Dance Impressions: The Power of Practice and Pedagogy on Adolescent Identity Formation

Having Type 1 diabetes (T1D) may complicate the normative developmental task of personal identity formation in adolescence and emerging adulthood. Besides exploring and committing to identity choices in different life domains, youth with T1D need to integrate their illness into their identity, a process labeled as illness identity. The present study examined whether youth with T1D belonging to different personal identity trajectory classes developed differently on four illness identity dimensions (acceptance, enrichment, engulfment, rejection). This four-wave longitudinal study over a 3-year period used self-report questionnaires to examine how personal identity trajectory classes were related to illness identity over time in youth with T1D (baseline: n = 558; 54% female; age range = 14-25 years). Personal identity trajectory classes were identified using latent class growth analysis. Differential development of the four illness identity dimensions among these personal identity trajectory classes was examined using multigroup latent growth curve modeling. Five personal identity trajectory classes were identified: achievement, foreclosure, moratorium, carefree diffusion, and troubled diffusion. Individuals in achievement and foreclosure displayed highest levels of diabetes integration (i.e., high levels of acceptance and enrichment; low levels of engulfment and rejection), whereas individuals in troubled diffusion displayed lowest levels of illness integration (i.e., low levels of acceptance and enrichment; high levels of engulfment and rejection). The present study confirms that personal identity development relates to illness identity development over time in youth with T1D. Understanding the intricate link between personal and illness identity may help clinicians to tailor their interventions to patients' individual needs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

This longitudinal study investigates the dynamic relationship between environmental insecurity and adolescent identity development over a three-year period. A diverse sample of 500 adolescents (ages 13-17；250 boys and 250 girls) completed assessments at six-month intervals, measuring environmental insecurity, identity development, resilience, and social support. Latent growth curve modeling revealed distinct trajectories in both environmental insecurity and identity development. Cross-lagged panel analysis demonstrated a significant bidirectional relationship between these constructs, with environmental insecurity negatively predicting subsequent identity development (β = -0.21, p < .001) and vice versa (β = -0.15, p < .001). Structural equation modeling identified resilience and social support as partial mediators of this relationship. Socioeconomic status moderated the impact of environmental insecurity on identity development (β = 0.12, p < .01), with higher Socio-Economic Status (SES) buffering against negative effects. Gender differences were observed, with females showing greater sensitivity to environmental insecurity. These findings underscore the complex interplay between environmental factors and adolescent identity formation, highlighting the importance of considering both risk and protective factors in understanding this developmental process. The results have implications for theories of adolescent development and suggest the need for targeted interventions to support positive identity formation in challenging environmental contexts.

This longitudinal study investigates the dynamic relationship between environmental insecurity and adolescent identity development over a three-year period. A diverse sample of 500 adolescents (ages 13-17；250 boys and 250 girls) completed assessments at six-month intervals, measuring environmental insecurity, identity development, resilience, and social support. Latent growth curve modeling revealed distinct trajectories in both environmental insecurity and identity development. Cross-lagged panel analysis demonstrated a significant bidirectional relationship between these constructs, with environmental insecurity negatively predicting subsequent identity development (β = -0.21, p < .001) and vice versa (β = -0.15, p < .001). Structural equation modeling identified resilience and social support as partial mediators of this relationship. Socioeconomic status moderated the impact of environmental insecurity on identity development (β = 0.12, p < .01), with higher Socio-Economic Status (SES) buffering against negative effects. Gender differences were observed, with females showing greater sensitivity to environmental insecurity. These findings underscore the complex interplay between environmental factors and adolescent identity formation, highlighting the importance of considering both risk and protective factors in understanding this developmental process. The results have implications for theories of adolescent development and suggest the need for targeted interventions to support positive identity formation in challenging environmental contexts.

The present work proposes a pragmatic perspective of the development of personal identity. Such perspective is based on a unifying vision that incorporates the contribution of communicative pragmatics and becomes aware of the contribution of semiotics to psychology, without leaving aside the eriksonian point of view and other significant contributions in the field. The article defines identity in adolescence from a development approach, and adopts a systemic perspective concerning the insertion of adolescents in their context of formation as individuals. It then proposes a way to understand identity from a pragmatic-communicative perspective. Finally, it introduces two communicative use contexts from which personal identity can emerge, showing the importance of communication and language in the formation and development of identity.

