Reactions to social vs self-evaluation: Moderating effects of personal and social identity orientations

Author's Introduction Our article outlines the need to bring together the literatures on personal and cultural identity – which have thus far been disconnected from one another. As one develops a sense of personal identity (e.g., goals, values, and beliefs), does one also develop a sense of cultural identity (e.g., how the individual and the group are prioritized, as well as attachment to and affiliation with one's ethnic, cultural, and national group)? This question is becoming increasingly important as Western countries become more and more diverse and multicultural, and as the world becomes more and more international and global. Individuals of European descent in the United States, Canada, Western Europe, Australia, and New Zealand, for example, are no longer insulated from other cultural streams. A generation ago, White Americans, for example, held dominion over the United States and over what ‘American culture’ was. With the advent of mass immigration of ethnic and cultural minorities, as well as globalizing technologies such as email, video conferencing, instant messaging, and virtual chatrooms, we are no longer insulated by our borders. Each of us is a citizen of the world, and this is becoming truer and truer over time. Thus, cultural identity and personal identity are increasingly likely to be related – and the ways in which they influence one another needs to be studied. How does my cultural position in my society (and in the world) influence who I am as a person? How do my cultural beliefs and worldviews influence my personal goals, values, and beliefs? Author Recommends Côté, James E., and Levine, Charles G. (2002). Identity formation, agency and culture: A social psychological synthesis . Mahwah, NJ: Lawrence Erlbaum Associates. This book discusses personal identity within the context of culture, and it clearly sets the stage for a discussion of how personal identity is affected by cultural processes. Arnett, Jeffrey Jensen. (2002). The psychology of globalization. American Psychologist , 57 , 774–783. This article discusses the ways in which globalization affects the personal and cultural identities of people around the world. In particular, the article stresses that individuals will be exposed to various cultural streams even if they never leave their countries of origin and do not come into direct contact with people from other parts of the world. The mass exportation of Western television programs, music, dress styles, fashion, and beliefs is leading people to ‘acculturate’ to Western values and behaviors. Bosma, Harke A., and Kunnen, E. Saskia. (2001). Determinants and mechanisms in ego identity development: A review and synthesis. Developmental Review , 21 , 39–66. This article reviews the ways in which personal identity is developed in ‘individualist’ and ‘collectivist’ contexts. In more individualistic contexts, personal identity is developed through active exploration of different alternatives, commitment to one or more of these, and an in‐depth evaluation of the commitment that has been made. In more collectivistic contexts, personal identity is developed through identification with the goals, values, and beliefs of significant others. This article was one of the first to address personal identity more broadly than through a Western lens. Matsumoto, David. (2003). The discrepancy between consensual‐level culture and individual‐level culture. Culture and Psychology , 9 , 89–95. This article argues that individualism and collectivism (and related constructs such as independence and interdependence) operate differently at the between‐individual level than at the between‐culture level. When studying the interface between personal identity and cultural identity, only individual‐level conceptions of cultural identity should be used. National‐level differences in cultural identity constructs tend to be fairly small – suggesting that most of the differences are between individual people. Schwartz, Seth J., Luyckx, Koen, and Vignoles, Vivian L. (editors, forthcoming). Handbook of identity theory and research . New York, NY: Springer. This forthcoming handbook will consist of state‐of‐the‐art summaries and reviews from some of the leading identity scholars in the world. Chapters will focus on many different domains of identity, including personal and cultural identity but also including national, religious/spiritual, sexual, gender, social, and vocational identity. The book will be an important resource both for students and for professors interested in the field of identity. Sample Syllabus Please add all or a portion of a syllabus that might adopt your article and present it in a broader context to the classroom. Eg. Topics for Lecture & Discussion Week 1 – Overview (What is Identity) Cote, James E. 1996. Sociological perspectives on identity formation: The culture‐identity link and identity capital. Journal of Adolescence . 19: 417–428. A framework for understanding identity formation in an interdisciplinary fashion by addressing the relationship between culture and identity. Grotevant, Harold D. 1987. Toward a process model of identity formation. Journal of Adolescent Research . 2: 203–222. Proposes a model for conceptualizing identity formation that is developmental, contextual and life‐span in scope. Four major components are as follows: individual characteristics, contexts of development, identity process in specific domains, and interdependencies among the identity domains. Weeks 2–4 Neo‐Eriksonian Identity Perspectives (Identity Status, Identity Style, Et Cetera) Berzonsky, Michael D. 1989. Identity style: Conceptualization and measurement. Journal of Adolescent Research . 4: 268–282. A conceptualization of three styles of personal problem solving and decision making – and information orientation that actively seeks and evaluates information, a normative orientation that focuses on internalized conventions, and a diffuse orientation that avoids action until affective cues dictate behavioral reactions. This study measures a validity of a self‐report measure of these styles. Meeus, Wim. 1996. Toward a psychosocial analysis of adolescent identity: An evaluation of the epigenetic theory (Erikson) and the identity status model (Marcia). Hurrelmann, Klaus (Ed.); Hamilton, Stephen F (Ed). (1996). Social problems and social contexts in adolescence: Perspectives across boundaries . (pp. 83–104). xiv, 299 pp. Hawthorne, NY: Aldine de Gruyter. This chapter discusses Erikson's identity theory and Marcia's identity status model, with application to adolescent identity. The author evaluates their empirical validity. Weeks 5–7 Social Identity Perspectives Worchel, Stephen; Morales, J. Francisco; Paez, Dario; Deschamps, Jean‐Claude (Eds.). 1998. Social identity: International perspectives. Social identity: International perspectives. xix, 263 pp. Thousand Oaks, CA: Sage Publications, Inc. This books brings together the latest empirical and theoretical findings in the field of

