school personality development essay

Essay on Personality Development

Students are often asked to write an essay on Personality Development in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Personality Development

Introduction.

Personality Development refers to enhancing one’s traits for a holistic growth. It’s about improving communication, leadership skills, and maintaining a positive attitude.

Importance of Personality Development

A strong personality helps in better interaction and boosts confidence. It helps us to face challenges and achieve success.

Factors Influencing Personality Development

Various factors like environment, education, and relationships shape our personality. These elements help us grow and evolve as individuals.

Personality Development is a continuous process. It helps us to be better versions of ourselves, making us more adaptable and successful in life.

Also check:

Speech on Personality Development

250 Words Essay on Personality Development

Personality development is a comprehensive term that encapsulates the improvement of an individual’s traits and attributes, which contribute to their overall character and image. It is an ongoing process that involves the growth and maturation of one’s personality, leading to self-awareness and personal enhancement.

Significance of Personality Development

Personality development is crucial as it enables individuals to enhance their interpersonal skills, which are vital in today’s highly competitive world. It aids in the development of traits such as confidence, optimism, and resilience, which are key to overcoming life’s challenges. Furthermore, it promotes effective communication skills, leadership qualities, and emotional intelligence, which are integral to personal and professional success.

Several factors influence personality development. The environment, including family, school, and community, plays a significant role in shaping one’s personality. The experiences, both positive and negative, that an individual encounters throughout their life also contribute to their personality development. Genetic factors, although not entirely controllable, also play a part in defining an individual’s temperament and behavior.

In conclusion, personality development is a lifelong process that involves the continuous growth and enhancement of an individual’s character and attributes. It is a critical aspect of human development that can significantly influence one’s personal, academic, and professional success. Therefore, it is essential for individuals to focus on their personality development and strive for continuous self-improvement.

500 Words Essay on Personality Development

Personality development is an enduring process of cultivating behaviors, attitudes, and communication patterns that make an individual distinctive. It involves both the improvement of personal traits and the development of a holistic persona that plays a crucial role in achieving success in life.

The Essence of Personality Development

Personality development is not confined to the improvement of a single aspect of an individual; instead, it is about improving an amalgamation of factors that would include the ability to communicate effectively, confidence building, and the overall personality. It can be considered as a tool that helps in enhancing one’s self-esteem and confidence, thereby making an individual more presentable and acceptable in the social context.

Several factors contribute to personality development, including genetic predisposition, upbringing, education, environment, and experiences. Genetic factors contribute to the fundamental aspects of personality, such as temperament. Upbringing and education, on the other hand, shape our values, beliefs, and attitudes.

Environment and experiences play a significant role in shaping our personality. The environment we are exposed to, the people we interact with, and the experiences we have all contribute to the development of our personality. Positive experiences contribute to a confident, well-adjusted personality, while negative experiences may lead to a lack of confidence and low self-esteem.

Role of Personality Development in Success

Personality development plays a vital role in our success, both personally and professionally. A well-developed personality is a key to success as it enhances our ability to communicate effectively, improves our confidence, and helps us in building relationships. It allows us to present ourselves effectively in various situations, thereby opening up opportunities for growth and success.

The Process of Personality Development

Personality development is a continuous process that starts from the time we are born and continues throughout our life. It involves a constant interaction between our innate characteristics and the environment. This process can be influenced by consciously deciding to improve ourselves by learning new skills, adopting healthy habits, and developing positive attitudes.

In conclusion, personality development is an essential aspect of our lives that influences our success and happiness. It is a continuous process that requires conscious effort and commitment. By understanding the factors that influence our personality and taking steps to develop our personality, we can enhance our potential, improve our relationships, and achieve success in life.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

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Personal development

Essay on Personality Development | Role of Education in Personality Development

Essay on Personality Development

Education is an important factor in the personality development of individuals. The school, after the home, is one of the social structures every child will pass through and one of its purposes is to build the character of that child. We shall be looking at some of the roles it plays in this process.

What is personality development?

Personality development is the process of expanding your personality. This may include doing activities that you don’t normally do, but find enjoyable and fulfilling like playing a new sport or trying new hobbies. It also includes developing skills that you already have but are not using to their full potential such as playing an instrument or speaking another language. Developing your personality can also mean discovering who you are in order to better understand yourself and grow into the person that’s right for you.

Character Development

As I stated earlier, the school plays a great role in the overall personality development of an individual.

From childhood, the child is exposed to this social setting and spends most of his day there. The influence that education, which is the major service the schools offer, has on the child cannot be overlooked.

After the home front, the school is responsible for the upbringing of children and their overall character development. Therefore, there should be a deliberate effort to ensure that the character of the child is molded properly during this time. Education is not just about teaching theory to children, but a school environment is a place where a good foundation is laid for children to help in the future.

In school, virtues such as honesty, fairness, kindness, and respect are taught. The teachers and educationists have a tremendous influence on students and they are seen as role models so it is necessary that set good examples always.

You must understand that children learn very well by observation so care must be taken to how teachers behave before their students. In school, there are a lot of planned actions and activities that are carried out in the classroom to help students develop a good character which will help them in life.

I shall go through some of these as I go on. There are some important things that should be put in place to help students build their character.

