Identity Domains Research Articles

Identities of Emerging Adult Men in Contemporary Gujarat

Emerging adulthood is considered a phase in which an individual is required to make choices that shape identity. It involves making major life decisions regarding occupation and relationships. This study focuses on understanding the identities of emerging adult men in the domains of career, relationship, and gender roles. Participants included 40 single emerging adult men, 18–29 years, from educated upper middle-class families in Vadodara city in Gujarat. In-depth interviews, including open-ended questions and hypothetical vignettes, were conducted to gather the data. The qualitative data was examined through open and axial coding, followed by identifying the common and salient themes across the identity domains. The results reveal that urban middle-class men are inclined to be gender sensitive and are resistant to stereotypical notions of masculinity. Assertion of individuality is clearly observed among the young men along with concern for family harmony.

Rooted in Family, Exploring the World: The Integrated Identities of Advantaged Guatemalan Adolescents

Adolescents in today’s globalized world construct their identities within complex and intersecting ecologies. In majority world countries, such as Guatemala, adolescents are exposed to external influences through international media, travel, and visitors from other cultures. In this study, 131 middle and high school adolescents (53% girls, Mage = 14.5, range = 11–19) attending a bilingual school in Guatemala completed two quantitative measures (concerning local and remote acculturation and identity domain importance) and two qualitative measures (open-ended responses to the prompt “I am” and an autophotography exercise). The quantitative results showed that cultural affiliation with Guatemala was associated with a collective identity. Qualitative findings provided a deep and complex view of identity in the context of collectivism and global influences. In response to the prompt “I am,” adolescents described themselves as profoundly social, embedded in networks of nuclear and extended family and friends. They reported personal qualities that foster and maintain social bonds, including friendliness, kindness, sincerity, and a sense of humor. Reflexive thematic analysis of the text from the autophotography activity revealed participants’ interdependent self-construals and their developmental model of growth strategies and aspirations. Integration of traditional and global influences was creative and seamless for these adolescents who saw themselves as firmly embedded in family, Guatemala and its culture, while confidently growing and exploring the world. A mixed-methods approach can provide complementary findings that are more meaningful and expansive than either quantitative or qualitative methods alone.

Exploring the self, others, and the world: the interplay between experiences abroad in adolescence, identity processes, and ethnic prejudice

Study abroad experiences can be an important asset for individuals’ personal development and well-being. However, their impact on social identity domains and prejudice is still unexplored. The current research examined whether the ways in which youth retrospectively narrate their abroad experiences in adolescence were intertwined with their national and European identity processes and ethnic prejudice. A total of 117 Italian youth (M age = 22.71, SD = 2.50; 53.8% females) who participated in a mobility program in adolescence completed an online questionnaire and a retrospective narrative interview. Agency and self-event connections in the narratives were directly linked to identity processes in national and European domains. European identity processes were associated with different levels of affective and cognitive prejudice. Across both identity domains, the number of self-event connections in the narratives was indirectly linked to lower affective prejudice via increased in-depth exploration. These findings highlight the importance of abroad experiences for consolidating self- and other-oriented views.

What influences the implementation of clinical guidelines related to enteral nutrition in the intensive care unit: A mixed-methods systematic review.

