"I Didn't Want To, but Then I Told": Adolescents' Narratives Regarding Disclosure, Concealment, and Lying

Autor/inn/en	Smetana, Judith; Robinson, Jessica; Bourne, Stacia V.; Wainryb, Cecilia
Titel	"I Didn't Want To, but Then I Told": Adolescents' Narratives Regarding Disclosure, Concealment, and Lying
Quelle	In: Developmental Psychology, 55 (2019) 2, S.403-414 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000646
Schlagwörter	Deception; Personal Narratives; Parent Child Relationship; Self Concept; Peer Groups; Emotional Development; Self Disclosure (Individuals); Gender Differences; Age Differences; Moral Values; Ethics; Elementary School Students; Middle School Students; Comparative Analysis; Risk; Delinquency; Behavior Problems; Intimacy; Academic Achievement + Suchen Sie Ihr Suchwort? Täuschung; Erlebniserzählung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Selbstkonzept; Gleichaltrigengruppe; Peer Group; Gefühlsbildung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Moral value; Ethischer Wert; Ethik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Risiko; Kriminalität; Intimität; Schulleistung
Abstract	This study examined 131 U.S. middle class early, middle, and late adolescents' (M[subscript age] = 12.74, 15.81, and 20.40 years, respectively) narratives regarding experiences of disclosure, concealment, and lying to parents and responses to direct probes about lessons learned about self and parents. The thematic content focused primarily on routine activities and peer experiences, and to a lesser extent, romantic issues, risky or delinquent behavior, and academic achievement, with few content differences across narrative types. Greater psychological elaboration in narratives and, when directly probed, more evidence of psychological growth and positive lessons about parents, were observed when teens disclosed than concealed or lied. There was less factual elaboration when youth narrated about concealment than disclosure or lying, particularly among early adolescent males as compared to older males and same-age females. Narrative coherence increased with age and was greater in females' than males' lying narratives. Thus, adolescents learn different lessons from disclosing, concealing, and lying, with varying implications for the development of self, identity, and moral agency. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01