The Research On Group Interaction And The Development Of Self Identity

This study examines the development of the self identity of adolescents in the context of peer group interaction among the classroom.In the comprehensive review, the concept of self identity is put forward based on some relevant theories as the balance between self and others in a particular context. Attainment and maintenance of the balance depends on the initiative of self knowing, the capability of self representation and self control. Rooted in the opinions of Erickson, Marcia, Kroger and Moshman this definition emphasizes the self-organization as the nature of self identity, as well as the interaction of self and context. Then, the model integrating context, phase, process of self identity development is summed up, and our empirical study is designed to examine the self identity development of the adolescents in group context in terms of three parts: the influencing factors, the developmental mechanics and the results.In the first part of our study, the status quo of self identity was surveyed using the Extended Objective Measure of Identity Status with the sample of 1171 respondents from elementary schools, junior high school, senior high schools in Shanghai and Shandong Provinces. The result indicates that there's significant difference at three age stages and difference areas. In junior high school, the self identity status is "lowest diffusion, lowest foreclosure, higher achievement." in the interpersonal area. Then we explore how group interaction effects the self identity development of junior high school students. We find that the significant factors which effect the self identity development are the status in group, the perceived group support and group identity.In the second part of our study, the mechanism of self identity is explored by using a combination of qualitative and quantitative methodology with the sample of junior high school students which 74 were core and 6 were isolation of status in the group. The major findings suggest that the mechanism of the self identity development in the group interaction is as follows: motivated by the need for affiliation and compared with the intention, allied on trust, divided on sequence, assimilated and alienated. With these mechanisms cooperating together, the junior high school students would achieve the self identity in the trend of amalgamation and self-determination.