Author's Introduction Our article outlines the need to bring together the literatures on personal and cultural identity – which have thus far been disconnected from one another. As one develops a sense of personal identity (e.g., goals, values, and beliefs), does one also develop a sense of cultural identity (e.g., how the individual and the group are prioritized, as well as attachment to and affiliation with one's ethnic, cultural, and national group)? This question is becoming increasingly important as Western countries become more and more diverse and multicultural, and as the world becomes more and more international and global. Individuals of European descent in the United States, Canada, Western Europe, Australia, and New Zealand, for example, are no longer insulated from other cultural streams. A generation ago, White Americans, for example, held dominion over the United States and over what ‘American culture’ was. With the advent of mass immigration of ethnic and cultural minorities, as well as globalizing technologies such as email, video conferencing, instant messaging, and virtual chatrooms, we are no longer insulated by our borders. Each of us is a citizen of the world, and this is becoming truer and truer over time. Thus, cultural identity and personal identity are increasingly likely to be related – and the ways in which they influence one another needs to be studied. How does my cultural position in my society (and in the world) influence who I am as a person? How do my cultural beliefs and worldviews influence my personal goals, values, and beliefs? Author Recommends Côté, James E., and Levine, Charles G. (2002). Identity formation, agency and culture: A social psychological synthesis . Mahwah, NJ: Lawrence Erlbaum Associates. This book discusses personal identity within the context of culture, and it clearly sets the stage for a discussion of how personal identity is affected by cultural processes. Arnett, Jeffrey Jensen. (2002). The psychology of globalization. American Psychologist , 57 , 774–783. This article discusses the ways in which globalization affects the personal and cultural identities of people around the world. In particular, the article stresses that individuals will be exposed to various cultural streams even if they never leave their countries of origin and do not come into direct contact with people from other parts of the world. The mass exportation of Western television programs, music, dress styles, fashion, and beliefs is leading people to ‘acculturate’ to Western values and behaviors. Bosma, Harke A., and Kunnen, E. Saskia. (2001). Determinants and mechanisms in ego identity development: A review and synthesis. Developmental Review , 21 , 39–66. This article reviews the ways in which personal identity is developed in ‘individualist’ and ‘collectivist’ contexts. In more individualistic contexts, personal identity is developed through active exploration of different alternatives, commitment to one or more of these, and an in‐depth evaluation of the commitment that has been made. In more collectivistic contexts, personal identity is developed through identification with the goals, values, and beliefs of significant others. This article was one of the first to address personal identity more broadly than through a Western lens. Matsumoto, David. (2003). The discrepancy between consensual‐level culture and individual‐level culture. Culture and Psychology , 9 , 89–95. This article argues that individualism and collectivism (and related constructs such as independence and interdependence) operate differently at the between‐individual level than at the between‐culture level. When studying the interface between personal identity and cultural identity, only individual‐level conceptions of cultural identity should be used. National‐level differences in cultural identity constructs tend to be fairly small – suggesting that most of the differences are between individual people. Schwartz, Seth J., Luyckx, Koen, and Vignoles, Vivian L. (editors, forthcoming). Handbook of identity theory and research . New York, NY: Springer. This forthcoming handbook will consist of state‐of‐the‐art summaries and reviews from some of the leading identity scholars in the world. Chapters will focus on many different domains of identity, including personal and cultural identity but also including national, religious/spiritual, sexual, gender, social, and vocational identity. The book will be an important resource both for students and for professors interested in the field of identity. Sample Syllabus Please add all or a portion of a syllabus that might adopt your article and present it in a broader context to the classroom. Eg. Topics for Lecture & Discussion Week 1 – Overview (What is Identity) Cote, James E. 1996. Sociological perspectives on identity formation: The culture‐identity link and identity capital. Journal of Adolescence . 19: 417–428. A framework for understanding identity formation in an interdisciplinary fashion by addressing the relationship between culture and identity. Grotevant, Harold D. 1987. Toward a process model of identity formation. Journal of Adolescent Research . 2: 203–222. Proposes a model for conceptualizing identity formation that is developmental, contextual and life‐span in scope. Four major components are as follows: individual characteristics, contexts of development, identity process in specific domains, and interdependencies among the identity domains. Weeks 2–4 Neo‐Eriksonian Identity Perspectives (Identity Status, Identity Style, Et Cetera) Berzonsky, Michael D. 1989. Identity style: Conceptualization and measurement. Journal of Adolescent Research . 4: 268–282. A conceptualization of three styles of personal problem solving and decision making – and information orientation that actively seeks and evaluates information, a normative orientation that focuses on internalized conventions, and a diffuse orientation that avoids action until affective cues dictate behavioral reactions. This study measures a validity of a self‐report measure of these styles. Meeus, Wim. 1996. Toward a psychosocial analysis of adolescent identity: An evaluation of the epigenetic theory (Erikson) and the identity status model (Marcia). Hurrelmann, Klaus (Ed.); Hamilton, Stephen F (Ed). (1996). Social problems and social contexts in adolescence: Perspectives across boundaries . (pp. 83–104). xiv, 299 pp. Hawthorne, NY: Aldine de Gruyter. This chapter discusses Erikson's identity theory and Marcia's identity status model, with application to adolescent identity. The author evaluates their empirical validity. Weeks 5–7 Social Identity Perspectives Worchel, Stephen; Morales, J. Francisco; Paez, Dario; Deschamps, Jean‐Claude (Eds.). 1998. Social identity: International perspectives. Social identity: International perspectives. xix, 263 pp. Thousand Oaks, CA: Sage Publications, Inc. This books brings together the latest empirical and theoretical findings in the field of

