Relevant bibliographies by topics / Adolescent identity formation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adolescent identity formation'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Adolescent identity formation"

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Arnold, Mary Elizabeth. "Supporting Adolescent Exploration and Commitment: Identity Formation, Thriving, and Positive Youth Development." Journal of Youth Development 12, no. 4 (December 13, 2017): 1–15. http://dx.doi.org/10.5195/jyd.2017.522.

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The large body of literature on adolescent identity formation, pre-dating and found largely outside the main body of positive youth development (PYD) literature, shows that identity formation remains a key process for adolescent well-being. This paper revisits the critical adolescent task of identity formation proposed by Erikson (1950) and outlines an alignment of identity formation with adolescent thriving and PYD. By highlighting the congruency of identity formation and PYD the paper considers the role that youth development programs can play in assisting the process of identity formation in adolescents. Practical program implications for facilitating identity formation are presented.
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Demmrich, Sarah, and Uwe Wolfradt. "Personal Rituals in Adolescence: Their Role in Emotion Regulation and Identity Formation." Journal of Empirical Theology 31, no. 2 (November 21, 2018): 217–38. http://dx.doi.org/10.1163/15709256-12341373.

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Abstract This study examines the meaning of personal rituals for the adolescent identity development and emotion regulation. Both are ritual functions and can be characterized as adolescent developmental tasks. However, there is no consistent pattern in previous research to explain the processes for how identity is formed and emotions are regulated during the performance of personal rituals. Therefore, a questionnaire study among 410 (182 male) adolescents (age: M = 15.06, SD = .61) was carried out. The questionnaire used the Berzonsky Identity Style Inventory and various measures to assess different experiences during the ritual (i.e. mood, emotion regulation, reality-transforming experiences). After separating spiritual from non-spiritual rituals, the results showed that spiritual rituals were used as a means for emotion regulation. Furthermore, self-reflection was closely related to the information-oriented identity style. The findings are discussed against the background of the impact of spiritual practices for emotional and identity development in adolescence.
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GARG, MUKTA, and PREETI YADAV. "Adolescent identity formation and internet usage." ASIAN JOURNAL OF HOME SCIENCE 10, no. 1 (June 15, 2015): 129–32. http://dx.doi.org/10.15740/has/ajhs/10.1/129-132.

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Klimstra, Theo. "Adolescent Personality Development and Identity Formation." Child Development Perspectives 7, no. 2 (December 17, 2012): 80–84. http://dx.doi.org/10.1111/cdep.12017.

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Abu-Rayya, Hisham M., Maram H. Abu-Rayya, Fiona A. White, and Richard Walker. "Comparative Associations Between Achieved Bicultural Identity, Achieved Ego Identity, and Achieved Religious Identity and Adaptation Among Australian Adolescent Muslims." Psychological Reports 121, no. 2 (August 3, 2017): 324–43. http://dx.doi.org/10.1177/0033294117724448.

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This study examined the comparative roles of biculturalism, ego identity, and religious identity in the adaptation of Australian adolescent Muslims. A total of 504 high school Muslim students studying at high schools in metropolitan Sydney and Melbourne, Australia, took part in this study which required them to complete a self-report questionnaire. Analyses indicated that adolescent Muslims’ achieved religious identity seems to play a more important role in shaping their psychological and socio-cultural adaptation compared to adolescents’ achieved bicultural identity. Adolescents’ achieved ego identity tended also to play a greater role in their psychological and socio-cultural adaptation than achieved bicultural identity. The relationships between the three identities and negative indicators of psychological adaptation were consistently indifferent. Based on these findings, we propose that the three identity-based forces—bicultural identity development, religious identity attainment, and ego identity formation—be amalgamated into one framework in order for researchers to more accurately examine the adaptation of Australian adolescent Muslims.
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Coatsworth, J. Douglas, Erin Hiley Sharp, Lori-Ann Palen, Nancy Darling, Patricio Cumsille, and Elena Marta. "Exploring adolescent self-defining leisure activities and identity experiences across three countries." International Journal of Behavioral Development 29, no. 5 (September 2005): 361–70. http://dx.doi.org/10.1177/01650250500166972.

