Identity and the Life Cycle: Selected Papers by Erik H. Erikson

Ekstein, Rudolf

doi:10.1080/00207284.1961.11508152

Cited by 43 publications

(51 citation statements)

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“…Interestingly, older adults had a smaller reduction, overall, in level of detail endorsed in their recalled memories, than did younger adults. This may be because older adults are more invested, and motivated than are young in remembering their personal past (Erikson, 1959;Butler, 1963). Earlier studies have reported several motivations for why this increase in reminiscing, or the reviewing one's life, occurs as we age.…”

Section: Discussionmentioning

confidence: 99%

Drawing compared to writing in a diary enhances recall of autobiographical memories

Tran

Beech

Fernandes

2022

Aging, Neuropsychology, and Cognition

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Drawing at encoding has been shown to improve later recall of to-be-remembered words, pictures, and academic terms, compared to when one simply writes out the target information.Here we examined whether drawing in a diary, compared to writing in it, differentially improved later memorability of personal autobiographical events, and whether aging influenced the magnitude of this effect. Thirty younger and thirty older adults were given a diary booklet, and instructed to use it to reminisce about a random daily event of their choosing, on 12 days within a two-week period. They recorded the event on each day in one of two ways, counterbalanced within-subject: by writing about or by drawing a picture of the event. Participants also generated a keyword descriptor for each event. After the two-week period, participants were cued using their keyword descriptors to recall each autobiographical memory by writing it down. Selfreported match accuracy, between reminisced and recalled events was tabulated. Across age groups, match accuracy was significantly higher for those drawn than written during the reminiscing phase. In addition, we compared the word count, level of detail, visual imagery, and point of view of the recalled memories. Self-reports of the level of detail in the recalled memory were better maintained for events drawn compared to written during the reminiscing stage, and better maintained in older than younger adults. Our findings suggest the use of drawing, while reminiscing within a diary format, enhances accuracy and quality of later recollections.

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Section: Discussionmentioning

confidence: 99%

Drawing compared to writing in a diary enhances recall of autobiographical memories

Tran

Beech

Fernandes

2022

Aging, Neuropsychology, and Cognition

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“…First, in the more narrow sense of the term, vocational identity is regarded as personal identity construction which is premised on a self-reflective process of individuals (e.g., Frey and Haußer, 1987). This conceptualization is based on conceptions of identity in developmental psychology (Erikson, 1959;Marcia, 1980) and perceives vocational identity as that part of a person's overall identity that relates to the context of work and occupation. Second, vocational identity can be regarded as a social identity emphasizing an individual's affiliation with a certain group in the workplace (e.g., Raeder and Grote, 2007).…”

Section: Introductionmentioning

confidence: 99%

Development, predictors, and effects of trainees’ organizational identification during their first year of vocational education and training

2023

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The vocational identity of trainees is one component of their professional competence and is considered to be a central goal of vocational education and training (VET) programs. From the numerous identity constructs and conceptualizations, this study focuses on the organizational identification of trainees, that is, the extent to which trainees internalize the values and goals of their training company and perceive themselves as part of this company. We are specifically interested in the development, predictors, and effects of trainees’ organizational identification, as well as the interrelations between organizational identification and social integration. We use longitudinal data of n = 250 trainees in dual VET programs in Germany at the very beginning of their VET program (t1), after 3 months (t2), and after 9 months (t3). A structural equation model was used to analyze the development, predictors, and effects of organizational identification for the first 9 months of training and the cross-lagged effects between organizational identification and social integration. The results showed a high stability of trainees’ organizational identification over the first 9 months. Regarding the predictors, the results indicated positive direct and indirect effects of the formal socialization tactics implemented by the training company, as well as of support by the trainer at the beginning of the training. However, collegial support at the beginning of the training did not seem to play a significant role in organizational identification. Moreover, organizational identification positively affected trainees’ emotional engagement and self-perceived competence while negatively predicting dropout intentions after 9 months of training. Finally, the cross-lagged effects between organizational identification and social integration were not significant, and only at t3 were these constructs positively correlated. However, regarding the development, predictors, and effects, very similar results were found for organizational identification and social integration. The results underline the positive significance of organizational identification for the individual, the company, and society, even at this early stage of training. The results are discussed regarding both their scientific and practical implications.

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“…Identity exploration (Flum & Kaplan, 2006;Kaplan et al, 2020) is broadly conceptualized as an intentional and self-directed activity that has foundations in developmental identity literature (e.g., Erikson, 1959;Marcia, 1966), in that how a learner self-reflects in one moment is meaningfully built upon their prior experiences and prior conceptualizations of self. As defined by the Projective Reflection framework (Foster, 2014;Foster et al, 2019), identity exploration often unfolds through reflection on:…”

Section: Identity Exploration In Stemmentioning

confidence: 99%

Possible future selves in STEM: an epistemic network analysis of identity exploration in minoritized students and alumni

2023

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Background STEM minority participation programs have been widely implemented in higher education with the goal of diversifying the global STEM workforce. Informed by research highlighting the potential of targeted exploration of STEM roles and reflection on the self in relation to STEM (identity exploration), this work examines how engagement in a government funded STEM minority participation program shaped these processes in current students and program alumni. Results Epistemic network analysis (ENA) was used to visualize conceptual connections between identity themes that emerged from interviews with present and past program participants. Network models were developed for current students and alumni for cross-group comparisons. Differences were found in how participants at different stages of their careers enact and describe their identity exploration processes. Summative network models highlighted how students discussed action-taking (sometimes through participation in STEM minority program initiatives) as they explored less-certain possible future STEM roles, while alumni integrated more diverse and holistic facets of their identities when conceptualizing their futures. To close the interpretive loop, a qualitative interpretation of interview discourse was used to give context to network patterns. Conclusions Results highlight the differences between novices’ and professionals’ conceptualizations of their future selves and illustrate how minoritized individuals describe their long-term patterns of identity exploration related to STEM majors and careers. Implications for future STEM identity research and practice, including higher education programming as a tool to support students’ STEM identity exploration processes, are discussed.

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Identity and the Life Cycle: Selected Papers by Erik H. Erikson

Cited by 43 publications

References 0 publications

Drawing compared to writing in a diary enhances recall of autobiographical memories

Drawing compared to writing in a diary enhances recall of autobiographical memories

Development, predictors, and effects of trainees’ organizational identification during their first year of vocational education and training

Possible future selves in STEM: an epistemic network analysis of identity exploration in minoritized students and alumni

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