Promoting Identity Development in Adolescents

Robert D. Enright, Diane M. Ganiere, Ray R. Buss, Daniel K. Lapsley, Leanne Marzocco Olson

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Abstract

A model of identity formation based on the cognitive developmental stages of social-perspective taking is described. The model assumes that identity can be achieved through cognitive strategies of considering the self in relation to one friend, one's family, the peer group, and society. A study with high school students was undertaken to test the model. The program included 43 high school seniors and lasted for two weeks. The experimental students were asked to take the perspective of each social entity above and then to consider how the self was like and unlike these. Repeated measures analyses of variance showed that the experimentals gained significantly more than the controls on Rasmussen's Ego Identity Scale (EIS) following the program.

Original languageEnglish (US)
Pages (from-to)247-255
Number of pages9
JournalThe Journal of Early Adolescence
Volume3
Issue number3
DOIs
StatePublished - Sep 1983

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ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)
  • Sociology and Political Science
  • Life-span and Life-course Studies

Cite this

Enright, R. D., Ganiere, D. M., Buss, R. R., Lapsley, D. K., & Olson, L. M. (1983). Promoting Identity Development in Adolescents. The Journal of Early Adolescence, 3(3), 247-255. https://doi.org/10.1177/0272431683033007