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Self-reflecting in developmental context: variations in level and patterning during the first 2 university years
Nancy J Bell1, Elizabeth Wieling, Wendy Watson
1Department of Human Development and Family Studies, Texas Tech University, Lubbock 79409, USA. nancy.bell@ttu.edu
The Journal of Genetic Psychology
|January 8, 2005
Summary
Adolescent self-reflection, often seen negatively, is crucial for identity development. This study found that greater self-reflection content in interviews correlated with positive developmental changes in university students.
Area of Science:
- Psychology
- Developmental Psychology
- Adolescent Psychology
Background:
- Self-reflection in adolescents is often linked to negative outcomes like risk behaviors.
- However, self-reflection is also considered vital for identity formation and individuation during adolescence.
Purpose of the Study:
- To explore the process of self-reflection in adolescents.
- To investigate the relationship between self-reflecting patterns and developmental changes over time.
Main Methods:
- Longitudinal assessment of self-reflecting patterns through interviews with 10 university students over two years.
- Narrative analysis of developmental change in participants.
Main Results:
- Students demonstrating developmental change or sustained engagement in developmental work spent a higher proportion of their interview time on self-reflecting content.
- Distinct self-reflecting patterns over time were observed among students showing developmental progress, suggesting a link.
Conclusions:
- Self-reflection is integral to adolescent development, particularly for identity and individuation.
- Findings suggest a reinterpretation of previous studies on adolescent self-reflection and its developmental implications.