本研究以發生認識論與建構主義為出發點，目的在於探討大學生自我認定、實用智力、社會典範信念、道德推理、及理想生活推理等五個心理社會的跨範疇發展關係。在不同範疇的相互關係方面，結果指出心理社會範疇存在水平差距的現象，理想生活推理（倫理推理）屬於發展較晚的層次，辯証性思考與實用智力、道德推理則具有平行的發展性關係。認知發展與其他心理社會範疇的相互影響，交叉延宕方格分析顯示，辯証性思考應為實用智力、道德推理、理想生活推理的基礎，辯証性思考為上述心理社會範疇的必要非充要條件；促進辯証性思考的發展，應有助於提昇實用智力、道德推理及理想生活推理的發展層次。

　　　　　The study based on the genetic epistemology and constructivism to explore the developmental relationships across self-identity, practical intelligence, social paradigm beliefs, moral reasoning, and good-life reasoning in college students. For the developmental relationships across domains, the so-called horizontal de'calage existed across domains. The good-life reasoning (ethical reasoning) developed the latest, and dialectical thinking, practical intelligence, and moral reasoning had parallel developmental relations. As for the mutual influences between cognitive development and other domains, Cross-lagged panel analysis revealed that the dialectical thinking might be the developmental foundation for practical intelligence, moral reasoning, and good-life reasoning and this also means the relationship between dialectical thinking and these domains are necessary but not sufficient. Thus, the enhancement of dialectical thinking development should result in positive influence on the development of practical intelligence, moral reasoning and good-life reasoning.