M Pasupathi
Biographic Data
| ID | 4095538 |
|---|---|
| NAME | M Pasupathi |
| GIVEN NAMES | M |
| FAMILY NAME | Pasupathi |
| SIGNATURE | PASUPATHI M |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0001-9105-4554 |
| VERIFIED | Yes |
| TOTAL WORKS | 50 |
| TOTAL CITATIONS | 338 |
| AUTHOR COUNT | 50 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 10 |
How parks and recreation professionals communicate their health contributions: Insights from the multi-level leisure mechanisms framework
Emerging adults’ journeys out of the shutdown: Longitudinal narrative patterns in a college career defined by Covid-19
The COVID-19 pandemic has defined the college career for this generation of learners, threatening mental health, identity development, and college functioning. We began tracking the impacts of this pandemic for 633 first-year college students from four U.S. universities ( M age = 18.8 years) in Spring 2020 and followed students to Spring 2023. Students provided narratives about the impacts of COVID-19 and reports of mental health concerns, identi…
The challenges of the experimental paradigm in narrative identity research
College, Interrupted: Profiles in First-Year College Students Responses to the Covid-19 Pandemic Across One Year
First-year college students in the 2019-2020 academic year are at risk of having their mental health, identity work, and college careers derailed as a result of the COVID-19 pandemic. To assess emerging and evolving impacts of the pandemic on mental health/well-being, identity development, and academic resilience, we collected data from a racially, ethnically, geographically, and economically diverse group of 629 students at four universities acr…
The psychophysiology of narrating distressing experiences
We examined patterns of psychophysiological arousal related to remembering and narrating distressing events, as compared to arousal while engaged in positive and neutral recall tasks. Narrating distressing events entailed increased arousal relative to remembering those events. Analyses of combined data showed that aggregate arousal during narration was related to post-narration reports of distress and self-perceptions. These results support conce…
Mothers and friends as listeners for adolescent anger narration: Distinct developmental affordances
Narrating emotional experiences to important others contributes to socioemotional and self-development from early childhood through adulthood. However, to date, almost no work has explored the distinctive ways that different listeners might shape narration, and the socioemotional outcomes of narrating experience. The present study examines how early adolescents (n = 106, age range 12-14, 54 girls, 21% low-income, 7% Latinx, 3% non-White) narrate …
“Things like that happen when you come to a new country”: Bosnian refugee experiences with discrimination
The empirical structure of narrative identity: The initial Big Three
A robust empirical literature suggests that individual differences in the thematic and structural aspects of life narratives are associated with and predictive of psychological well-being. However, 1 limitation of the current field is the multitude of ways of capturing these narrative features, with little attention to overarching dimensions or latent factors of narrative that are responsible for these associations with well-being. In the present…
Ghosts in the story: The role of audiences in stability and change in twice-told life stories
Tailoring Narration for Distinct Audiences in Emerging Adulthood
The development of narrative identity is a critical task for emerging adults—one shaped by parents and peers. However, how diverse audiences might jointly shape narrative identity remains underexamined. The present study addresses this gap, examining how emerging adults perceive diverse audiences for their narratives and tailor those narratives. In Study 1, emerging adults ( N = 112 and 106) rated peer audiences as more frequent, comfortable, agr…
Maternal narration about parenting pride and regret is related to youth emotion regulation
As they respond to children's emotions, mothers socialize children's emerging emotion regulation. Mothers' own autobiographical narratives likely reflect in part habitual ways of expressing and managing emotions—ways that may in turn influence the way mothers respond to their children's emotions. We examined features of mothers' narratives about parental pride and regret experiences, and assessed whether these were associated with parental social…
I wanted to hurt her”: Children’s and adolescents’ experiences of desiring and seeking revenge in their own peer conflicts
This study examined children's and adolescents’ descriptions of wanting and seeking revenge in peer conflicts. A total of 100 youth divided into three age groups (7‐, 11‐, and 16‐year‐olds) were interviewed about experiences in which they wanted to get back at a peer who harmed them. Most youth recalled experiencing retaliatory desires, but typically indicated that such desires were not acted out; 7‐year olds were less likely than older youth to …
To err is human: Forgiveness across childhood and adolescence
This study examined children's and adolescents' narrative accounts and evaluations of an instance when they forgave a peer and an instance when they did not forgive, as well as their definitions of what it means to forgive. The sample included 100 participants in three age groups (7‐, 11‐, and 16‐year olds). Regardless of age, forgiveness and non‐forgiveness accounts differed in interpersonal features, such as how they responded when hurt and whe…
