Dissertation (DEd) -- Stellenbosch University, 1993. / Includes bibliography / ENGLISH ABSTRACT: This study examined the process of identity development in secondary school adolescents. Identity formation can be regarded as a central developmental task during adolescence. Psychological maturity and a functional personality depend on the effective solution of the identity crisis. The process of identity formation is, however, complicated by various trends in modern society. This is particularly true for South Africa in its present transitional phase. This study was undertaken due to various research deficiencies, and because a thorough knowledge of the process of identity formation during adolescence is of vital importance for educators on all levels. Based on an extensive literature study the concepts identity and identity development are described, and research findings on identity development during adolescence are reviewed. The focus of the empirical investigation is on four selected domains of identity development, namely future career, religion, friendships and dating. Two objective questionnaires, the Ackermann Identity status Inventory (AISI) (which was designed by the researcher) and the Dellas Identity Status Inventory (DISI), and a semi-structured interview were used to determine the identity status of adolescents. A third questionnaire was administered in order to determine adolescents r evaluation of the importance of various identity domains. The research group included all the standard 7 and 10 pupils (N - 1152) from 6 Afrikaans medium secondary schools in the Southwestern Cape. From this group a stratified sample of 96 pupils was taken for the interview. When selecting the research groups three variables were taken into account, namely sex, age, and residential area. Some of the most important findings include the following: Adolescents manifest different patterns of identity development in different domains. Identity development should therefore be investigated separately in different domains. There are significant differences in the identity status of standard 7 and standard 10 pupils. Only minor differences in identity status development exist between the sexes. No significant differences in identity status were found between rural and urban adolescents. Regarding the religious domain the research group had a strong tendency towards identity foreclosure. This finding has important implications for religious educators. various implications for education were pointed out. / AFRIKAANSE OPSOMMING: Die proses van identiteitsontwikkeling by skoolgaande adolessente is in hierdie studie ondersoek. Die verwerwing van 'n eie identiteit kan as 'n sentrale ontwikkelingstaak tydens adolessensie beskou word. Die effektiewe hantering van die identiteitskrisis is 'n voorwaarde vir die verwerwing van psigologiese volwassenheid en vir positiewe persoonlikheidsfunksionering. Verskeie tendense in die hedendaagse samelewing kompliseer die proses van identiteitsontwikkeling. Dit geld Suid-Afrika in besonder, aangesien die land tans in 'n transformasieproses verkeer wat verskeie lewensterreine raak. 'n Grondige kennis van die proses van identiteitsontwikkeling by adolessente is van kardinale belang vir primêre en sekondêre opvoeders. In die lig van bestaande leemtes in navorsing op hierdie terrein is die studie onderneem. Teen die agtergrond van 'n omvattende literatuurstudie is die aard en wese van identiteit en identiteitsontwikkeling beskryf en 'n oorsig is gegee van bestaande navorsingsbevindinge oor identiteitsontwikkeling tydens adolessensie. Die empiriese ondersoek is gerig op vier geselekteerde domeine van identiteitsontwikkeling , naamlik beroep, godsdiens, vriendskappe en uitgaan (Engels: dating). Met die oog op die bepa ing van die status van adolessente se identiteitsontwikkeling is twee objektiewe vraelyste, naamlik die Ackermann Identiteitstatusvraelys (AISV) en die Dellas Identity status Inventory (DISI), en 'n gestruktureerde onderhoud gebruik. Die AISV is vir die doel van die ondersoek deur die ondersoeker ontwerp. 'n Derde vraelys is afgeneem ten einde adolessente se belewing van die belangrikheid van verskeie identiteitsdomeine te bepaal. Die ondersoekgroep het bestaan uit die standerd 7- en standerd 10-1eerlinge (N = 1152) van ses Afrikaansmedium sekondêre skole. Uit die groep is 'n gestratifiseerde steekproef van 96 leerlinge vir die onderhoud getrek. Gelyke verteenwoordiging van drie veranderlikes is met die trekking van die steekproewe in ag gensem, naamlik ouderdom, geslag en nedersettingsgebied. Van die belangrikste bevindinge wat uit die ondersoek geblyk het, is die volgende: Adolessente toon verskillende patrone van identiteitsontwikkeling in verskillende domeine. Dit is daarom belangrik dat identiteitsontwikkeling in terme van afsonderlike domeine ondersoek word. Beduidende verskille in identiteitstatusontwikkeling kom tussen adolessente in st 7 en st. 10 voor. slegs enkele verskille in identiteitstatusontwikkeling kern tussen die twee geslagte voor. Daar is nie 'n beduidende verskil tussen stedelike en plattelandse adolessente se identiteitstatusontwikkeling nie. In die domein van godsdiens is 'n neiging tot vroeë identiteitsluiting gevind. Dit hou belangrike implikasies vir opvoeders en ander betrokke instellings in. Belangrike opvoedkundige implikasies van die ondersoekbevindinge is aangedui.

Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The primary aim of the study was to investigate the relationship between identity development and personality type preference during the adolescent developmental phase. The Extended Objective Measure of Ego Identity status (EOM-EIS-2) and the Myers-Briggs Type Indicator (MBTI) were used as research instruments. School, gender and language were considered as the demographic variables. Personality type preferences and the demographic variables indicated six significant interactions. The Thinking-Feeling (T-J) scale was related significantly to the gender variable. Sensing-Intuition (S-N), Thinking-Feeling (T-J) and Judging-Perception (J-P) were related significantly to language. Sensing-Intuition (S-N) and Judging-Perception (J-P) have indicated significant interactions with the school variable. Identity status and the demographic variables also indicated significant interactions. Gender was related significantly to the interpersonal moratorium status. The school and language variables interacted with the identity diffusion, foreclosure and moratorium statuses in the ideological and in the interpersonal domains.. Significant interactions were indicated among identity status and two of the dimensions of personality type preference, that is Sensing-Intuition (S-N) and Judgement-Perception (JP). Significant preferences for Intuition (N) in relation to the ideological, as well as the interpersonal foraetosure statuses were indicated. Intuition (N) was also related to the. interpersonal diffusion and moratorium statuses. Preferences for Perception (P) were also related significantly to ideological and interpersonal foreclosure, as well as to interpersonal diffusion and moratorium statuses. Neither Thinking-Feeling (T-J) nor Extroversion- Introversion (E-I) dimensions demonstrated any significant interaction with the identity statuses. Educational implications and recommendations are suggested in terms of the indicated personality types and preferences among adolescents, identity formation, as well as the demographic variables related to personality type preferences and identity formation. Recommendations are also suggested with regard to the relationship between identity status and personality type preferences. The researcher would like to emphasise individual differences and diversity (in terms of identity development and personality type preferences) which link up with an inclusive educational approach. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die verband tussen identiteitsontwikkeling en persoonlikheidstipevoorkeure tydens die adolessente ontwikkelingsfase te ondersoek. Die volgende twee vraelyste is gebruik: Die Extended Objective Measure of Ego Identity Status (EOM-EIS-2) en die Myers-Briggs Type Indicator (MBTI). Skool, geslag en taal is oorweeg as demografiese veranderlikes. Persoonlikheidstipevoorkeure het ses beduidende interaksies met die demografiese veranderlikes getoon. Die Denke-Gevoel-skaal het beduidend met geslag verband gehou. Die Sintuiglik-Intuïtiewe (S-N), Denke-Gevoel (T-J) en Beoordeling-Waarneming (J-P) skale is beduidend met taal geassosieer. Die Sintuiglik-Intuïtiewe (S-N) en Beoordeling- Waarneming (J-P) skale het beduidend met skool verband gehou. Identiteitstatus en die demografiese veranderlikes het ook beduidende verbande aangetoon. Geslag het 'n beduidende verband met interpersoonlike moratorium getoon. Skool en taal het elk ses beduidende interaksies met die identiteitsdiffusie-, premature sluiting- en moratoriumstatusse in die ideologiese en interpersoonlike domeine aangedui. Beduidende interaksies is gevind tussen identiteitstatus en twee dimensies van persoonlikheidstipevoorkeure, naamlik die Sintuiglik-Intuïtiewe (S-N) en Beoordeling- Waarneming (J-P) skale. Beduidende voorkeure ten opsigte van die Intuïtiewe (N) funksie in die ideologiese en interpersoonlike premature sluitingstatusse, sowel as in die interpersoonlike diffusie- en moratoriumstatusse is gevind. Beduidende voorkeure ten opsigte van die Waarnemende funksie is ook in die statusse van ideologiese en interpersoonlike premature sluiting, sowel as in interpersoonlike diffusie en moratorium aangedui. Sowel die Ekstroversie-Introversie (E-I) as die Denke-Gevoel (T-J) dimensies het geen beduidende interaksies met identiteitstatusse aangedui nie. Opvoedkundige implikasies en aanbevelings word aangespreek in terme van die aangeduide persoonlikheidstipes en -voorkeure, identiteitsontwikkeling, en die demografiese veranderlikes wat persoonlikheidstipevoorkeure en identiteitsontwikkeling affekteer. Aanbevelings met betrekking tot die aangeduide verband tussen identiteitstatus en persoonlikheidstipevoorkeure word ook gedoen. Die navorsing wil indiwiduele verskille en diversiteit (ten opsigte van identiteitsontwikkeling en persoonlikheidstipevoorkeure) beklemtoon, wat aansluit by 'n inklusiewe opvoedingsbenadering.