The development of personal and social identity is crucial in adolescence. On the one hand, adolescents face the task of forming and consolidating their personal identity in multiple domains, with educational and interpersonal domains particularly salient. On the other hand, they enlarge their social horizon and increasingly define themselves as members of multiple peer groups, such as groups of classmates and friends met outside school. There is however a lack of integrative research on the interplay among and between personal and social identity processes. Hence the purpose of this study was threefold. First, we examined how personal identity processes in the educational and interpersonal domains are associated longitudinally. Second, we investigated to what extent social identifications with classmates and with the group of friends are associated over time. Third, with an original approach we examined the longitudinal interplay between personal and social identity processes, to connect theoretical contributions that have so far proceeded largely in parallel. Participants were 304 adolescents (61.84% female, M age = 17.49) involved in a three-wave longitudinal study. We found that (a) the ways in which adolescents develop their identity in the educational and interpersonal domains become more closely intertwined over time; (b) identifications with classmates and with the group of friends are interconnected; and (c) personal and social identity processes are associated both concurrently and longitudinally, with most cross-lagged effects showing that social identifications influence personal identity formation and consolidation in the interpersonal identity domain. Theoretical implications are discussed.

Chapter 5 - Creativity and Identity Formation in Adolescence: A Developmental Perspective

The formation of identity in adolescence is the most central concept in psychological and sociological studies of young people. Most theories to date assume that adolescents share the same conditions under which their identities are formed. Personality Development in Adolescence is a collection of work by leading researchers that considers different contexts affecting personality and identity development. Three main contexts are considered: cultural, family and life-span development. Of central importance to developmental psychologists, this collection will also be valuable to social workers, teachers, nurses and all those whose work involves young people.

Despite the numerous uncertainties, Korean universities are prioritizing early specialization in education rather than focusing on the aim of the college education. The purpose of the study is to demonstrate that the return to education rises in an unstable environment, and that this education premium is closely related to the liberal arts education. Additionally, it provides a brief overview of the history of liberal arts education in Korea and assesses the current status and challenges. Finally, it proposes measures for improvement.</br>Although the aim of liberal education extends beyond merely improving labor market outcomes, the liberal education indeed contributes to better performance in the labor market. The return to college education is high worldwide and it tends to increase as environments, including technology, change rapidly. This is because individuals with more schooling are better equipped to quickly capture the economic rents that arise from the disequilibria. This ability is cultivated more effectively through the liberal education than through the specialized training. The rise of the United States as a global superpower by focusing on the general education and numerous other empirical studies supports this perspective.</br>The “5.31 Education Reform” in Korea, however, led to a contraction of basic academic disciplines, a decline in the academic quality of liberal arts education, and the erosion of the curriculum's universality. These issues stem primarily from the inherent characteristics of the education market, which has the characteristics of public good as well as the externality. In addition, misperception on the value of liberal arts education have exacerbated the situation. To address the market failure, it is crucial to rectify the perception of liberal arts education among educators. Moreover, high academic quality of liberal education must be preserved, and the universality of the liberal education curriculum should be maintained.

