Identity Development in Adolescence Samuel R. Mathews, Ph.D. Department of Psychology The University of West Florida

Identity and Self Self Concept: –Generalized view of self Childhood—more physical Adolescence—more psychological Social Comparison –Estimation based on social comparisons –Upward comparison: realistic comparison can lead to improved functioning; unrealistic comparison can lead to frustration –Downward comparison: can lead to lower efforts to improve

Identity: Key Constructs Autonomy –A sense that the individual participates actively and with some degree of control in decision-making: About self In interactions with others –Patterns of family interactions inhibit or enhance this decision-making

Identity: Key Constructs Individuation: –As adolescents make decision and experience consequences they begin to define themselves as different from others –Adolescents begin to separate the affective element of an event and the intellectual analysis of that event

Identity: Key Constructs Individuation (cont’d) –Families impact this process Allowing decision-making within boundaries supports the process of individuation Openness of emotions within family supports this process Supporting exploration within boundaries can lead to free but cautious explorations by the adolescent Positive outcomes follow from a balance of independence and familial closeness

Erikson’s Perspective on Identity Dev. Fifth stage in Erikson’s psychosocial theory of development Individual has likely acquired major tools of the culture Emphasis shifts to establishing an identity separate from but related to family of origin

Erikson’s Perspective on Identity Dev. Explorations beyond the family system increase and provide a sampling of alternatives to that family system Individuals who explore and internalize a set of values, beliefs, expectations, and norms will likely reach an identity achieved

Marcia’s Identity Status Model Major constructs: –Commitment: construction of a relatively stable set of values, beliefs, roles, norms, and expectations –Exploration: behaviorally or vicariously seeking out experiences typically beyond the family or origin

Marcia’s Identity Status Model Identity Diffused –Neither committed nor engaged in exploration; –May have some explorations but more of a “meandering rather than intentional exploration –Seem to be more of a carefree drifting than exploration.

Marcia’s Identity Status Model Identity Foreclosed— –Committed to an identity without significant exploration; –Focused on well defined goals –Behavior conforms to expectations of authority –Lack flexibility and can be defensive –Adopt values, beliefs, etc. of authority figures

Marcia’s Identity Status Model Identity Moratorium –Engaged in exploration of roles, values, etc. –Tend to move between conformity and rebellion –Tend to be more anxious than other statuses

Marcia’s Identity Status Model Identity achieved –Tend to have resolved questions about their own values, norms, etc. –More thoughtful and introspective –Can explain their explorations and choices –Perform well under stress –Tend to resolve moral dilemmas at high levels of moral reasoning

Domains of Exploration Gender Role/Sexual Identity Ideological/Political/Theological Career Interpersonal (may be beyond gender role)

Ethnic Minority Identity Development Defining Minority Status Phenny’s Work –Stages of Ethnic Identity Development based on: Interaction with the dominant culture Interaction with one’s own culture Internalization of ethnic and cultural values, beliefs, & traditions

Ethnic Minority Identity Development Cross’s Stages (Vandiver, Cross, Worrell, & Fhagen-Smith, 2002): –Pre-encounter: Assimilation & Self-Hatred –Encounter: Experience of events leading to reexamination of ethnic perspective

Ethnic Minority Identity Development: Cross (cont’d) –Immersion-Emersion: deep immersion into one’s own culture and potential hatred of the other –Internalization-Commitment: self acceptance, other acceptance; bi-cultural

Evaluating the Self Self Esteem: evaluation of self Most likely evaluation is domain specific Alternative constructs: –Perceptions of Competence (Harter & colleagues) Social Scholastic Conduct Appearance Athletics

Evaluating the Self Bouchey & Harter (2002) –Transition from elementary to middle school relationship between perceptions of competence changes –Perceived academic competence linked to scholastic efforts and behaviors –Most frequent change is a reduction in perceptions of competence

Evaluating the Self Perceived Self-Efficacy: The perception that some outcome can be achieved through current knowledge and skills or knowledge and skills that can be obtained

Strategies for encouraging perceived self efficacy Mastery Experiences—opportunities to succeed given challenging but attainable goals Vicarious Learning—observing others similar to oneself acting and attaining goals

Strategies for encouraging perceived self efficacy Verbal/Social persuasion—encouragement and instructional (not evaluative) feedback Positive Affective Environment—experiences of attempting challenging tasks with instructional not evaluative feedback; encouragement of attempting tasks, not simply succeeding;

Relationship between Self-Efficacy and Identity It was found that identity exploration and commitment, self-efficacy, control, and responsibility were predictive of future orientation. for younger adolescents, greater perceived control and responsibility was related to a stronger future orientation. (Kerpelman & Mosher, 2004)

Elements of Emotion Physiological arousal (heart rate, blushing, sweating, etc) Subjective experiences/feelings (rage, elation, sadness, etc)

Elements of Emotion Cognitive interpretations (blaming another, recognizing the object of desire) Behavioral expressions (crying, smiling, gazing longingly

Adolescents and Their Emotions Younger adolescents’ emotions tend to be more unstable than at any other time in life Emotional variability is rapid and emotional states short lived Neurological Basis for Emotionality: –Amygdala related experience of emotions –Prefrontal cortex tends to be related to monitoring and control of emotions and develops across the young adult years

Emotional Regulation Typically not fully regulated until late adolescence or emerging adulthood Strategies –Cognitive Reappraisal: Restructuring conceptions of the experience –Suppression of Emotional Expression: Controlling the expressed emotion (laughing instead of crying)