赞比亚青少年对从属关系的隐性需求与权力和身份发展之间的关系

IF 1.7 4区心理学 Q3 PSYCHOLOGY, SOCIAL

Self and Identity Pub Date : 2021-08-16 DOI:10.1080/15298868.2021.1967189

Jan Hofer, Meike Lehmann, Holger Busch, A. Menon

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引用次数: 2

摘要

研究表明，身份发展受到内隐动机的影响。由于对非西方文化的研究很少，所以我们研究了来自赞比亚的样本;此外，由于以往的研究只关注社区动机(即隶属关系)，因此还考虑了代理动机(即权力)。我们假设只有当青少年报告积极的养育经历时，内隐动机才与身份发展有关。青少年(N = 407)在人际和意识形态领域提供了内隐动机、感知父母教养质量和认同的信息。结果表明，具有积极父母教养经历的青少年会做出更多动机一致的认同承诺，并较少重新考虑这些承诺(至少在人际关系领域)。研究结果对内隐动机对身份发展影响的普遍性提出了新的问题。

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Associations between the implicit needs for affiliation and power and identity development in a sample of Zambian adolescents

ABSTRACT Research indicates that identity development is impacted by implicit motives. Because research in non-Western cultures is scarce, a sample from Zambia is examined; moreover, because previous research has exclusively focused on communal motives (n Affiliation), agentic motives (n Power) are taken into account additionally. We hypothesized that implicit motives relate to identity development only when adolescents report positive parenting experiences. Adolescents (N = 407) provided information on implicit motives, perceived parenting quality, and identity in interpersonal and ideological domains. Results indicate that adolescents with positive parenting experiences make more motive-congruent identity commitments and reconsider them less (at least in the interpersonal domain). Findings open up new questions about the universality of the influence of implicit motives on identity development.

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来源期刊

Self and Identity PSYCHOLOGY, SOCIAL-

CiteScore

5.10

自引率

5.00%

发文量

期刊介绍： Work on self and identity has a special place in the study of human nature, as self-concerns are arguably at the center of individuals" striving for well-being and for making sense of one"s life. Life goals develop and are influenced by one"s view of what one is like, the way one would ideally like to be (or would like to avoid being), as well as one"s perceptions of what is feasible. Furthermore, conceptions of self and the world affect how one"s progress towards these goals is monitored, evaluated, redirected, re-evaluated, and pursued again. Thus, the “self” as a construct has far-reaching implications for behavior, self-esteem, motivation, experience of emotions and the world more broadly, and hence for interpersonal relationships, society, and culture.