Adolescents' Experiences of Identity Development in Schooling

Autor/inn/en	Davies, Hayley; O'Neill, John
Titel	Adolescents' Experiences of Identity Development in Schooling
Quelle	In: set: Research Information for Teachers, (2022) 3, S.28-33 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0110-6376
Schlagwörter	Adolescents; Identification (Psychology); Experience; Adolescent Development; Well Being; Learning Experience; Foreign Countries; Pacific Islanders; Ethnic Groups; Educational Environment; Personality; Group Membership; Self Expression; Educational Practices; Self Concept; New Zealand + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Erfahrung; Well-being; Wellness; Wohlbefinden; Lernerfahrung; Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Personalität; Gruppenzugehörigkeit; Ausdruck; Bildungspraxis; Selbstkonzept; Neuseeland
Abstract	Teachers, schools, and the wider education system have a responsibility to nurture young people's identity development and to optimise youth wellbeing. For the study, 10 adolescents shared their experiences and perspectives of identity development and the extent to which their identity impacted on their wellbeing and subsequent learning experiences. The adolescents' perceptions of identity directly informed the way they felt about themselves and thus impacted directly on their wellbeing. Identity and wellbeing had implications for learners' dispositions and motivation to learn; students who had a positive sense of identity and wellbeing felt more positively about their learner identity and were more engaged in learning. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01