The pursuit of personality to defined self and answer the question “Who am I?” is a natural human need. During the course of the biopsychosocial changes in adolescence it becomes very significant. In researches there is often emphasized that a stable, strong sense of identity is associated with better adolescent’s mental health indicators. Relationships with parents are also linked with better adolescent’s emotional and psychological well-being. Although, in the scientific literature there are only few studies which investigate the relationships between adolescent identity formation and the relationships with the parents in the family. The results of this study are often contradictory, so the links between adolescent’s identity formation and relationships with parents are not completely clear. The purpose of this study was to investigate adolescents’ identity formation links with relationships with parents, differentiation of self and satisfaction with life. In total there were 118 participants involved in this study (63 boys, 55 girls). All participants learned in public schools. The mean of participants’ age was 15.42 years, standard deviation – 0.871. Participants were asked to fill questionnaire consisting of sociodemographic questions, Goth, Foelsch et al. (2012) Assessment of Identity Development in Adolescence Questionnaire AIDA (Cronbach α = 0.929), Conflict Behavior Questionnaire Short Form by A. Robin, L. Foster (1989) (Cronbach α = 0.909), The Satisfaction with Life Scale by Ed Diener (1985) (Cronbach α = 0.698) and Differentiation of Self Inventory (DSI) by Skowron, Friedlander (1998) (Cronbach α = 0.747). The results of this study had shown that adolescents identity diffusion interface positively with conflict behaviour with their parents, and negatively with adolescent’s differentiation of self and satisfaction with life. There were also founded that differentiation of self and satisfaction of life mediate relationship between adolescents’ conflict behaviour with parents and identity diffusion. Keywords : adolescence, identity, identity diffusion, differentiation of self, relationships with parents, satisfaction with life. How to cite: Krisciūnaitė-Ragelienė, T. (2014). Paauglių identiteto formavimosi, santykių su tėvais, savidiferenciacijos ir pasitenkinimo gyvenimu sąsajos [Interconnection between adolescents identity formation, relationships with parents, differentiation of self and satisfaction with life]. Ugdymo psichologija, 25 , 32–49. http://dx.doi.org/10.15823/up.2014.03

One of the important ways in which a unitary sense of identity formation in adolescence has been severely disturbed is through the impact of the diversity of ethnic identities. This chapter explores the impact of ethnicities on identity construction in adolescence, through developing and applying the discussion of subjectivity and identity in Chapter 2. How these considerations affect thinking about therapeutic work is discussed and illustrated with case examples.

This article draws on Marcia’s model that defines four statuses of adolescents’ identity formation to examine adolescent moral and civic identity formation. Interviews were conducted with 23 students at three Hong Kong senior secondary schools to address the following research question: How does community service help adolescents develop their moral and civic identities? Among the participants, most of them reported attaining moral identity development and just a few participants reported civic identity development; nonetheless, one of them did not report identity development in the moral and civic domains. Furthermore, five core elements of community service programs facilitating the participants’ identity formation emerged from the findings, namely, meaningful service activities, diversity, youth voice, reflection, and extended service duration. The influence of these service elements varied across the moral and civic domains of identity. By reporting the findings gained from an East Asian school setting, the article contributes to a fuller understanding of the role of community service in adolescent identity formation.

