Personality Development In Adolescence Research Articles

The Role and Application of Guilt in Adolescent Development

Adolescents encounter challenges in their development primarily encompassing psychological, ideological, and moral aspects. As time evolves, conventional methods to address these issues have been gradually weakened in practice, necessitating the introduction of new approaches. This paper provides an overview of the role of guilt in the growth of adolescents. Based on existing research results, this study introduces the definition, generation mechanism, moral attributes, and driving force of guilt through methods including citation introduction, summarization, analysis, and inference. Subsequently, the positive and negative effects of guilt are summarized. On the one hand, guilt brings negative emotions such as self-loss and anxiety, and may lead to an anti-social personality. On the other hand, it enables a more stable mental state in adolescents, promotes beneficial behaviors, and improves ideological and moral levels. The analysis results show that guilt, with the assistance of “conscience”, urges adolescents to take responsibility for their actions, correctly deal with the adverse consequences of their behavior, and make positive changes, thereby providing impetus for the development and improvement of adolescent personality. Consequently, it is recommended to introduce educational strategies centered on guilt into adolescent educationandguarantee their rationaizedapplication.

Emotional maturity and influencing factors of personality development in adolescents

This article addresses the topic of emotional maturity and personality development during adolescence, focusing particularly attention to variables such as gender and age that modify the existing connection between emotional maturity and personality factors (Big Five model). A deeper understanding of the process of emotional maturity and personality formation at this critical point in human development can be achieved through the integrated approach of these components. Emotional maturity in adolescence proves to be a crucial component, giving adolescents the ability to wisely manage the variety of powerful experiences and to acquire emotional understanding and awareness, as well as the interpersonal skills necessary to create positive and healthy relationships. Therefore, the emphasis placed on the development and improvement of the emotional sphere is essential at this stage of life.

HISTORY AND THEORY OF PSYCHOLOGY

The study concludes that while social networks have a significant impact on adolescent personality development, the nature of this influence is complex and multifaceted. These insights contribute to a deeper understanding of the digital dimension of adolescent development, offering implications for parents, educators, and policymakers in supporting positive online experiences.

The Role of Social Support in Adolescent Personality Development in the VUCA Era

The VUCA (volatility, uncertainty, complexity, ambiguity) era provides great challenges for adolescents in developing their personalities. Social support can be an important factor in helping adolescents overcome these challenges. This study aims to explore the role of social support in adolescent personality development in the VUCA era. The research was conducted through a literature study by collecting data from various sources such as journals, books and scientific articles related to this topic. In addition, the research was also conducted through in-depth interviews with 15 adolescent aged 14-18 years. The results showed that social support received by adolescents from parents, teachers, and peers has a significant role in the development of their more positive personalities. Social support can help adolescents reduce stress and improve psychological well-being. Adolescents who receive good social support also tend to be more adaptive to VUCA environments and better able to cope with uncertainty. However, inappropriate social support can have a negative impact on adolescents, such as dependency and the inability to cope with problems independently. Therefore, the role of social support in adolescent personality development in the VUCA era must be done appropriately and according to individual needs. In conclusion, social support can make an important contribution to adolescent personality development in the VUCA era. Therefore, there needs to be attention and support from various parties, including family, friends, teachers, and the surrounding environment to help adolescents build a more positive and adaptive personality. However, inappropriate social support also needs to be avoided so as not to have a negative impact on adolescent personality development.

The Relation of Adult Films to the Personality Development of Adolescents in the VUCA Era

Adolescence is a transition period from childhood to adulthood, where at this time a person will experience various physical, emotional, and psychological changes. Then in terms of psychic growth, a teenager has a high desire and curiosity and finds out about the sexuality he feels in himself. The method used in this study was filling out questionnaires or questionnaires. Questionnaires or questionnaires carry out data collection techniques through giving several statements to respondents. Sampling in this method was carried out on 40 adolescents as respondents with an age range of 12 to 21 years. From the results of Rhe study, it shows that the average teenager begins to know and watch adult films since the age of 15 years. The duration when they watched averaged 35 minutes. The more time they spend watching adult films and the length of time spent in one viewing, the more it affects their personality level, as well as their negative impact they feel, as well as emotional changes. Technology that provides easy access for mankind to find information today does not escape teenagers who are looking for various kinds of information about entertainment, education, teaching and so on. However, technology that makes it easier for teenagers to find out about the wider world, also has a negative side if used excessively, because the ease of accessing pornographic sites results in addiction that imprints on the psychic of the teenager. So that these teenagers lose control of their desires and have an impact on the misuse of information for personal pleasure that harms other parties. for this reason,