To systematically evaluate and analyse literature concerning the factors influencing the implementation of clinical practice guidelines related to enteral nutrition in the adult intensive care unit. Guidelines serve as crucial tools for guiding clinical practice. However, a significant gap persists between current clinical practice and guidelines pertaining to enteral nutrition. It is essential to identify the reasons behind this disparity to foster clinical transformation. A mixed-methods systematic review. A systematic search was conducted across PubMed, Embase, Medline, Cochrane, PsycINFO and CNKI databases to identify impediments and facilitators to the implementation of ICU clinical practice guidelines related to enteral nutrition. The types of studies included quantitative, qualitative and mixed-methods studies. The search spanned from January 2003 to January 2024 and was updated in May 2024. The quality assessment of the included literature was conducted using the Mixed-Methods Study Evaluation Tool (MMAT). Data analysis was performed using a data-based convergent integration approach. The protocol for this study was prospectively registered (PROSPERO2023, CRD42023483287). Twenty papers were finally included, and 65 findings were extracted, integrating a total of three categories, Category 1: healthcare provider factors, including three sub-themes: knowledge of guideline-related knowledge and awareness of guideline application; social/professional roles and identity domains; beliefs, attitudes and self-efficacy; collaboration, Category 2: practice environments, including two sub-themes: environmental factors and resource areas; systems and behavioural norms, Category 3: patient values and nutritional support preferences including two sub-themes: patient disease status and value orientation. Healthcare professionals should analyse obstacles and facilitators to guideline implementation from multiple perspectives, strengthen healthcare collaboration, improve education and training systems, correct misperceptions and increase awareness of evidence-based practice.

Development and Validation of the Identity Negotiation Experiences and Strategies Scale

ABSTRACT A rich theoretical and empirical literature captures experiences of identity conflict and tension at the nexus of identity domains that feel incompatible. The Identity Negotiation Experiences and Strategies (INES) scale was developed to provide a quantitative tool for capturing experiences of identity strain or conflict, and strategies for responding to or managing strain. Focus groups with college students from the United States, the Netherlands, and Finland were used to develop a pool of items capturing students’ identity negotiation experiences. Subsequently, two college student samples from the United States and the Netherlands were used to refine the scale and assess psychometric properties. Four subscales – Strain, Compartmentalization, Vigilance, and Identity Negotiation Resources – demonstrated strong and significant correlations with other theoretically relevant identity processes, as well as with depression symptoms. Metric measurement invariance was demonstrated across the U.S. and Dutch samples. We explore links with existing theory and research and potential future uses for the INES.

Vocational English Lecturers’ Professional Identity: A Closer Look to the Six Domains

The growing research on teachers’ identity focused mostly on pre-service teachers, beginning teachers, and teachers at the secondary level. Research on teacher identity in the tertiary context has indeed been carried out, however, not much research has focused on the identity of English lecturers in vocational institutions, which arguably face more challenges compared to non-vocational counterparts. Teachers’ identity impacts the teaching process, in the way teachers see themselves, value their roles, and what their beliefs about teaching. These things significantly influence how they approach their work in the classroom. Aiming to fill in the gaps and add to the literature regarding the identity of vocational lecturers, this study seeks to answer three questions: (1) How do vocational English lecturers define their identities related to the six domains namely self-image, motivation, commitment, self-efficacy, task perception, job satisfaction, of teacher identity? (2) What are the things that cause the vocational English lecturer to define their identity, based on the six domains? (3) What are the advantages of knowing the teachers’ identity regarding the challenges that the vocational English lecturers face in their professional lives? The research used the purposive sampling method in qualitative research and was based on the saturation principle to determine the number of research participants. Using questionnaires and interviews with three participants as well as three-stage coding techniques and inductive analysis, this research found various positive identities within all six domains of teacher identity. These identities stem from both personal and contextual factors. Despite these promising findings, vocational English lecturers encounter certain challenges, notably with students who often have limited academic abilities, resulting in feelings of inadequacy, and a lack of enthusiasm for the English learning process.

Boosting Institutional Identity on X Using NLP and Sentiment Analysis: King Faisal University as a Case Study

Universities increasingly leverage social media platforms, especially Twitter, for news dissemination, audience engagement, and feedback collection. King Faisal University (KFU) is dedicated to enhancing its institutional identity (ID), grounded in environmental sustainability and food security, encompassing nine critical areas. This study aims to assess the impact of KFU’s Twitter interactions on public awareness of its institutional identity using systematic analysis and machine learning (ML) methods. The objectives are to: (1) Determine the influence of KFU’s Twitter presence on ID awareness; (2) create a dedicated dataset for real-time public interaction analysis with KFU’s Twitter content; (3) investigate Twitter’s role in promoting KFU’s institutional identity across 9-ID domains and its changing impact over time; (4) utilize k-means clustering and sentiment analysis (TFIDF and Word2vec) to classify data and assess similarities among the identity domains; and (5) apply the categorization method to process and categorize tweets, facilitating the assessment of word meanings and similarities of the 9-ID domains. The study also employs four ML models, including Logistic Regression (LR) and Support Vector Machine (SVM), with the Random Forest (RF) model combined with Word2vec achieving the highest accuracy of 100%. The findings underscore the value of KFU’s Twitter data analysis in deepening the understanding of its ID and guiding the development of effective communication strategies.

