Acknowledgements Overview What is Identity Methodology MADICS (Eccles & Sameroff, PIs) Maryl in addition to Adolescent Development in Context Study
Lesonsky, Rieva, Contributor has reference to this Academic Journal, PHwiki organized this Journal Stability in addition to Change in Adolescent Identity Structure Stephen C. Peck, Jacquelynne S. Eccles, Oksana Malanchuk, Catherine L. Funk University of Michigan Acknowledgements made (alphabetically) to Elaine Belansky, Celina Chatman, Diane Early, Kari Fraser, Katie Jodl, Ariel Kalil, Linda Kuhn, Karen Macarthy, Rob Roeser, Arnold Sameroff, Sherri Steele, Cynthia Winston, in addition to Carol Wong. This research is supported in part by NICHD Grant R01 HD33437 awarded to Jacquelynne S. Eccles in addition to Arnold J. Sameroff in addition to in part by a grant from W.T. Grant awarded to Jacquelynne S. Eccles. The original data collection was supported by funding from the MacArthur Research Network on Successful Adolescent Development in High Risk Settings, chaired by Richard Jessor. Acknowledgements Overview The concept of identity Identity measures from open-ended data Identity complexity, stability, in addition to change Identities in addition to activities
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Personal in addition to Social Content in addition to Process Identity as The sense of our own personal identity is a conclusion grounded on the continuity be as long as e the mind, of the phenomena compared. James, 1890
The conscious feeling of having a personal identity is based on the perception of the selfsameness in addition to continuity of ones existence in time in addition to space. Erikson, 1968 Self-as-Object Self-as-Subject Process Content I – Self Me – Self Sense of self-sameness The knower All-conscious Awareness Self – Identity Personal Identity Ego – Identity Social Identity What is Identity
Fluctuation Systems Theory Function Structure Process Content Context Change Bahg, 1990 Identity is a complex system Identity is a system composed of interacting elements Identity is a system that exists within the context of larger systems Rational / Conscious Experiential / Preconscious Associationistic / Unconscious Working Self / Activated . A B C D E F . C´ A´ B´ . Context 1 Context 2 Structured Content at Varying Levels of the Self System . A A .
Explicit Identity / Self-Concept Implicit Identity / Self-Schemas Self-Reflectivity / Awareness . A B C D E F . D´ E´ F´ . A B C D E F . C´ A´ B´ . Phenomenology of Structured Content . A A . enduring yet malleable stream of behavior Context 1 Context 2 Methodology Dimensional Variable-Centered Morphogenic Pattern-Centered MADICS: Maryl in addition to Adolescent Development in Context Study Family Income in PG County > $70,000 Whites Blacks P e r c e n t U.S. PGC Sample 0 10 20 30 40 50 60 70 80 Prince George’s County Marlyl in addition to
MADICS (Eccles & Sameroff, PIs) Maryl in addition to Adolescent Development in Context Study 6 (plus) Waves of Longitudinal Data Questionnaires, Interviews, & Conversations Target Youth, PCG, SCG, & OS Ns 1482 (age 12) to 900 (age 23) 49% Female 60% Black, 30% White, 10% Other Open-Ended Questions Hopes Wishes Heroes Adult Traits Desired Occupation Fears Million Dollars Hero Traits Talents Expected Occupation 9 Identity Themes Artist Athlete (Jock) Brain Intellectual General Leader Religious Social Civic Social General Socialite
Percent of 7th, 8th, in addition to 11th Graders at 4 levels of Jock Identity Content Stability in addition to Change in Open-Ended Jock Identity Content Validation of Open-Ended Questions 7th Grade Youth Reports 7th Grade Parent Reports
Pattern-Centered Analysis Open-ended Identity Themes 9 quasi-absolute identity theme dimensions Cluster analyses Wards method; squared Euclidean distance Preliminary SPSS Final Sleipner (v2.1; Bergman, Magnusson, & El-Khouri, 2003) multivariate outliers removed k-means relocation on Wards solution Increases in addition to Explained Error Sum of Squares as long as 20 Possible 7th Grade Cluster Solutions 7th Grade Sleipner Identity Cluster Profiles
Close-up of the 7th Grade Jock-related Cluster Profiles n = 130 9% n = 182 13% n = 128 9% Increases in addition to Explained Error Sum of Squares as long as 20 Possible 8th Grade Cluster Solutions 8th Grade Sleipner Identity Cluster Profiles
Close-up of the 8th Grade Jock-related Cluster Profiles n = 97 10% n = 74 7% n = 85 9% Increases in addition to Explained Error Sum of Squares as long as 20 Possible 11th Grade Cluster Solutions 11th Grade Sleipner Identity Cluster Profiles
Some closing thoughts http://www.rcgd.isr.umich.edu/garp/ Explicit & Implicit Levels of Self The explicit level self-as-object explicit self-reflection Hopes, Fears, Talents, Desired occupations, Expected occupations. The implicit level self-as-subject implicit self-reflection Heroes, Hero Traits, Adult traits, 3 Wishes, Million dollars.
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