Mindfulness, Smile, Choice, Practice: Thoughts Based on Improving the Mental Health of Adolescent Secondary Vocational Students

Through the results of observations, questionnaires, tests, and other aspects from students, parents, teachers, schools, and society, we deeply explored the reality in the current education process of secondary vocational students, and actively thought about how to improve the current reality. We also explored the views and concepts more suitable for current students and times, created better educational and teaching activities to enhance students’ perception and experience, so that students can truly enjoy the process, accumulate psychological resources and energy, and successfully complete the tasks of adolescent personality identity and development. Students can follow the self-education path of mindfulness, smile, choice, and practice, truly improve the level of mental health, and lay a solid foundation for becoming high-quality and highly-skilled talents.

Research on Healthy Personality Training and Family Education Guidance for Adolescents -- An Exploration Based on the New Curriculum Standard in 2022

Through the research and analysis of sound personality development of adolescents, this thesis explores the relationship between adolescents' personality development and the guidance of family education in the light of the requirements of the new curriculum standards of 2022, and puts forward relevant research and practice suggestions. Through the review and theoretical analysis of existing literature, it is found that family education plays a crucial role in shaping adolescents' personality development. The paper further explores how to develop effective guidance for adolescent personality development in the family environment in accordance with the requirements of the new curriculum standards of 2022. Finally, the paper puts forward some suggestions, including strategies for family education, teacher training, and school-family cooperation, with a view to providing references for sound personality development and family education guidance for adolescents.

Editorial: Youth personality development

The period between childhood and adulthood is a turbulent time of life (Hollenstein & Lougheed, 2013). While there is a solid body of research on youth social, biological, and psychological development (Sawyer et al., 2018; Steinberg & Morris, 2001), surprisingly little is known about personality processes and individual differences in them during these years. The papers in this Special Issue make important contributions to the current literature in three ways: first, by mapping developmental patterns to broader conceptualizations of personality, including personality pathology, second, by examining predictors and mechanisms in youth personality development, and third, by linking youth personality development to later life outcomes. We hope that the results of these papers will contribute to a more nuanced understanding of adolescent personality development in diverse cultural contexts and stimulate new integrative research.

Fetal Fantasy and the Perfect Child: How Certain Challenges of Adolescence may Inform Aspects of the Abortion Debate.

This article explores psychic aspects of abortion, from the fixity of beliefs over its legalization, to conscious and unconscious fantasies related to the fetus, children, parenting, fertility, and so on. Generally speaking, the field has shown less direct interest in abortion per se than might be surmised, particularly given the centrality of sexuality and procreation in psychoanalysis. The recent legal changes may initiate more psychoanalytic interest in the topic. The current writing studies a possible strand of fantasy in which conscious and unconscious wishes for an unending, idealized, and blameless child-object are displaced onto a fetus or fetal imago. Speculations and suggestions are drawn from casework with an individual which points to a possible channeling or avoidance of unprocessed grief when the seeming perfection of childhood ends abruptly, almost without transition, with the imposition of adolescent personality development.