There are several methods of building character in students and when the character is inbuilt in the student, positive behavior is almost automatic. There are several schools of thought that have provided different pillars that help build character.

Here, I have listed a combination of these pillars to help in the personality development of our young ones. They are:

1.1 – TRUSTWORTHINESS

They should be taught the importance of being trustworthy which basically is to learn how to keep their words. Students would learn the need to be honest and sincere; the need to be a person of integrity and why they should be reliable.

1.2 – RESPECT

They should be taught the need to show respect to others by being courteous, acting with dignity, giving autonomy, tolerating opposing views, and accepting criticism.

1.3 – RESPONSIBILITY

They should be taught the need to be responsible for all their actions and daily living.

1.4 – FAIRNESS

This is a character trait of being fair to all and in all situations. They should be taught the importance of this.

1.5 – CARING

The students should be shown why this character trait is essential and how it tells well of them.

1.6 – CITIZENSHIP

This enables students to learn the importance of contributing to the good of society.

1.7 – TEAMWORK

This character trait would help students learn how to work with others in a team. It helps teach them how to tolerate others and their viewpoints.

1.8 – EXCELLENCE

The student should learn how important it is to excel in whatever they do and that excellence has its rewards.

1.9 – COMPASSION

Student should learn to have compassion for and be empathetic to the needs and challenges of others. To teach the students these character traits, you can spread them out and emphasize one of them each month. The students can be encouraged to research on each trait and can be assigned creative writing projects on them.

Set the rules

In the classroom, the teacher should set the necessary rules that will guide the behavior of the student.

Be clear of what is acceptable and unacceptable. It is also advisable to discuss them with the students. To make this work, make sure that you set an example for them so that it would be easier for them to follow.

You should be kind, neat, and punctual in class. You should also show respect to others and finish your work within schedule. By doing so, they will realize that they themselves do not have an excuse to fail or disregard rules.

To achieve maximum results, the teacher will need to explain to the student the character traits which each rule is meant to build. The teacher can also allow the students to make suggestions on possible rules that would be of benefit to the class.

They should always exhibit positive behavior so as to become role models for the students. It would also be good if a reward system can be put in place to reward good behavior.

Point them towards positive role models

Another way by which individuals can build their personality properly is to have good examples of heroes and role models in various fields of study.

Students would easily want to measure up to the character of someone they admire. The teacher should talk about such people that the students can learn from.

They can also be asked to describe, assess, and match the personality traits and behaviors of those people. The teacher can also talk about the behavior and lifestyle of current world leaders and celebrities and as the student to assess if their words match their actions.

Build a culture of respect

Teachers should teach students the need for them to develop self-respect and understand the importance of showing others respect. They can be shown with examples of the benefits of treating others with respect.

Teach them to talk positively

The students can be encouraged to learn how to talk right. Positive talk produces good results both now and in the future. Show them how their words affect their future.

Essay on Personality Development Role of Education in Personality Development

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How to Masterfully Describe Your Personality in an Essay: A Step-by-Step Guide 2023

Introduction

Step 1: self-reflection and introspection, step 2: identifying core values and beliefs, step 3: gathering evidence and examples.

Step 4: Show, don't tell

Step 5: Structuring your essay effectively

Step 6: balancing self-awareness and humility, step 7: seeking feedback and editing.

Describing your personality in an essay is not simply an exercise in self-expression; it is a transformative process that allows you to artfully communicate and convey the intricate nuances of your character to the reader. By delving into the depths of your self-awareness, personal growth, and the values that serve as the compass guiding your actions and decisions, you embark on a journey of self-discovery and introspection. In this comprehensive step-by-step guide , we will navigate the intricacies of crafting a compelling personality description in your essay, providing you with the necessary tools to masterfully articulate your unique qualities, experiences, and perspectives.

At its core, the act of describing your personality in an essay is an opportunity to authentically showcase who you are. It is a platform to illuminate the multifaceted nature of your being, unveiling the layers that make you distinct and individual. Through self-reflection and introspection , you delve into the recesses of your soul, gaining a deeper understanding of your own personality traits and characteristics. This process of self-exploration allows you to unearth the strengths that define you and the weaknesses that provide opportunities for growth.

Identifying your core values and beliefs is another essential step in effectively describing your personality. By exploring your fundamental principles and ideals, you gain insight into the motivations behind your actions and the driving force behind your decisions . These values serve as the undercurrent that weaves together the fabric of your personality, giving coherence and purpose to your thoughts and behaviors. Understanding how your personality traits align with your core values enables you to articulate a more comprehensive and authentic depiction of yourself.

To breathe life into your personality description, it is crucial to gather evidence and examples that showcase your traits in action. Recall specific instances where your personality has manifested itself, and examine the behaviors, thoughts, and emotions that were present. By drawing on these concrete examples, you provide tangible proof of your personality claims, allowing the reader to envision your character in vivid detail.

However, it is not enough to simply tell the reader about your personality traits; you must show them through vivid and descriptive language. By employing sensory details and evocative storytelling, you paint a vibrant picture that engages the reader’s imagination. It is through this artful depiction that your personality comes to life on the page, leaving a lasting impression.

