A Study of Experiences Influencing Development of Identity in Adolescence

[Speaker] Manabe, Issui:1
[Co-author] Hihara, Shogo:1, Hongo, Hikari:1, Kitani, Tomoko:1, Okamoto, Yuko:1
1:Hiroshima University (Japan)

The objective of this research was to do an exploratory study,from the Dynamic System Approach perspective, of experiences that influence development of identity in adolescence. We conduct Retrospective Ego Identity Status Interview with vocational domain, to 37 adolescent university students. We measured identity development by two factors:exploration sense and commitment. Using interview surveys and the KJ Method, we studied whether the types of experiences affecting interaction with the two factors induce identity change in university students. During the study, we categorized experiences as "lively," "ambiguous," or "interest-centered." The results suggest that lively experiences, identified with "past personal crisis," "advice from surrounding people and teachers," "volunteering," "training," and "part-time work," promote identity development. By contrast, it is suggested that ambiguous experiences -"vague/compromising" and "reluctant/half-hearted" efforts- and interest-centered experiences, identified with the pursuit of "personal interests" such as "television and books," do not promote identity development, and do not induce identity change.
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