Integrating personality psychology and intersectionality to advance diversity in the study of persons

AbstractConsideration of how interrelated social structures relate with personality has been limited. In this paper, we discuss how researchers might apply an intersectional framework–which uses a social justice lens to examine how social structures are interconnected and impact individuals—at three distinct levels of personality including traits, characteristic adaptations, and integrative life narratives. We begin by providing conceptualizations of personality and intersectionality and describe considerations for their integration, including the need to widen the methodological and epistemological scope of personality science. Key areas of research that demonstrate the promise of an intersectional framework for unpacking structures of power and oppression in relation to the person are then described for each level of personality. Specifically, recommendations for how an intersectional framework may be used to examine structural identity domains in relation to trait levels, values and goals, as well as the content and process of narrated lives are offered. We conclude with discussion of how application of an intersectional framework is crucial for promoting inclusion and generalizability in personality science.

Assessment of anorexia nervosa according to the DSM-5 alternative personality model using the SCID-5-AMPD diagnostic interview system

IntroductionAnorexia nervosa (AN) is a chronic disease that significantly impairs the quality of life, with a low (less than 50%) remission rate, the incidence of which is increasing and it appears at younger and younger ages.ObjectivesOur aim is to facilitate effective and targeted therapy for anorexia nervosa by identifying personality traits and endophenotypes that aid diagnosis and identification of psychotherapeutic targets.MethodsAN patients aged 18-45 years (N=14 female patients in the current study) completed online questionnaires on personality traits (PID-5), eating disorder (EDI-1), emotion regulation style, mentalization (MZQ), dissociation (DIS-Q), current emotional and mood state (SCL-90, PHQ-9), and past traumatic events (CTQ) after MINI and SCID-5-AMPD interview. Results were compared with a matched healthy control sample.ResultsApart from AN, the most common comorbidity was depressive episode, and anxiety disorders were also present. In the SCID-5-AMPD interview, high scores were obtained for several domains describing personality dysfunction in the AN group. Among self-report questionnaires, we observed significant differences in scores on the SCL-90-R, and no difference in CTQ in the AN patients compared to healthy controls.ConclusionsBased on the results of our study, the AN group showed more severe personality trauma, especially in the functional domains of identity and intimacy, and more psychological distress. The above may help to identify personalised psychotherapeutic treatment targets in AN patients, which may significantly improve effectiveness and reduce the time spent in therapy.Disclosure of InterestNone Declared

Tickling the heart: integrating social emotional learning into medical education to cultivate empathetic, resilient, and holistically developed physicians.

Advancements in technology have improved healthcare quality but shifted the focus to efficiency, negatively impacting patient- doctor relationships. This study proposes integrating social-emotional learning (SEL) into medical education to address this issue. Social-emotional learning (SEL) is based on social learning theory and has a focus on emotion management, stress management, empathy, and social skills. Through SEL, students can develop social and emotional skills by observing, interacting with, and imitating others. Incorporating SEL into medical education would ensure that physicians develop the social and emotional skills necessary to form positive relationships with patients and to cope with the emotional demands of medical work. SEL comprises six domains, namely, the cognitive, emotion, social, values, perspective, and identity domains. These six domains are closely related to the six core competencies the Accreditation Council for Graduate Medical Education (ACGME) indicated every doctor should possess, which indicates that the domains of SEL are highly relevant within the context of medical education. Furthermore, SEL can lead to the development of empathy, which can improve physicians' ability to understand patients' perspectives and emotions, and resilience, which can enable physicians to more effectively cope with the demands of their work, and it can lead to holistic development, with doctors gaining an understanding of both the technical and humanistic aspects of their work. Incorporating SEL in medical education would enable doctors to develop key social and emotional skills that would improve their ability to provide holistic medical services and therefore would improve overall medical systems.