Crafting an effective structure for your essay is also paramount to conveying your personality in a coherent and engaging manner. A well-structured essay captivates the reader from the outset with an engaging introduction that sets the tone and grabs their attention. Organizing your essay around key personality traits or themes creates a logical progression of ideas, enabling a seamless flow from one aspect of your personality to the next. This careful structuring enhances the readability and impact of your essay, allowing the reader to follow your journey of self-expression with ease.

In describing your personality, it is essential to strike a delicate balance between self-awareness and humility. While it is important to acknowledge your strengths and accomplishments, it is equally crucial to avoid sounding arrogant. Honesty about your weaknesse s and areas for growth demonstrates humility and a willingness to learn from experiences, fostering personal growth and development.

Also, seeking feedback and diligently editing your essay play a vital role in refining your personality description. Sharing your work with trusted individuals allows for constructive criticism, providing valuable insights into how effectively your personality is being portrayed. By carefully incorporating this feedback and paying attention to grammar, punctuation, and clarity, you can ensure that your essay is polished and ready to make a lasting impression . Below are the step by step guide on how to masterfully describe your personality in an essay

How to Masterfully Describe Your Personality in an Essay: A Step-by-Step Guide

Before diving into writing, take the time to deeply understand your own personality traits and characteristics. Reflect on your strengths and weaknesses , considering how they have influenced your actions and interactions with others. Additionally, contemplate significant life experiences that have shaped your personality, providing valuable insights into who you are today.

Your core values and beliefs are the guiding principles that define your character. Explore what truly matters to you and the ideals that drive your decisions . By connecting your personality traits to these fundamental values, you create a more comprehensive understanding of yourself, providing a solid foundation for your essay.

To effectively describe your personality, draw upon specific instances where your traits were on display. Recall experiences that highlight your behavior, thoughts, and emotions. By utilizing concrete examples, you lend credibility to your claims about your personality, allowing the reader to envision your character in action.

Step 4: Show, don’t tell

Avoid falling into the trap of generic and vague descriptions. Instead, use vivid language and sensory details to bring your personality to life. Engage the reader’s imagination by painting a clear picture through storytelling. Let them experience your traits firsthand, making your essay more engaging and memorable.

Crafting a well-structured essay is crucial for conveying your personality in a coherent and engaging manner. Begin with an attention-grabbing introduction that captivates the reader’s interest. Organize your essay around key personality traits or themes, ensuring a logical progression of ideas. Maintain a smooth flow between paragraphs, enhancing the overall readability of your essay.

While it’s essential to highlight your strengths, be careful not to come across as arrogant. Emphasize your accomplishments and positive attributes without boasting. Simultaneously, be honest about your weaknesses and areas for growth , demonstrating humility and a willingness to learn from experiences. This balance showcases maturity and self-awareness.

Sharing your essay with trusted individuals can provide valuable perspectives and constructive criticism. Seek feedback from mentors, teachers, or friends who can offer insights into your essay’s strengths and areas that need improvement. Revise and refine your essay based on this feedback, paying close attention to grammar, punctuation, and clarity.

Incorporating these steps and techniques will allow you to masterfully describe your personality in an essay, capturing the essence of who you are in a compelling and authentic manner. Whether you are writing personality essays, an essay about personalities, or an essay on personality, the introduction of your personality essay should create a strong impression. It serves as a gateway for the reader to delve into your unique characteristics and perspectives. By effectively integrating these steps and maintaining a balanced approach, you can create a personality essay introduction that sets the stage for a captivating exploration of your individuality. So, how would you describe yourself? Use these guidelines and examples to express your personality with confidence and authenticity in your essay.

Mastering the art of describing your personality in an essay allows you to authentically express yourself and connect with readers on a deeper level. By embracing self-reflection and emphasizing personal growth, you create a c ompelling narrative that showcases your unique qualities. So, embark on this journey of self-expression and let your personality shine through your writing. Embrace authenticity, as it is through effective self-expression that personal growth and understanding can flourish.

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103 Personality Development & Personal Development Topics

When choosing development essay topics, you need to know some theory. Personal development is a set of various acts to expand one’s possibilities, mindset, emotional intelligence, etc. It is essential to know some terms from psychology, such as personal identity, interpersonal relationships, self-image, and other concepts related to personal development topics

🏆 Best Personality Development Essay Topics

⭐ interesting personal development topics, 👍 good essay titles about personality, 🔔 more personality development essay topics, ❓ essay questions about personality development.

We recommend focusing on the key features of personal development and the spheres that it covers in the first place. Another idea is to talk about the nuances of personality. For such an essay, discuss approaches of different psychology schools to personality development. Whether you are assigned to write an argumentative essay, research paper, or thesis on personality, this article will inspire you a lot.

Read our development topics compilation carefully, and if it’s not enough, check an excellent free tool in the end.

