Adolescent Identity at School: Student Self-Positioning in Narratives concerning Their Everyday School Experiences

Abstract

the way people tell stories (Sarbin, 1986), and that one learns how any story, including the story about oneself, should be told through social interactions and exposure to culturally permissible narratives (in films, cartoons, books, etc.).Given that stories have an inherent structure and predefined theme/morale, this process enables individuals to frame their experiences -to structure their flow and

Introduction to the special issue: Social network analysis and its application to schools.

“…At their core, schools are settings in which students’ behaviors, perceptions, attitudes, and mental processes are first formed, shaped, and modified through relationships. Whether in response to peer or teacher feedback, praise, or criticism, social interactions are an integral component of how students see themselves, their world, and their future (Grbić & Maksić, 2022; McLean & Jennings, 2012). As with most studies in the developmental literature, school psychology researchers have often explored the role of social influences by investigating close relationships (e.g., friendships), through either direct observation, psychometric self-report, or qualitative interview.…”