A child's cognitive representation of the self – the substance and content of a child's self conceptions.
What an individual might become, would like to become, and is afraid of becoming.
The processes involved in understanding the world around us, especially how we think and reason about other people.
The ability to assume others' perspectives and understand their thoughts or feelings
The global evaluation dimension of the self
Erikson's fifth developmental stage, which individuals experience during the adolescent years. At this time, adolescents examine who they are, what they are all about, and where they are going in life.
Identity versus identity confusion
Erikson's term for the gap between childhood security and adult autonomy that adolescents experience as part of their identity exploration
A period of identity development during which the adolescent is choosing among meaningful alternatives.
Personal investment in identity
Marcia's terms for the status of individuals who have not yet experienced a crisis or made any commitments.
Marcia's term for the status of individuals who have made a commitment but have not experienced a crisis
Marcia's term for the status of individuals who are in the midst of a crisis but who commitments either are absent or are only vaguely defined
Marcia's term for the status of individuals who have undergone a crisis and made a commitment.
Consists of two dimensions: self-assertion, the ability to have and communicate a point of view; a separateness, the use of communication patterns to express how one is different from others.
Consists of two dimensions: mutuality, sensitivity to and respect and others' views; and permeability, openness to others' views.
An enduring aspect of hte self that includes a sense of membership in an ethnic group, along with the attitudes of feelings related to that membership.