青春期爱情一直是文学中的热门主题，也是日常生活中常见现象。然而在学校实践中，爱情是属于敏感话题，大多数学校将其视为越轨行为，称其为“早恋”。学校普遍禁止或者反对青春期爱情；在家庭生活中，家长多与学校站在同一战线，少有家长会同他们正处青春期的孩子讨论爱情话题。尽管如此，青少年不可避免地面临青春期爱情，有的人投入爱情实践当中，有的受困于暗恋情感。青春期爱情带来的烦恼在女性青少年身上尤为显著。既往研究鲜少关注女性青春期爱情经验，那么青春期爱情以怎样的面貌出现在女性面前，对女性成长究竟意味着什么？本研究试图深入个体经验之中，探讨青春期爱情与女性个人成长之间的关联，主要有以下三个子问题：女性的青春期经验是什么样的？青春期爱情发生的情境互动机制为何，女性如何抉择与行动？青春期爱情对女性的个体表达、社会交往、学业成长等方面有什么影响？

本研究采用叙事研究方法，选取12位女大学生作为主要研究对象，3名男性作为辅助研究对象。通过半结构式访谈收集资料，让女大学生以回溯的方式呈现青春期成长经验。访谈得到23万字访谈资料，运用质性方法进行编码、分析，针对女孩青春期经验(身体变化、学业生活、情感世界)、青春期爱情发生的情境互动机制、青春期爱情性质与女性的抉择与行动、青春期爱情对女性个人成长的影响等主题进行研究，研究发现：

首先，女性青春期经验。本研究显示“变化”是女孩青春期的突出主题，身体发展上，她们摆脱幼态走向成人，身体知觉逐渐敏感。学业生活上,学业成就取向的偏向将女孩青春连续性割裂开，她们面临身体和学业生活双重压力。这期间，女孩的情感天平从家庭倾向了同伴和亲密关系。

其次，青春期爱情情境互动机制。少女们有一套基于想象与关系建立的爱情认识。学校公共空间和共同生活为青春期爱情提供了情境性土壤，观望、暧昧与不确定是恋情萌发与发展的重要特点。同伴文化中，“起哄”与“密聊”行为在推动爱情卷入过程中形成一股张力，而大众媒体在这期间扮演着情感知识来源与传递媒介双重角色。学校与家庭不同反对形态对女性的爱情行动产生影响,一部分少女停留在了暗恋与观望状态，一部分则进入正式青春期爱情关系。青春期爱情的过程常以表白作为明确开始标志。爱情实践中，半隐匿性特点显现，爱情的想象坠入现实，猜疑的出现与不确定的持续对应着少年的行为与情绪特点，最终青春期爱情在摇摆中走向终结。

第三，青春期爱情对女性成长的影响。首先从青春期爱情性质入手，青春期爱情往往被轻视，而其原形是个体对同一性与亲密关系探索与建立。对研究中不同女孩的爱情卷入进行划分，可以得到两种少女青春期爱情基本类型：一类是面向同伴群体，主要发生在学校情境之中，有实质性爱情参与，也有暗恋作为表现；一类是基于魅力崇拜、经验不对等，面向老师、明星、前辈等群体，发生情境扩展到学校之外。不同于斯腾伯格提出的亲密、承诺、激情的三角爱情特质，女性对于青春期爱情理解与参与表现出更多世俗外的特点，具体表现为想象、观看、共同成长。青春期爱情的来临并没有成为女孩成长的天花板。可以发现，女性成长具有不同面相例如学业、关系建立、社会化等等。青春期爱情参与期间，女孩的被动性主要表现两个方面：第一是男孩对女孩打断的企图，试图将女孩束缚在恋爱关系之中，这其中性行为介入为女孩带来一定的生育风险；第二是学校与家长对于女性的庇护与做女孩的道德要求为女性成长蒙上一层阴霾。女性成长的可能性与主动性体现在城市学校生活为女性的学业和外部世界探索，提供了与男性一样的成长空间，在此期间女孩展现出高学业成就表现为一种自信和“本性”的权威，关怀与同理的自然气质的流露使她们获得关注与欣赏的目光。另外，少女的“姑娘权力”展现，她们把握成长、探索的权力，看到更为广阔的成长空间。青春期爱情到来被少女视为成长仪式、重新认识自己的契机。