Jailer of Freedom and Enemy of Growth? The Role of Personal and Social Identities in Educational Choices

Personal and social identity are critical for entrepreneurs. However, tensions arise in entrepreneurial experiences due to the independence underlying personal identity and embeddedness underlying social identity. In this qualitative study, we explore how novice and experienced entrepreneurs navigate these tensions. We find that novice entrepreneurs are focused on discovering their personal identity via broad interactions within social groups. Experienced entrepreneurs devote more time to their ventures and less time in social groups but they value the targeted collaborations within these social groups. We discuss the mechanisms that underlie the paradox between centrality and salience of personal and social identity.

Although identity research has predominantly focused on college-bound adolescents, it has largely neglected vocational high school students who enter the job market immediately after graduation. Furthermore, most studies have concentrated on personal identity and have overlooked the concurrent development of social identity. This study examined the relationship between adolescents’ personal and social identities over three years of vocational high school. The participants were 4,264 vocational high school students in Japan (Time 1: 46.44% girls; Mage = 15.78). Using a random intercept cross-lagged panel model, the results indicated that within-person increases in social identity predicted increases in personal identity one year later. These findings highlight the importance of social identity as a valuable resource for personal identity development among vocational high school students, a group underrepresented in identity research.

One problem which can be observed in the field of EFL/ESL learning is that a number of English major BA and MA students are not highly committed to their major and decide not to continue their graduate studies. Sometimes even graduate students from English majors prefer to extend their education or work in an unrelated field. This might be attributed to the extent to which they perceive evaluation procedures and outcomes as fair. Considering this, the present study investigates first the relationships between justice judgments, outcomes and identity orientations. The study, then, uses structural equation modeling in order to examine whether identity orientation has any mediating effect on the relationship between justice judgment and outcomes. Participants were74 students in Department of Foreign Languages and Linguistics, Shiraz University selected based on convenience sampling. They filled out three questionnaires on distributive and procedural justice judgments, rule compliance and outcome satisfaction, and personal and social identity orientations. The collected data was then analyzed using descriptive statistics, correlation, and structural equation modeling. Based on the obtained findings, procedural justice had significant positive correlation with rule compliance and distributive justice was significantly correlated with outcome satisfaction. The generated structural equation model also indicated that justice judgments only directly affected outcomes and identity had no mediating effect on the causal relationship between the two.