The interplay of multicultural and career identity development

Career identity development, involving exploration and commitment, is a lifelong process by an individual that is fundamental to shaping one’s career. Although prior research has investigated what may lead one to develop a strong and clear career identity, there is limited understanding of the cultural influences on career identity development relevant to multicultural individuals. Integrating the identity status paradigm with a narrative identity perspective, we propose that career identity development interplays with multicultural identity development. We explore this interplay through in-depth interviews with Chinese-ethnic multicultural individuals. From the interviews, we elucidate a typology (Multicultural-Career Identity Interplay, ‘MCII’) to explain how multicultural identity and career identity development are interrelated in systematic ways (Commanding, Cruising, and Contending), and introduce a dual-dimensional, relational-oriented framework of career paths. We explain how each MCII pattern corresponds to individual career paths and is associated with immigration age. Our study extends career identity development theory into the cultural identity domain, providing a more nuanced understanding of the dynamic and culturally influenced career development of multicultural individuals. The findings can help individuals and career counsellors better understand and support the career identity development of individuals who identify with more than one culture.

Group Identity and Inter-Ethnic Relations in the Western Niger Delta of Nigeria

Abstract In this paper, the author paints the socio-political canvass that coloured the motif of colonial and post-colonial political arrangement that characterised the western Niger Delta of Nigeria. This paper underscores the Isoko minority group’s struggle for identity as a distinct ethnic group from their Urhobo neighbour in post-colonial times. It is the aim of this work to try to bring light on the history of minority group’s struggle for establishing their own identity and political domain within the framework of sub-nationalism in the Nigerian state using the appropriate theoretical frameworks. The study deployed the historical and analytical methods, with primary and secondary sources to achieve its aim. The paper shows that the identity of the Isoko Nationalism was not clearly established, until after 1963 and even as late as the period of the Nigerian Civil War, the separate identity of the Isoko ethnic group was not clearly established in some circles, until crude oil economy brought them to the limelight after the end of the Nigerian civil war. The author deposes that to appreciate ethnic relations across time and space in relation to contemporary political circumstances, from the perspective of both majority and minority status and in relation to different ethnic out-groups. Finally, the paper shows that understanding the patterns of intergroup relations as exemplified by the Isoko and their neighbours in the Niger Delta region of Nigeria is a necessary prelude to the appreciation of the phenomena in the trajectory of developments that had serious implications on the evolution and trend of the Isoko as an identifiable distinct ethnic group.

Bicultural identity and adjustment among ethnoracially minoritized and immigrant adolescents

For ethnoracially minoritized and immigrant youth, identity formation involves efforts to integrate social identities that are derived from their ethnic-racial group memberships (i.e., ethnic-racial identity) and their connection to the country in which they reside (i.e., national identity). This study investigated the extent to which these two social identities were simultaneously associated with adolescents’ psychosocial adjustment via their associations with the integration of these identities (i.e., bicultural identity integration) and across adolescents’ identity domains (i.e., global identity coherence). This cross-sectional study (January 2020) included a US ethnoracially diverse sample of 355 adolescents (Mage = 15.95 years; SD = 0.79; 50.4% female; 40.6% Latino/a/x, 29.0% White, 13.2% Black, 8.2% Asian, 7.0% other; 76.1% US-born; 76.9% had at least one foreign-born parent) who completed online surveys in class. Structural equation path analyses with bias-corrected bootstrapping were conducted to test a theoretical sequential mediation model of identity and adjustment. Findings indicated that national American identity explained significant variance in adolescent psychosocial adjustment (i.e., higher academic engagement and self-esteem) via its unique associations with bicultural identity integration and global identity coherence. Furthermore, sensitivity analyses revealed some support for alternate models suggesting that the examined identity constructs may work in tandem with one another to inform adolescent psychosocial adjustment. This study highlights the multifaceted nature of social identity development and provides preliminary evidence regarding how the simultaneous development of adolescents’ ethnic-racial and national identities informs their psychosocial adjustment.