Clinical and theoretical literature suggests that some people who present with psychological problems have a poorly developed sense of their own identity. It has also been suggested that cognitive theory and therapy does not always adequately identify, conceptualise, and address these identity problems. The current study aims to develop a self-report questionnaire measure to assess these identity problems. It also tests some specific hypotheses about the relationship between identity problems and other psychological constructs, including borderline personality disorder symptomatology. anxiety and depression.

A self-discrepancy is a cognitive incompatibility between a conception of the desired self and the perception of the actual self (Higgins, 1987; Rogers & Dymond, 1954). The purpose of this dissertation is to gain a better understanding of the effects of gender self-discrepancies on the personal and social adjustment of preadolescent children. I propose that gender-related stereotypes and self-appraisals can be examined within a self-discrepancy framework. Preadolescent children (N=195) completed a variety of self- and peer-report questionnaires in the fall and spring of the school year. Children reported gender stereotypes and self-appraisals for four attributes (body image, athletics, dominance, and popularity). Measures of gender identity and of adjustment were also collected. Results suggested that children who possess a gender self discrepancy are at risk for maladjustment, especially internalizing difficulties and victimization by both girls and boys. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

This thesis examined relations of multiple dimensions of gender identity same gender typicality, other-gender typicality, gender contentedness, gender oppression, felt pressure to conform, and gender centrality) to children's adjustment (global self-worth, narcissism, depression, internalizing behaviors, externalizing behaviors, and prosocial behaviors. Participants were 237 fourth through eighth graders (108 males, 129 females; M[underscore] age = 11 years, 4 months). Each measure of gender identity related to children's adjustment in a unique way. Findings also showed gender centrality to moderate relations of other gender identity variables to adjustment, suggesting that how central gender is to a child influences the impact of other gender self-appraisals on the child's development and adjustment. / by Jonathan Perle. / Thesis (M.A.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.

Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Gary L. Creasey (chair), Jeanne A. Howard, Susan L. Smith, Adena B. Meyers, Alvin E. House. Includes bibliographical references (leaves 141-154) and abstract. Also available in print.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 131-151). Also available via the Internet.

Thesis (M.A.)--University of Central Florida, 2009. / Adviser: Steven L. Berman. Includes bibliographical references (p. 55-60).

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Adolescence is a time when individuals begin to explore and examine psychological characteristics of the self in order to discover who they really are and how they fit in the social world in which they live. It is during this time of self-exploration that adolescents at risk for Huntington's Disease often learn of their risk status and witness the debilitating symptoms of the disease in their parents. Huntington Disease (HD) is an autosomal dominant neuropsychiatric disorder characterized by mid-life onset, involuntary movements, cognitive impairment, and depression. This dissertation investigated how adolescents experience living in a family with Huntington's Disease and therefore at risk for Huntington's Disease, and how this impacts their self-understanding and self-identity. The method of inquiry was based on a phenomenological approach. In-depth interviews were conducted with each of the adolescents. The data were analyzed using Van Manen's (1980) and Cochran and Claspell's (1987) format, resulting in an extraction of three themes. These themes are: (1) Naming the Legacy: Understanding and Misunderstanding; (2) Experiencing the Legacy: Huntington's Disease in Relation to Relationships; and (3) Integrating the Legacy: At the Crossroads of Self and Future Self. The analysis emphasizes that the at-risk adolescents' exploration of self-identity and future self was an individual process influenced by the cognitive, developmental, and socio-cultural contexts of the adolescents' lives. The process of learning about Huntington's Disease occurred through intuition and practical and experiential learning. The adolescents found support outside their family through friends and adult mentors. They engaged in complicated coping strategies and demonstrated a capacity for decision-making that displayed maturity beyond what would be expected for their age group. These findings led to specific recommendations for theory, research, and clinical practice in the area of the adolescent experience of HD. The research underscores the need for healthcare professionals to re-evaluate their view of adolescent autonomy and capacity for decision-making.