A Phenomenological Investigation of the Experience of Ambivalence

2006 ◽  
Vol 37 (1) ◽  
pp. 85-114 ◽  
Author(s):  
Steve Harrist
Keyword(s):  
Identity Development ◽  
Young Adulthood ◽  
Undergraduate Students ◽  
Close Relationships ◽  
Psychological Processes ◽  
Organizational Relationships ◽  
Developmental Transitions ◽  
Psychotherapeutic Change ◽  
Decision Making Behavior ◽  
Shed Light

Ambivalence, broadly defined as feeling more than one emotion at a time, is thought to be a central aspect of human experience and to play an important role in a range of psychological processes. Ambivalence is experienced in close relationships, identity development, social and political attitudes, decision-making behavior, anxiety states, as well as in psychotherapeutic change. Eight undergraduate students participated in phenomenological interviews that were transcribed and served as the basis for the investigation. The primary purpose of this paper is to shed light on the meaning of the experience of ambivalence by explicating the organizational relationships of its constituent meanings. The paper will also clarify the relation of ambivalence to important psychological processes and developmental transitions during young adulthood.

scholarly journals The Influence of Negative Personality Factors on Choice of Humor: A Study on Undergraduate Students

2021 ◽  
Author(s):  
Siddoju Aishwarya
Keyword(s):  
Undergraduate Students ◽  
Dark Triad ◽  
The Self ◽  
Self Report ◽  
Personality Factors ◽  
Humor Styles ◽  
Narcissistic Personality ◽  
Humor Style ◽  
Narcissistic Personality Inventory ◽  
Shed Light

The present study explored the correlations between the four humor styles and the Dark Triad traits of personality. Participants were 202 undergraduates from India who finished the humor Styles Questionnaire, the Narcissistic Personality Inventory, the Self-Report Psychopathy Scale, and the MACHIV. Results intimated that member who scored higher on sub-clinical psychopathy and Machiavellianism exhibited a more inclination to utilise negative humor styles (self-defeating and aggressive). whereas, individuals who got higher scores on narcissism were progressively inclined to have a preference toward affiliative humor or style and self-enhancing humor style and they negatively correlated with negative humor styles. The study was conducted to help understand the personality traits of individuals with various genre of humor and help to explain the nature of the Dark Triad traits of personality. It said to shed light on the interpersonal styles employed by people who exhibit these attributes.

Development of Religious Identity and Commitment During Emerging Adulthood: A Mixed-Methods Longitudinal Study

2020 ◽  
pp. 216769682094979
Author(s):  
Fanli Jia ◽  
Susan Alisat ◽  
Kaylise Algrim ◽  
Michael W. Pratt
Keyword(s):  
Mixed Methods ◽  
Identity Development ◽  
Emerging Adulthood ◽  
Young Adulthood ◽  
Religious Belief ◽  
Religious Identity ◽  
Religious Commitment ◽  
Past Research ◽  
Mixed Methods Approach ◽  
Significant Life

Past research has found that religious commitment declines during emerging adulthood unless individuals make significant life commitments. A growing body of research has suggested that a resolution of religious commitment is related to personal identity development. In the present study, we examined religious belief and identity in relation to religious commitment during emerging and young adulthood longitudinally and using a mixed-methods approach. The study included 55 participants (72% females, 87% Christians, and 90% European Canadians) who were followed 3 times at the ages of 23, 26, and 32. We found that early religious belief at age 23 positively predicted religious commitment 9 years later at age 32. However, this relationship was mediated by religious identity maturity at age 26. In addition, we explored religious identity themes in a set of interviews. We found that people who were able to connect with significant markers of religious identity would maintain high religious commitments at age 32. The study thus suggested that religious identity in emerging adulthood might prevent a decline in religious commitment later in life.

scholarly journals Exposure to Domestic Violence and Identity Development among Adolescent University Students in South Africa

2012 ◽  
Vol 110 (3) ◽  
pp. 791-800 ◽  
Author(s):  
Malose S. Makhubela
Keyword(s):  
South Africa ◽  
Domestic Violence ◽  
Identity Development ◽  
Undergraduate Students ◽  
Physical Violence ◽  
Child Exposure ◽  
Exposure To Domestic Violence ◽  
Domestic Violence Exposure ◽  
Median Split ◽  
The Relationship