Personality Development and Behavior in Adolescence: Characteristics and Dimensions

This article aims to present the specifics and characteristics of personality development during adolescence in light of the family’s influence on the adolescent’s self-esteem, self-perception, and behavior. Self-concept holds a particular importance in an individual’s psychological and social development and expression. Self-concept contributes to an individual’s communication, personal confidence, and independence. The objectives of the article are as follows: to trace some basic aspects of the influence of family on personality and its formation; to present concrete empirical dimensions of the Self-concept of students in a Bulgarian environment as well as their relationships with their parents; to show whether there are differences among the main ethnic groups in terms of their Self-concept and parental influence. The empirical analysis of the article is based on research conducted with secondary school students in 2018 within the framework of the “Modern Bulgarian Education: Status and Deficits” project, of which there were 130 Bulgarian, 70 Turk, and 70 Roma students aged 14–16 and of both sexes. The students were randomly selected from several Bulgarian secondary schools. To establish Self-images and the formation of various qualities, we used a method highlighting the types of personality tests used to register Self-concept profiles, including various personal qualities in different areas of personality expression. Students rate the qualities as real and as their desire to possess them on a five-degree scale from “1”—I do not possess at all to “5”—I completely possess the corresponding quality. The survey results showed that young people to a large extent tend to strive for the construction of their Self-image as open to sociability, contacts, and communication to attain affirmation among peers and autonomy. The article also analyzes assessments of parents’ involvement in children’s lives as well as the importance of family as a value. The main conclusion of the article is that upbringing in the family is key to the development of a child’s Self-concept and success, the value structure and emotional state, as well as overall personal activity.

Peran Pembimbing dalam Meningkatkan Kecerdasan Spiritual Anak Asuh di Panti Asuhan

The purpose of this study was to determine the role of mentors in increasing the spiritual intelligence of adolescents at the Al-Arif Alwashliyah Labuhanbatu orphanage. The focus of this research is how the role of mentors in improving the spiritual intelligence of foster children as the fulfillment of rights and obligations to foster children for their survival and as a supporter of the personality development of adolescents in getting even better spiritual intelligence from the orphanage adviser. Sources of data taken were directly from the head of the orphanage as the leader of the Al-Arif Alwashliyah Labuhanbatu orphanage, and from other informants, namely from the orphanage administrators and from orphanage youth. The data analysis technique used in this study is descriptive qualitative data analysis which involves describing events that occurred in the field. This approach includes data collection, data reduction, data presentation, and drawing conclusions. As with the results of research on the role of mentors in increasing the spiritual intelligence of foster children at the Al-Arif Alwashliyah Labuhanbatu orphanage which is very good where the application, increasing spiritual intelligence is clearly visible from the daily life of orphanage orphans.

Determining Positive Behavioral Skills in Different Age Groups of Young Basketball Players during the Pandemic

Assessing psychological indicators such as positive behavioral skills in the context of adolescent personality development during the pandemic era is highly relevant: the growing problem of peer disrespect among adolescents who participate in sports has recently become an undeniable scientific issue. This study aimed to analyze positive behavioral skills in the cadet (U16) and junior (U18) age groups of young basketball players during the COVID-19 pandemic. The participants were 378 male athletes (age 16.36 ± 1.15 years). Results revealed that U18 athletes are more capable of taking responsibility, positively evaluating themselves, behaving pro-socially with teammates, cooperating, demonstrating assertiveness, demonstrating self-control, and managing emotions than U16 adolescent athletes. When comparing the effect sizes in the current study during the pandemic with similar studies by other authors, the pandemic may have had a larger negative effect on some positive behavioral skills (ability to control emotions, social responsibility skills, cooperation skills) in U16 athletes than in U18 athletes, as the effect sizes were small before the pandemic and moderate during the pandemic in the current study. This study’s results may be useful for developing and implementing a young athletes’ education program based on a comprehensive model of positive behavioral skills that include the indicators analyzed.

The Relationship between Parenting and Personality Development of Adolescents

Adolescence is known to be the pivotal stage of human life, when people construct identity and achieve autonomy, competence, and relatedness. Different parenting styles lead to specific developmental outcomes during adolescence. At this stage, personality development occurs and affects adolescents social behavior and perception, which often have lasting effects on individuals later in life. Despite parenting and personality developments significance in adolescence, limited existing studies have accounted for their interactions. This paper aims to demonstrate the relationship between parenting and the personality development of adolescents by reviewing and integrating existing research. The findings are divided into three main components: the reciprocal relationship between parenting and adolescent personality development, parenting and other factors associated with personality development, and cross-cultural differences in this relationship. The results suggested that parenting style not only directly leads to certain personality outcomes, but also interplays with adolescents personality and other problem behaviors. In addition, parental rejection and adolescent self-criticism both affect personality development through bidirectional relationships. Finally, there are cultural differences in the described relationship patterns. Overall, an authoritative parenting approach results in desirable personality traits and fewer behavioral problems. Permissive and authoritarian parenting strategies tend to lead to maladaptive personalities and performance, as well as externalizing and internalizing problems. This review can provide some guidance for furture research and practices regarding parenting styles and personality development during adolescence.