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The developmental processes of identity exploration and formation in adolescence often take place within the context of leisure activities. The discovery model of identity formation proposes that these processes are reflected in part by adolescents' subjective identity-related experiences including personal expressiveness, flow, and goal-directed behaviour (Waterman, 1990, 1993). This model, however, has not been tested with cross-national samples. The purpose of this study was to examine the applicability of this general model of identity-related experiences within self-defining activities for a sample of 493 adolescents from the United States, Chile, and Italy. Confirmatory analyses of a three-factor model showed strong invariance across countries. Findings indicated that most adolescents reported high levels of identity experiences within self-defining activities. Results from Multivariate Analyses of Variance indicated considerable commonalities and a few significant differences in these experiences across the three countries and across five broad activity classes. Findings are discussed in the context of the growing literature on adolescent activity involvement and the relation of activities to identity exploration.
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Streeck-Fischer, Annette. "Borderland and Borderline: Understanding and Treating Adolescent Migrants in Crisis." Adolescent Psychiatry 9, no. 3 (January 10, 2020): 185–93. http://dx.doi.org/10.2174/2210676609666190415144153.

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Background:: Much of the literature on adolescent refugees has focused on their experiences of trauma, and trauma-focused psychotherapy has been emphasized. In addition to having experienced trauma, adolescents with refugee or migration backgrounds are confronted with distinct challenges in the process of identity formation. These problems result from the normal processes of identity formation and restructuring during adolescence (the socalled second individuation phase) complicated by their transition from their culture of origin to the new culture. This process has been called a third individuation phase. These teenagers live on the border between two worlds and are called borderland adolescents. Method:: This paper describes the developmental processes of young migrants, using case examples to illustrate how the migrant experience affects development, particularly identity development. Discussion:: Splitting, which is part of normal adolescent development, also occurs during the process of adaptation to a new culture. Although the process of splitting can support the integration into the new culture, it can also lead to dangerous polarization with borderline features. It is important to take this into account in psychotherapeutic work with borderland adolescents.
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Benson, Janel E., and Monica Kirkpatrick Johnson. "Adolescent Family Context and Adult Identity Formation." Journal of Family Issues 30, no. 9 (March 27, 2009): 1265–86. http://dx.doi.org/10.1177/0192513x09332967.

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Hunsberger, Bruce, Michael Pratt, and S. Mark Pancer. "Adolescent Identity Formation: Religious Exploration and Commitment." Identity 1, no. 4 (October 2001): 365–86. http://dx.doi.org/10.1207/s1532706xid0104_04.

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Wicks, Sarah, Zoe Berger, and Paul M. Camic. "It’s how I am . . . it’s what I am . . . it’s a part of who I am: A narrative exploration of the impact of adolescent-onset chronic illness on identity formation in young people." Clinical Child Psychology and Psychiatry 24, no. 1 (December 20, 2018): 40–52. http://dx.doi.org/10.1177/1359104518818868.

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In Western society, identity formation is argued to be one of the key developmental tasks of adolescence. Despite implications for adolescent development, research into chronic illness (CI) onset during this period has been notably sparse. This study aimed to explore how diagnosis impacts on the developmental tasks of adolescence, what role adolescent-onset CI plays in identity formation, and how adolescents incorporate the diagnosis into their identity using a narrative analysis. Individual semi-structured interviews were carried out with eight young people aged 14 to 19years who lived with a diagnosis of a CI diagnosed between the ages of 12 and 16 years. Five core narrative themes emerged: walking a different path, tolerating contradiction, a changed interface with others, locating power and a fluid relationship. Narratives were considered to have been influenced by factors such as the interview context and dominant social narratives concerning health and illness. Adolescent-onset CI was found to have a significant, though not exclusively negative, impact on developmental tasks. The findings are discussed in relation to existing literature and potential clinical implications.
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Dissertations / Theses on the topic "Adolescent identity formation"

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Ward, April. "Adolescent identity formation and social media." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16421/.

