Self and Identity in Early Adolescence

Abstract

This article reviews contemporary issues in the study of self and identity and introduces the special issue. Particularly highlighted are the need to integrate the various currents in self and identity, the need to study the role of context in the development of self and identity, research on self and identity in ethnic minority and international populations, and studies of national identity. The article concludes with recommendations for future research on self and identity.

One of few or one of many: Social identification and psychological well‐being among minority youth

“…One limitation with previous research is that it has relied on cross‐sectional data. A correlation between ethnic identity and psychological well‐being might stem from a causal effect of ethnic identity (Berry et al ., ; Phinney et al ., ; Schwartz, ; Seaton et al ., ), but this suggestion needs to be tested with longitudinal data.…”

“…Inspired by social identity theory (Tajfel & Turner, ), this research tradition has consistently found correlations between a strong ethnic identity and psychological well‐being among adult and adolescent members of ethnic minority groups (Berry, Phinney, Sam, & Vedder, ; Nesdale, Rooney, & Smith, ; Phinney, Cantu, & Kurtz, ; Roberts et al ., ; Sam, ; Umaña‐Taylor, ). Based on these correlations, acculturation researchers have argued that a strong ethnic identity improves psychological well‐being among minority youth (Berry et al ., ; Phinney, Horenczyk, Liebkind, & Vedder, ; Schwartz, ; Seaton, Scottham, & Sellers, ).…”

“…Acculturation researchers have defined ethnic identification among members of minority groups as belongingness (Liebkind, ; Phinney, ; Phinney et al ., ) and argue that this type of group‐based belongingness is psychologically important in that it improves psychological well‐being among both adult and young people from minority groups. Indeed, many studies find that a strong ethnic identity among minority group members correlates with more psychological well‐being, higher self‐esteem, less emotional problems, and improved life satisfaction (Berry et al ., ; Brittian et al ., ; Martinez & Dukes, ; Nesdale et al ., ; Phinney et al ., , ; Roberts et al ., ; Sam, ; Schwartz, ; Seaton et al ., ; Smokowski, Evans, Cotter, & Webber, ; Umaña‐Taylor, ).…”

Classroom learning environment and gender : do they explain math self-efficacy, math outcome expectations, and math interest during early adolescence?

“…Of those students who took algebra after eighth grade, however, only 42% of those who subsequently took advanced high school math, 29% who took middle-level math, and 24% who took lower level math applied to college (Atanda, 1999) Emerging formal operational (abstract) thinking allows early adolescents to engage in analytical reasoning, to envision the future, and to reflect on other's points of view (Elkind, 1967;Erikson, 1968;Inhelder & Piag� 1958;Lehalle, 2006). Finally, through the psychosocial task of identity formation, early adolescents experiment with and begin to establish self in relation to others, school, and the world of work (Erikson, 1968;Schwartz, 2001Schwartz, , 2008Yeager & Bundick, 2009). Young people's negotiation of these developmental changes can have emotional, social, career, and academic implications.…”

“…This culminates in a drive for expression of self, self-affirmation, self-realization, and self-development. The personality structure that develops during adolescence is a self-definition that not only encompasses growing self-understanding, but also an understanding of their place in society and their purpose in life (Schwartz, 2008). This, when achieved, leads to a successful integration of multiple roles into a single, consistent identity (Bozhovich, 2004), and is the culmination of the fifth stage of psychosocial development (identity versus identity diffusion) (Erikson).…”