Memory, Emotion, and Intersubjectivity: Beyond the Information Given, and beyond the Individual Mind
When I hurt others, and when I get hurt: Integrating victim and perpetrator experiences of harm into a sense of moral agency
In a social world, occasionally we all will harm others, as well as be harmed. Previous research has focused largely on how perpetration and victimization events are distinct rather than on how they might be integrated with one another, jointly shaping moral agency. We report on an exploratory qualitative analysis of narratives about perpetration and victimization. Our sample included 30 participants divided evenly by gender and age (ages 11–12, …
Conversations about children's transgressions against siblings and friends: Maternal moral socialization strategies are sensitive to relationship context
This study investigated the moral socialization strategies that mothers use in conversations about their children's experiences of harming their siblings as compared with their friends. The sample included 101 mothers and their 7‐, 11‐, or 16‐year‐old children; each dyad discussed events when the child (a) harmed a younger sibling and (b) harmed a friend (order counterbalanced). Analyses indicated that when children harmed their siblings, mothers…
Stories for all ages: Narrating anger reduces distress across childhood and adolescence
The study's goals were twofold: (a) to examine the effectiveness of narrating an angry experience, compared with relying on distraction or mere reexposure to the experience, for anger reduction across childhood and adolescence, and (b) to identify the features of narratives that are associated with more and less anger reduction for younger and older youths and for boys and girls. Participants were 241 youths (117 boys) between the ages of 8 and 1…
Research Methods for Studying Narrative Identity: A Primer
This article provides a primer for researchers seeking an introduction to quantitative narrative research methods. It represents a consensus document of most common practices used by the coauthors. Key elements of conducting narrative research (e.g., asking narrative questions, designing narrative prompts, collecting narratives, coding narratives) are discussed along with limitations to this approach and future directions
Does intra-individual variability in narration matter and for what
Saints, and the Rest of Us: Broadening the Perspective on Moral Identity Development
In the field of psychology, the construct of moral identity emerged as one response to the perceived gaps between moral judgment and action [Blasi, 1983, 1984]. As such, moral identity was conceptualized as the extent to which being a moral person is important to people’s sense of who they are and who they want to be, and posited to act as an intervening psychological structure between moral thinking and conduct. In other words, it was thought th…
Regulating emotion and identity by narrating harm
Is narrating growth in stories of personal transgressions associated with increased well-being, self-compassion, and forgiveness of others
The construction of moral agency in mother–child conversations about helping and hurting across childhood and adolescence
This study examined mother-child conversations about children's and adolescents' past harmful and helpful actions. The sample included 100 mothers and their 7-, 11-, or 16-year-old children; each dyad discussed events when the child (a) helped a friend and (b) hurt a friend. Analyses suggested that conversations about help may serve to facilitate children's sense of themselves as prosocial moral agents; mothers focused on children's feelings of p…
Intricate Lettings Out and Lettings In”: Listener Scaffolding of Narrative Identity in Newly Dating Romantic Partners
The development of narrative identity occurs within storytelling contexts, and the present study examined the role of listener behaviors in this process. Methodology developed within studies of mother–child conversations was used to examine how listener behaviors are associated with the meanings that individuals make of their personal stories in conversations with their romantic partners and in subsequent private reflection. Fifty-two "speakers" …
Relations Between Narrative Construction of Ethnicity-Based Discrimination and Ethnic Identity Exploration and Pride
Narrative identity work can offer fruitful insights into how individuals explore ethnic identity and develop a sense of ethnic pride. This study examined links between status and narrative approaches to ethnic identity development in a small sample of ethnically diverse college students. Findings revealed few differences in narratives about ethnicity-based discrimination between majority ethnicity (n = 41) and minority ethnicity participants (n =…
Emotional experience in everyday life across the adult life span
Age differences in emotional experience over the adult life span were explored, focusing on the frequency, intensity, complexity, and consistency of emotional experience in everyday life. One hundred eighty-four people, age 18 to 94 years, participated in an experience-sampling procedure in which emotions were recorded across a 1-week period. Age was unrelated to frequency of positive emotional experience. A curvilinear relationship best characte…