Personality Development: Michelle Obama For using this theory, it may be important to investigate the family of Michelle Obama, to understand better, what kind of person she is, and how her legacy could influence her personality development.
Personal, Professional, and Career Development In this case, the mother had a misconceived perception that the chances of succeeding in an attempt to renovate and improve the school were minimal.
Personal Growth and Development From a personal perspective, the strategy I intend to use to address the issue of diversity in the workplace is to be open-minded and willing to listen to others before making judgments.
Personality Development: Initial Assumptions One of the main issues of personality development is how much genetics and the environment of bringing an individual up influence the personality.
Personal Development Plan In other words, this exercise provides this writer with an opportunity to take stock of own position; set goals; and use the unique skills and competencies in the academic as well as the professional setup […]
Personal Development Plan: Effective Acculturation The personal development plan is illustrated by outlining the personal development objectives intended to be attained and the actions that will be undertaken in order to accomplish the stated objectives.
Personality Theories- Normal and Abnormal Development According to the theory, this is because the mind consists of two parts. According to the specifics of each theory, this development can be either normal or abnormal.
Traveling as the Best Contribution to Personal Development In other words, traveling teaches people that there are multiple cultures all over the world, and the cultural peculiarities of other communities should be considered as well. Traveling may substantively improve the life quality of […]
Stages of Personality Development At this stage, the mouth is the main point of focus for the child and the child spends most of the time sucking and trying to put everything in the mouth.
Gestalt and TA Concepts in Personal Development and Therapy Process By doing so, it is expected that the he or she will accept and appreciate him/herself, and also the environment, to precise the world and the people around.
Donald Winnicott’s Theories on Personality Development This is an evaluation of the achievements of Donald Winnicott in his work as a psycho-analytical expert, and how his findings have enabled the advancement of the psychiatry filed, as well as a better understanding […]
Personality and Emotional Development As such, the best qualities of the family environment that can positively contribute to the development of social-emotional skills in children include the following: Encouragement of initiatives and leadership skills in children can make them […]
Personal Development in Hospitality Management Most employers in the hospitality sector feel that several skills in the sector should have been taught in the academic institutions at undergraduate levels and that there is an immediate need for hospitality education to […]
Personal Leadership Development Plan I will continue with such exercises to find answers to existential questions and achieve my personal and religious goals. I identify my managers and supervisors as the best people to offer professional counsel and advice.
Traditions and Their Impact on Personality Development In most of the cases, a change in the cultural context results in changing the personality of a person. The treatment of a child at the infancy stage largely affects the formation of this child’s […]
Personal Development: Psychological Difficulties, Sexuality In my opinion the period of adolescence is the most difficult in human life and I think that it would be interesting to discuss the attitude to sexuality with the help of personal development theories.
Personal and Organizational Development in Banking My career plan is as in the figure below: – My career goal is to find a job in a bank and gradually grow through the ranks as I gain financial management related skills and […]
Personal Brand and Career Development The “I” brand concept suggests that the potential job candidate and career builders approach themselves as marketed goods and attempt to turn their own sets of skills and personalities into goods, wanted and attractive to […]
Personal Development Plans: Teamwork and Culture Shock In an effort to achieve the desired level of personal development, it is important for one to take into account the concept of culture. The resultant effect is that the students are able to fit […]
Personal and Professional Development of Mechanical Engineer The institute of mechanical engineers is licensed by the engineering council of UK to oversee the operations of the field of mechanical engineering.
The “Nature” Versus “Nurture” Debate and Its Implications to Personality Development Modern personality theories diverge in their suppositions about the constitution and etiology of the interplay between nature and nurture characteristics on the one hand and the effect such characteristics have on personality development on the […]
Keens Brown: Personal Development Story He grew up in a nuclear family and was the last-born in a family of seven children. Brown has often attempted to circumnavigate the issue by trying to forge a relationship with his children, but […]
Writing Dissertation: Personal Development Plan The selection of research methods and the application of the respective tools for the assessment of the target setting can be seen as the main advantage of the study since it has allowed producing accurate […]
Personal Development as a Manager and Leader This paper covers in detail the personal development of the manager, looking in particular at the personal planning, resource requirements, evaluation of the development plan as well as the supporting and promoting of the welfare […]
Never Stop Personal Development: The Views of Philosophers and Writers Plato sees personality development as a way to happiness; judging by his Myth of the Cave where he reveals the pursuit of knowledge, seeking wisdom, and having a passion for truth as the forms of […]
The Days of My Life: Personal Development In the given research, I am going to take a look at my won cognitive development through the lens of various cognitive development theories and check the effects of various internal and external factors on […]
My Personal Psychosocial Development Although I was not mistreated or neglected, I never got the opportunity to view the world as a safe and caring place as a result of this lack of attention. I have had to fill […]
Freud’s Theory of Personality Development and OCD The ego, on the other hand, is in the middle and manages both the desires of the Id and those of the superego.
Personal Sustainable Development The sustainable development of businesses is important to ensure the continued well-being of the planet. It is the hope of this project to inform individual consumers of the impact they can make on their lives […]
Personality Development: Locus Control Personality – the long-standing traits and patterns that propel individuals to consistently think, feel, and behave in specific ways.
Gene-Environment Interaction: Personality Development One of the studies dedicated to the issue of the gene-environment interaction of fragile x syndrome in twins was performed by Willemsen et al.
Personal Development of Leadership and Flexibility There is a wide variety of leadership approaches, and it may be necessary to utilize all of them depending on the circumstances.
Personal Development of Preschoolers Moreover, it is essential to encourage the child to play with other children, as it helps children of this age group learn the value of sharing and friendship.
Personal Development Instructional Program (PDIP): Program Overview It has been established that the organization applies the personal development instructional program that aims to improve the skills of individual members of the organization.
Personal and Professional Development Plan The desire to accomplish personal and professional goals pushes people to invest their time and money in various issues like education, training, health and research.
Leading by Example to Aid Personal Development For example, as the organization undergoes its restructuring exercise, the managers may demonstrate to the employees the importance of the restructuring exercise, and their roles in the process.
