Self-reflecting in developmental context: variations in level and patterning during the first 2 university years.
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.
Bell
Nancy J
NJ
Department of Human Development and Family Studies, Texas Tech University, Lubbock 79409, USA. nancy.bell@ttu.edu
Wieling
Elizabeth
E
Watson
Wendy
W
D000293:Adolescent; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D008297:Male; D010553:Personality Development; D012649:Self Concept; D012931:Social Environment; D013334:Students; D011795:Surveys and Questionnaires; D013997:Time Factors; D014495:Universities