Self-reflecting in developmental context: variations in level and patterning during the first 2 university years.

Nancy J Bell; Elizabeth Wieling; Wendy Watson

doi:10.3200/gntp.165.4.451-465

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Self-reflecting in developmental context: variations in level and patterning during the first 2 university years.

Nancy J Bell·Elizabeth Wieling·Wendy Watson

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Abstract

Self-reflection, typically operationalized in scales of egocentrism and introspectiveness, is portrayed as problematic in much of the literature on adolescents. Self-reflection has been linked to dysfunctional self-consciousness, symptomatology, and risk behaviors. Yet, self-reflection also is seen as essential for adolescent development, particularly with respect to individuation and identity. In this exploratory study, the authors focused on the process of self-reflecting. From interviews with 10 students conducted over the first 2 university years, the authors longitudinally assessed and then evaluated self-reflecting patterns in relationship to a narrative analysis of developmental change. Students who showed evidence of developmental change or sustained engagement in developmental work over the study period devoted a higher percentage of their interview conversation to self-reflecting content. Differences in self-reflecting patterning over time among the students who showed developmental change further suggest linkages between self-reflecting and development. The authors discuss implications for the conceptualization of self-reflecting in relationship to development and for the reinterpretation of previous studies.

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Adolescent Female Follow-Up Studies Humans Male Personality Development Self Concept Social Environment Students Surveys and Questionnaires Time Factors Universities Journal Article Research Support, Non-U.S. Gov't

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Nancy J Bell, Elizabeth Wieling, Wendy Watson. 2004. Self-reflecting in developmental context: variations in level and patterning during the first 2 university years.. https://doi.org/10.3200/gntp.165.4.451-465

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