Centering Student Voice to Inform Teacher Practice and Research: Validation of an Asset-Based Identities Measure

Collectively, measures created for research use—whether self-report or observational—have contributed to evidence underscoring the importance of ensuring teachers develop knowledge and skills to engage in asset-based pedagogy. Teachers who wish to enhance their practice, however, do not have a way to elicit students’ perspectives of their instruction with a validated instrument designed to do so. Given that student identity is a robust predictor of minoritized students’ academic and non-academic outcomes, this study reflects the development and validation of Asset-Based Identities Measure that centers student voice to formatively inform teacher practice. The iterative design of the study included expert educators, students, and a larger validation sample of N = 860 students. Cognitive interviews and focus groups contributed to the refinement of the pilot measure across three identity domains. Factor structures were examined through confirmatory factor analyses resulting in a robust measure. Use of the measure is discussed.

Do sectors (still) matter? Exploring similarities and differences between public, private, and non‐profit organizations from an organizational identity perspective

AbstractThis paper uses an organizational identity perspective to investigate similarities and differences between public, private, and nonprofit organizations. The analysis is focused on three interrelated identity domains: the content used by members to define their organizations; the orientation of the organizational identity (individualistic, relational, and collectivistic); the nature of members' attachment to their organizations (identification, neutral identification, ambivalent identification, disidentification). Using a sample of 256 members of organizations belonging to these three sectors we found that: the content used to describe public, private, and nonprofit organizations, although sharing numerous elements, also contains sector‐specific meanings, especially in nonprofit organizations; concerning the organizational identity orientation, private organizations are seen as more individualistic and more relational than public and nonprofit ones, while public organizations score high in the collectivistic orientation; regarding the nature of members' attachment, although members of the three types of organizations exhibit the same levels of organizational identification and neutral identification, nonprofit organizations generate more disidentification and ambivalent identification among their members than public and private ones. Overall, organizational elements revealing operational practices tend to be similar, while those elements representing organizational identity tend to be different.

Evaluating the use of clinical decision aids in an Australian emergency department: A cross-sectional survey.

To identify healthcare professionals' knowledge, self-reported use, and documentation of clinical decision aids (CDAs) in a large ED in Australia, to identify behavioural determinants influencing the use of CDAs, and healthcare professionals preferences for integrating CDAs into the electronic medical record (EMR) system. Healthcare professionals (doctors, nurses and physiotherapists) working in the ED at the Gold Coast Hospital, Queensland were invited to complete an online survey. Quantitative data were analysed using descriptive statistics, and where appropriate, mapped to the theoretical domains framework to identify potential barriers to the use of CDAs. Qualitative data were analysed using content analysis. Seventy-four healthcare professionals (34 medical officers, 31 nurses and nine physiotherapists) completed the survey. Healthcare professionals' knowledge and self-reported use of 21 validated CDAs was low but differed considerably across CDAs. Only 4 out of 21 CDAs were reported to be used 'sometimes' or 'always' by the majority of respondents (Ottawa Ankle Rule for ankle injury, Wells' criteria for pulmonary embolism, Wells' criteria for deep vein thrombosis and PERC rule for pulmonary embolism). Most respondents wanted to increase their use of valid and reliable CDAs and supported the integration of CDAs into the EMR to facilitate their use and support documentation. Potential barriers impacting the use of CDAs represented three theoretical domains of knowledge, social/professional role and identity, and social influences. CDAs are used variably by healthcare professionals and are inconsistently applied in the clinical encounter. Preferences of healthcare professionals need to be considered to allow the successful integration of CDAs into the EMR.