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Objective: To understand how adolescent social media use is impacting on their identity formation and their developing self-esteem. The degree of emotional investment in the sites, and what motivations underlie discreet social media activities. It also aims to investigate adolescent responses to online feedback and their coping strategies in relation to the feedback. Method: in-depth interviews with 15 white British adolescents aged between 12 and 17 years (9, female, 6 males) consisting of four single sex friendships groups, were thematically analysed. Each group took part in a facilitated focus group, and an unaccompanied focus group. These were followed by an individual interview with the lead researcher. Results: Five key themes were identified: investment, feelings evoked by social media, motivations, observations of social media rules and cultures, and strategies to manage feelings evoked by social media use. Conclusion: while social media is providing an important new context for identity formation, it may be placing added pressures on adolescents’ developmental tasks. Digital youth fear receiving critical feedback online, due to the potential for experiences of shame to be projected widely. They are highly attuned to the quantifiable feedback they receive online and feel pressured to be effortful in their social media activity, which could impact negatively on adolescents’ ability to develop a coherent and stable self (Erikson, 1968) and psychological wellbeing, particularly for those with pre-existing mental health difficulties. A curious and non-judgemental approach to understanding how adolescents are using social media, is necessary in order to encourage supportive conversations.
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Midgett, Corina L. "Late adolescent identity formation and psychosocial strength." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24489.pdf.

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Whitman, Matthew J. "Communication technology's impact on adolescent identity formation." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p006-1493.

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Mueller, David John. "Adolescent identity formation: Inpatient influence on self-concept." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618397.

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This study investigated the effects of psychiatric hospitalization on the self-concepts of 44 adolescents. Labeling theory suggests that the stigma of being labeled as a patient in a mental hospital will hurt an adolescent's self-concept. The sample for this study consisted of 44 adolescent acute care patients in a private psychiatric hospital in Norfolk, Virginia. their length of stay averaged 20.1 days and ranged from 8 to 38 days in the hospital. Each was diagnosed by an accredited psychiatrist or a licensed psychologist as having symptoms of depression or dysthymic disorder. Each subject was administered a semantic differential instrument (Burke and Tully, 1977) and the Coopersmith Self-Esteem Inventory (Coopersmith, 1967) at admission and again at discharge. The semantic differential instrument had subjects rate two stereotypic social labels, "A Popular Teenager in School" and "A Hospitalized Teenager in Psychiatric Treatment," and two self-assessment labels, "Me in the World" and "Me in the Psychiatric Institute." The Coopersmith instrument was used as a well-established indicator of overall self-esteem. One-tailed t-tests for paired samples confirmed significant gains in self-esteem through the course of hospitalization as measured by the Coopersmith as well as by the two semantic differential self-assessments. These findings were contrary to the predictions of labeling theory. Two-tailed t-tests for paired samples were used to determine whether identification with the two stereotypic labels changed from time of admission to time of discharge. These findings indicated that direction of change was not consistent and some of the changes were not statistically significant. The most interesting change in identification with stereotypic labels concerned "Me in the Psychiatric Institute" and "A Popular Teenager in School." at admission, subjects generally rated themselves less favorably than "A Popular Teenager in School," but at discharge subjects generally rated themselves significantly more favorably than the popular teenage stereotype. Again, this change in identification was not consistent with the predictions of labeling theory. This study concluded with recommendations for longer-term adolescent inpatient studies, follow-up studies of teenage outpatient progress, and mandatory one year aftercare counseling for hospitalized adolescents.
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Boyes, Michael Clifford. "Implications of emerging epistemic doubt for adolescent identity formation." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26963.