This study examined the relationship between exposure to domestic violence and identity development in a sample of 108 undergraduate students with an average age of 18.7 yr. from University of Limpopo in South Africa. There were more women ( n = 64; 58.7%) in the study than men ( n = 45; 41.3%). Participants were classified into high and low domestic violence exposure groups on the basis of a median split in physical violence scores from the Child Exposure to Domestic Violence Scale (CEDV). Exposure was then compared with identity development as measured by the Ochse and Plug Erikson scale. The results indicated a significant mean difference between the two groups on identity development. Furthermore, exposure to domestic violence was significantly associated with lower scores for identity development as represented by subscales measuring trust, autonomy, initiative and other Eriksonian constructs. Implications and limitations of the study are discussed.

scholarly journals FORMAL SCHOOLING AND THE PROCESS OF IDENTITY CONSTRUCTION: EXPERIENCES OF MALAYSIAN YOUTHS IN ‘BAD’ SCHOOLS

2020 ◽  
Vol 2 (4) ◽  
pp. 78-89
Author(s):  
Dianna Suzieanna Mohamad Shah ◽  
Airil Haimi Mohd Adnan
Keyword(s):  
Identity Development ◽  
Identity Construction ◽  
Undergraduate Students ◽  
Sense Of Self ◽  
Formal Schooling ◽  
Research Participants ◽  
Construction Of Identity ◽  
Human Lifespan ◽  
Teenagers And Young Adults ◽  
Self Discovery

In human lifespan development, identity construction is central within social and personal experiences, even more so for teenagers and young adults (youths) who are looking for their sense of self and own identity. The construction of identity involves the growth of a whole person and the development of a stable sense of self. At the same time, the process of identity construction causes some youths to become self-conscious about how others perceive them; this usually results in repeated self-discovery and identity experiment cycles. Their identities are thus constructed and reconstructed as they try out different role types in different settings, such as in schools. The focus of this research paper is to examine the experience of formal schooling and how it relates to the identity process of Malaysian youths. Employing qualitative face-to-face interviews, data were collected from six research participants from a private university in Selangor, Malaysia who were purposively selected for this empirical research. Three criteria for participant selection were used: That they have been in rural schools for most of their lives, the schools adopt a very didactic focus, and the schools have a limited number of highly trained and motivated teachers; in other words, they have experienced being in ‘bad’ schools. The research participants were selected from two different academic programs: Three undergraduate students from Bachelor in Teaching English as a Second Language (TESL) and another three from the Bachelor in Law program. Two research questions were posed. First, where does the experience of formal schooling figure in the identity construction of these youths? And second, what roles do the formal experience of schooling play in the lifespan identity development of these youths? Although not generalisable to all youths in Malaysia, the experiences of the participants contribute to advancing our knowledge of identity construction through the process of formal schooling.

scholarly journals Expressive Writing to Relieve Academic Stress at University Level

2021 ◽  
Vol 23 (2) ◽  
pp. 17-33
Author(s):  
Juanita Argudo
Keyword(s):  
Focus Groups ◽  
Undergraduate Students ◽  
Mixed Method ◽  
Expressive Writing ◽  
Academic Stress ◽  
Mixed Method Study ◽  
University Level ◽  
The Impact ◽  
Positive Effect ◽  
Shed Light

This paper reports on a descriptive mixed-method study that aimed to identify the impact of expressive writing on relieving the academic stress of 157 undergraduate students at an Ecuadorian university. Data were gathered through two questionnaires and from focus groups. Results showed enduring relief of academic stress. Furthermore, they help to shed light on the need to study the impact of academic stress on university students and to look for different strategies that can alleviate it. These findings could help to understand students’ needs, as they have essential implications in teachers’ practices and, consequently, in students’ performance. In conclusion, expressive writing has a positive effect on helping to ease academic stress and overcome some difficulties caused by this issue.

scholarly journals COHESION IN FOREIGN LANGUAGE WRITING

2018 ◽  
Vol 4 (2) ◽  
pp. 147
Author(s):  
Nyak Mutia Ismail ◽  
Lisma Linda
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Private University ◽  
Foreign Language Writing ◽  
Cohesive Devices ◽  
Language Writing ◽  
Shed Light

