1,721,160 research outputs found
Self and identity formation as embedded in the social context
No full textYoung people do not develop their self and identity in a social vacuum, but in a continuous interactive process involving significant members of their social networks. In this article, we discuss various mechanisms through which interactions in different developmental contexts impact adolescent self and identity formation. Furthermore, we underline that this process is not unidirectional: in fact, the more adolescents achieve a clearer sense of who they are, the more they can exert an active influence in their contexts. In discussing this dynamic process, we will show evidence drawn from longitudinal studies with adolescents. Specifically, we will examine self and identity formation in the family, school, and civic contexts
Identity formation in "invisible" adolescents: A research on inmates
No full textIl presente contributo è finalizzato a esaminare la formazione dell'identità in adolescenti in carcere. A tal fine sono stati condotti due studi: il primo studio (trasversale) esamina le differenze nei processi identitari mostrati dagli adolescenti in carcere (N = 34) e dai loro coetanei studenti (N = 53); il secondo studio (longitudinale) analizza come cambia nel tempo la formazione dell'identità negli adolescenti in carcere (N = 31). In entrambi gli studi, i partecipanti hanno compilato la versione italiana dell'Utrecht-Management of Identity Commitments Scale (U-MICS). I risultati mostrano che gli adolescenti in carcere presentano un'identità scolastica meno strutturata rispetto ai loro coetanei inseriti nel tradizionale percorso formativo, tuttavia l'esperienza nel contesto penitenziario sembra fornire l'opportunità per intraprendere un nuovo percorso evolutivo, caratterizzato dal consolidamento dell'identità scolastica. Per quanto concerne l'identità interpersonale, invece, non ci sono differenze tra gli adolescenti in carcere e non in carcere; in questo caso l'esperienza in carcere si associa a una rimessa in discussione dei propri impegni.This contribution sought to examine identity formation in adolescents in prison. For this purpose, two studies were conducted: the first study (cross-sectional) examined differences in identity processes shown by inmates (N = 34) and their peers in a control group (N = 53); the second study (longitudinal) analyzed how inmates' identity formation changes over time (N = 31). In both studies, participants completed the Italian version of the Utrecht-Management of Identity Commitments Scale (U-MICS). The results show that adolescents in prison have a much more uncertain school identity than their peers in school, but the experience in the prison context seems to provide the opportunity to undertake a new developmental pathway, characterized by the consolidation of school identity. For what regards interpersonal identity, there were no differences between inmates and their peers; in this case, the prison experience was mainly associated with a reconsideration of prior commitments
Identity dynamics in adolescence: Processes, antecedents, and consequences*
No full textIdentity formation is the core developmental task of adolescence. The three-factor identity model provides a parsimonious framework for unraveling the dynamic process by which youth form and revise their identity over time. In this article, studies conducted with the three-factor model are reviewed, showing how they can provide new insights to address three main questions: (a) How do adolescents develop their identity? (b) How is adolescent identity related to well-being and psychosocial functioning? (c) How does the cultural context in which adolescents come of age influence this process? Importantly, the extent to which adolescents are successful in forming and maintaining a stable identity is influenced by the context in which they live, and is strongly intertwined with their psychosocial functioning
Identity Formation in Adolescence: The Dynamic of Forming and Consolidating Identity Commitments
Full text linkThe biological, cognitive, and social changes that occur in adolescence stimulate young people to think about themselves, reflect on the kind of people they want to become, and find their place in society. Traditionally, these changes have been explained by Erikson's theory and Marcia's identity status model, but process-oriented models of identity provide new insights. In particular, dual-cycle models, such as the three-factor identity model, focus on the dynamic process by which young people iteratively form and maintain their identity over time. This iterative process is captured by the interplay of commitment, in-depth exploration, and reconsideration of commitment, as well as by distinct identity statuses. Furthermore, the extent to which adolescents find a stable identity is intertwined strongly with their psychosocial functioning and well-being
One or more identities? Integrating personal and social identity
No full text«Come articolare identità personale ed identità sociale?» Questo contributo rappresenta un tentativo di risposta preliminare ad una delle domande fondamentali alla base dell'attività scientifica di Augusto Palmonari. Per raggiungere questo obiettivo sono prese in considerazione le caratteristiche essenziali dei processi sottostanti l'identità personale (impegno e varie forme di esplorazione) e sociale (categorizzazione, identificazione, confronto sociale e distintività) discutendone i punti di contatto.How are personal and social identity intertwined. This contribution represents an attempt to provide a preliminary answer to a fundamental question at the basis of the scientific activity of Augusto Palmonari. In order to achieve this aim, the key features of the processes underlying personal identity (commitment and various forms of exploration) and social identity (categorization, identification, social comparison, and group distinctiveness) are taken into consideration, discussing their interplay
The toll of prejudice: The longitudinal interplay between ethnic prejudice and well-being in adolescence