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This study was undertaken to evaluate the part which nascent skeptical doubt plays in shaping the course of adolescent social-cognitive development. Past attempts to relate the achievement of formal operations to the tasks of identity formation and other signature concerns of adolescence have yielded equivocal results. This failure is seen to be due in part to the "all or none" character often ascribed to formal operational thought. If formal reasoning is seen to be achieved in one piece, then there is little hope of accounting for the variability within adolescent development by pointing to such a monolith. It is argued in this thesis that the intellectual changes which accompany the acquisition of formal operational competence set in motion a series of developments which seriously undermine the typical adolescent's previous sense of epistemic certainty. The epistemic model proposed in the thesis leads to the hypothesis that, in response to such doubts, young persons adopt one or another of three contrasting interpretive levels or strategies each of which then dictates much about their subsequent solutions to the problems of identity formation and commitment. To test these predictions, 110 high school aged young people were prescreened using a battery of Piagetian measures and classified as being either concrete or formal operational. Those subjects who were clearly classifiable (N = 70) were individually administered: (1) Adams' Objective Measure of Ego identity Status (OM-EIS) which permits classification of respondents into diffused, foreclosed, moratorium, and achieved identity statuses; and (2) The Epistemic Doubt Interview, which is comprised of 2 story problems and a semi-structured interview procedure, based on the work of Piaget, Perry, and Kitchener and King, and designed to indicate both the presence of generic doubt and the respondent's characteristic coping strategy for dealing with such uncertainties. These include realistic, dogmatic, skeptical, and rational epistemic stances. The results indicate that the young people selected on the basis of the cognitive developmental screening procedures could be reliably and exhaustively assigned to a single epistemic level or to a modal and a single developmentally adjacent level. Only formal operational subjects appreciated the generic nature of the doubt undermining their epistemic certainty while the concrete operational subjects were largely confined to the ranks of the epistemic realists. Predictions regarding the anticipated relation between epistemic stance and ego identity status were supported. Virtually all of the subjects scored as epistemic realists were found in the diffusion and foreclosure statuses. Of those subjects who evidenced an appreciation of the generic nature of doubt, only epistemic dogmatists were scored as foreclosed. Only subjects scored as epistemic skeptics or rationalists were routinely found to be in the moratorium or achieved statuses. The results are taken as strong support for the claim that epistemic doubt plays a central role in shaping the course of adolescent social-cognitive development.
Arts, Faculty of
Psychology, Department of
Graduate
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Vismara, Meghan Lynn. "Identity and Language Use in Adolescent Latina/o Literature." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/82523.

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This thesis examines how characters in adolescent Latina/o literature use and reflect on both English and Spanish languages, bilingualism and how language use informs a character’s identity. In this thesis a particular emphasis is placed on code switching as a literary device in adolescent Latina/o literature. Investigations on code switching point to this, that many authors use code switching as a way for authors and characters to show the difficulties of living between two cultures. I examined the works of three accomplished authors of Latina/o adolescent in this investigation: Benjamin Alire Sáenz’s Aristotle and Dante Discover the Secrets of the Universe (2012), Julia Álvarez’s Before We Were Free (2002) and the Tía Lola Series (2009), and Pam Muñoz Ryan’s Esperanza Rising (2004) and Echo (2015). The struggle to find one’s identity as an immigrant in the United States can emotionally compare to the struggle of an adolescent trying to balance their struggles of identity and this similarity of identity definition can be seen in all of these works. I argue that these authors use code switching and discussions on bilingualism as a device that helps articulate the exploration of the protagonist's search for identity into adulthood. Code switching and bilingualism are used to juxtapose the childhood and adult stages of the characters. These serve as ruptural elements that defy the generation of the parents and the cultural expectations. Code switching further serves as a mechanism through which protagonists reject and accept aspects of their identity development, from homosexuality to economic status. In a parallel way, I explore the importance of adolescent Latina/o literature as a referential axis for Latina/o youth in their process of development. This genre plays a role in development by showing strong, non-stereotypical characters who can help shape Latina/o identity for the next generation in the United States. Because adolescence is the stage in life where the individual goes through a time of questioning identity and development, this thesis shows that adolescent Latina/o literature may be best suited to show the process of growing up as compared to mainstream adolescent literature and gives a concrete metaphor for the challenges that many adolescents face.
Master of Arts
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Heberle, Jeanette Day 1946. "The role of formal operations and field dependence in identity formation." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276902.

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Ego-identity is influenced by many factors. Formal operations and field-dependence have often been cited as important factors in the level of ego-identity achieved. One hundred fifty-three introductory Psychology students were given the Personal Orientation Inventory as a measure of ego-identity and actualization, a test of Formal Operations developed by Karen Hardy-Brown and the Embedded Figures test as a measure of Field-dependence. No correlation was found between any of the measures indicating that a persons ego-identity was not related to the use of Formal Operations or field-dependence. A factor analysis was also performed with each instrument loading on a separate factor.
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George, David T. (David Titus). "The Influence of Family Functioning on Identity Formation: a Model of Late Adolescent Identity Development." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277881/.

