Development Of Personal Identity Research Articles

The Interplay Between Personal Identity and Social Identity Among Vocational High School Students: A Three-Wave Longitudinal Study

AbstractAlthough identity research has predominantly focused on college-bound adolescents, it has largely neglected vocational high school students who enter the job market immediately after graduation. Furthermore, most studies have concentrated on personal identity and have overlooked the concurrent development of social identity. This study examined the relationship between adolescents’ personal and social identities over three years of vocational high school. The participants were 4,264 vocational high school students in Japan (Time 1: 46.44% girls; Mage = 15.78). Using a random intercept cross-lagged panel model, the results indicated that within-person increases in social identity predicted increases in personal identity one year later. These findings highlight the importance of social identity as a valuable resource for personal identity development among vocational high school students, a group underrepresented in identity research.

Family and personal identity among Roma students in Colleges for Advanced Studies: Identity preservation and change

AbstractDuring their studies, Roma university students enter into a milieu different from their family environment and this can affect their identity. In our research, we used life story interviews (N = 108) to study Roma university students who attended Roma College for Advanced Studies (RCAS). We were interested in how their identities were formed and what role their family Roma identity strategy and the RCAS played in it. In our analysis, we divided the Roma students into five categories (separated, integrated, assimilated, negative, marginalized) and these identity strategies were also used to determine the respondents' family identity. In the sample, the largest proportion consisted of those who had an integrated personal and family Roma identity strategy. The majority of the respondents had not changed identity strategies and also interpreted their personal identity according to the family pattern. Some of the Roma university students went to RCAS specifically to strengthen their Roma identity. Overall, it can be said that the family Roma identity strategy can be linked to the development of personal identity, and the RCAS can have a role in preserving and strengthening the Roma identity of university students.

Youth Identity Development on the Basis of Traditional Kazakh Folk Music

This study strived to determine the most popular music genre among young Kazakhs in the context of personal, social, and national identity development, specify the relationship between musical preferences and personality type, and disclose the level of influence of traditional Kazakh folk music on the identity of the Kazakh youth. The authors conducted a survey and a test by taking advantage of such research methods as sociological survey, statistical analysis, social phenomena cognition (assessment, analogy tracking, comparison), psychological and typological concepts of Jung, as well as Abulkhanova-Slavskaya’s methodology for revealing personality traits. As a result of the investigation, hip-hop and rap were identified as the most popular music genres among the respondents (42.2%). Analysis of the data obtained in accordance with Abulhanova-Slavskaya’s personality typology revealed that 89% of the respondents preferring blues/jazz, classical music, and folk music demonstrated personality traits corresponding to the reflexive personality type; 91% of punk/rock and heavy metal fans showed conformity to the contemplative personality type; 87.5% of pop-music lovers were attributed the harmonious personality type; 93.5% of hip-hop and rap music fans – the productive personality type; 84% of traditional music fans – the performing type; and 96% of fans of pop with folk tunes – the functional type. It was also uncovered that 89% of the respondents who preferred traditional music belonged to the sensitive personality type characterized by impressionability, openness, empathy, alertness, firmness, conscientiousness, and, at the same time, inferiority complexes, and a tendency to psychogenic depressions and phobias.

Forging one’s identity as a twin: Balancing sibling cohesion and deidentification

Little is known about how twins influence one another’s development during emerging adulthood. Although the exact mechanisms that underlie sibling influence have not been firmly established, they likely encompass processes that highlight either sibling identification (e.g., seeking similarities and imitation in the service of building cohesion) or deidentification (e.g., seeking differences that distinguish themselves to reduce competition, rivalry, and jealousy). Because past research inferred these processes rather than directly assess them, we conducted a mixed methods study in which 20 sets of monozygotic (MZ, n = 11 dyads) and dizygotic (DZ, n = 9 dyads) twins, aged 19.70 years (SD = 1.11), were interviewed individually regarding their personal identity development and sibling relationship. A grounded theory approach guided the qualitative analysis, which included coordinating twins’ interview responses at the dyadic level. Each twin also completed the Adult Sibling Relationship Questionnaire which provided a complementary quantitative assessment. 75% of the dyads prioritized differentiation and felt that college was the optimal time to pursue unique identities and goals. Those who prioritized seeking similarity were MZ twins who sought emotional closeness and support and attended the same college. Rather than pitting social learning and deidentification as opposing processes, the results suggest that deidentification is a developmental process in which twins increasingly take steps towards independence while seeking to retain the closeness, trust, and reliance they have long enjoyed in their relationship. Practical implications for helping twins balance their needs for autonomy and distinctiveness, while maintaining emotional closeness, are discussed.