It is important to keep the cohesion and coherence when writing; this is where the use of cohesive devices starts to be taken into account. This study sought the types of cohesive devices used by undergraduate students in their writing. The qualitative discourse analysis was used as the design of this research. The data were collected from seven undergraduate students as the respondents who were in the 6th semester at a private university in Aceh. These respondents were asked to write a descriptive text approximately 200 words in length and they were given forty-five minutes to finish their writing. The result unveiled that the type of cohesion devices which was majorly used was addition, as there are 94% of the additive device usage. Then, 75% refers to the use of cohesive devices as comparison, 56% as consequential, and 40% as temporal device. In can be concluded that the students use more addition in writing. As a suggestion, it is essential to shed light on their ability to employ cohesive devices more on other types in balance as it is necessary in contrasting, comparing, sequencing, giving exception, and illustrating. 

scholarly journals Developing a White anti-racism identity

Groupwork ◽  
2013 ◽  
Vol 23 (1) ◽  
pp. 7
Author(s):  
Kathryn K. Berg ◽  
Shirley R. Simon
Keyword(s):  
Identity Development ◽  
Peer Support ◽  
Undergraduate Students ◽  
White Students ◽  
Group Structure ◽  
Essential Elements ◽  
European American ◽  
Group Model ◽  
White People ◽  
Safe Environment

<p><i>This paper describes and assesses a seven session psycho-educational group on anti-racism identity development for White European-American undergraduate students at a midwestern U.S. university. It is predicated on the premise that Whiteness can simultaneously privilege and harm White people, and that White students have the potential to become personally invested in the challenging of systematic racism. It is also based on the idea that a group structure presents an ideal format for addressing this topic. Peer support, a safe environment, and information are requisites for facilitating personal exploration of this sensitive subject. A group model for addressing this topic is presented and assessed. Key considerations, essential elements, strengths and weaknesses, suggestions for replication and further research are discussed.</i></p>

scholarly journals Unique Opportunities: Influence of study abroad on Black students

2016 ◽  
Vol 28 (1) ◽  
pp. 61-77 ◽  
Author(s):  
Jasmine A. Lee ◽  
Qiana Green
Keyword(s):  
Higher Education ◽  
Identity Development ◽  
Study Abroad ◽  
Black Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Positive Outcomes ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Studying Abroad

Higher education scholars argue studying abroad results in multiple positive outcomes for undergraduate students; however, Black students continue to be underrepresented as study abroad participants. Utilizing analytic Afrocentricity as the theoretical framework, case study methodology, and semi-structured interviews, this paper furthers higher education research by exploring the influences of study abroad experiences in South Africa on Black undergraduate students. Findings indicate not only positive outcomes on racial identity development, but also academic and career aspirations, and conducting undergraduate research.

scholarly journals THE FUNCTIONAL/COGNITIVE PRINCIPLE OF INFORMATION STRUCTURE IN TEXTS: DISCOURSE PRESSURES AND SYNTACTIC DEVICES FOR ENGLISH AS L2 LEARNERS

2015 ◽  
Vol 15 (1) ◽  
pp. 117-135
Author(s):  
Adriana Maria Tenuta ◽  
Ana Larissa Adorno Marciotto Oliveira
Keyword(s):  
Undergraduate Students ◽  
Information Structure ◽  
Cognitive Linguistics ◽  
Theoretical Background ◽  
Thematic Structure ◽  
Communicative Intent ◽  
Written Text ◽  
English Majors ◽  
L2 Learners ◽  
Shed Light

Abstract: This paper presents the results of a study carried out to investigate the degree of perception of the thematic structure of the clause (theme and rheme) and the informational structure of a text (given and new elements) by Brazilian learners of English, undergraduate students from a Federal University in Brazil. The theoretical background relies on the principles of functional-cognitive linguistics, relative to how discourse impacts linguistic choices ( HALLIDAY 1985 CHAFE 1995 ). The corpus of this research consisted of a series of exercises that were administered to undergraduate students, English majors. The findings shed light to the fact that learners are still unaware of most processes involving grammar arrangements and the discourse flow, as they are not also very conscious of how grammar can impact the communicative intent of a written text.

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