The Impact of School Environment on Personality Development in Adolescents: A Research Review

It is not well known how a person's sexuality and personality develop in tandem, especially throughout the critical years of adolescence when sexual behaviors in close relationships become increasingly widespread. In this paper, the researcher used a variety of longitudinal studies to examine the relationship between the maturation of a person's sense of self and their sexuality from childhood through young adulthood. Those who scored higher on the extraversion scale were also more likely to engage in traditional sexual behaviors, for instance, going out on dates. However, less conventional sexual behaviors were associated with less pleasant, less conscientious, and more neurotic personalities. In addition, the researcher uncovered evidence of correlative effects, with sexual experiences being associated with increases in extraversion and neuroticism and decreases in agreeableness. There was a genetic link between sexually typical behaviors and extroversion and a genetic link between sexually specific behaviors and affective personality traits. Common environmental influences predominantly accounted for correlations between sexually non-normative behaviors and personality and sexual behaviors and attributes linked to behavioral control. These findings draw attention to two personality processes that contribute to and shape adolescent sexual development: those governed by emotion regulation through genetics and those governed by shared environmental influences on behavioral regulation mechanisms.

Adolescent personality development as a longitudinal marker for burnout and happiness in emerging adulthood

This study examined whether individual differences in personality (development) from adolescence to emerging adulthood were associated with burnout and happiness in emerging adulthood. At Time 1 (2009; Mage = 15.7 years), Time 2 (2012), and Time 3 (2015), Belgian participants (N = 329; 43.1% boys) reported on the personality dimensions of extraversion, agreeableness/benevolence, conscientiousness, emotional stability, and openness/imagination. Burnout (exhaustion, disengagement) and happiness (life satisfaction, overall affect) were measured through self-reports at Time 4 (2018). For each personality dimension, except benevolence, higher levels were associated with fewer burnout symptoms. Initial levels of all personality dimensions were related to more happiness. Shallower decreases in extraversion, emotional stability, and stronger increases in imagination were related to fewer burnout symptoms and more happiness. Results indicate the importance of studying personality development as a determinant of later well-being, above and beyond effects of initial levels. Findings offer new insights into the field of personality, occupational, and positive psychology.

Patterns of Personality Development and Psychosocial Functioning in Japanese Adolescents: A Four-Wave Longitudinal Study.

While patterns of adolescent personality development are country-specific, previous studies that have examined them have been limited to the Netherlands and Finland. This study aimed to identify the patterns of personality development and examine the relationship between these patterns and psychosocial functioning among Japanese adolescents. Overall, 618 Japanese adolescents (49.5% girls; 16 years) participated in the annual longitudinal survey from 2013 to 2016. Using latent class growth analysis, the following four patterns of personality development were identified: resilient, over-controlled, vulnerable, and moderate. Although the mean-level changes in the Big Five domains were generally insignificant among the four patterns, the vulnerable pattern showed a progressive increase in conscientiousness, and the moderate pattern showed a decrease in neuroticism and an increase in conscientiousness. Furthermore, multivariate analysis of variance tests indicated that the resilient pattern showed higher subjective well-being and lower psychosocial problems than the other personality patterns; the over-controlled pattern showed higher internalizing problems than the resilient pattern; the vulnerable pattern showed lower subjective well-being and higher internalizing problems than the other patterns; and the moderate pattern scored between the resilient, over-controlled, and vulnerable patterns in both subjective well-being and psychosocial problems. These findings suggest that the vulnerable and moderate patterns, which are immature patterns compared to the resilient and over-controlled ones, showed positive changes to the direction of maturity from middle to late adolescence in Japan.