Understanding identity construction among deaf adolescents and young adults: implications for the delivery of person and family-centered care in audiological rehabilitation.

The provision of holistic person and family-centered care in the audiological rehabilitation of adolescents and young adults (AYA) requires in-depth consideration of identity construction. The purpose of this research study was to describe the lived experience of identity construction among deaf AYA. The thoughts, perceptions, and feelings of AYA on their identity and the processes underlying the construction of identity, with a focus on navigating disability, social relations and roles, community assimilation and self-perception were explored. A qualitative interpretive phenomenological approach was adopted. Participants were a purposive sample of 5 AYA, aged 15 to 19 years. Participants had moderate to profound deafness and were enrolled in schools for the deaf where they partook in semi-structured phenomenological conversations, detailing their lived experiences with identity construction. The superordinate themes of creating a self-concept, belonging, stress and being deaf emerged from participants' narratives. Identity construction occurs concurrently at several levels. At the personal level, AYA create self-conceived ideals of who they are. At relational level, identity is fostered through person-to-person and person-to-group interactions. At societal level, AYA navigate inherent challenges with hearing impairment and their positionality as deaf individuals. Understanding the nuances of identity construction gives insights for further research and highlights the self-ascribed identity domains and related psychosocial variables that appeal to person and family-centered care, uncovering opportunities and barriers to successful delivery. Findings have implications for the transitional care of deaf AYA that is responsive to their needs.

Acculturation gaps among Afghan refugee families in Canada: Implications for family relationships, adaptation outcomes, and subjective wellbeing of emerging adults

The present study applied and extended the Acculturation Gap-Distress Model to a sample of Afghan emerging adults and their parents living in Canada. Using two different methods to operationalize the “gap”, the impact of acculturation gaps on family relationships, adaptation outcomes, and subjective wellbeing of Afghan emerging adults was examined. Acculturation was evaluated concerning both Canadian and Afghan cultures, and independently for the language, identity, and behavioural domains of acculturation. The following three themes emerged in the results: a) Emerging adults’ proficiency in the Farsi language and higher identification with Afghan culture are important factors behind their family relationships, adaptation outcomes, and subjective wellbeing. b) Parents’ identification with the Canadian culture is an important factor behind emerging adults’ psychological adaptation and subjective wellbeing. c) The parent-emerging adult gap in Canadian identity acculturation was the only consequential gap associated with emerging adults’ lower reports of family cohesion.

Identity Theft: Social Withdrawal as a Risk Factor in Identity Development

During emerging adulthood, identity development may be facilitated through a myriad of social interactions, especially in settings such as college. However, some social withdrawal motivations may impede an individual from engaging with others, and consequently, may stifle identity exploration and commitment. The objective of this study was to examine differences between social withdrawal subtypes on levels of identity development in a variety of domains among college emerging adults. Participants for this study consisted of 792 undergraduate students (547 women, 69% European American). Distinct social withdrawal motivation groups were created (shy, unsocial, avoidant) and then compared using multivariate analysis of variance (MANOVA). Results indicated the shy group struggled with identity commitment generally, the avoidant group struggled with identity exploration and commitment in multiple domains, and the unsocial and mixed withdrawn groups showed comparable levels of identity exploration and commitment to the non-withdrawn group both generally and across identity domains.

Teacher identity in work with students' psychosocial environment: A systematic review of quantitative research

AbstractThis article is a contribution to understanding teacher identity related to working with students' psychosocial environment (PSE). A systematic review of quantitative studies (n = 10) analyzing the relations between components of teacher identity and teachers' work with the PSE is presented. Findings indicate significant relations between the identity components task‐related self‐efficacy and job satisfaction along with likelihood or frequency of intervention in bullying situations. However, results regarding relations between general teaching efficacy or task perception and teachers' approach to bullying were inconclusive. Findings suggest that teachers' self‐efficacy and job satisfaction as identity domains play an important role in students' PSE. This information has implications for teacher education, professional development, and policymakers.