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Exploring three approaches to identity development.

D M Ganiere1, R D Enright

  • 1Adult Degree Program, Mary Baldwin College, Staunton, Virginia.

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This summary is machine-generated.

This study explored identity development in high school seniors using tailored programs. While social similarity measures showed changes, ego-identity scales did not, suggesting diverse operationalizations of identity theory.

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Area of Science:

  • Psychology
  • Developmental Psychology
  • Social Psychology

Background:

  • Identity formation is influenced by past experiences, social feedback, and personal priorities.
  • Erikson's theory of psychosocial development provides a framework for understanding identity.
  • Previous identity development programs have varied in their approach and outcomes.

Purpose of the Study:

  • To assess the effectiveness of three distinct identity development programs.
  • To measure changes in ego-identity and social self-similarity among high school seniors.
  • To evaluate the operationalization of Erikson's identity theory in program design.

Main Methods:

  • Administered three identity development programs to 57 high school seniors.
  • Utilized pretests and posttests including the Rasmussen Scale of Ego-Identity.
  • Employed a Self-Identity Social-Similarity Grid to measure social connections.

Main Results:

  • Significant changes were observed in the social self-similarity grid scores for experimental groups compared to the control.
  • No significant differences were found in the Rasmussen Scale of Ego-Identity scores across groups.
  • The diverse outcomes highlight challenges in consistently measuring identity aspects.

Conclusions:

  • Identity development programs can influence social self-perception.
  • Measuring ego-identity remains complex, reflecting the multifaceted nature of Erikson's theory.
  • Future research should refine methods for evaluating identity development interventions.