Adult age differences in autobiographical reasoning in narratives
Two studies examined age differences in autobiographical reasoning within narratives about personal experiences. In Study 1 (n=63), people completed brief interviews about turning points and crises in their lives. Older participants were more likely to narrate crises in ways that connected the experience to the speaker's sense of self, that is, to show autobiographical reasoning. This increase was primarily evident in young adulthood and midlife.…
The social construction of the personal past and its implications for adult development
This article examines conversational recounting about experiences as a potential mechanism by which people socially construct themselves and their worlds over the life span and the resulting implications for understanding adult development. Two principles governing conversational recounting of past events are proposed: coconstruction (the joint influences of speakers and contexts on conversational reconstructions of past events) and consistency (…
The empirical structure of narrative identity: The initial Big Three
A robust empirical literature suggests that individual differences in the thematic and structural aspects of life narratives are associated with and predictive of psychological well-being. However, 1 limitation of the current field is the multitude of ways of capturing these narrative features, with little attention to overarching dimensions or latent factors of narrative that are responsible for these associations with well-being. In the present…
The development of narrative identity in late adolescence and emergent adulthood: The continued importance of listeners
Research on narrative identity in late adolescence and early adulthood has not extensively examined how conversational storytelling affects the development of narrative identity. This is a major gap, given the importance of this age period for narrative identity development and the clear importance of parent-child conversations in the development of narrative identity. The authors present a series of 3 studies (n = 220) examining how late adolesc…
On telling the whole story: Facts and interpretations in autobiographical memory narratives from childhood through midadolescence
This article examines age differences from childhood through middle adolescence in the extent to which children include factual and interpretive information in constructing autobiographical memory narratives. Factual information is defined as observable or perceptible information available to all individuals who experience a given event, while interpretive information is defined as information that articulates the desires, emotions, beliefs, and …
Seeds of wisdom: Adolescents' knowledge and judgment about difficult life problems
The present study examined adolescents' wisdom-related knowledge and judgment with a heterogeneous sample of 146 adolescents (ages 14-20 years) and a comparison sample of 58 young adults (ages 21-37 years). Participants responded to difficult and ill-defined life dilemmas; expert raters evaluated these responses along 5 wisdom criteria. Our findings confirmed that in contrast to adulthood, adolescence is a major period for normative age-graded de…
How what we tell becomes what we know: Listener effects on speakers’ long‐term memory for events
Telling others about past events can be viewed as rehearsing one's memory for a set of events, and a recollection on one occasion might exert long‐term influences on event memory. Because variations in the social context of recollection affect how we tell others about events, such variations can also come to influence long‐term memory. In our study, we varied aspects of the listener's behavior during an event recollection by having participants v…
Social Context Effects on Story Recall in Older and Younger Women: Does the Listener Make a Difference
The story-recall performance of older and younger women was examined within an oral story-retelling context with two listener conditions. Forty-eight older women (M age = 67.81 years; SD = 2.62) and 47 younger women (M age = 20.47 years; SD = 1.53) were asked to learn one of two stories with the goal to retell the story from memory either to an experimenter or to a young child. Did the listener make a difference in story recall? Yes. Although age…
Does intra-individual variability in narration matter and for what
Conversational Functions of Autobiographical Remembering: Long-Married Couples Talk About Conflicts and Pleasant Topics
This study examines functions of remembering specific past events in conversation using a combination of qualitative and quantitative approaches. Transcripts of long-married couples' conversations about conflicts and pleasant events were examined for references to specific past events. We evaluated the functions events appeared to serve and examined agreement about events on multiple levels. We also compared couples' behavior across the 2 convers…
Is narrating growth in stories of personal transgressions associated with increased well-being, self-compassion, and forgiveness of others
The construction of moral agency in mother–child conversations about helping and hurting across childhood and adolescence
