scholarly journals Identity statuses in upper-division physics students

2016 ◽  
Vol 11 (4) ◽  
pp. 1155-1200 ◽  
Author(s):  
Paul W. Irving ◽  
Eleanor C. Sayre
Keyword(s):  
Identity Statuses ◽  
Physics Students

Comparing Vocational Identity Statuses in College Freshmen

2003 ◽  
Author(s):  
James H. Thomas ◽  
Cyndi R. Mcdaniel ◽  
Kelley R. Wcisel
Keyword(s):  
College Freshmen ◽  
Vocational Identity ◽  
Identity Statuses

Racial identity statuses: Applications to practice.

2019 ◽  
Vol 4 (1) ◽  
pp. 42-58 ◽  
Author(s):  
Robert T. Carter ◽  
Veronica E. Johnson
Keyword(s):  
Racial Identity ◽  
Identity Statuses

ВІД ЮНОСТІ ДО МОЛОДОСТІ: МОЖЛИВОСТІ ЕПІГЕНЕТИЧНОЇ МОДЕЛІ В СОЦІОКУЛЬТУРНОМУ АНАЛІЗІ

1970 ◽  
Vol 8 (1) ◽  
pp. 90-97
Author(s):  
Олена Злобіна
Keyword(s):  
Identity Development ◽  
Theoretical Basis ◽  
Interdisciplinary Approach ◽  
Transition Process ◽  
Age Group ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Identity Statuses ◽  
The Status ◽  
Empirical Material

Статтю    присвячено    аналізу    можливостей    застосування    міждисциплінарного    підходу    в  дослідженнях трансформацій конструкту ідентичності. Виокремлено обмеженості дослідження стадій  циплінарних  підходах.  Запропоновано  застосувати  стадійний  підхід  в  аналізі  вікової  групи  «молодь»  з  метою верифікації положення про її диференціацію на різні вікові підгрупи, які відрізняються статусами  ідентичності. Теоретичним підґрунтям дослідження є теорія психогенетичного розвитку особистості Е.  Еріксона та статусна динамічна модель розвитку ідентичності Дж. Марсіа. Емпіричну основу склали  матеріали аналізу 14 фокус-групових дискусій, проведених у молодіжних аудиторіях: 7 груп з молоддю у віці  18-21  рік  і  7  з  молоддю  у  віці  26-30  років.  Підтверджено  внутрішню  диференціацію    вікової  стадії  «молодість». Показано, що динаміка психогенезу на цій стадії характеризується домінуванням дифузного  статусу у молодшої групи та статусу досягненості у старшої.  Інші статуси зустрічаються значно  рідше.   Наявний   емпіричний   матеріал   не   дає   можливості   простежити   чинники,   які   зумовлюють  зафіксовані відмінності, проте отримані в ході дослідження типові портрети зазначених груп  дозволяють   розвинути міждисциплінарний підхід до проблеми персоногенезу та застосувати його можливості для  вироблення стратегії дослідження «процесу переходу» від стадії до стадії The article is devoted to the analysis of the possibilities of using the interdisciplinary approach in studies of transformations of the construct of identity. The limitations of studies of stages of development in monodisciplinary approaches are singled out. It is suggested to apply the step-by-step approach in the analysis of the age group "youth" in order to verify the position on its differentiation into different age subgroups that differ in identity statuses. The theoretical basis of the study is the theory of psychogenetic development of the personality of E. Erickson and the status dynamic model of identity development of J. Marcia. Empirical basis was made by the analysis materials 14 focus group discussions held in youth audiences: 7 groups with youth aged 18-21 and 7 with young people aged 26-30. The internal differentiation of the age stage "youth" has been confirmed. It is shown that the dynamics of psychogenesis at this stage is characterized by the dominance of diffuse status in the younger group and the status of attainment in the older group. Other statuses are much less common. The existing empirical material does not provide an opportunity to trace the factors that cause the observed differences, but the typical portraits of these groups obtained in the course of the research allow developing an interdisciplinary approach to the problem of personogenesis and applying its possibilities for developing a strategy for studying the "transition process" from stage to stage.

