Complementing field research among severely disadvantaged minority groups, the present laboratory analogue investigates how the clarity of a group member's cultural (collective) identity is related to positive feelings about oneself and one's performance. Participants were assigned to a clear, conflicted, or unclear collective identity condition, and were then faced with challenging tasks (study 1) or a challenging social interaction (study 2). In study 1, the hypotheses were not confirmed because participants overcame a lack of collective identity clarity by simply applying their own familiar collective identity to the tasks. This default alternative was removed in study 2, which resulted in a confirmation of the hypotheses. Participants in the clear condition felt more positive and successful than participants in the conflict and unclear conditions. Compared to participants in the clear and unclear conditions, participants in the conflict condition found the interaction to be the most difficult presumably because they were challenged to resolve competing identities. Clarity of collective identity was related to feelings of positivity, success, task difficulty, and to the expression of positive emotions, certainty, and achievement, thereby emphasizing the importance of collective identity clarity for the self.

Thesis (Ph.D.)--Oklahoma State University, 2003. / Includes bibliographical references (leaves 181-191).

Thesis (M.A.)--Cincinnati Christian University, 2008. / Includes abstract and vita. Includes bibliographical references (leaves 108-110).

Thesis (M.S.)--Central Connecticut State University, 1998. / Thesis advisors: Dr. John E. Harmon and Dr. Richard Benfield. " ... in partial fulfillment of the requirements for the degree of Master of Science in Geography." Includes bibliographical references (leaves [101-107]).

Thesis (M.A.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains vii, 141 p. : ill. (some col.), maps Includes abstract. Includes bibliographical references (p. 138-141).

Thesis (Ph. D.)--University of Oregon, 1999. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 89-92). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9955915.

Thesis (Ph. D.)--Florida State University, 2005. / Advisors: Dr. Jeffrey Dalton James; Dr. Robert Aubrey Kent , Florida State University, College of Education, Dept. of Sport Management, Recreation Management, and Physical Education. Title and description from dissertation home page (viewed Sept. 14, 2005). Document formatted into pages; contains xii, 225 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Rhode Island, 2005. / Typescript. Includes bibliographical references (leaves 102-105).

Thesis (Ph. D.)--Washington State University, May 2006. / Includes bibliographical references (p. 122-127).

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Samuel L. Gaertner, Dept. of Psychology. Includes bibliographical references.