To compare, or not to compare? Age moderates the relationship between social comparisons on instagram and identity processes during adolescence and emerging adulthood

2021 ◽  
Vol 93 ◽  
pp. 134-145
Author(s):  
Edward John Noon ◽  
Leon Aljosha Schuck ◽  
Smaranda Maria Guțu ◽  
Burak Şahin ◽  
Bojana Vujović ◽  
...  
Keyword(s):  
Emerging Adulthood ◽  
Social Comparisons ◽  
Identity Processes ◽  
The Relationship

scholarly journals Compare and despair or compare and explore? Instagram social comparisons of ability and opinion predict adolescent identity development

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Edward John Noon
Keyword(s):  
Identity Development ◽  
Social Networking Sites ◽  
Factor Model ◽  
Social Comparisons ◽  
Adolescent Identity ◽  
Identity Processes ◽  
Paper Survey ◽  
Adolescent Identity Development ◽  
The Relationship ◽  
Reconsideration Of Commitment

Whilst there is an emerging literature concerning social comparisons on social networking sites (SNSs), very little is known about the extent to which such behaviours inform adolescent identity. Drawing upon the three-factor model of identity development (Crocetti, Rubini & Meeus, 2008), this study seeks to determine the relationship between Instagram comparisons of ability and opinion and three identity processes: commitment, in-depth exploration, and reconsideration of commitment. 177 British adolescents responded to a paper survey (Mage = 15.45; Female, 54.8%) between December 2018 and February 2019. Instagram social comparisons of ability were positively associated with commitment and in-depth exploration, whilst their relationship with reconsideration of commitment was moderated by gender. In contrast, Instagram social comparisons of opinion were positively related with in-depth exploration and reconsideration of commitment. Findings suggest that although both forms of social comparison behaviour may evoke adolescents to explore their identity, Instagram social comparisons of ability may have less maladaptive identity implications for adolescent males.

scholarly journals Compare and despair or compare and explore? Instagram social comparisons of ability and opinion predict adolescent identity development

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Edward John Noon
Keyword(s):  
Identity Development ◽  
Social Networking Sites ◽  
Factor Model ◽  
Social Comparisons ◽  
Adolescent Identity ◽  
Identity Processes ◽  
Paper Survey ◽  
Adolescent Identity Development ◽  
The Relationship ◽  
Reconsideration Of Commitment

Whilst there is an emerging literature concerning social comparisons on social networking sites (SNSs), very little is known about the extent to which such behaviours inform adolescent identity. Drawing upon the three-factor model of identity development (Crocetti, Rubini & Meeus, 2008), this study seeks to determine the relationship between Instagram comparisons of ability and opinion and three identity processes: commitment, in-depth exploration, and reconsideration of commitment. 177 British adolescents responded to a paper survey (Mage = 15.45; Female, 54.8%) between December 2018 and February 2019. Instagram social comparisons of ability were positively associated with commitment and in-depth exploration, whilst their relationship with reconsideration of commitment was moderated by gender. In contrast, Instagram social comparisons of opinion were positively related with in-depth exploration and reconsideration of commitment. Findings suggest that although both forms of social comparison behaviour may evoke adolescents to explore their identity, Instagram social comparisons of ability may have less maladaptive identity implications for adolescent males.

Social Mindscapes and the Self

2019 ◽  
pp. 387-402
Author(s):  
Jamie L. Mullaney
Keyword(s):  
Pattern Analysis ◽  
Methodological Approach ◽  
The Self ◽  
Cognitive Sociology ◽  
Disciplinary Boundaries ◽  
Culture And Cognition ◽  
Identity Processes ◽  
Sociological Thought ◽  
The Relationship

While the relationship between culture and cognition has long-standing roots in sociological thought, scholars face the issue regarding how to “do” cognitive sociology. This chapter discusses the methodological approach of social pattern analysis (SPA) from Zerubavel’s social mindscapes tradition or culturalist cognitive sociology (SM/CCS), which encourages researchers to move away from content-driven inquiries toward those that explore processes across time, context, and even disciplinary boundaries. Using the specific example of virginity studies, the chapter then demonstrates how the flexible nature of SPA may serve as an asset in understanding generic identity processes more broadly.

Social Identity, Stigma, and Health

2017 ◽  
Author(s):  
Jolanda Jetten ◽  
S. Alexander Haslam ◽  
Tegan Cruwys ◽  
Nyla R. Branscombe
Keyword(s):  
Social Identity ◽  
Social Identities ◽  
Psychological Resources ◽  
Negative Consequences ◽  
Identity Processes ◽  
Positive Identity ◽  
The Social ◽  
And Coping ◽  
Group Memberships ◽  
The Relationship

This chapter argues that an understanding of social identity processes is critical to understand when and how stigma affects health. This chapter presents a social identity analysis of the relationship between stigma and health and starts from the premise that it is particularly difficult for individuals who belong to stigmatized groups to derive a positive identity from their social group memberships. However, when individuals turn to the stigmatized group, identify with it, and draw social support from others within it, their health will be buffered against some of the negative consequences of discrimination because group memberships—and the social identities that are derived from them—act as psychological resources. Perceptions of the broader sociostructural context that affect appraisals of discrimination and coping with stigma play an important role in determining whether the curing properties of group memberships are unlocked, turning the curse of belonging to a stigmatized group into a cure.

scholarly journals O cinema na escola e o aluno-espectador: leituras, imagens e subjetividades a partir do filme O Fim e o Princípio