Identity Status, Gender, and Social Comparison among Young Adults

2019 ◽  
Author(s):  
Fanny Gyberg ◽  
Ann Frisén
Keyword(s):  
Gender Differences ◽  
Young Adults ◽  
Social Comparison ◽  
Young Adulthood ◽  
Identity Status ◽  
Adult Women ◽  
Global Identity ◽  
Identity Statuses ◽  
Social Comparison Orientation ◽  
And Diffusion

The aim of this study was to investigate identity status globally and across identity domains among young Swedish adult women and men. Also, potential differences in social comparison between identity statuses were evaluated. The results showed that most of the 124 participants (50% women, Mage 33.29 years) were assigned to an achieved global identity and had made identity-defining commitments across domains. Gender differences in identity status were found in the occupational and parenthood domains. In addition, differences in social comparison orientation were found only in the parenthood domain, whereas those assigned to moratorium scored higher in social comparison than did those assigned to foreclosure and diffusion. These results bring important knowledge to our understanding of identity during young adulthood.

scholarly journals Quantum Physics Literacy Aimed at K12 and the General Public

Universe ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. 86
Author(s):  
Caterina Foti ◽  
Daria Anttila ◽  
Sabrina Maniscalco ◽  
Maria Luisa Chiofalo
Keyword(s):  
Cultural Change ◽  
General Public ◽  
Quantum Physics ◽  
Physics Teaching ◽  
Physics Students ◽  
Formidable Challenge ◽  
Challenges And Opportunities ◽  
Quantum Phenomena ◽  
Smart Community ◽  
Quantum Science

Educating K12 students and general public in quantum physics represents an evitable must no longer since quantum technologies are going to revolutionize our lives. Quantum literacy is a formidable challenge and an extraordinary opportunity for a massive cultural uplift, where citizens learn how to engender creativity and practice a new way of thinking, essential for smart community building. Scientific thinking hinges on analyzing facts and creating understanding, and it is then formulated with the dense mathematical language for later fact checking. Within classical physics, learners’ intuition may in principle be educated via classroom demonstrations of everyday-life phenomena. Their understanding can even be framed with the mathematics suited to their instruction degree. For quantum physics, on the contrary, we have no experience of quantum phenomena and the required mathematics is beyond non-expert reach. Therefore, educating intuition needs imagination. Without rooting to experiments and some degree of formal framing, educators face the risk to provide only evanescent tales, often misled, while resorting to familiar analogies. Here, we report on the realization of QPlayLearn, an online platform conceived to explicitly address challenges and opportunities of massive quantum literacy. QPlayLearn’s mission is to provide multilevel education on quantum science and technologies to anyone, regardless of age and background. To this aim, innovative interactive tools enhance the learning process effectiveness, fun, and accessibility, while remaining grounded on scientific correctness. Examples are games for basic quantum physics teaching, on-purpose designed animations, and easy-to-understand explanations on terminology and concepts by global experts. As a strategy for massive cultural change, QPlayLearn offers diversified content for different target groups, from primary school all the way to university physics students. It is addressed also to companies wishing to understand the potential of the emergent quantum industry, journalists, and policymakers needing to seize what quantum technologies are about, as well as all quantum science enthusiasts.

scholarly journals A survey of the number of legally blind university physics students in Canada during 2003–2013

2015 ◽  
Vol 93 (1) ◽  
pp. 1-2
Author(s):  
Alan J. Slavin
Keyword(s):  
Assistive Devices ◽  
Educational Institutions ◽  
Physics Students ◽  
Laboratory Courses ◽  
University Physics ◽  
Survey Results ◽  
Partially Sighted ◽  
Accessible Price ◽  
Blind Students

Over the last few years, video assistive apparatus has become available at an accessible price that will allow students who have limited vision to participate almost fully in many laboratory courses at university. This paper presents a survey of the number of legally blind university physics students in Canada for the period 2003 to 2013. It will act as a benchmark to measure the effectiveness, in laboratory courses, of recent legislation mandating the provision of assistive devices in educational institutions. The survey was sent to all 52 physics departments at institutions in Canada that grant physics degrees, with all but one of the departments replying. None knew of any legally blind physicists practising in Canada. The only legally blind physics students reported were one partially sighted student who was awarded a Ph.D. in 2001, and one currently at Trent University. The survey results show that of the 12.5% of blind students who hold university degrees in Canada, very few of them are in physics.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

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