Adolescent Romantic Love has been a popular theme in literature and is an integral part of our daily life. In China, however, Adolescent Romantic Love is a sensitive issue and is commonly forbidden in most schools. Few adults take this issue into discussion with their up growing children. Even so, boys and girls inevitably have yet frequent encounters with Adolescent Romantic Love. Without formal emotional education and the guidance from teachers or parents, some severe problems arise for Chinese young adolescents when pursuing intimate relationships, such as being trapped into in depression emotions. The challenge facing women is extra daunting. For once adolescents' romantic relationship has been discovered, girls are usually perceived as the ones most deserving blame (most at fault). In previous studies, little attention has been paid to the experience of love by female adolescents, which has caught my attention. The first questions that come to mind are about the real romantic experience of girls in adolescence, and what it means for female adolescents’ personal growth? This study attempts to inquire into their individual experiences and explore the possible relationships between adolescent romantic love and their personal growth. Following are the sub-questions: 1) What is the female experience in adolescence? 2) What is the interactive situational mechanisms of adolescent love and how adolescent girls act when they are involved in romantic love? 3) What impact does adolescent romantic love have on female adolescents’ expressions, social interaction, and academic growth?

This research requires a method of narration. Semi-structured qualitative interviews with 12 female university students as the primary research objects were conducted with three male students as reference objectives. Students were invited to retrace their adolescent experience. Qualitative methods were adopted to analyse the data, and have a focus on: 1) Women’s adolescent experience, which includes body-image, academic life, emotional world etc. 2) The interactive situational mechanism of adolescent romantic love. 3) The character of adolescent love and female choices and actions. 4) The impact of adolescent love on female personal growth. Thus, the research reveals the following four themes.

The first part on the Females' experience in their adolescence. This research shows that change is a prominent theme word of females’ years of youth. In physical development, girls leave behind childhood and grow into maturity, as well as acquire sexual awareness. The pressure of academic achievement bifurcates the continuity of girls' adolescent experience, thereby confronting them with the dual-pressures of Physical, Emotional and Academic life. During this period, the balance in the emotional life shifts from an inclination towards family to a preponderance of peers and intimacy.

The second theme is the interactive situational mechanism of adolescent love. Females' recognition of love is based on imagination and relationship building. The public space and everyday life of the school provide a matrix for adolescent love. Waiting, Ambiguity and Uncertainty are essential characteristics of germination and further development of love. The "Causing" and "Secret Chat" behaviours in the peer culture promote the process of involvement of love, while the mass media plays a dual-role as the source of emotional knowledge and as the medium of transmission. Different forms of opposition by schools and families in this process harms Females' love actions. Some girls stay in a state of secret love and wait-and-see while some enter a formal adolescent love relationship. The process of adolescent romantic love begins with confession as a clear starting sign. In practical cases these relations develops a Semi-occult characteristic; when the idolized image of love meets reality, girls start to grasp what love is, whilst the appearance of suspicion and uncertainty continue to correspond to the behaviour and emotional characteristics of teenagers. Finally, Romantic love comes to an end with maturity.

The third theme on the characteristics of adolescent love. Adolescent love is often disparaged, and one commonly fails to recognise it as an archetype of the individual's establishment of identity and exploration of intimacy. Dividing the girls' love- involvement in this research constituted two basic types of adolescent love: one is with the peer group, which mainly occurs in the school context, and manifested substantial love relationships and secret love participation. The other type is based on charm worship, unequal experience, confrontation with teachers, popularity stars, seniors and other groups, and situations that extend beyond the school environment. Different from intimacy, commitment, and traits of passionate love put forward by Sternberg, women's understanding and involvement in adolescent love exhibits a more non-secular character, namely Imagining, Watching, and Growing.

The fourth theme is the impact of adolescent love on female personal growth. Female's growth has different aspects, such as academic accomplishment, relationship building, and socialization. The advent of adolescent love is not the ceiling for girls' development. During adolescence, there are two passive aspects girls come to encounter. The first is the boy's attempt to interrupt the girl, trying to entangle the girl in a romantic relationship. Meanwhile, the involvement of sexual behaviour brings risks to girls. The second is that the school and parents' longing of providing refuge to girls and the corollary moral requirements of being a girl cast a shadow on the growth of Females. The possibility and initiative of girls' growth are reflected in the urban school life. School public life broaden Female's academic and external world exploration, as it likewise provides for Males. During this period, girls exhibit high academic achievement and become a kind of self-confident and ‘natural’ authority. Caring and empathy make them gain attention and appreciation from boys and teachers. Besides, girls' ‘girl power’ shows that they grasp the power of growth and exploration and see broader room for growth. The arrival of adolescent romantic love is an opportunity for girls to grow up and re-discover themselves.