TEACHING HISTORY IN HIGH SCHOOL AS A WAY TO BUILD A COMPLEX OF SELF-IDENTIFICATIONS OF HIGH SCHOOL STUDENTS

This study examines the role of history education in shaping the complex self-identifications of high school students, highlighting its significance in the broader context of democratic education principles and human rights. Recognizing the transformative power of history education, the research investigates how historical narratives and teaching methodologies influence students’ identity formation and their perception of societal roles. Through a mixed-methods approach, involving surveys and observations from 300 high school students across ten schools in the Dnipropetrovsk region, this study explores the interplay between historical education and student self-identity, focusing on the integration of multiple perspectives, critical thinking, and ethical reflection in the curriculum. The findings reveal that exposure to diverse historical viewpoints not only enhances students' understanding of history but also actively supports their personal and social identity development. Critical engagement with historical content, especially involving ethical dilemmas and social injustices, encourages deep reflection and aids in forming a nuanced personal and social identity. Moreover, the study addresses the challenges posed by global educational dynamics and the media, which often contrast with the objectives of historical education, suggesting that an enriched historical curriculum can serve as a counterbalance to external influences. The research underscores the need for history educators to adopt inclusive and reflective pedagogical strategies that foster a critical understanding of history while supporting complex identity formation among students. By doing so, history education not only contributes to the academic development of students but also plays a crucial role in preparing them for active and informed citizenship in a democratic society. The study’s recommendations advocate for continuous teacher development and curricular adjustments to better meet the diverse needs of students, ensuring that history education remains a pivotal element of modern educational systems.

The Influence of Parasocial Relations on Contemporary Chinese Young Women's Idol Worship: A Study on Fan Culture

With the booming development of socio-economic and Internet technology, social culture has also continued to improve and enrich the times. Fan culture is given a new cultural connotation, and the fans cover the coverage of all sectors of society, which has attracted widespread attention. This study explores the correlation between parasocial relationships and celebrity worship among young Chinese women, utilizing questionnaires to examine how social connections influence celebrity worship behavior and its impact on well-being. The findings reveal a significant association between parasocial connections with celebrities and the level of celebrity worship. Despite potential adverse effects, celebrity worship provides emotional support and fosters a positive outlook on the future through parasocial relationships. The research also delves into the psychological mechanisms underlying the formation of these relationships, emphasizing the role of social media and celebrity culture. Understanding celebrity worship among young Chinese women contributes to our understanding of fan behavior, personal identity development, and the broader socio-cultural context of media and celebrity in contemporary society.

Formation and development of educational, professional and personal identity of students with disabilities

Introduction. The formation and improvement of the educational, professional and personal identity (self-attribution, self-definition) of students with disabilities is one of the important goals of educational processes in modernuniversities and an important area of scientific research and practical and applied development.Purpose setting. Purpose of the study is analysis of the problems of formation and development of educational, professional and personal identity of students with disabilities.Methodology and methods of the study. Research methods are theoretical analysis and synthesis of research results on problems of formation and development of educational, professional and personal identity of students with disabilities. The methodological basis of the study was a systematic approach to understanding the formation and development of educational, professional and personal identity of students with disabilities.Results. Currently, there are theoretical tasks to develop an integrative model of the formation and development of educational, professional and personal identity of students with disabilities. The leading role in this process is played by the value-semantic and activity aspects of the educational, professional and personal identity of students with disabilities, and their correlation. Conclusion. The author summarizes the results of a study of the formation and development of educational, professional and personal identity of students with disabilities. The theoretical significance and scientific novelty of developments in the field of formation and development of educational, professional and personal identity of students with disabilities are noted. The prospects for theoretical and empirical study of the problem of formation and development of educational, professional and personal identity of students with disabilities are related to the tasks of improving the quality and effectiveness of higher professional education.

The importance of creating the right conditions for group intervision sessions among medical residents– a qualitative study