Gender Differences and Personal Social Development in 9-Year-Old Children The causes of gender disparities are clearly outlined in the paper as well as the gender roles concerning both boys and girls.
Role of Social Change in Personal Development 4% of the population and the married constituting 1. 4% of the population and the married constituting 1.
Personal Development Plans: Learning Styles Working in the operations department of a bank as a vault custodian, I have increasingly felt the need to develop skills aligned to a sales-based job. In the context of career progression, I hope to […]
Personal & Professional Development: Gaining Power & Influence According to Javitch, for one to gain power and influence on people, one should identify what to use to influence others.
Personal & Professional Development: Managing Stress To sum up this discussion about stress and stress management, it is important to put in place the strategies that would reduce stress in our workplace, homes, institutions and the society as a whole.
Personal Foresight: Its Development and Importance Costanzo and Mackay further argue that the development of personal foresight is a dynamic and interactive activity that requires an individual to explore various experiences, make deductions from these experiences, amassing these deductions for problems […]
Concise Time Management and Personal Development Suppose that creativity can be encouraged by exploring some of the qualities and characteristics of creative thinkers and the activities/steps that can be undertaken to improve the processes involved.
Personal Ethics Development in Organizations The ethical system that I apply in the organization is the one where every individual is obliged to do what is right for his or her benefit and the benefit of the organization.
Personality & Development: Trait Theory and Behaviourism Approach This paper will however streamline its scope of analysis to Trait theory and behaviourism approach in order to; assess personality, account for the extent to which these approaches can be said to truly guide the […]
Management and Motivation: Personal Development It therefore refers to an aspect that greatly contributes to the efficiency of the workforce in meeting personal and or organizational goals.
The Low: Personal and Professional Development Ethics A certain code of conduct to govern the profession is required due to the intimate nature of the relationship between a counselor and the client.
Personal Development: “The Passion Test” by Attwood & Attwood I want to share my happiness and success with them. These are the most important things, which I want to accomplish in my life.
International Business and Personal Development Portfolio Central to the topics of the module is the concept of globalization, and it is of direct consequence for me since without this level of cooperation and communication between the countries of the world, I […]
Foreign Student’s Personal Development Plan The second aspect of culture shock is the need to adapt to a new place, with its people, language, and social norms. It models the changes in the morale of the person as he tries […]
Personal Changes and Development in the Workplace To answer this question suitably, I will have to take a deep look within and consciously decide the kind of person I am and then get my external reality to harmonize with the inner being.
Personal Communication Skills and Their Development Thus, this reflective treatise attempts to explicitly identify personal communication skills, skills assessment criteria, communication gaps, and training strategies that may facilitate the improvement of different communication skills.
Zain Company’s Manager’s Personal Development One of the aspects that the firm has incorporated in its strategic management practices entails becoming the employer of choice in the region. To improve the likelihood of success in influencing the employees, I will […]
Personal Motivational Skills Analysis and Development I know that I am a good listener, I do not have any problems with communication, I am a leader and I can motivate people.
Socialization Factors for Personal Development The religion and culture that I embrace at the present moment are a result of the interaction that I had with my family.
Parental Uninvolvement in Personality Development What must be understood is that the analyzed person had parents who were under the belief that concentrating on the development of their business would equate into a better life for their child, since this […]
Personality Development, Cognition and Intelligence More specifically, a cognitive style refers to an individual’s predisposition to act or behave in a particular manner, and many psychologists usually view cognitive style in the context of a personality dimension that manipulates attitudes, […]
Organizational Behavior Course: Personal Development Also, an appropriate organizational behavior of leaders and superiors is one of the most essential factors that influence the entire workflow, employees’ moods, their attitudes towards other colleagues, and the desire to work in general.
Organizational Behavior Development Portfolio During the organizational behavior course, the broadness of the concepts of organizational culture, leadership and management, and power and politics stood out.
Self-Awareness and Personal Development Theories Killen and Smetana lend support to Skinner’s view of the concept of self by analyzing the societal and biological factors in the development of morality as an integral concept of self.
Organizational Change and Personal Leadership Development During the meeting she organized with the representatives of Hughes and Raytheon, the project leaders expressed their concerns related to potential risks and the shortage of resources.
Personal Counseling and Development Theory The nature of counseling is an intricate combination of personal character and values and theoretical research to create a comprehensive approach to the responsibilities of the profession.
Personal Motivation Skills Development The consideration of multiple aspects of individual and organizational performance may help a manager to maintain sound and open organizational interrelations, build a cohesive team, and increase the working efficiency and productivity.
Adult Personality and Cognitive Development Personality and intellectual development in adults is the ability to acquire, construct and use this acquired knowledge, memory and cognitive functions in their decision making processes throughout their life. The acquisition and retention of this […]
Adult Personality and Intellectual Development This essay presents a comprehensive analysis on how personality and intellect develops in adults, factors that affect their development and how to live or work with such developments.
Google Company’s Personal Development Plan First, there can be no easy decisions when it comes to diversity and the use of quotas is quite a controversial practice.
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Does Birth Order Affect Personality Development?
Does Social Learning Theory Explain Personality Development?
What Is Meant by Personality Development?
Why Is Personality Development Important For An Individual?
What Are the Main Factors That Affect Personality Development?
What Are the Types of Personality Development?
How Health Care Affects Personality Development?
What Are the Challenges in Personality Development?
What Causes Personality Development?
What Are the Three Aspects of Personality Development?
How to Find Time for Personality Development?
What Is Important in Personality Development?
What Are the Psychodynamic Explanations of Personality Development?
How Culture and Personality Development Are Linked?
What Does Freud’ Say About Psychoanalytic Theory of Personality Development?
What Causes Difference in Personality Development?
What Is Healthy Personality Development?
What Drives Adult Personality Development?
What Are the Theories About Human Nature and Personality Development?
How Does Literature Support Children’s Personality Development?
What Are the Eight Stages of Personality Development According to Erickson?
What Is Connection Between Cognitive Theory and Personality Development?
What Is Personality Development Disorder?
What Can Affect Personality Development?
Do Parents Influence Child’s Personality Development?
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The Psychology of Personality Development