The Impact of Preschool Education Experience on Multidimensional Non-Cognitive Abilities and Personality Development of Adolescents

The topic’s relevance is based on solving the problems of the influence of preschool education experience on the multidimensional non-cognitive abilities and personality development of adolescents. The purpose of the article was to analyse the problems of the formation of multidimensional non-cognitive processes, substantiating and determining the non-cognitive abilities of preschool children: highly developed personality, giftedness, intelligence, soft skills and conducting an experiment using the basic survey of the 2013-2014 school years conducted by the Chinese Expert Research on Education (CEPS) at Renmin University (China). The methodological approach of the research was based on the methods of analysis, synthesis, comparison, generalisation of literary sources on the problem of researching the formation of multidimensional non-cognitive abilities, graphic methods for visual illustration and comparison of the results of the ascertaining and formative stages of the research. The content of the main concepts of “abilities” and “non-cognitive abilities” is determined, and their features and features are revealed. The identified non-cognitive abilities and their indicators, as well as the methods of their formation, can be used as methodical material for universities and for the personal development of individual preschool education specialists in near and far foreign countries.

FEATURES OF THE PERSONALITY DEVELOPMENT OF ADOLESCENTS WITH INTELLECTUAL DISABILITIES

The article is devoted to the problem of personality development of adolescents with intellectual disabilities. Scientific research is determined by the relevance of studying the personality of adolescents with intellectual disabilities, the promotion of which development is an important task of special education for successful social adaptation and self-realization of children. The theoretical analysis of literary sources made it possible to determine the main psychological characteristics of adolescence, in particular, psychological neo formation that are the basis for the formation of a personality (development of self-awareness, motivational sphere, self-regulation of behavior, self-determination, etc.). The disharmonious development of the psyche determines the specific underdevelopment of the personality of adolescents with intellectual disabilities. The need-motivation sphere is immature, characterized by the predominance of organic needs and the complexity of forming social, low motivational power of motives and their unconsciousness. The underdevelopment of the “Self-concept” is characteristic, which is manifested in the contradictions and inconsistencies of the “Self-image”, insufficiently formed ideas about oneself, inadequacy of self-esteem and self-attitude. The analysis of the literature also proved that despite the general most typical characteristics of the personal development of adolescents with intellectual disabilities, there are also specific features of the development of the personality in various forms of oligophrenia and dementia. The article presents a description of certain personality traits of teenagers with various forms of oligophrenia and dementia. The positive influence of correctional education and upbringing on the personality development of students with intellectual disabilities is substantiated. The prospects of further scientific investigations aimed at studying the problem of forming a harmonious personality of adolescents with intellectual disabilities in educational and educational activities have been determined.

ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЛИЧНОСТИ ПОДРОСТКА И ЕГО ВЗАИМОДЕЙСТВИЕ В ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ

Consideration of the main forms and traits of adolescent personality development, features of their communication and interaction with adults and teachers. A brief example on my own professional experience of working with teenagers in the secondary vocational education system and recommendations for interacting with teenagers in an educational environment.

Personality development in immigrant and non-immigrant adolescents: Disruption or maturation?

This study examined gender and immigrant status differences in stability and change in the Big Five traits in a sample of early adolescents in Greece from economically disadvantaged schools with a high immigrant composition (65% first- or second-generation immigrants). Youth in the sample ( N = 1252, 46% female, ages 12–13 at time 1) self-reported Big Five traits annually for 3 years. Mean-level and rank-order stability were examined separately by gender and immigration history. Growth modeling of mean-level scores showed declines in all five personality traits for both genders between ages 12 and 14, followed by increases in conscientiousness for girls and boys, and increases in agreeableness and openness to experience for boys only. In sensitivity analyses, boys showed disruption at all levels of perceived economic stress, but only girls with high levels of perceived economic stress showed disruption. Trajectories were similar for immigrant and non-immigrant youth, suggesting that immigrant youth did not show greater mean-level disruption. However, immigrant youth reported lower means on all traits except emotional stability. Rank-order stability was moderately strong over 3 years and comparable across both genders and immigration histories. Results in this high-risk sample supported the disruption hypothesis and suggest that immigration experiences are associated with personality development.