BackgroundThe burnout rates among residents urge for adequate interventions to improve resilience and prevent burnout. Peer reflection, also called group intervision sessions, is a potentially successful intervention to increase the resilience of young doctors. We aimed to gain insight into the perceived added value of intervision sessions and the prerequisite conditions to achieve this, according to residents and intervisors. Our insights might be of help to those who think of implementing intervision sessions in their institution.MethodsAn explorative, qualitative study was performed using focus groups and semi-structured interviews with both residents (n = 8) and intervisors (n = 6) who participated in intervision sessions in a university medical center in the Netherlands. The topic list included the perceived added value of intervision sessions and factors contributing to that. The interviews were transcribed verbatim and coded using NVivo. Thematic analysis was subsequently performed.ResultsAccording to residents and intervisors, intervision sessions contributed to personal and professional identity development; improving collegiality; and preventing burn-out. Whether these added values were experienced, depended on: (1) choices made during preparation (intervisor choice, organizational prerequisites, group composition, workload); (2) conditions of the intervision sessions (safety, depth, role of intervisor, group dynamics, pre-existent development); and (3) the hospital climate.ConclusionsIntervision sessions are perceived to be of added value to the identity development of medical residents and to prevent becoming burned out. This article gives insight in conditions necessary to reach the added value of intervision sessions. Optimizing preparation, meeting prerequisite conditions, and establishing a stimulating hospital climate are regarded as key to achieve this.

Cultural stress, personal identity development, and mental health among U.S. Hispanic college students.

The present study examines the extent to which culturally stressful experiences may predict impaired well-being, increased internalizing symptoms (depression and anxiety), and increased externalizing problems (social aggression, physical aggression, and rule breaking) among a sample of Hispanic college students in Miami across a 12-day period. The predictive effects of cultural stressors on these outcomes were examined both (a) directly and (b) indirectly through daily fluctuations in students' personal identity synthesis and confusion. Results indicated direct predictive effects of cultural stress on four forms of well-being (self-esteem, life satisfaction, psychological well-being, and eudaimonic well-being), on symptoms of depression and anxiety, and on physical aggression and rule breaking. The predictive effects of cultural stress on all four forms of well-being and on symptoms of depression and anxiety were partially mediated through daily fluctuations (instability) in students' sense of personal identity synthesis. Findings were consistent across genders and between U.S.- and foreign-born students. Results are discussed in terms of implications for intervention and for policy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

METAMORPHOSES OF PERSONALITY IN THE INFORMATION SOCIETY: EDUCATION, CULTURE, IDENTITY

The relevance of the topic is determined by the rapid development of digital technologies and their impact on all spheres of human life. The current reality requires analysis and understanding of how these technologies change the perception of education, the formation of cultural environment and identity. The purpose of the research is to systematically study and analyze in depth the interaction of the information society with the spheres of education, culture and identity. The primary objective is to thoroughly identify and disclose the complex interrelationships arising from this interaction, in particular, the impact of information technologies on educational practices, the formation of cultural space, and the transformation of the individual. In addition, the research aims to reveal not only changes in the field of personal development under the influence of the information society but also to identify positive or negative trends that may arise as a result of these processes. The object of the research is the dynamics of transformations in the spheres of education, culture and identity arising in connection with the development of the information society. The obtained results of the research are of great practical importance for adapting to the challenges of the information society. It has been determined that educators and students need to establish digital capabilities since this can provide the basis for creative teaching methods. The key factors of cultural transformation are identified in the aspect of culture, which creates the basis for strategies aimed at preserving cultural heritage and developing new forms of cultural interaction. The impact of the information society on the development of personal identity is examined in terms of identity, and this research might provide a foundation for psychological support initiatives in the digital sphere.

Features of academic professional and personal identity of students with disabilities

Introduction. The article substantiates the relevance and feasibility of studying the characteristics of the educational, professional and personal identity of students with disabilities. The need to take into account the characteristics and find ways to effectively and efficiently manage the formation and development of educational, professional and personal identity of students with disabilities is emphasized.Purpose setting. Purpose of the study is the analysis of the characteristics of the educational, professional and personal identity of students with disabilities.Methodology and methods of the study. Research methods are the theoretical analysis and synthesis of issues related to the educational, professional and personal identity of students with disabilities. The methodological basis of the study was a systematic approach to understanding the characteristics of the educational, professional and personal identity of students with disabilities.Results. Currently, there are theoretical tasks of identifying the characteristics of the educational, professional and personal identity of students with disabilities, overcoming the contradictions associated with attempts to comprehend the specifics of identity and other socio-psychological characteristics of groups of students who are extremely diverse in the nature of their existing health limitations. One of the leading problems is related to the divergence of researchers' ideas about the existence, sources and nature of such differences: some researchers believe that many differences between students with and without disabilities are exaggerated. Other researchers believe that these differences are downplayed, underestimated, or insufficiently and accurately described.Conclusion. The author summarizes the results of research into the characteristics of the educational, professional and personal identity of students with disabilities. The importance and promise of systemic, holistic work in the context of the formation and development of educational, professional and personal identity of students with disabilities is emphasized: providing conditions for the formation and development of mature educational, professional and personal identity of students with disabilities.

Personal and illness identity in youth with type 1 diabetes: Developmental trajectories and associations.

