Development Of Personal Identity Research Articles

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).

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.

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.

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.

Contemporary significance of popular pedagogy

This article mirrors the contemporary significance concerning the essence of popular pedagogy and the importance of this science of education for the formation of human personality. The profound democratic transformations in society and the immanent demand for integration in the contemporary world are inextricably linked to the recognition of spiritual renewal through the development of science and the improvement of the entire education system. The arguments evoked in this article attest the need for pedagogical implications in the personal identity development in line with the national culture. The use of folklore for this purpose can bring real benefits for the harmonious personality development in the context of educational partnership. Współczesne znaczenie pedagogiki popularnej Artykuł odzwierciedla współczesne znaczenia dotyczące istoty pedagogiki popularnej i znaczenia tej nauki o wychowaniu dla kształtowania osobowości. Głębokie przemiany demokratyczne w społeczeństwie i immanentna potrzeba integracji ze strukturalnym zespołem współczesnego świata są nierozerwalnie związane z uznaniem duchowej odnowy poprzez rozwój nauki i doskonalenie całego systemu. Przywołane argumenty świadczą o konieczności pedagogicznych implikacji w kształtowaniu tożsamości osobowości ludzkiej w duchu kultury narodowej. Wykorzystanie folkloru w tym celu może przynieść realne korzyści dla harmonijnego kształtowania osobowości w kontekście partnerstwa edukacyjnego.

Early childhood teachers’ experiences of burnout and their identity formation: From a constructivist grounded theory perspective

본 연구는 구성주의 근거이론 방법을 적용하여 유아교사들의 소진 경험과 인식을 탐색하고, 자료로부터 이론을 구성하는 것을 목적으로 하였다. 이를 위해 공립유치원에 근무하는 8명의 교사를 대상으로 집중면담을 실시하였으며, 연구참여자의 이야기를 정교화하고자 시도하였다. 자료 분석은 Charmaz(2014)의 구성주의 근거이론 방법을 사용하였으며 연구참여자들의 응답을 녹음한 후 전사하여 초기코딩, 초점코딩, 이론적 코딩의 과정을 거쳤다. 이론적 코딩은 데이터에서 출현하는 주제에 따라 소진에 대응하는 교사들의 행위와 전략에 초점을 두고 이루어졌으며, 결과는 1) 교사가 필연적으로 마주하는 소진 2) 교사가 대응하는 소진3) 교사를 변화시키는 소진으로 나타났다. 결과에서 나타난 범주 및 하위 범주는 유아교사들의 소진경험을 통해 나타나는 정체성 형성 이론으로 이론화되었다. 논의는 유아교사가 그들의 개인적, 전문적 정체성을 확인하고 전문성을 발달시키는 데 있어 소진 경험이 그들의 정체성 형성과 어떻게 연결되고 어떤 의미를 지니는지에 초점을 두었다. 이를 위해 첫째, 자아를 확인하는 소진, 둘째, 교사로서의 전문적 정체성을 확인하는 소진, 셋째, 대응을 위한 의도적 행위를 생성해 내는 소진, 마지막으로 필연적인 전문성 생성으로의 소진을 중심으로 논의되었다.This study aims to explore the experiences and perceptions of burnout among early childhood teachers. Using the constructivist grounded theory method, this study developed a contextual theory from the data. Eight teachers working in public kindergartens were interviewed intensively, and their stories were elaborated. Data were analyzed using Charmaz's(2014) constructivist grounded theory, including initial coding, focus coding, and theoretical coding. Theoretical coding focused on teachers' behaviors and strategies in response to their burnout with themes emerging from the data. The categories and subcategories identified in the results were theorized as identity formation through the burnout experience of early childhood teachers. The discussion focused on how burnout is associated with early childhood teachers' identity formation, and how it is related to their personal and professional identity development. Specifically, the discussion centered on four aspects of burnout: 1) burnout as a means of confirming self; 2) burnout as a means of confirming professional identity as a teacher; 3) burnout as a means of creating intentional actions for response; and 4) burnout as a means of inevitably creating professionalism.

Code‐switching 101: Black women counselor educators’ personal and professional identity development

AbstractThe perceptions of personal and professional identity development from four Black women counselor educators were examined through a collaborative autoethnography methodology. Themes identified include (a) intentionality of code‐switching, (b) inextricable identities, (c) fight for and with authenticity, and (d) mutual development of personal and professional identities.

Fostering Creative Agency through Screenwriting: An Intervention

ABSTRACT One of the main drivers of acting creatively is people’s belief that they can do so. Yet, most of the previous work on creative self-concept takes a domain-general perspective, telling us little about whether domain-specific interventions or activities can build people’s creative self-perception. This paper specifically considers the domain of screenwriting to investigate and enlighten the debate in the area. We analyze the impact of an intervention focused on the development of creative self-efficacy and creative personal identity in an undergraduate screenwriting course at the Griffith Film School, Griffith University, Australia. The intervention, scaffolded by a creative metacognitive framework was an integral part of the course and was delivered by a Creativity Coach. Our results suggest that enrolling in an intensive and elective screenwriting course which included targeted teaching and self-reflection about creativity and the creative process, significantly improved participants’ creative personal identity (valuing creativity) and creative performance, with no effect on their creative self-efficacy. We discuss the theoretical and practical implications of our findings and provide recommendations for future research.

Psychological problems of gender and ethnicity in the relationship process of moldovian teenage immigrants from Italy

In addition to family and school, the peer group is a crucial element for defining personal identity during the transition period from childhood to adulthood. Through this, the adolescent has the opportunity to be outside the safe family environment, in a process of autonomy and diversification, and to experience an equal type of socialization, capable of fulfilling a multiplicity of functions, which takes place on several levels. At the individual level, friendships provide the context conducive to the growth and development of self and personal identity, through forms of emotional involvement and sharing of meanings; at the relational level - encourages the expansion of individual interests, the enrichment of knowledge through the set of own and others' expectations, in this way forming their own opinions; at the social level - provides protection against fears related to the changes that take place during this period, allowing the realization of a sense of security and trust, of fundamental importance, thus compensating for the need for recognition, support and validation. The work represents an analysis of the phenomenon of relationality through the lens of gender and ethnicity among Moldovan teenagers in Italy.