This study examined mother-child conversations about children's and adolescents' past harmful and helpful actions. The sample included 100 mothers and their 7-, 11-, or 16-year-old children; each dyad discussed events when the child (a) helped a friend and (b) hurt a friend. Analyses suggested that conversations about help may serve to facilitate children's sense of themselves as prosocial moral agents; mothers focused on children's feelings of p…
Stories for all ages: Narrating anger reduces distress across childhood and adolescence
The study's goals were twofold: (a) to examine the effectiveness of narrating an angry experience, compared with relying on distraction or mere reexposure to the experience, for anger reduction across childhood and adolescence, and (b) to identify the features of narratives that are associated with more and less anger reduction for younger and older youths and for boys and girls. Participants were 241 youths (117 boys) between the ages of 8 and 1…
Reflecting on self-relevant experiences: Adult age differences
A broad array of research findings suggest that older adults, as compared with younger adults, have a more positive sense of self and possibly a clearer and more consistent sense of self. Further, older adults report lower motivation to construct or maintain a sense of self. In the present study, we examined whether such differences in self-views were reflected in features of older and younger adults' narratives and narrating practices around rec…
Correlates of Wisdom‐Related Performance in Adolescence and Adulthood: Age‐Graded Differences in “Paths” Toward Desirable Development
Across time and cultures, wisdom has been nominated as the ideal endpoint of development. Evidence suggests that the beginnings of wisdom are observed in adolescence. But are the correlates of wisdom‐related performance in adolescence different from those in adulthood because of differences in developmental status? To answer this question, heterogeneous samples of German adolescents ( N =148, 14–20 years) and adults ( N =143, 35–75 years) respond…
Regulating emotion and identity by narrating harm
Mothers and friends as listeners for adolescent anger narration: Distinct developmental affordances
Narrating emotional experiences to important others contributes to socioemotional and self-development from early childhood through adulthood. However, to date, almost no work has explored the distinctive ways that different listeners might shape narration, and the socioemotional outcomes of narrating experience. The present study examines how early adolescents (n = 106, age range 12-14, 54 girls, 21% low-income, 7% Latinx, 3% non-White) narrate …
Conversations about children's transgressions against siblings and friends: Maternal moral socialization strategies are sensitive to relationship context
This study investigated the moral socialization strategies that mothers use in conversations about their children's experiences of harming their siblings as compared with their friends. The sample included 101 mothers and their 7‐, 11‐, or 16‐year‐old children; each dyad discussed events when the child (a) harmed a younger sibling and (b) harmed a friend (order counterbalanced). Analyses indicated that when children harmed their siblings, mothers…
Collaborative narration of the past and extraversion
Reflecting on Life: Remembering as a Major Process in Adult Development
In this article, the authors present a view of remembering as a major process through which adult development takes place. They begin by reviewing functional and conversational approaches to remembering. They then introduce their model briefly and apply it to two contexts of central developmental interest: developmental tasks specific to later life and transitions that may apply across adulthood. Although existing empirical evidence is limited, i…
Emerging adults’ journeys out of the shutdown: Longitudinal narrative patterns in a college career defined by Covid-19
The COVID-19 pandemic has defined the college career for this generation of learners, threatening mental health, identity development, and college functioning. We began tracking the impacts of this pandemic for 633 first-year college students from four U.S. universities ( M age = 18.8 years) in Spring 2020 and followed students to Spring 2023. Students provided narratives about the impacts of COVID-19 and reports of mental health concerns, identi…
The challenges of the experimental paradigm in narrative identity research
I wanted to hurt her”: Children’s and adolescents’ experiences of desiring and seeking revenge in their own peer conflicts
This study examined children's and adolescents’ descriptions of wanting and seeking revenge in peer conflicts. A total of 100 youth divided into three age groups (7‐, 11‐, and 16‐year‐olds) were interviewed about experiences in which they wanted to get back at a peer who harmed them. Most youth recalled experiencing retaliatory desires, but typically indicated that such desires were not acted out; 7‐year olds were less likely than older youth to …
To err is human: Forgiveness across childhood and adolescence
This study examined children's and adolescents' narrative accounts and evaluations of an instance when they forgave a peer and an instance when they did not forgive, as well as their definitions of what it means to forgive. The sample included 100 participants in three age groups (7‐, 11‐, and 16‐year olds). Regardless of age, forgiveness and non‐forgiveness accounts differed in interpersonal features, such as how they responded when hurt and whe…
Emotion and aging: Experience, expression, and control.