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital.

Key Theories
Development Tips

Personality development refers to the process of developing, enhancing, and changing one's personality over time. Such development occurs naturally over the course of life, but it can also be modified through intentional efforts.

When we meet new people, it is often their personality that grabs our attention. According to the American Psychological Association, personality refers to the enduring behaviors, traits, emotional patterns, and abilities that make up a person's response to the events of their life.

“Personality is a blend of behavioral and thought patterns that are relatively stable over time, characterizing an individual's traits and attitudes," says Ludovica Colella , a CBT therapist and author of "The Feel Good Journal."

Understanding how personality develops can provide insight into who someone is and their background while also increasing our understanding of what's behind our personality traits and characteristics.

At a Glance

Personality development involves all of the factors that influence how our personalities form and change over time. This can include our genetic background and the environment where we are raised. While personality tends to be pretty stable, it can change over time, especially as people get older.

This article discusses how personality is defined, different theories on how personality forms, and what you can do if you are interested in changing certain aspects of your own personality.

What Is Personality Development?

Personality development refers to the process by which the organized thought and behavior patterns that make up a person's unique personality emerge over time. Many factors influence personality, including genetics and environment , how we were parented , and societal variables.

While personality is relatively stable, Colella notes that it isn't entirely fixed. "People can undergo changes in their attitudes, behaviors, and thought patterns in response to new experiences or personal growth,” she explains.

Perhaps most importantly, the ongoing interaction of all these influences continues to shape personality. Personality involves both inborn traits and the development of cognitive and behavioral patterns that influence how we think and act.

Temperament is a key part of personality that is determined by inherited traits. Character is an aspect of personality influenced by experience and social learning that continues to grow and change throughout life.

Personality development has been a major topic of interest for some of the most prominent thinkers in psychology. Since the inception of psychology as a separate science, researchers have proposed a variety of ideas to explain how and why personality develops.

Theories of Personality Development

Our personalities make us unique, but how does personality develop? What factors play the most important role in the formation of personality? Can personality change?

To answer these questions, many prominent thinkers have developed theories to describe the various steps and stages that occur during the development of personality. The following theories focus on several aspects of personality formation—including those that involve cognitive, social, and moral development.

Freud’s Stages of Psychosexual Development

In his well-known stage theory of psychosexual development , Sigmund Freud suggested that personality develops in stages that are related to specific erogenous zones. These stages are:

Stage 1 : Oral stage (birth to 1 year)
Stage 2 : Anal stage (1 to 3 years)
Stage 3 : Phallic stage (3 to 6 years)
Stage 4 : Latent period (age 6 to puberty)
Stage 5 : Genital stage (puberty to death)

Freud also believed that failure to complete these stages would lead to personality problems in adulthood.

In addition to being one of the best-known thinkers in personality development, Sigmund Freud remains one of the most controversial. While he made significant contributions to the field of psychology, some of his more disputed and unproven theories, such as his theory of psychosexual development, have been rejected by modern scientists.

Freud's Structural Model of Personality

Freud not only theorized about how personality developed over the course of childhood, but he also developed a framework for how overall personality is structured.

According to Freud, the basic driving force of personality and behavior is known as the libido . This libidinal energy fuels the three components that make up personality: the id, the ego, and the superego.

The id is the aspect of personality present at birth. It is the most primal part of the personality and drives people to fulfill their most basic needs and urges.
The ego is the aspect of personality charged with controlling the urges of the id and forcing it to behave in realistic ways.
The superego is the final aspect of personality to develop and contains all of the ideals, morals, and values imbued by our parents and culture.

According to Freud, these three elements of personality work together to create complex human behaviors. The superego attempts to make the ego behave according to these ideals. The ego must then moderate between the primal needs of the id, the idealistic standards of the superego, and reality.

Freud's concept of the id, ego, and superego has gained prominence in popular culture, despite a lack of support and considerable skepticism from many researchers.

While Freudian theory is less relevant today than it once was, it can be helpful to learn more about these theories in order to better understand the history of research on personality development.

