شناسایی گروه دوستی، خودانگاره چندبعدی و تجربه کارهای تکاملی در دوران نوجوانی
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|61837||2006||14 صفحه PDF||سفارش دهید||6407 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Journal of Adolescence, Volume 29, Issue 4, August 2006, Pages 627–640
This study applied a social identity perspective to the study of adolescent self-concept and social development. British adolescents aged 14–15 years (N=114N=114) completed a questionnaire which asked them to: (i) rate their degree of identification with a school-based friendship group; (ii) complete a measure of multi-dimensional self-concept; and (iii) report their experiences of a variety of personal, relational and socio-institutional (e.g., achieving economic independence) developmental tasks. Compared to low identifiers, participants who were highly identified with a friendship group reported highest levels of self-esteem; and these differences were most marked in non-academic domains of self. High identifiers also displayed higher levels of general self-esteem and reported more positive experiences of personal and relational developmental tasks. The discussion focuses on the potential benefits to understanding of social developmental processes that can be derived from a consideration of adolescents’ subjective appraisals of their peer relations.