How what we tell becomes what we know: Listener effects on speakers’ long‐term memory for events
Telling others about past events can be viewed as rehearsing one's memory for a set of events, and a recollection on one occasion might exert long‐term influences on event memory. Because variations in the social context of recollection affect how we tell others about events, such variations can also come to influence long‐term memory. In our study, we varied aspects of the listener's behavior during an event recollection by having participants v…
Emotional experience in everyday life across the adult life span
Age differences in emotional experience over the adult life span were explored, focusing on the frequency, intensity, complexity, and consistency of emotional experience in everyday life. One hundred eighty-four people, age 18 to 94 years, participated in an experience-sampling procedure in which emotions were recorded across a 1-week period. Age was unrelated to frequency of positive emotional experience. A curvilinear relationship best characte…
Seeds of wisdom: Adolescents' knowledge and judgment about difficult life problems
The present study examined adolescents' wisdom-related knowledge and judgment with a heterogeneous sample of 146 adolescents (ages 14-20 years) and a comparison sample of 58 young adults (ages 21-37 years). Participants responded to difficult and ill-defined life dilemmas; expert raters evaluated these responses along 5 wisdom criteria. Our findings confirmed that in contrast to adulthood, adolescence is a major period for normative age-graded de…
The social construction of the personal past and its implications for adult development
This article examines conversational recounting about experiences as a potential mechanism by which people socially construct themselves and their worlds over the life span and the resulting implications for understanding adult development. Two principles governing conversational recounting of past events are proposed: coconstruction (the joint influences of speakers and contexts on conversational reconstructions of past events) and consistency (…
Social Context Effects on Story Recall in Older and Younger Women: Does the Listener Make a Difference
The story-recall performance of older and younger women was examined within an oral story-retelling context with two listener conditions. Forty-eight older women (M age = 67.81 years; SD = 2.62) and 47 younger women (M age = 20.47 years; SD = 1.53) were asked to learn one of two stories with the goal to retell the story from memory either to an experimenter or to a young child. Did the listener make a difference in story recall? Yes. Although age…
Conversational Functions of Autobiographical Remembering: Long-Married Couples Talk About Conflicts and Pleasant Topics
This study examines functions of remembering specific past events in conversation using a combination of qualitative and quantitative approaches. Transcripts of long-married couples' conversations about conflicts and pleasant events were examined for references to specific past events. We evaluated the functions events appeared to serve and examined agreement about events on multiple levels. We also compared couples' behavior across the 2 convers…
Correlates of Wisdom‐Related Performance in Adolescence and Adulthood: Age‐Graded Differences in “Paths” Toward Desirable Development
Across time and cultures, wisdom has been nominated as the ideal endpoint of development. Evidence suggests that the beginnings of wisdom are observed in adolescence. But are the correlates of wisdom‐related performance in adolescence different from those in adulthood because of differences in developmental status? To answer this question, heterogeneous samples of German adolescents ( N =148, 14–20 years) and adults ( N =143, 35–75 years) respond…
Inattentive Listening Undermines Self‐Verification in Personal Storytelling
Two studies explore the narrative construction of self‐perceptions in conversational storytelling among pairs of same‐sex friends. Specifically, the studies examined how listener behavior can support or undermine attempts to self‐verify in personal storytelling. In two studies ( n =100 dyads), speakers told attentive, distracted, or disagreeable (Study 1 only) friends about a recent experience. Distracted, but not disagreeable, friends tended to …
Collaborative narration of the past and extraversion
Adult age differences in autobiographical reasoning in narratives
Two studies examined age differences in autobiographical reasoning within narratives about personal experiences. In Study 1 (n=63), people completed brief interviews about turning points and crises in their lives. Older participants were more likely to narrate crises in ways that connected the experience to the speaker's sense of self, that is, to show autobiographical reasoning. This increase was primarily evident in young adulthood and midlife.…
Reflecting on Life: Remembering as a Major Process in Adult Development
In this article, the authors present a view of remembering as a major process through which adult development takes place. They begin by reviewing functional and conversational approaches to remembering. They then introduce their model briefly and apply it to two contexts of central developmental interest: developmental tasks specific to later life and transitions that may apply across adulthood. Although existing empirical evidence is limited, i…
Selves Creating Stories Creating Selves: A Process Model of Self-Development
This article is focused on the growing empirical emphasis on connections between narrative and self-development. The authors propose a process model of self-development in which storytelling is at the heart of both stability and change in the self. Specifically, we focus on how situated stories help develop and maintain the self with reciprocal impacts on enduring aspects of self, specifically self-concept and the life story. This article emphasi…
Whither Unity and at What Cost? Fragmentation in the Life Story
Developing a Life Story: Constructing Relations between Self and Experience in Autobiographical Narratives