The Providing Enhanced Access to Child Health Services (PEACH) initiative at the Sydney Children’s Hospitals Network (SCHN) aims to reduce inequity in healthcare access and outcomes for priority population children and young people (including Aboriginal and/or Torres Strait Islander, culturally and linguistically diverse, from refugee or asylum seeker backgrounds, living in out-of-home care or recipients of the National Disability Insurance Scheme). Central to PEACH is active children and caregivers engagement through co-design, recognising the importance of understanding their experiences to facilitate enhanced healthcare provision. This qualitative study explored the experiences of priority population children and caregivers at SCHN before the implementation of PEACH initiatives, with the aim of identifying strengths, limitations, and recommendations for enhancing healthcare services tailored to priority population needs. Guided by an experience-based co-design methodology, 28 qualitative semi-structured interviews were carried out with a total of 38 participants from priority population group(s) who had accessed care at SCHN. The data were analysed via inductive thematic analysis. The findings are presented through the lens of the concept of identity, delineated into personal and social identity. Personal identity is related to person before problem and demography, while social identity is linked to cultural responsiveness. Participants emphasised both the significance of social identities in health service design, and the importance of an individualised approach that recognises and respects their unique personal identities within the broader social context. This research advocates for a person-centred approach to healthcare delivery that recognises and responds to the dynamic interconnected relationship between personal and social identities.

The Relationship between Early Maladaptive Schemas and Aspects of Identity in Obesity

Stratification economics represents an important new approach devoted to explaining economic inequality in terms of how social groups are separated or stratified according to relative group status. This paper combines stratification economics with identity economics to address complications that the phenomenon of intersectionality—people having multiple social group identities—creates for stratification economics. It distinguishes two types of social identities recognised by social psychologists, categorical and relational social identities, and uses this distinction to explain how individuals’ personal identities, understood as ordered sets of social identities, can be seen to be both socially and self-constructed. Individuals order and rank their categorical social identities according to weights they assign to them in interactive social settings in which their role-based relational social identities combine different categorical social identities. Research in social psychology in the stigma identity-threat literature is then reviewed to distinguish two opposed ways in which individuals respond to others’ stigmatisation of their social groups in interactive settings. The paper argues that the ways in which individuals respond to stigma reflect social group power relationships and the scarcity logic of individualist social ontologies and tend to reinforce social stratification.

Among the many sorts of policies used to fight obesity and overweight, behavioral public policies are currently expanding. However, by their very nature, behavioral public policies may threaten the respect of persons’ identity. In particular, the normative status of behavioral interventions is questionable because of the way they interfere with people’s choices. Indeed, behavioral interventions may sometimes affect individuals’ attitudes and choices without the targets being aware of this influence. This article discusses whether and how dietary guidelines and their related tools, as cases of behavioral public policies, deal with the respect of persons’ identity. This issue is central to assess the normative status of these public policies. Identity is a recent issue in economics but some works show that identity plays a role in economic behavior. We thus develop a method to characterize identity. On this basis, we examine how behavioral public food policies take identity into account. We analyze dietary food guides of four countries and some of their related tools. We show that dietary food guides give a strong attention to (some) cultural and personal identity and aim at respecting the persons’ autonomy. However, their declination through tools appears more problematic and includes choice restriction and eventually the exploitation of cognitive biases. Such a difference between the claim of respecting identity and actions calls for a discussion of the normative status of those policies. From a philosophical account of autonomy, we argue that the major issue associated with behavioral public policies is not that they interfere with one’s behavior but rather that they must give sufficient attention to the respect of a person’s values, i.e., to respect her personal and social identity.

