| Summary: | 博士 === 國立中山大學 === 教育研究所 === 104 === Inner speech is a phenomenon that has been widely studied in work on child development, cognitive psychology, and clinical psychology. However, its engagement in late adolescence has received little attention in the research literature. Moreover, few studies have been undertaken to investigate the link between engagement in inner speech and self-development among college students. The current study aimed to provide a better understanding of the role of inner speech in college students by exploring parallels between inner speech and three developmental correlates. Based on concepts of inner speech and self-related developmental theories, this research focused on the relationships of dialogic and evaluative inner speech to self-concept clarity, identity commitment, and adolescent egocentrism. A correlational study was conducted to test predicted correlations. Two hundred and sixty-five college students were recruited via convenience sampling methods. Participants completed self-report scales measuring inner speech, self-concept clarity, adolescent egocentrism, and identity commitment. Results of the correlational analyses and canonical analysis consistently showed that the extent to which undergraduate participants engaged in dialogic and evaluative inner speech was positively correlated with adolescent egocentrism. However, these two forms of inner speech were not associated with identity commitment. Moreover, dialogic inner speech was negatively correlated with self-concept clarity. Gender differences emerged with respect to the negative correlation between inner speech and self-concept clarity, which was only found among female participants. Supported and unsupported hypotheses, research limitations, and future directions are discussed and educational implications are identified. The present findings may provide insights into the role of inner speech in the self-development of college students and the developmental bases of the use of inner speech, providing indicators for evaluating the effects of self-development intervention in late adolescence.
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