The Role of Shyness and Private Self-Consciousness in Identity Development

Hamer, Ronald J.; Bruch, Monroe A.

doi:10.1006/jrpe.1994.1031

Cited by 29 publications

(16 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…First, the size of the sample used in Study 1 might be considered a limitation in itself since it does not easily permit for subgroup analyses concerning, for instance, gender. However, previous results are consistent regarding gender differences in relation to either shyness (e.g., Hamer & Bruch, 1994; Hermann & Betz, 2004) or attribution (e.g., Anderson, 1991; Campbell & Henry, 1999). Past research thus indicates that such differences may not be expected.…”

Section: Discussionmentioning

confidence: 76%

The role of shyness and self‐focused attention for attribution of reactions in social situations to internal and external causes

Alm

2007

Scandinavian J Psychology

View full text Add to dashboard Cite

The hypothesis that shyness would be associated with attribution of emotional reactions to stable internal causes rather than to less stable internal and external causes was tested in Study 1 (N = 60). In Study 2 (N= 112) the hypothesis that the explanatory power of shyness would decrease once the effect of self-focused attention on attribution to stable internal causes had been controlled for was tested. The results confirmed both hypotheses. Shyness correlated positively with attribution to stable internal causes, but non-significant with attribution to less stable internal and external causes. Shyness explained a lesser portion of the variance in attribution to both of the internal causes when controlling for self-focus. Even though the findings indicate that self-focus is central to the social cognitive processes of shy individuals, they also suggest that self-focus cannot fully explain attribution to internal causes in general and shy individuals' attributional pattern in particular.

show abstract

Section: Discussionmentioning

confidence: 76%

The role of shyness and self‐focused attention for attribution of reactions in social situations to internal and external causes

Alm

2007

Scandinavian J Psychology

View full text Add to dashboard Cite

show abstract

“…Research findings show that social support from teachers can satisfy students' relatedness needs (e.g. Supportive peer networks appear to promote identity achievement (Hamer and Bruch 1994;Ontai-Grzebik and Raffaelli 2004), with those adolescents achieving a well-articulated identity exhibiting higher self-development, personal autonomy, and self-esteem (Marcia 1966). Social support from classmates is also important, acquiring and maintaining classmates' acceptance and support can not only meet students' relatedness needs (e.g., Danielsen et al 2009), but also can improve students' perceived scholastic competence and academic achievement (e.g., Danielsen et al 2009;Somers et al 2008), and thus satisfy their needs for competence.…”

Section: Basic Psychological Needs Satisfaction At School As a Mediatormentioning

confidence: 99%

School-Related Social Support and Adolescents’ School-Related Subjective Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction at School

2015

View full text Add to dashboard Cite

Grounded in Basic Psychological Needs Theory (BPNT; Deci and Ryan in Intrinsic motivation and self-determination in human behavior. the present study mainly aimed to (1) test a theoretically-based model proposing that the satisfaction of three basic psychological needs at school mediates the relationship between school-related social support (i.e., teacher support and classmate support) and school-related subjective wellbeing and (2) explore the invariance of the model across gender and age groups. A total of 1476 Chinese adolescents (males = 712; early adolescents = 676; Mage = 15.40) completed a multi-measure questionnaire tapping the targeted variables. Structural equation modeling was used to examine the hypotheses. Results indicated that school-related social support (i.e., teacher support and classmate support) related statistically significantly to adolescents' school-related subjective well-being. Furthermore, a multiple-mediators analysis indicated that autonomy, competence and relatedness needs satisfaction at school partially mediated the relation between teacher support and school-related subjective wellbeing, and fully mediated the relation between classmate support and school-related subjective well-being. Lastly, the results supported partial invariance of the model with respect to gender and age groups. Limitations of the study are considered and applied considerations to improve adolescents' school-related subjective well-being are discussed.

show abstract

“…Individuals classified in the achieved identity status (marked by levels of both commitment and exploration) have higher levels of intimacy (e.g., Kacerguis & Adams, 1980; Orlofsky, Marcia, & Lesser, 1973), are more willing to reveal themselves to others (Adams, Abraham, & Markstrom, 1987), and are less socially shy (Hamer & Bruch, 1994). With respect to the identity style framework, research suggests that the most adaptive method for identity exploration is through taking an “informational” approach (Berzonsky, 1989, 1990); informational individuals deliberatively consider incoming information and do not filter out potentially negative reports.…”

Section: Identity Development and Forgivingnessmentioning

confidence: 99%

Identity development and forgivingness: Tests of basic relations and mediational pathways

Hill

Allemand

Burrow

2010

Personality and Individual Differences

View full text Add to dashboard Cite

Adaptive identity development leads to increases in personality traits that allow for social wellbeing. The current study tested this claim with respect to forgivingness, a dispositional tendency to forgive others. In a sample of university undergraduates (N = 214), we examined the relations between forgivingness and two indicators of identity development: commitment and exploration. Forgivingness uniquely positively related with both identity variables, controlling for the other. Next, we tested mediational models to examine the mechanisms underlying these relationships. Our results suggest that, in part, the association between identity development and forgivingness is mediated by levels of agreeableness and neuroticism, as measured by the Big Five Inventory.

show abstract

The Role of Shyness and Private Self-Consciousness in Identity Development

Cited by 29 publications

References 0 publications

The role of shyness and self‐focused attention for attribution of reactions in social situations to internal and external causes

The role of shyness and self‐focused attention for attribution of reactions in social situations to internal and external causes

School-Related Social Support and Adolescents’ School-Related Subjective Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction at School

Identity development and forgivingness: Tests of basic relations and mediational pathways

Contact Info

Product

Resources

About