Erikson’s Stages of Psychosocial Development

Erik Erikson’s eight-stage theory of human development is another well-known theory in psychology. While it builds on Freud’s stages of psychosexual development, Erikson chose to focus on how social relationships impact personality development.

The theory also extends beyond childhood to look at development across the entire lifespan.

Erikson's eight stages are:

Stage 1 : Trust versus mistrust (birth to 1 year)
Stage 2 : Autonomy versus shame and doubt (1 to 2 years)
Stage 3 : Initiative versus guilt (3 to 5 years)
Stage 4 : Industry versus inferiority (6 to 11 years)
Stage 5 : Identity versus role confusion (12 to 18 years)
Stage 6 : Intimacy versus isolation (19 to 40 years)
Stage 7 : Generativity versus stagnation (41 to 64 years)
Stage 8 : Integrity versus despair (65 years to death)

At each stage, people face a crisis in which a task must be mastered. Those who successfully complete that stage emerge with a sense of mastery and well-being.

However, Erikson believed that those who do not resolve the crisis at a particular stage may struggle with those skills for the remainder of their lives.

Piaget’s Stages of Cognitive Development

Jean Piaget’s theory of cognitive development remains one of the most frequently cited in psychology.

While many aspects of Piaget's theory have not stood the test of time, the central idea remains important today: Children think differently than adults .

According to Piaget, children progress through a series of four stages that are marked by distinctive changes in how they think. And how children think about themselves, others, and the world around them plays an essential role in personality development.

Piaget's four stages are:

Stage 1 : Sensorimotor stage (birth to 2 years)
Stage 2 : Preoperational stage (2 to 7 years)
Stage 3 : Concrete operational stage (7 to 11 years)
Stage 4 : Formal operational stage (12 years and up)

Kohlberg’s Stages of Moral Development

Lawrence Kohlberg developed a theory of personality development that focused on the growth of moral thought. Building on a two-stage process proposed by Piaget, Kohlberg expanded the theory to include six different stages:

Stage 1 : Obedience and punishment
Stage 2 : Individualism and exchange
Stage 3 : Developing good interpersonal relationships
Stage 4 : Maintaining social order
Stage 5 : Social contract and individual rights
Stage 6 : Universal principles

These stages are separated by levels. Level one is the pre-conventional level, it includes stages one and two, and takes place from birth to 9 years. Level two is the conventional level, it includes stages three and four, and takes place from age 10 to adolescence. Level three is the post-conventional level, it includes stages five and six, and takes place in adulthood.

Although this theory includes six stages, Kohlberg felt that it was rare for people to progress beyond stage four, stressing that these moral development stages are not correlated with the maturation process.

Kohlberg's theory of moral development has been criticized for several different reasons. One primary criticism is that it does not accommodate different genders and cultures equally. Yet, the theory remains important in our understanding of how personality develops.

Why Personality Theories Matter

While these theories suggest different numbers and types of stages, and different ages for progressing from one stage to the next, they have all influenced what we know today about personality development.

5 Basic Personality Traits

The goal of personality development theories is to explain how we each develop our own unique characteristics and traits. While the list of options could be almost endless, most of these personality traits fall into five basic categories :

Openness : Level of creativeness and responsiveness to change
Conscientiousness : Level of organization and attention to detail
Extraversion : Level of socialness and emotional expressiveness
Agreeableness : Level of interest in others and cooperativeness
Neuroticism : Level of emotional stability and moodiness

The "Big 5" is one of the most recognized models of personality and also the most widely used, though some suggest that it isn't comprehensive enough to cover the huge variety of personality traits that one can grow and develop.

Personality Development Tips

Theorists such as Freud believed that personality was largely set in stone fairly early in life. However, we now recognize that personality can change over time.

Research suggests that a person's broad traits are quite stable, but changes do happen, particularly as people age.

On a global level, people spend a lot of money on personal development, with this market bringing in more than $38 billion annually (and expected to grow). If you're interested in making positive changes to your personality, these tips can help:

Identify Your Current Traits

Colella notes that self-awareness and reflection are an essential part of personal growth. She suggests that you can start by learning more about your traits, strengths, and weaknesses.

Reflect on your behaviors and how they impact your life and relationships. This self-awareness lays the foundation for personal growth.

You won't know where to place your efforts if you don't identify the personality traits you need to work on. A personality test can provide an assessment of your current traits. Pick one or two traits to work on that you feel would help you grow as a person and focus on them. You can try our fast and free personality test as a good starting point:

Identify Your Values

Colella also suggests that it is important to identify your core values. You can do this by thinking about the values that are the most important to you. After you do this, you can prioritize your goals and better reflect on how your behaviors and actions align with your goals and values.

Set a Daily Personal Development Goal

Commit to doing at least one thing every day to help develop your personality. This doesn't have to be a big action either. Even baby steps will move you in the right direction.

Keep a Positive Mindset

It is also important to work on forging a growth mindset , Colella explains. This allows you to recognize that personality is not set it stone and can instead evolve over time. "Embrace challenges, learn from failures, and see setbacks as opportunities for growth," Colella says.

Changing yourself can be difficult, especially if you're working on a part of your personality you've had for a long time. Staying positive along the way helps you pay more attention to the pros versus the cons. It also makes the journey more enjoyable for you and everyone around you.

