A New Identity for Identity Research

Schwartz, Seth J.

doi:10.1177/0743558405274890

Cited by 166 publications

(47 citation statements)

References 25 publications

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“…Kroger, , 2007, or as general tendencies not tied to specific domains (Luyckx, Goossens, & Soenens, 2006). Some have argued that this approach voids the context and the person from the rich study of identity (van Hoof, 1999;Josselson & Flum, forthcoming;Schwartz, 2005;.…”

Section: Status Approachesmentioning

confidence: 99%

The Role of Domain Content in Understanding Identity Development Processes

McLean

Syed

Yoder

et al. 2014

J of Research on Adolesc

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The current studies examined the importance of domain content in the processes of identity development using two approaches—narrative and status. We examined personal narratives for identity domain content, the co‐occurrence of different contents, and the relations between content and processes, using two approaches to identity—status and narrative. Across two studies, 762 participants (average age = 19 years) and 2214 narratives, traditional ideological and interpersonal status domains were present, but so was a novel domain: existential concerns. Narrative identity processes were more frequent in narratives with multiple contents, and relations between identity statuses processes and narrative processes were modest. We discuss theoretical implications, the importance of examining content, and the utility of narrative approaches for doing so.

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Section: Status Approachesmentioning

confidence: 99%

The Role of Domain Content in Understanding Identity Development Processes

McLean

Syed

Yoder

et al. 2014

J of Research on Adolesc

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“…Furthermore, future studies could deepen our understanding of the conditions associated with more or less healthy identity development by adopting further longitudinal designs (Schwartz 2005). With a specific reference to the association between psychosocial problems and identity formation, it should be relevant to point out that in our contribution we have considered the role of anxiety levels, that is an internalizing problem behavior particularly widespread among female adolescents (Birmaher et al 1997;Muris and Steerneman 2001;Hale et al 2005;Hale et al 2008).…”

Section: Limitations Of the Study And Suggestions For Future Researchmentioning

confidence: 99%

Anxiety Trajectories and Identity Development in Adolescence: A Five-wave Longitudinal Study

Crocetti

Klimstra

Keijsers

et al. 2008

J Youth Adolescence

177

147

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The aim of this five-wave longitudinal study was to investigate the relationship between anxiety and adolescent identity development. Participants were 1,313 adolescents who annually completed measures of anxiety and identity. Growth Mixture Modeling (GMM) analyses demonstrated that the adolescent population was best typified by two latent growth trajectory classes: a low anxiety class (n = 1,199) characterized by a low initial level of anxiety that decreased over time and a high anxiety class (n = 114) characterized by a higher initial level of anxiety that increased over time. To answer our research question, we tested a model in which the anxiety classes predicted initial levels and rates of change of three identity dimensions: commitment, in-depth exploration, and reconsideration of commitment. Findings indicated that the high anxiety adolescents displayed a more troublesome identity development than their low anxiety peers, since their commitments became weaker with age, and they reconsidered them intensively.

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“…the terrorist becomes fused with the group he represents, so much so that he is willing to sacrifice his own life to advance the group's agenda and purposes. Schwartz [18] (p. 304).…”

Section: Back To Logical Basicsmentioning

confidence: 99%

Who Am I? Transforming Our Understanding of Identity and Moral Education

Splitter

2019

Education Sciences

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When I was invited to edit a special issue of Education Sciences on the theme of "Moral education and identity", I saw an opportunity both to gain a better understanding of how scholars across a range of disciplines construed the task of moral education in terms of identity and-I can now confess-to defend the claim that moral education, when properly understood, depends upon an account of identity which is quite different from that which dominates the social sciences, the media and popular opinion. My aim here is to provide such an account and, thereby, to suggest how we might construe the challenge of moral education in a world, and at a time, in which self-centered, short-sighted and narrow-minded thinking dominates much of the socio-political landscape. I argue that the dominant view of identity-that our own identities are constituted by those collectives and institutions with which we identify-actually reinforces narratives which bind us to tribal perspectives-in national, religious and cultural terms-in which we increasingly see ourselves and others in terms of who is "in" and who is "out". I propose a relational view of identity in which each person sees her/himself as "one among others", where the relationships in question both bind us in familiar and concrete ways to others-i.e., other persons but also other objects in the world-and transcend the boundaries imposed by belonging to this or that nation, religion, culture, or tribe. This idea of what it means to be a person goes hand-in-hand with a framework for moral education which is also both concretely relational and appropriately transcendent. Put briefly, we need to create the conditions in which young people engage one another dialogically in taking responsibility for tackling what I term "the Big Questions", including: "What do I/we stand for?", "What/who really matters?", "What kind of society/world do I/we want to live in (and leave for future generations)?", and "What is my place in the world?". (In taking this approach, I aim to address at least some of the questions posed in the original call for submissions for this special issue, as outlined at the Special Issue "Moral Education and Identity").

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A New Identity for Identity Research

Cited by 166 publications

References 25 publications

The Role of Domain Content in Understanding Identity Development Processes

The Role of Domain Content in Understanding Identity Development Processes

Anxiety Trajectories and Identity Development in Adolescence: A Five-wave Longitudinal Study

Who Am I? Transforming Our Understanding of Identity and Moral Education

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