A Neurocognitive Model of Self-Concept Development in Adolescence

Abstract

When and how do changes in self-concept emerge in adolescence, and which factors facilitate positive self-concept development? This review summarizes recent research findings on self-concept development based on neurocognitive development studies. Self-concept goes through formative changes in adolescence, including linear and nonlinear changes in perspective taking, social comparison, and self-evaluation. In this review we ( a) present a neuroscientific model of self-concept development by relating processes that drive self-concept changes to neuroscience discoveries and ( b) elaborate on the roles of early life experiences and environmental support factors in fostering self-concept development in adolescence. This review concludes that self-concept changes pose vulnerabilities as well as opportunities for adolescent development. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 4 is December 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

A neurocognitive model of early onset persistent and desistant antisocial behavior in early adulthood

“…In most individuals, their view of themselves (i.e., their self-concept) is generally positive and wellstructured, with a more positive self-concept in some domains than others (Crone et al, 2022). A positive self-concept has been associated with increased well-being and self-efficacy (Rodman et al, 2017), and its development is largely shaped by previous social experiences and development of cognitive abilities (Crone et al, 2022). Positivity of the self-concept, however, temporarily dips in adolescence, and rises again into early adulthood (van der Cruijsen et al, in press, Rodman et al, 2017).…”

“…Having a well-structured self-concept, that is both relatively stable and malleable at the same time, helps young adults to establish continuity and goal-attainment in a changing social world, and to adjust their behavior to the possibilities (opportunities and constraints) of the social situation . The self-concept has been divided into two parts: self-concept appraisal (i.e., the estimated qualities or attributes of the self), and self-concept clarity (i.e., "the extent to which knowledge and beliefs about the self are clearly and confidently defined, internally consistent, and temporally stable") (Crone et al, 2022). Together, these findings show that adolescence and emerging adulthood are important periods in which self-concept is shaped by experiences.…”

“…Thus, how we evaluate ourselves is influenced by (1) evaluating social feedback that we receive from others and (2) responding to social feedback and (3) goals and motivations that we hold (e.g. view ourselves positively and maintain coherent and consistent view about ourselves (Crone et al, 2022, Elder et al, 2021.…”

“…Although people may protect their self-beliefs after receiving social feedback, they can also decide to use the feedback to update their self-concept and goal representations (Crone et al, 2022, Elder et al, 2021, which increases their self-efficacy and self-control in future situations (Jiang et al, 2022). From a SIP perspective, goals are mental representations that influence all social information processing steps (Crick & Dodge, 1994), and orientate people towards producing or wanting (to avoid) particular outcomes that have not been attained yet (Crick & Dodge, 1994;Moskowitz, 2012).…”

Mood variability during adolescent development and its relation to sleep and brain development

“…In this study, data from adolescents from the Leiden Self-Concept Study was used (38,39). The Leiden Self-Concept Study is a longitudinal study with 5 time points.…”