Literaturnachweis - Detailanzeige
| Autor/inn/en | Schwartz, Seth J.; Kurtines, William M.; Montgomery, Marilyn J. |
|---|---|
| Titel | A Comparison of Two Approaches for Facilitating Identity Exploration Processes in Emerging Adults: An Exploratory Study |
| Quelle | In: Journal of Adolescent Research, 20 (2005) 3, S.309-345 (37 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0743-5584 |
| DOI | 10.1177/0743558404273119 |
| Schlagwörter | Identification (Psychology); Young Adults; Self Concept; Ethnicity; Higher Education; Individual Development; College Students; Adult Learning; Intervention; Student Diversity |
| Abstract | This article, using a controlled design, reports the results of an exploratory study to investigate the impact of two types of intervention strategies (cognitively vs. emotionally focused) on two types of identity processes (self-construction and self-discovery) in a culturally diverse sample of 90 emerging adult university students. A quasiexperimental design was used to evaluate the relative impact of the cognitively focused self-construction and emotionally focused self-discovery strategies. Quantitative and qualitative results indicated that cognitively focused intervention strategies were most efficacious in affecting self-constructive identity processes, whereas emotionally focused intervention strategies were most efficacious in affecting self-discovery identity processes. This pattern of differential effects suggests that programs intended to broadly affect identity development should include both types of intervention strategies and should target both self-constructive and self-discovery processes. (Author). |
| Anmerkungen | Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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