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).

A Theoretical Framework of the Role of Racism in Adolescent Personal Identity Development: Applications to Racially Marginalized Youth in the USA

Racism is an element of the sociocultural context that may significantly impact personal identity development among youth of color in the USA. However, theories of personal identity development largely do not consider the influence of racialized experiences. This paper presents a theoretical framework of the role of racism on adolescent personal identity development (RAPID framework); we demonstrate its utility with the example of interpersonal forms of racism in the context of racially marginalized youth in the USA. The RAPID framework combines psychological and sociological perspectives on identity development to describe moments in the process that may be affected by aspects of racism (e.g., stereotypes, biases). Empirical support for aspects of the framework is drawn from research on adolescents’ ethnic-racial identities and specific aspects of personal identities (e.g., academic identity). To create environments that promote positive personal identity development for ethnic-racially marginalized youth, the RAPID framework addresses potential barriers that can be eliminated and highlights aspects of resilience that can be supported. Suggestions for empirical research on the RAPID framework, as well as for theoretical extensions of it, are discussed.

Student Expectations in Hebrew Teacher Training: On the First Cohort of Palestinian Female Students from East Jerusalem

The study focused on the first cohort of Palestinian female students from East Jerusalem to enroll in a “Hebrew for Arabic speakers” teacher training program at the Hebrew University in Jerusalem. This novel curriculum is designed for Hebrew teachers in Arab schools, particularly in East Jerusalem. The research examined the students’ expectations from the curriculum and instructional staff. The study’s main argument was that students’ expectations from the program were impacted by a variety of historical, sociocultural, and political factors specific to the context of Jerusalem, as was their ability to become Hebrew teachers in East Jerusalem schools in accordance with the Israeli curriculum. Analysis according to Bronfenbrenner’s Ecological Theory indicated that students’ expectations pertained to: the development of personal and professional identity; the need for lecture support on academic and occupational issues; command of the Hebrew language as a stimulus for academic, occupational, and social development; integration in the Jerusalem employment market; and social mobility. The findings contribute to the little existing research on Palestinian Jerusalemites’ academic integration by conceptualizing a minority population’s aspirations in Israeli higher education. In this way, they may help policymakers in Israeli academic institutions to develop training programs targeted at specific populations.

Identification of Factors Influencing Professional Identity Development in Medical Students at Basic Sciences Stage.

Medical education is beyond gaining a certain level of knowledge and mastering a specific set of skill. Medical students should try to improve the self and system, which necessitates personal growth and professional identity development. In this study, we aimed to investigate the factors which contribute to the formation of professional identity of medical students in basic sciences stage and finding out the significance of each factor. In this cross-sectional practical survey, semi-structured interviews were done with 10 medical students. The interview results yielded several items, which were used to make a 14-item questionnaire, the validity and reliability of which were verified. The contribution of the items to the factors was verified through factor analysis, the prerequisites of which were KMO and Bartlett test, which were done and approved. The significance of the factors obtained was evaluated and ranked through one sample t-test and Friedman test, respectively. The result showed that professional identity development in the stage of basic sciences was influenced by several factors, including educational, socioeconomic, personal, and familial ones. Also, the personal factor ranked first, followed by socioeconomic, educational, and familial factors, respectively. In this study, it was concluded that the participants were more influenced by their own personal attitudes as compared to their familial, socioeconomic, or educational factors. Moreover, the factors which contributed to the professional identity of medical students were not at the same level of significance. To train physicians with high professional identity, medical education authorities are recommended to consider the above-mentioned factors.

Identity Development of Emerging Adults Revealing Negative Experiences of Their Parents

This qualitative investigation explored the identity development of emerging adults who revealed their parents’ negative experiences. Participants were 169 Chinese college students ( M = 19.83, SD = 1.19, 76.92% women) from southwest China. Thematic analysis of the data which were collected in December 2022 suggests that the participants revealed various parental negative experiences including hardships and poverty, failure and regrets, as well as family scandals and interpersonal conflicts. The participants strived to make meaning out of such experiences and looked into the future to make a difference based on their meaning-making capacities. Such a process leads to both personal identity exploration and family identity negotiation which become foundations for their future family narratives. We created a model of personal and family identity development to capture the process of identity development in revealing parental negative experiences. The findings of this study contribute to the scholarship on family narratives and identity development.

Participation and co-production for learning and development of identities: wherever I go, I meet myself.