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The influence of theoretically prominent family processes on late adolescent college student identity development was the focus of this study. The primary purpose was to test a model of adolescent identity development. This model proposed that family health variables would predict identity development, and that attachment and separation-individuation would each make unique and additive contributions to identity development. The second purpose was to identify instruments which discretely measured the family processes. The third purpose was to better understand family influences by measuring the processes of exploration and commitment. Participants were 150 male and 150 female college students, between the ages of 18 and 23, and from intact families. Questionnaires completed measured family functioning and identity development. Family functioning measures covered three domains (family health, attachment to parents, and separation-individuation) which formed the set of independent variables. The identity measures (ego identity status and identity process) comprised the dependent variables. A hierarchical regression design was employed where family health variables were entered first, followed by attachment variables, then separation-individuation variables. The results indicated mixed support of the model. First, the proposed model was statistically supported for females as all domains predicted identity achievement and diffusion. For males, only family health predicted identity achievement, and only separation-individuation predicted identity diffusion. Other important findings were that the attachment and separation-individuation domains both assessed forms of connectedness, suggesting only one domain. Thus, the separation-individuation component of the model was not supported. Second, similarity of attitudes consistently predicted identity achievement, diffusion, exploration, and commitment. Third, despite the use of rigorous criteria to obtain discrete scales representative of the theoretical constructs, overlap was discovered within and across domains. The roles of similarity of attitudes between adolescent and parent, and the family environments associated with identity achievement, diffusion, exploration, and commitment are discussed. In addition, methodological and measurement issues, limitations of the study, and implications for future research are examined.
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Bentley, Judith Kay. "Identity formation : a comparison of adolescents adopted through agency versus private placements." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4115.

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The purpose of this study was to investigate factors which might influence the identity formation process in adopted adolescents. Specifically, this research looked at agency versus independent adoption placement as a choice reflecting the adoptive parents' preference for involvement with or distance from a possible adoptive family support network before and after placement. Subjects were also divided according to those whose family had belonged to an adoptive family support group and those who had not. The study involves a combination of descriptive and correlational research methods.
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Guler, Jessica. "The Relationship Among Previous Exposure to War and Conflict, Acculturation, and Identity Formation Among Adolescent Refugees." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1593.

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This thesis examines the relationship among previous exposure to war and conflict, acculturation, and identity formation among adolescent refugees. It was hypothesized that US acculturation would mediate the association between exposure to war and conflict and identity development among adolescent refugees. Participants included 33 adolescent refugees (16 males and 17 females) ranging in age between 11 and 17 years (M = 14.61, SD = 1.48), who were recruited through a refugee resettlement service provider located in Orlando, Florida. Country of origin included Cuba (n = 25), Iraq (n = 4), Jordan (n =1), Haiti (n =1), Colombia (n =1), and Venezuela (n =1). Previous exposure to war and conflict was found to impact identity development; however, the proposed hypothesis in which US acculturation mediates the association between exposure to war and conflict on the one hand, and identity development on the other was not supported. Results indicated that US acculturation was not related to any of the study variables. Previous exposure to war and conflict, along with hardships caused by such experiences, were negatively correlated with identity development and positively correlated with identity distress. In addition, native acculturation was negatively correlated with identity distress, suggesting that acculturation to one's native culture may serve as a protective factor against identity distress among adolescent refugees. Implications for professional practice are discussed.
B.S.
Bachelors
Psychology
Sciences
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Books on the topic "Adolescent identity formation"

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Adams, Gerald R. Adolescent identity formation. Newbury Park: Sage Publications, 1992.

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Levy-Warren, Marsha H. The adolescent journey: Development, identity formation, and psychotherapy. Northvale, N.J: J. Aronson, 1996.

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L, Hoopes Janet, ed. Identity formation in the adopted adolescent. New York, NY: Child Welfare League of America, 1985.