During the 1930–1940s, the Progressive Education Association’s Eight-Year Study ushered in an era of secondary school experimentation, establishing an organizational process (the cooperative study) and introducing a research methodology (implementative research) for educational renewal. Cooperative studies embraced a democratic ideal that participants would work together for a greater good and maintained a fundamental belief that a diversity of perspectives, coupled with open discourse, would serve to better develop educational practices. Although no unified theory was established for cooperative study, activities focused on problem-solving were intended to expand teachers’ abilities rather than to establish a single method for the dissemination of educational programs. Implementative research was grounded in a faith in experimentation as an “exploratory process” to include gathering, analyzing, interpreting, and discussing data, and sought to determine the validity (in contrast to reliability) of programmatic interventions. Drawing on 1930s progressive education high school practices, more than a hundred selected secondary and post-secondary schools throughout the United States—public and private, large and small, Black and White, rural and urban—participated in national and regional cooperative studies, funded primarily by the Rockefeller Foundation’s General Education Board. Experimental projects included the Progressive Education Association’s Eight-Year Study (1930–1942), consisting of 30 sites with 42 secondary schools (and 26 junior high schools) throughout the United States; the Association of Colleges and Secondary Schools of the Southern States’ Southern Study (1938–1945), consisting of 33 White secondary schools in the American Southeast; the American Council of Education’s Cooperative Study in General Education (1938–1947), consisting of 25 colleges throughout the United States; and the Association of Colleges and Secondary Schools for Negroes’ Secondary School Study (1940–1946), consisting of 17 Black secondary schools in the American Southeast. These cooperative studies served to explore and further develop progressive education practices at the secondary and post-secondary school level. The intent of the 1930s–1940s cooperative study projects was to develop school programs that would attend to the interests and needs of adolescents without diminishing students’ chances for further education. Guided by “Eight-Year Study progressivism,” cooperative study staff placed great trust in the ability of teachers to address complex issues, belief in democracy as a guiding social ideal, and faith in thoughtful inquiry to create educational settings that nourished both students and teachers. Based on these fundamental themes, many cooperative study schools adopted what became a distinctive view of progressive education with correlated and fused core curricula, teacher–pupil planning, cumulative student records, and summer professional development workshops. Notions of “success” for these projects prove difficult to ascertain; however, innovative forms of curriculum design, instructional methodology, student assessment instruments, and professional development activities arose from these programs that served to influence educational theory and practice throughout the mid- and late-20th century. Perhaps equally important, cooperative study, along with implementative research, displayed the importance of educational exploration and school experimentation, implicitly asserting that a healthy school was an experimental school.

The president of a liberal arts college, if asked why college is worthwhile, would be able to respond on several levels. He or she would certainly say something about the value of the degree as a credential to help students get a job or get into graduate school. In addition, he or she would likely emphasize the professional value of the skills and capacities developed through a liberal education, which can help students succeed at work or in graduate school. More deeply, however, we would expect that he or she would have something to say about the intrinsic value of the education and experience itself — why a thoughtful person might want to go to college, apart from the work it might help one get or do.I believe that something similar can be said about law school. The legal academy and profession are confronting difficult questions about the value of legal education — about whether and how law school is worthwhile. Most of this conversation appropriately focuses on the commercial and professional value of a legal education because that is the main reason people go to law school — to qualify and prepare for careers. Here, I hope to add to the conversation by considering a set of ways in which law school, like a liberal arts undergraduate education, may be valuable to a thoughtful person apart from its instrumental value in qualifying and preparing one for work. How might legal education help one to thrive, to live a full and satisfying and meaningful life?I recognize that framing the question in this way may create some skepticism. Indeed, vague talk about liberal education in the face of concrete realities, such as escalating tuition and unclear job prospects, warrants skepticism. Moreover, thinking about law school and thriving requires a willingness to think about what it means to thrive: Who are we to say what it might mean for any given person to live a full and satisfying life? But if we are to be thoughtful about the impact of law school on the quality of lives, we must be willing to think at least tentatively about what makes for quality in life. All we can do — indeed, what I think we have an obligation to do — is to try to be as thoughtful as we can about the ways in which legal education also may be valuable education for life, even if not every student will appreciate that deeper value, and even if it proves more difficult to describe than its more obvious professional benefits.

The adolescent identity, media, and sociocognitive schema (AIMSS) framework offers a theoretical understanding of adolescent consumption and cognitive processing of media entertainment. Review and integration of mass communication theory, developmental theory, and ecological theory serves as the conceptual foundation. The framework outlines linkages between media exposure and adolescent development, in particular adolescent identity formation and social competence. A key contribution of the model is consideration of the positive and negative aspects of adolescent cognition and behavioral functioning. The present article offers several recommendations for testing the utility of the AIMSS framework.