Full text linkEthnic prejudice has negative effects on the well-being of ethnic minorities. However, less is known about the consequences of holding negative attitudes toward diversity for ethnic majority youth in current multicultural societies. Across two studies, the current research examined the medium-term (Study I) and day-to-day (Study II) reciprocal associations between affective and cognitive prejudice and several well-being outcomes (i.e., subjective, psychological, and social well-being, physical health, and sleep) among ethnic majority adolescents. In Study I (N = 1103; Mage = 15.66, 48.59% females), ethnic prejudice was found to be mostly linked longitudinally and concurrently to decreases in well-being indicators, although with a few exceptions, at both the within- and between-person levels. Conversely, in Study II (N = 458; Mage = 15.59, 54.77% females), poorer subjective well-being and physical health were associated with increases in prejudice on the next day. Together, these findings suggest a spiraling effect whereby poor well-being leads to short-term increases in prejudice, which in turn contribute to medium-term decreases in well-being. Overall, this research highlights for the first time the intertwined nature of prejudice and well-being among ethnic majority youth and suggests the need to support adolescents in navigating the diversity of current societies
“I Feel You!”: The Role of Empathic Competences in Reducing Ethnic Prejudice Among Adolescents
Full text linkEmpathic competences might help adolescents navigate current multicultural societies by supporting harmonious intergroup relations. Yet it is unclear how each component of empathy (empathic concern and perspective-taking) is associated with different dimensions (affective, cognitive, behavioral) of ethnic prejudice. The current study aims to fill this gap. A total of 259 Italian adolescents (M(age) = 15.60, 87.6% female) completed online questionnaires at three time points (i.e., April, May, and October 2021). The results of cross-lagged models indicated that empathic concern was directly and indirectly associated with reduced affective, cognitive, and behavioral ethnic prejudice, while perspective-taking was linked to increases in cognitive and one facet of behavioral (i.e., lower contact willingness) prejudice. Furthermore, the prevalence of affect over cognition was found, with the affective component of both empathic competences (i.e., empathic concern) and ethnic prejudice exerting the strongest influence on the cognitive ones
Chiarezza del concetto di sé, tratti di personalità e sintomi depressivi in adolescenza [Self-concept clarity, personality and depressive symptoms in adolescence]
No full textThe aim of this study was to investigate gender, age and ethnic differences on self-concept clarity, personality characteristics and depression in early adolescence. Participants were 231 early adolescents with ages ranging between 11 and 15 years. Findings indicated that Italian adolescents reported higher self-concept clarity and lower depression than their foreign counterparts. Additionally, girls exhibited higher conscientiousness and lower emotional stability than boys. Finally, depression was found to be negative associated to self-concept clarity, extroversion and emotional stability.
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Commitment to community and political involvement: A cross-cultural study with Italian and American adolescents
Full text linkThe purpose of this study was to test whether personal commitment to community was related to political involvement in two cultural contexts: Italy and the USA. Participants were 566 adolescents (48.2% males) aged 14-19 years (M = 16 years; SD = 1.29): 311 Italians and 255 Americans. Participants filled out a self-report questionnaire. Analyses of variance revealed that American high school students reported higher levels of personal commitment to community than did their Italian peers and that many forms of political involvement were significantly more common among American adolescents. Structural equation modeling analyses revealed that personal commitment to community was strongly and positively associated with involvement in political activities in both adolescent samples. Thus, fostering personal commitments to community could potentially lead youth to political engagement
Strategie di coping ed identità in adolescenza [Coping strategies and educational identity formation in adolescence]
No full textLo scopo di questo studio è stato quello di indagare la relazione tra strategie di coping e identità in adolescenza, con particolare attenzione alle differenze di genere e di età. E' preso in considerazione un modello recente di identità (Crocetti, Rubini, Meeus, 2008) che comprende tre processi: l'impegno (si riferisce alla scelta fatta in settori rilevanti per l'identità e nella misura in cui ci si sente certa o ci si identifica con questa scelta), l'approfondimento (rappresenta la misura in cui gli adolescenti si occupano attivamente degli impegni attuali, riflettono sulle proprie scelte, cercano nuove informazioni, e parlano agli altri di questi impegni); riconsiderare l'impegno (si riferisce al confronto tra gli impegni correnti e delle altre possibili alternative , e agli sforzi dei giovani per cambiare impegni attuali). Il modello strategico di coping (Tap, Esparbes-Pistre e Sordes-Ader, 1997) è stato utilizzato per esaminare la misura in cui gli adolescenti contano su diverse strategie di coping (cioè il controllo, la ricerca di sostegno sociale, il rifiuto, il ritiro) nel trattare con gli eventi difficili. 298 adolescenti hanno partecipato a questo studio. L'analisi della varianza ha rivelato che i maschi mostrano maggiore impegno educativo rispetto alle femmine. Inoltre, le femmine più spesso utilizzano il supporto sociale come un'utile strategia di coping, mentre i maschi più spesso adottano la strategia di controllo. Correlazioni e analisi di regressione hanno imostrato che le strategie di coping attivo (cioè il controllo e la ricerca di sostegno sociale) erano significativamente correlate a impegno ed esplorazione in profondità, i processi alla base della formazione di un'identità stabile. Sono discussi
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