Experiential Education Programs
Fertile Environments for Identity Formation
Bibliographic Data
| ID | 21634602 |
|---|---|
| Authors | Lisa Meerts-Brandsma (0000-0002-9563-8220, University of Utah, Salt Lake City, USA, corresponding author), Theresa N Melton (0000-0002-6114-9349, Clemson University), Theresa Melton (Clemson University, Clemson, USA), Jim Sibthorp (0000-0002-4574-9141, University of Utah, Salt Lake City, USA) |
| Year | 2023 |
| Volume | 46 |
| Issue | 4 |
| Pages | 412-432 |
| Publication date | 2023-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Experiential Education (JOURNAL) |
| Journal identifiers | ISSN: 1053-8259 • E-ISSN: 2169-009X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/10538259221146724 |
| OpenAlex | W4313590783 |
| Language | EN |
| Citations received | 5 |
| References cited | 38 |
Background: Understanding how contextual elements within educational environments relate to identity formation can help educators design experiences intended to support identity formation processes. Purpose: This study examined identity formation among students enrolled in immersion semester high schools and how contextual elements and identity formation actions influence identity formation process profiles. Methodology: Data were collected from middle to late adolescents using the Dimensions of Identity Development Scale, and analyzed using latent profile analysis, crosstabulation, and regression. Conclusions: The findings showed that thinking about values and beliefs in school is related to increased identity exploration and that the teacher–student relationship and novelty in these contexts facilitates thinking about values and beliefs. Students prone to rumination may particularly benefit from the supportive environment, which can increase the likelihood that they discuss their values and beliefs. Implications: Experiential educators working with middle to late adolescents who want to help their participants engage in identity formation should prioritize teacher–student relationships, novel experiences, and a supportive community
Cognition · Developmental psychology · Experiential learning · Identity formation · Novelty · Pedagogy · Rumination · Self-concept · Diverse Education Studies and Reforms · Identity, Memory, and Therapy · Psychology · Social Psychology · Youth Education and Societal Dynamics
Processes of Personal Identity Formation and Evaluation
Identity dynamics in adolescence
Capturing the dynamics of identity formation in various ethnic groups
The Role of School in Adolescents’ Identity Development. A Literature Review
Latent Class Analysis for Developmental Research
Little's Test of Missing Completely at Random
Making sense of Cronbach's alpha
Determinants and Mechanisms in Ego Identity Development
Adventures in Identity Development
Identity Process and Transformative Pedagogy
Investigating civic participation developmental trajectories among Canadian youths transitioning into adulthood
The Study of Adolescent Identity Formation 2000–2010
Antecedents of Identity Development in a Structured Recreation Setting
She Calls Me by My Last Name”
Making the Most of Adolescence
Capturing ruminative exploration
Broadening the perspective on youth's systems of support
Identity Styles, Positive Youth Development, and Civic Engagement in Adolescence
Do Identity Processes and Psychosocial Problems Intertwine with Each Other? Testing the Directionality of Between- and Within-Person Associations
Identity Formation in Adolescence
Anxiety Trajectories and Identity Development in Adolescence
Identity exploration and commitment in early adolescence
Development and validation of ego-identity status
Relationships Between Identity and Well-Being in Italian, Polish, and Romanian Emerging Adults
| Citations per year | 2.5 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |