Identity Representations in Patterns of School Achievement and Well-Being Among Early Adolescent Girls
| Autor: | Laura J. Keller, Elyn Tan, Mollie K. Galloway, Shannon Casey-Cannon, Cary Watson, Robert W. Roeser |
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| Rok vydání: | 2008 |
| Předmět: |
Sociology and Political Science
media_common.quotation_subject education Self-esteem Self-concept Identity (social science) Academic achievement Developmental psychology Well-being Developmental and Educational Psychology Early adolescents Life-span and Life-course Studies Psychology Social psychology Identity formation Social Sciences (miscellaneous) media_common Social influence |
| Zdroj: | The Journal of Early Adolescence. 28:115-152 |
| ISSN: | 1552-5449 0272-4316 |
| DOI: | 10.1177/0272431607308676 |
| Popis: | This study examines relations between early adolescent girls' well-being, achievement, and emerging identities. Variable-centered results showed that girls' moral and student identities were the strongest predictors of their achievement, whereas their moral, student, physical, and peer identities predicted their well-being. Person-centered results delineated four subgroups of girls based on their profiles of well being and achievement. The largest group of girls (46%) was characterized by well being and positive school achievement and had balanced adult- and peer-oriented identities. The second largest group (35%), characterized by emotional distress and average school achievement, had positive student and negative physical and peer identity representations. The third group (12%), characterized by emotional distress and poor school achievement, reported pervasive negative representations. The final group (7%), characterized by well being and poor achievement, did not consider themselves good students but did see themselves as physically attractive. Interviews revealed identity challenges characteristic of girls in each subgroup. |
| Databáze: | OpenAIRE |
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