存在高相關；性別和親職化作為解釋變 量可以對分離個體化進行預測。本研究給予的啟示為：在我們的文化框架下，適度的鼓 勵子女親職化有利於個體分離個體化的形成；其次在親職化過程中，父母應當鼓勵女性 子女情感性照顧的支出；再者我們的父母和老師，在教育中要多關注女性的分離個體化 尤其在功能獨立，態度獨立和情感獨立方面，給予她們更多的關注。