Horizontes ◽  
2014 ◽  
Vol 32 (2) ◽  
Author(s):  
Marcelo Vicentin ◽  
Jackeline Mendes Rodrigues
Keyword(s):  
Sao Paulo ◽  
São Paulo ◽  
Discursive Analysis ◽  
School Practice ◽  
Identity Processes ◽  
Present Part ◽  
Project Culture ◽  
The Relationship ◽  
Film Language ◽  
Critical Perspectives

ResumoO artigo é parte de um estudo de dissertação de mestrado que teve como foco discutir as relações entre o cinema e a educação a partir dos movimentos curriculares da Secretaria de Educação do Estado de São Paulo (SEE-SP), em particular o projeto Cultura é currículo, ao qual é subordinado o projeto O cinema vai à escola. Para essa discussão foi tomado como tripé a Modernidade, através da crítica desenvolvida por Nietzsche e Foucault; o Currículo, sob o viés das perspectivas pós-críticas e o Cinema, observando-o em suas origens, repleta de perspectivas técnicas-científicas ao momento contemporâneo. Através de uma analítica discursiva foram problematizadas, as subjetividades que são movimentadas nesta proposta bem como os processos identitários que emergem da presença da linguagem cinematográfica na prática escolar. Neste texto, apresentaremos um recorte do estudo em que problematizamos o sujeito do acontecimento, da experiência vivenciada na projeção. Um contraponto à proposta oficial, em que o texto é tomado por outras personagens, por outras vozes; aqui a de um professor e a de seus alunos, todos nos principais papéis, sem coadjuvantes. Assim, pretendemos olhar para este encontro, de outro lugar, outra posição, com outros olhos: os que marejam.Palavras-chave: currículo; cinema; identidade; subjetividade.The cinema in school and student-spectator: readings, images and subjectivities from movie the end and the beginningAbstractThe paper is part of a dissertation study that focused on discussing the relationship between cinema and education from the curriculum movements of the Secretaria do Estado de São Paulo (SEE-SP), in particular the project Culture is curriculum, which is under the project Cinema goes to school. For this discussion was taken as tripod Modernity, through criticism developed by Nietzsche and Foucault; Curriculum, under the bias of post-critical perspectives and the Cinema, watching him in its origins, full of technical-scientific perspectives to contemporary time. Through a discursive analysis, subjectivities that are moved in this proposal were problematized and as well as identity processes that emerge from the presence of film language in school practice. In this paper, we present part of research where we problematized subject of the event, the experience in projecting. A counterpoint to the official proposal, in which the text is taken by other characters, other voices; here there are a teacher and their students, all in the lead roles, without coadjuvants. Thus, we intend to look at this meeting, from another place with different eyes: those who weep.Keywords: curriculum; cinema; identity; subjectivity.

PROBLEMATIC INTERNET USE (PIU) IDENTIFICATION USING THE BIOPSYCHOSOCIAL MODEL APPROACH IN EMERGING ADULTHOOD

2020 ◽  
Vol 2 (1) ◽  
pp. 19-23
Author(s):  
Aneke Dewi Rahayu ◽  
Ari Prasetyoaji
Keyword(s):  
Emerging Adulthood ◽  
Internet Use ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Problematic Internet Use ◽  
The Internet ◽  
Research Subjects ◽  
Chi Square ◽  
Relationship Model ◽  
The Relationship

Individuals with Problematic Internet Use (PIU) who use the internet excessively, it gave the causes of the difficulties to control using the internet and bad impact of physical and mental disorder.   The research aims to show the relationship among biological, psychological, and social factors with PIU so it can be created some relation model which explain about this phenomenon. Simple random sampling is a sampling technique used of this research. Subjects used of this research were 403 individuals who were in the age of emerging adulthood. Data collection method used in this research is PIU and bio psychosocial scale which consists of three parts are biology, psychology, and social. Based on the data processing, a relationship model among biology, psychology, social, and PIU where the relationship model has a chi square score of 0.102 with a probability score of 0.061, a CMIN / DF score of 1.518, a GFI of 0.919, an AGFI of 0.971, a CFI equal to 1.00, TLI of 0.90, and the score of RMSEA 0.072 so the model was proposed as strong and acceptable category. The model shows strongest relationship is the relationship between social and PIU was 0.47, psychology with PIU was 0.22, and biology with PIU was 0.12.

scholarly journals Well-Being and Romantic Relationships: A Systematic Review in Adolescence and Emerging Adulthood

2019 ◽  
Vol 16 (13) ◽  
pp. 2415 ◽  
Author(s):  
Mercedes Gómez-López ◽  
Carmen Viejo ◽  
Rosario Ortega-Ruiz
Keyword(s):  
Systematic Review ◽  
Romantic Relationships ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Meta Analysis ◽  
Well Being ◽  
The Other ◽  
The One ◽  
Definition Of ◽  
The Relationship

Adolescence and emerging adulthood are both stages in which romantic relationships play a key role in development and can be a source of both well-being and negative outcomes. However, the limited number of studies prior to adulthood, along with the multiplicity of variables involved in the romantic context and the considerable ambiguity surrounding the construct of well-being, make it difficult to reach conclusions about the relationship between the two phenomena. This systematic review synthesizes the results produced into this topic over the last three decades. A total of 112 studies were included, following the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) guidelines. On the one hand, these works revealed the terminological heterogeneity in research on well-being and the way the absence of symptoms of illness are commonly used to measure it, while on the other hand, they also showed that romantic relationships can be an important source of well-being for both adolescents and emerging adults. The findings underline the importance of providing a better definition of well-being, as well as to attribute greater value to the significance of romantic relationships. Devoting greater empirical, educational, and community efforts to romantic development in the stages leading up to adulthood are considered necessary actions in promoting the well-being of young people.

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