Search results for "Identity Development"
showing 10 items of 25 documents
Identitätsentwicklung, Familienbeziehungen und Symptombelastung bei Jugendlichen aus sieben Ländern
2018
Identity Development, Family Relations, and Symptomatology in Adolescents from Seven Countries This study analyzed identity development and parental rearing in adolescents from seven countries. In a sample of 2,259 adolescents (M = 15 years; 54 % female) from France, Germany, Turkey, Greece, Peru, Pakistan, and Poland, maternal parenting (support, psychological control, anxious rearing), identity development (exploration, commitment and ruminative exploration) and psychopathology was assessed. Adolescents from central Europe (France and Germany) were characterized by quite low scores in most identity dimensions, compared to adolescents from all other countries. Particular high were scores i…
Identity-Agency in Progress: Teachers Authoring Their Identities
2018
Teachers’ professional identities have been widely recognized as the key resource through which teachers make sense of their work. Despite this recognition, few studies have offered a longitudinal perspective on the processes involved in teachers’ identity development. In this chapter I will offer an advanced conceptualization of the ways in which teachers author their identity development processes. I use examples from two longitudinal research projects on pre-service and in-service teachers’ identity development to illustrate the teachers’ efforts to maintain and develop their professional identities, and identifies two agentic dynamics in professional identity development: renegotiation …
Who and how? : Preservice teachers as active agents developing professional identities
2016
Abstract This study is part of an ongoing action research project with preservice class teachers in Finland. The study aims to better understand the forms agency takes in preservice teachers' professional identity development. Through the dialogical analysis of student assignments, this study outlines how student teachers are active within their own development and the way in which experiences are drawn on as preservice teachers exert their identity-agency. The results of this study provide a relational picture of identity development highlighting the way in which identity-agency is contextualized, potentially nourished by the relationships between self and other and dependent on experience.
Psychopathologie bei Jugendlichen aus sieben Ländern: Welche Bedeutung hat die Kontrolle von Identitätsentwicklung und Familienbeziehungen?
2019
Zusammenfassung. In dieser kulturvergleichenden Studie wurde der Einfluss von Geschlecht und Land auf die Symptombelastung von Jugendlichen untersucht, nachdem identitätsbezogene Faktoren kontrolliert wurden. In einer Stichprobe von 2259 Jugendlichen (M = 15.3 Jahre; 54 % weiblich) aus Frankreich, Deutschland, der Türkei, Griechenland, Peru, Pakistan und Polen wurde die Identitätsentwicklung und der mütterliche Erziehungsstil (Unterstützung, psychologische Kontrolle und ängstliches Monitoring) sowie die internalisierende und externalisierende Symptombelastung ermittelt. In einer Kovarianzanalyse wurde die Variation durch Land, Geschlecht und Alter sowie die Interaktion Land x Geschlecht un…
How Individual Coping, Mental Health, and Parental Behavior Are Related to Identity Development in Emerging Adults in Seven Countries
2020
So far, there is a dearth of research comparing identity processes across cultures and its contributing factors. In this study, the association of individual and family factors with identity processes was analyzed in 2,113 emerging adults ( M = 22.0 years; 66% female) from France, Germany, Greece, Peru, Pakistan, Poland, and Turkey. Exploration and commitment levels were highest in non-Western countries like Peru, Turkey, and Pakistan, whereas emerging adults in France scored lowest in exploration and commitment and reported highest levels in identity distress, internalizing/externalizing symptoms, and identity diffusion. Identity distress, coping with identity distress, parental behavior,…
TO BE PSYCHOLOGISTS OR TO BECOME A PSYCHOLOGIST? A STUDY ON UTILITY AND EFFECTIVENESS OF AN EXPERIENTIAL LEARNING GROUP ACTIVITY IN ACADEMIC COURSES.
2015
1 INTRODUCTION Professors of Psychology well know that the most of their students start attending academic courses intending Psychology, and psychological work too, in a not much realistic and strongly idealizing way. This happens, on the one hand, due to an unsatisfactory knowledge of the subject, on the other hand because of a marked discrepancy between the representation/image of the psychologist as presented by media and the one which is shared by the scientific and professional community. According to the representation given by media, for example, anyone in possession of strong empathic and interpretational skills – to be simply strengthened through academic studies – may pursue the c…
Learning Psychology and becoming psychologists: developing professional identity through group experiential learning
2017
International audience; n this paper, we describe the advantages of an experiential training group, specifically conceived for psychology students, in which the goal was to activate reflection on the internalized social representations of professional identity. Our study showed the results of a pre-post comparison of a one-group intervention. It was aimed to demonstrate that group experiential learning is particularly useful in changing the basis of social representations and may contribute to the construction of a realistic image of both the profession and the professional identity. The research involved 88 students enrolled in a graduate program in clinical psychology. Before and after th…
Nursing students’ professional identity development: An integrative review
2021
The aim of this integrative review was to identify and synthesize current evidence of factors that influence the professional identity development of nursing students in nursing educational programs. Cinahl (EBSCO), Medline, ERIC, Embase, and PsycINFO were searched. Three different appraisal tools and the PRISMA checklist were used. The data from both quantitative and qualitative studies (19 primary studies) were analyzed by applying qualitative content analysis. The analysis revealed two main themes: a caring practice–academic partnership and support in the learning environment. The following seven sub-categories were identified: clinical supervisors, ethical competence, preparation, self…
Investigating mathematics teacher identity development: A theoretical consideration
2015
International audience; The paper discusses a theoretical framework for investigating the process of becoming a mathematics teacher, based on the need to better understand how mathematics and teaching combine in developing mathematics teacher identities. Identity is understood as a function of participation in and at the boundaries of various communities of practice, during university teacher education and at school. In order to reveal possible relationships between developing teacher identities and the discipline of mathematics, teachers' changing concept images of mathematics are embedded within the definition of identity.
Identity Formation in Adulthood: A Longitudinal Study from Age 27 to 50.
2016
Longitudinal patterns of identity formation were analyzed in a representative cohort group of Finnish men and women born in 1959 across ages 27, 36, 42, and 50. The data were drawn from the Jyväskylä Longitudinal Study of Personality. Identity status (diffused, moratorium, foreclosed, achieved) from all four ages was available for 172 participants (54% females). Marcia’s Identity Status Interview used in this research included five domains: religious beliefs, political identity, occupational career, intimate relationships, and lifestyle. The findings indicated great variability in identity status across domains at each age level, and the identity trajectories fluctuated from age 27 to 50. T…