In this paper, we consider how the life story develops through the creation of self-event connections in narrating experiences. We first outline the ways in which such connections have been implied by existing work on the life story, and then consider the varieties of such connections that we see in our own work. That work suggests that self-event connections can construct both a stable sense of self as well as a sense of how the self has changed…
Talking the Talk: Collaborative Remembering and Self-Perceived Expertise
Discourse and self-perceptions are likely to be related in bidirectional ways. That is, people's self-perceptions are likely to shape their discourse behavior, but their (and their partners') discourse behavior in turn will shape their subsequent self-perceptions. To provide empirical evidence for this proposal, we conducted a study in which pairs of friends (n= 21 pairs) encountered a computer game. One friend played the game while the other obs…
To Tell or Not to Tell: Disclosure and the Narrative Self
Drawing from a narrative identity framework, we present the results of three studies examining the nature of what people do and do not disclose about their life experiences. Across three studies, our findings indicate that (1) the major difference in what people do and do not disclose concerns the emotionality of the events and whether or not the events are transgressions; (2) for everyday memorable events, increased negative emotion is associate…
The development of narrative identity in late adolescence and emergent adulthood: The continued importance of listeners
Research on narrative identity in late adolescence and early adulthood has not extensively examined how conversational storytelling affects the development of narrative identity. This is a major gap, given the importance of this age period for narrative identity development and the clear importance of parent-child conversations in the development of narrative identity. The authors present a series of 3 studies (n = 220) examining how late adolesc…
Developing Moral Agency through Narrative
This paper poses the following question: When, in spite of knowing that it is wrong, people go on to hurt others, what does this mean for the development of moral agency? We begin by defining moral agency and briefly sketching relations between moral agency and other concepts. We then outline what three extant literatures suggest about this question: social domain theory, moral intuitionist theories, and theories of moral identity development. Bu…
Reflecting on self-relevant experiences: Adult age differences
A broad array of research findings suggest that older adults, as compared with younger adults, have a more positive sense of self and possibly a clearer and more consistent sense of self. Further, older adults report lower motivation to construct or maintain a sense of self. In the present study, we examined whether such differences in self-views were reflected in features of older and younger adults' narratives and narrating practices around rec…
On telling the whole story: Facts and interpretations in autobiographical memory narratives from childhood through midadolescence
This article examines age differences from childhood through middle adolescence in the extent to which children include factual and interpretive information in constructing autobiographical memory narratives. Factual information is defined as observable or perceptible information available to all individuals who experience a given event, while interpretive information is defined as information that articulates the desires, emotions, beliefs, and …
Old, New, Borrowed, Blue? The Emergence and Retention of Personal Meaning in Autobiographical Storytelling: Narrative Identity
Research on narrative identity has traditionally focused on how narrative characteristics are related to personality and well-being in adults. The present pair of studies with college students (Study 1, n= 62; Study 2, n= 68 couples) examined the dynamic conversational processes that might be part of constructing that identity. We examined the characteristics of personal meanings, operationalized as self-event connections, and the retention of th…
Stability and Change Self-Integration for Negative Events: The Role of Listener Responsiveness and Elaboration
Self-integration, critical to identity, is the process of connecting experiences to the self and often occurs as individuals narrate events. Elaboration (Fivush & Nelson, 2006; King & Raspin, 2004; Smyth & Pennebaker, 2008) and listener responsiveness (Pasupathi & Rich, 2005) correlate with better self-integration, but these variables are seldom disentangled. In this set of studies, we examine how individuals construct connections between the sel…
Integrating self and experience in narrative as a route to adolescent identity construction
The authors outline the concept of self-event relations and propose that adolescents accomplish narrative identity construction in part by building relations between self and experience as they tell stories about their lives. They outline different types of self-event relations and consider how they contribute to building a sense of identity. They then examine the likely developmental trajectory of self-event relations from childhood through adol…
Relations Between Narrative Construction of Ethnicity-Based Discrimination and Ethnic Identity Exploration and Pride
Narrative identity work can offer fruitful insights into how individuals explore ethnic identity and develop a sense of ethnic pride. This study examined links between status and narrative approaches to ethnic identity development in a small sample of ethnically diverse college students. Findings revealed few differences in narratives about ethnicity-based discrimination between majority ethnicity (n = 41) and minority ethnicity participants (n =…
Psychology (48 works) · Social Psychology (39 works) · Identity, Memory, and Therapy (34 works) · Developmental psychology (33 works) · Narrative (32 works) · Social Psychology (20 works) · Cognitive psychology (17 works) · Linguistics (16 works) · Aesthetics (15 works) · Aging and Gerontology Research (12 works)