Cafe business professionals are increasingly noticing the importance of ESG(Environment, Society, and Governance) due to consumer interest and global movement. In response to the need for research on the role of ESG, this study aims to investigate the relationship between ESG activities and their influence on brand loyalty(BL) through the mediation of personal identification(PI) and social identification (SI). Centered on franchise café consumers out of 300 cases distributed 290 responses were used for the final analysis. The results were analyzed using structural equation and showed there was a positive influence of E and G on PI, but the influence of S on PI and the effects of ESG on SI were rejected. The the impact of E on BL was supported while the impacts of S and G were rejected. Both PI and SI were found to have a significant effect on BL. PI was found to mediate the impacts of E and G on BL, and SI mediated the impacts of E and S on BL. Lastly, when multiple mediators of PI and SI were involved they mediated the relationship between E and BL and G and BL. Finally, the implications of the findings were discussed.

PurposeThe purpose of this paper is to explore a broader understanding of the role of Cypriot school principals’ personal identities, through a values system perspective, when exercising their leadership.Design/methodology/approachA multicase study methodology was followed with five school principals, representing five different leadership styles. In each case, an in-depth investigation of the school principal’s personal identity was undertaken. School principals’ personal values were explored during interviews, staff meetings and daily activities observations, as well as through the use of the think-aloud protocol method. This study utilized the Schwartz Theory of Basic Human Values, as well as the Pashiardis–Brauckmann Holistic Leadership Framework, as the guiding theoretical framework.FindingsSchool principals’ personal identities in Cyprus seem to influence, to some extent, their daily leadership practice. However, particular factors associated with the context in which they live (social identity) and work (professional identity), seemed to be affecting the personal values embedded throughout their personal identities.Research limitations/implicationsFive school principals are not enough to make generalizations on the relationships between leadership styles and values. However, through this paper, the authors sought to provide examples on how school principals’ personal identities influence their leadership practice.Practical implicationsThe findings highlight the important role and attention to school principals’ personal identities, beyond the core management and leadership courses. The findings also shed light on the importance of looking more closely at contextual elements “outside” and “inside” the school and to what extent these could influence school principals’ personal identities.Originality/valueThis paper offers insights into school principals’ personal identities, through a values system perspective, and how these personal identities influence their leadership practice.

It has been argued that the self‐concept is divided into two sub‐systems, one relating to personal and the other to social identities. The salience of these identities will depend upon the particular situation. How can the relationship between the individual's personal and social identities by conceptualized? To answer this question, Turner, Hogg, Oakes, Reicher and Wetherell (1987) proposed a hierarchical system of self‐categorization. At one level, social identities are determined though comparisons between groups, and at another level, personal identities are determined through comparisons between the self and other members of the ingroup. In the present study, adolescents described a number of self and others' identities in relevant social situations. Multidimensional scaling revealed three dimensions which subjects used to differentiate amongst the various identities. The first dimension separated peer group identities from ascribed social identities. The second dimension separated ingroups from outgroups and the third dimension differentiated personal identity from all other social stimuli. The latter dimensions therefore supported Turner et al's self‐categorization model.