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Character formation and identity in adolescence: Clinical and developmental issues. Chicago, IL: Lyceum Books, 2012.

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Adolescent identity formation. Newbury Park, Calif: Sage Publications, 1992.

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(Editor), Thomas Gullotta, Raymond Montemayor (Editor), and Gerald R. Adams (Editor), eds. Adolescent Identity Formation. Books on Demand, 1992.

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Gullotta, Thomas P., Raymond Montemayor, and Gerald R. Adams. Adolescent Identity Formation (Advances in Adolescent Development). Sage Publications, Inc, 1992.

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Gullotta, Thomas P., Raymond Montemayor, and Gerald R. Adams. Adolescent Identity Formation (Advances in Adolescent Development). Sage Publications, Inc, 1992.

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Inc, Sage Publications. Adv Adolescent Dev 4/adams/adolescent Identity Formation (Advances in Adolescent Development S.). Sage Publications, 2000.

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Lucente, Randolph L. Character Formation and Identity in Adolescence: Clinical and Developmental Issues. Oxford University Press, 2012.

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Book chapters on the topic "Adolescent identity formation"

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Abbasi, Neda. "Adolescent Identity Formation and the School Environment." In The Translational Design of Schools, 83–103. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-364-3_4.

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Levesque, Roger J. R. "Identity Formation." In Encyclopedia of Adolescence, 1362–63. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_501.

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Levesque, Roger J. R. "Identity Formation." In Encyclopedia of Adolescence, 1826–28. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_501.

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Kiang, Lisa, and Oscar A. Baldelomar. "Ethnic Identity Formation." In Encyclopedia of Adolescence, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_298-2.

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Kiang, Lisa, and Oscar A. Baldelomar. "Ethnic Identity Formation." In Encyclopedia of Adolescence, 860–70. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_298.

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Kiang, Lisa, and Oscar A. Baldelomar. "Ethnic Identity Formation." In Encyclopedia of Adolescence, 1212–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_298.

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Waterman, Alan S. "Developmental Perspectives on Identity Formation: From Adolescence to Adulthood." In Ego Identity, 42–68. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4613-8330-7_3.

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Neményi, Mária, and Róza Vajda. "Intricacies of Ethnicity: A Comparative Study of Minority Identity Formation during Adolescence." In Migrant, Roma and Post-Colonial Youth in Education across Europe, 103–19. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137308634_7.

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Chandler, Michael, and Lorraine Ball. "Continuity and Commitment: A Developmental Analysis of the Identity Formation Process in Suicidal and Non-suicidal Youth." In Coping and Self-Concept in Adolescence, 149–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-75222-3_9.

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Sugimura, Kazumi. "Transitions in the Process of Identity Formation Among Japanese Female Adolescents: A Relational Viewpoint." In The meaning of others: Narrative studies of relationships., 117–42. Washington: American Psychological Association, 2007. http://dx.doi.org/10.1037/11580-012.

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Conference papers on the topic "Adolescent identity formation"

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Raižienė, Saulė, Rasa Erentaitė, Neringa Grigutytė, and Vilmantė Pakalniškienė. "ADOLESCENTS’ ONLINE ACTIVITIES AND DIGITAL SKILLS: VIRTUAL OPPORTUNITIES FOR IDENTITY FORMATION ACROSS EDUCATION AND FRIENDSHIP DOMAINS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1174.

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Kostina, Anna Aleksandrovna. "Constructive Principles of Pedagogical Support for the Formation of a Reflexive Position of Students of Early Adolescence." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2021. http://dx.doi.org/10.21661/r-553082.

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The article based on analysis of pedagogical and psychological literature to identify early adolescence as a sensitive period for the development of basic sociogenic potencies of human. The results of ascertaining stage of the experiment to determine the level of reflection of first-year students. The author proves the necessity of pedagogical support of first-year students based Based on the analysis of psychological and pedagogical literature and empirical material. The author offers constructive principles for effective pedagogical support of the forming reflexive position of first-year students
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Reports on the topic "Adolescent identity formation"

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Bentley, Judith. Identity formation : a comparison of adolescents adopted through agency versus private placements. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5999.

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