Contemporary society is characterised by constant change with an ever-increasing feature of interconnection, having clear implications for healthcare professional learning and role identity. It is proposed that active participation and coproduction for learning can provide options to understand contemporary challenges and opportunities in the development of personal and professional identity. This research aimed to explore the value of learning and development of identity through participation in co-produced practical workshop activity involving service users and students across a Year 1 (level 4) undergraduate BSc(Hons) Physiotherapy module. Co-production was also reflected within the research project design and operationalisation. Following delivery of the workshops, data were collected and analysed from a series of individual semi-structured interviews (n = 11) and a focus group. Six emergent themes were identified. A central theme of identity and self-worth was deconstructed within five interdependent sub-themes; real and safe, person-centred, backstage learning, good to talk and staging of curriculum. A process of open dialogue within co-produced workshop design and delivery would appear to enhance learning and a contextual appreciation of a broader 'whole' for all participants. Future research is aimed at building on this project, to explore co-produced learning opportunities across levels and settings that provide further insight into personal and professional identity development.

Gender Confirmation Work, Rest, and Symbolic Boundaries in (Trans)Gender Support Groups

Research on transgender identity and community boundaries has developed steadily over the last decade, but many of the inquiries center around personal identity boundaries and development rather than collective boundary drawing. To understand how and why gendered symbolic boundaries are drawn and enforced in shared spaces, I collected and analyzed qualitative data from thirteen in-depth interviews with trans people in gender support groups in the United States. I investigated the symbolic boundaries that members of gender support groups draw around who “counts” as trans, who is welcome in the groups, and factors that influence boundary drawing. I found that trans participants engage in high amounts of emotional work, that I term gender confirmation work, to uphold their gender identities in a cisnormative world. Consequently, gender support groups function as space of rest from work, and boundaries are drawn to ensure rest inside the groups. My study on gender support group membership boundaries advances new terms to describe trans people’s response to gender-based harm. My findings also demonstrate how trans people—a marginalized population—employ group strategies for navigating cisgender-dominant society.

Identity and parent-child relationship representations of Nezha: From cultural narrative to case conceptualization

Objective Based on the assumption that the cultural image at the level of experience is the collective and individual psychological reality expressed by cultural narrative and individual narrative, to study the timeless Tales of Nezha (“Natch”) in China as an experiential cultural image of child development and parent-child relationship. Method We adopted the narrative analysis method which focused on qualitative content analysis, covering religion, folklore, literature, entertainment, education and other fields. Result Our exposition articulates a cultural narrative framework of diachronic and contemporary cultural image of “Nezha”, the iconic child deity. This framework refers to our academic research discipline of describing the image characteristics, plots and interpersonal relationship, and conceptualizing the theme as psychological meaning units of personal identity and parent-child relationship. By analogizing and comparing this framework with the “Nezha” of personal narratives in consultation, we found the interactive clues of the case’s identity and parent-child relationship. We then combined these with specific elements unique and particular to each individual case in order to achieve a meaningful case conceptualization. This process enabled us to apply psychotherapeutic intervention at opportune moments during a counselling session. Conclusions The cultural image emerging from the counseling is not only a personal narrative of resource and a tool for the client to externalize the problem and identity representation, but also a cultural narrative reference point for the counselor to understand the case and to engage in further in-depth work. The personal narrative qualitative data can be obtained by referring to four dimensions: external—internal, event—image, narrative—interpretation, and experience—reflection. With the narrative identity of client, the “Nezha” of personal narrative led to the theme that parent-child relationship impedes the development of personal identity. The counselor was thereby enabled to construct a new meaning and new identity with the client by providing appropriate information and knowledge of the cultural narrative.

The Moral Foreign Language Effect: Do Languages Influence How We Make Moral Decisions?

Both philosophy and linguistics have emphasized the importance of language as a means of dialogue. Despite the fact that Wittgenstein added a new layer of complication to this point of view, the Sapir-Whorf theory, proposed by Edward Sapir and his colleague Benjamin Lee Whorf, helped the impact of language on the mind acquire notoriety. With this idea, language not only continued to be a means of communication but also received recognition in the social science curriculum as a crucial element in the development of personal identities and the process of knowledge assimilation. The effect of language on morality and ethics was the most significant element that philosophers and linguists overlooked in their extensive study. For instance, little is known about how the terms we choose can influence how we understand morality and ethics. The sole subject of this article will be how language influences the moral and ethical decisions we make. To put it another way, how we make choices is greatly influenced by the language or beliefs we use in both public and private life. This means that in order to understand a country’s law or socially accepted norms, it is crucial to closely examine the language that country uses. The options or goals that are publicly acceptable are also closely related to the language, metaphors, and discourses used by a specific society. The contemporary world does not analyze these incidents from a linguistic perspective, but language has contributed to the creation of accepted legal and social standards.