Scienceline Publications Journal of Educational and Management Studies 2322-4770 6 2 2016 June Greenberger Psychosocial Maturity Model: A Brief Review 57 61 http://jems.science-line.com/attachments/article/38/J.%20Educ.%20Manage.%20Stud.,%206(2)%2057-61,%202016.pdf EN Mina Khatibi PhD Student, Department of Educational Psychology, College of Education and Psychology, Shiraz University, Shiraz, Iran Razieh Sheikholeslami PhD, College of Education and Psychology, Shiraz University, Shiraz, Iran This brief review focuses on the Greenberger Psychosocial Maturity Model. Greenberger and Sørensen (1974) have observed that except at the college level, assessment of the school experience has focused almost exclusively on academic achievement. Schools below the college level traditionally have been preoccupied with only one outcome of education: growth in measurable cognitive skills. While there is at present a growing recognition of the school's actual and potential role in promoting personal and social growth, a convincing model of nonacademic objectives is lacking, as is a tool for assessing children's progress toward nonacademic objectives. Greenberger and Sørensen construct a model of psychosocial maturity which specifies measurable attitudes and dispositions. Adolescent development is hindered by the separation of young people from adults and from the life of the community beyond the school. Opportunities must be made for adolescents to take responsible roles in their communities as part of their education. Theoretical models of psychosocial maturity have been proposed by many psychologists. The scientists’ approach to measuring psychosocial maturity is based on a model advanced in the 1990s, which suggested that during adolescence and early adulthood, three aspects of psychosocial maturity develop: (1) Temperance: The ability to control impulses, including aggressive impulses, (2) Perspective: The ability to consider other points of view, including those that take into account longer term consequences or that take the vantage point of others, and (3) Responsibility: The ability to take personal responsibility for one’s behavior and resist the coercive influences of others. This brief review discusses these issues. The conclusion drawn from this brief review can be used as input for a quantitative study with a larger sample of maturity models. Propositions that can guide such a quantitative research can build on the basis of the findings presented in this review. Greenberger Psychosocial Maturity Model