According to Erik Erikson (1950), adolescents and young adults are highly engaged in the process of identity development with intentions to avoid a state of diffusion and role confusion. Several researchers (e.g., Bordin, 1990; Krumboltz, 1979; Lofquist & Dawis, 1991; Super, 1957) in the area of career development have attempted to explain how identity relates to the career selection process for young adults, all seeming to describe a similar construct, that of self identity. Perhaps the most popular theory of career development, Holland’s (1959) theory, clarified the identity construct by Holland's Vocational Identity is first compared to Marcia's four ego identity statuses (Diffusion, Foreclosure, Moratorium, and Achieved), indicating a positive relationship to ego identity development. Second, person-environment (P-E) congruence was compared to Erikson's/Marcia's four identity statuses and Vocational Identity, revealing no relationship between the variables. However, strong relationships were apparent for P-E Congruence and well-being measures, including satisfaction with academic major, stability in academic major, and academic achievement. In further investigation of the identity formation process, identity variables were compared to measures of well-being. Using canonical correlation analysis, the first canonical function showed Vocational Identity as a strong indicator of well-being. Canonical correlation analysis was also used to compare measures of career development with Erikson's/Marcia's ego identity development. Results revealed a strong statistical relationship with the first canonical root, indicating Vocational Identity and career decision making both appear to be strongly related to the Achieved identity status. These findings further support the theoretical connection between ego identity and career development process. Considering limitations of the study, implications for theory and practice and recommendations for future research are provided. describing Vocational Identity as the possession of a clear and stable picture of one’s goals, interests, and talents. This study sought to clarify similarities between Erikson’s theory of identity development and Holland’s theory of vocational choice. To assess the relationship between identity formation and career development, 206 college students completed scales measuring ego identity formation, using Marcia’s (1966) empirical representation of Erikson’s theory, Vocational Identity, measures of congruence, measures of well-being, and Career Indecision.

Orientador: Angela Kleiman / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-06T10:22:50Z (GMT). No. of bitstreams: 1 Tapias-Oliveira_EvelineMattos_D.pdf: 1497034 bytes, checksum: 6756d0bb5e78494c6a8c0394bdb68913 (MD5) Previous issue date: 2006 / Resumo: A presente tese de Doutorado conduz análise lingüístico-enunciativo-discursiva de diários produzidos por alunos universitários, iniciantes no curso de Letras, buscando evidências da sua construção identitária profissional no mundo figurado do Ensino Superior. Os dados dos diários foram obtidos em uma pesquisa-ação, em que as vivências ocorridas nas atividades partilhadas em sala forneceram subsídios para autopercepção dos alunos (desde o que aprendiam, em que medida, até como o faziam ¿ com dificuldade, facilidade, assombro). Os objetos de análise (os enunciados dos diários) mostram os alunos configurando-se em professores de várias maneiras. Uma delas refere-se ao posicionamento dos sujeitos (pelo uso das pessoas verbais, do tratamento mais ou menos cerimonioso) nos diários. O modo como vêem a si mesmos (sua imagem) também configura a imagem (ethos) de seu interlocutor nos diários, geralmente seu professor. Esses posicionamentos assumidos acabam por configurar, inclusive, o próprio gênero que está sendo escrito pelos sujeitos nos diários, no seu estilo e forma. Os dados também evidenciaram que a construção identitária não é incólume, nem fácil, nem sem problemas; pelo contrário, os sujeitos apresentam diferentes vozes em orquestração, em seus enunciados. A orquestração muda ao longo do tempo nas percepções dos sujeitos. Escolha lexical, adjetivos e comparações, entre experiências presentes e passadas, são as evidências principais. Além disso, foi analisada a relação dos sujeitos com o saber (como um objeto a ser possuído, uma atividade a ser partilhada, ou uma forma de ser e de agir na profissão), em suas metáforas e referenciações. Investigamos, também, o que significa, para os sujeitos, ser professor. Na modalidade deôntica, na assertividade e nos verbos de processo mental com caráter volitivo, os sujeitos tecem novas imagens profissionais para si, diferentes das de seus antigos professores. A prática diarista, em razão dos resultados obtidos, configura-se um instrumento cultural útil, por prover os sujeitos de um espaço-tempo para reflexão e verbalização de suas idéias e pensamentos, cada um a seu ritmo, o que os ajuda na própria construção identitária profissional e faz com que haja a possibilidade da constituição de novos mundos / Abstract: The present thesis develops a linguistic-discursive analysis of diaries, produced by freshmen language college students. The aim is to detect evidences of their professional identity construction as teachers in the figured world of Higher Education. In the diaries, subjects tell of their perception about their own learning in activities they were enrolled in their Portuguese language classes. They also tell of their quest, their discoverings and difficulties in the process. Data (their utterances in the diaries) analysis shows students becoming teachers from the very beginning in a manifold of ways. One of these ways is their positioning in the diary that we can perceive, for instance, by verb tense voice and formality. By positioning themselves according to an image (ethos) they have for themselves, they also show the image they have of their teacher ¿ the person usually addressed to in the diaries. By the constitution of these imagined personae, subjects constitute genres as far as style and form are concerned. Data analysis also shows that identity construction is not a safe and easy path. Subjects have different voices in orchestration while they utter. This orchestration changes over time in the subjects perceptions. Adjectives, word choice, and comparisons between what is new to them and what previously took place in their education are the main evidences. The relation students have with knowledge (as an object, as an action and as a way of being) is also studied in metaphors and in ways of referring to it. The research also deals with what for the students, constitutes being a teacher. Using deontic mode and assertivity, as well as verbs in the mental process expressing will, the beginners build for themselves a new image of being a teacher, different from that of their past teachers. According to the results, diary practice is understood as a cultural tool to help students, since it provides a privileged space and time for thinking out and wishing for a different more engaged and responsible future teacher practice, making it possible for new worlds to come about / Doutorado / Linguistica Aplicada / Doutor em Linguística Aplicada

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