It is difficult to find the ideal term to refer to the complex process of establishing and asserting one's identity-as an individual or as part of a group. This process, referred to by some as constructing a social reality is, indeed, personal and self-initiated but, at the same time, it is dynamic, interactive, and in part, reactive. The mirror in which an immigrant sees his or her identity is, in part defined by the community in which he or she lives and, within that community, his or her social networks. Farmworker's ambivalence as to whether their identity can really be reduced to life as braceros, working machines, or, whether there is more to life than that is inevitable. Mexican immigrants' ambivalence expressed by as to whether they should be left out of the decennial census and remain statistically invisible because they don't belong, is equally predictable. However, effective engagement implies an identity-a perspective, hopes, dreams, ideals, and a personal style. One's personal identity, or one's social identity as a member of an informal or formal group is the fulcrum for social interaction and, thus, for participation.The process of defining and asserting one's identity is a lifelong one and it is fairly obvious that for most of us it is something of a struggle, a never-ending work in progress, punctuated with fitful starts, experiments, adjustments, and modulations. As Verba, Schlozman, and Brady point out, the process of developing skills is affected both by personal experience in informal settings and by learning experiences in formal educational settings. However, the Civic Voluntarism model tacitly assumes that the social context in which all of these learning experiences take place are the same one. This is not the case when it comes to immigrants. Because immigrants find themselves transitioning from one environment to another, the basic assumptions which govern our overall model of skills development do not hold true. Past experience, knowledge of processes, styles of communication,, and understanding of how civic systems work must be adjusted to a new reality and the inferences which govern this translation involve much more than just acquiring a new skills set; they involve creating a new personal identity, a new social identity (i.e. persona), and developing a new voice, that includes personal style and modes of communication.At the level of community life, this dynamic process of re-invention is not simply a personal one but, also, one which may engage an entire family, an entire social network, or, an entire ethnic group (since ethnicity, by definition, refers to self-identification and network relationships). We focus on two particular cases, each of which exemplifies a more general challenge relating of immigrants' adaptation to California society and development of activism.My analysis highlights the experiences and reflections of two quite different immigrant activists. One is Jorge San Juan, a young Mixteco construction worker who is also the volunteer coordinator of a Mixtec cultural group Se'e'Saavi, and a member of the Board of Directors of a community-based organization, the Centra Binacional para el Desarollo Indigena Oaxaqueno (CBDIO). Jorge's story is relevant not simply to his individual development but to the more general challenge of Mixteco immigrants' re-assertion of their cultural, social, and political identity in a transnational space now referred to by some researchers as Oaxacalifornia. The second of these community activists is Raquel Velasco, a middle-aged mother of two teenager daughters and a grown son, who was, for several years, the informal but charismatic unpaid leader of a group of immigrant activists seeking to secure affordable housing in Winters. Her story, too, transcends her personal struggle, to reflect on the challenges faced by Mexican women in negotiating new gender roles in the course of their life in California Through these two activists' accounts of their experiences and perspectives, we explore both the process through which individual immigrants' re-invent their identity in the brave new world of California life and the process through which groups of immigrants engage in the process of creating or strengthening bonding social capital and deploying it within the arena of local life. …

From the very beginning of the pandemic period on the incidence of Covid-2019, numerous sources have recorded an increase in the number of suicides among adolescents, this number has not fallen to this day. The article presents the results of an empirical study aimed at investigating the correlation structure of social and personal identity in adolescents with a history of suicidal attempts and adolescents without suicidal attempts. At the time of the study, all adolescents who attempted suicide were undergoing treatment at the Republican Clinical Psychotherapy Center and the Republican Clinical Psychiatric Hospital of the Republic of Belarus (42 people). A group of adolescents without suicidal intentions consisted of 84 students of the MAOU "Physics and Mathematics Lyceum No. 93" of Ufa, RB. The study describes differences in the correlation structures of social and personal identity in two selected groups of adolescents. According to the results of the correlation analysis, both in the group of adolescents without suicidal intentions and in the group of adolescents with suicidal behavior, correlations were found between the indicators of social identity: "pastime", "collective self-esteem", "cohesion", "intergroup competition" and "top-down comparison". In the group of adolescents with a history of suicide, no links were found between any indicators of social identity and personal identity, while in the second group there is a link between indicators of social and personal identity.

This paper reviews three distinct strategies in recent economics for using the concept of social identity in the explanation of individual behavior: Akerlof and Kranton’s neoclassical approach, Sen’s commitment approach, and Kirman et al.’s complexity approach. The primary focus is the multiple selves problem and the difficulties associated with failing to explain social identity and personal identity together. The argument of the paper is that too narrow a scope for reflexivity in individual decisionmaking renders the problem intractable, but that enlarging this scope makes it possible to explain personal and social identity together in connection with an individual behavior termed comparative value-objective evaluation. The paper concludes with recommendations for treating the individual objective function as a production function.