Be Confident

When you have something about yourself that you'd like to change, it can be easy to let your perceived imperfection reduce your confidence. Yet, you can be confident and continue to develop your personality in meaningful ways at the same time, giving you the best of both worlds while pursuing personality development.

Stepping outside your comfort zone can be challenging, Colella notes, but slowly expanding your horizons can lead to gradual growth. "Expanding your comfort zone involves taking small, manageable steps, gradually pushing your limits at a pace that feels comfortable for you," she explains.

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Grand View Research. Personal development market size, share & trade analysis report by instrument (books, e-platforms, personal coaching/training, workshops), by focus area, by region, and segment forecasts, 2020 - 2027 .

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Personality Development

Personality development means molding one’s character in a way that makes them unique from the other person (Joseph, 2013). The process can involve injecting oneself with a new lease of positivity and confidence. Developing one’s persona may mean changing a lot of things among them style of speech, motion, and overall look. An individual may also decide to incorporate etiquette which previously might have been lacking. It might also involve a shift in abilities as well as expand one’s knowledge boundaries (“Personality Development,” 2017). Development of personality occurs in two ways. One may decide to intentionally modify their character, the way of doing things and mentality to bring out an entirely different person. On the other hand, this development may just come automatically, may be instigated by some factors such as the environment that one grows or lives in, psychological factors, biological factors such as genes or even one’s culture. One can also decide to follow a set of simple rules and practices that will help them change their personality. Character development is beneficial in that it leads to the creation of a positive impression on oneself and others (“Personality Development,” 2017). It might also come in handy in a relationship and one’s dream career. It pushes one to their full potential and capability. There are personality traits that one can adopt to improve their health, build and maintain relationships and earn admiration from other people (Joseph, 2013). Enhancing one’s personality calls for one to look at everything from a positive perspective and at the same time avoid comparing themselves to others (Joseph, 2013). Several theories explain, or rather contribute to personality development. They list down the factors that may be responsible for the characters that exist in different people.

There are three primary aspects, theories or factors that contribute to personality development. The first theory is that one’s persona is shaped by heredity factors. The second one is that environmental factors are responsible for the result. And third, the outcome is pointed towards psychological factors. Heredity factors include biological factors, age or maturation as well as physical appearance (Kumar, n.d.). When you look at traits such as aggressiveness, outspokenness, leadership and ability to bond and interact with anyone out there, it is mainly a case of being passed down the line. People from a particular lineage seem to be good speakers. Even though training and learning can change character, it is only in a few that artificial mechanisms can overturn genetically or hereditary possessed behaviors. Maturity or age shapes one character when they are forced to quit some habits that are not suitable for their age. For example, you cannot have a sixteen-year-old boy playing with toys. Irrespective of passion that might have existed for the same thing some time back, age dictates that it is time to move on. People are open to changes at all times in their lifespan (Roberts & Mroczek, 2009). Therefore, change in character is likely to happen across all age groups. Some physical appearance also referred to as constitutional make-up comes out as more enticing while others do not (Kumar, n.d.). For example, people endowed with heights and muscular or curvy bodies create a better impression on others than short individuals or those with physical defects. Genes of intelligence can also be passed down generations. That results in people from certain lineages being able to make better decisions than others. They are also able to adjust or adapt to various conditions and systems better than the less intelligent (Mumba, n.d.). Another physiological factor that determines the character developed by individuals is their gender. You are likely to find boys being more aggressive and daring whereas girls are more sensitive and reserved (Personality Development Tips, 2016). That explains why you are most likely to find girls or women seated in a group gossiping about some issue or someone, which is not a scene that can be associated with men. The reason is that such a trait is inbuilt or exists naturally in ladies.

Biological factors include the nervous system, glands and blood chemistry (Mumba, n.d.). They form the basis of how we behave owing to their functioning and coordination. The role played by genetics in personal development may be that strong such that after deviating from their former selves, it takes most people a short time to revert to their biological setup (Roberts & Mroczek, 2009). When we come of age, a physiological factor, it is only normal for individuals to become more responsible, warm and calm as their age progresses (Mumba, n.d.). A real-life example is how rowdy campus youths can be at times. They don’t seem to find amicable solutions to problems that face them and often resort to riots, violence, and vandalism in the process. However, the same people later mature to become company managers and C.E.Os in their prime. As much as this can be associated with the added responsibility, age also plays a role. They know that younger generations are looking up to them as well as being role models to many in society, and thus they have to change their personality from an aggressive one to a calm one.

Another theory behind the development of character is that it can be driven by environmental factors. There are several categories under environmental influence, among them physical environment. The division involves the place where an individual lives (Personality Development Tips, 2016). Climatic conditions can affect how a person behaves. For example, in drought-stricken areas, the poverty levels are likely to be wanting. Individuals in these regions tend to develop a personality of being aid dependent. They are more probable to be hostile or unwelcoming due to the troubles that they go through. The social environment refers to the society that one lives in, and particularly the people that surround an individual (Personality Development Tips, 2016). The people around us shape our lives regarding character developed. Family members, friends, schoolmates, church mates and members of the community all fall under the social environment (UK Essays, 2017). The family teaches one to be loving and trustworthy (Sinha, 2016). Therefore, if one is brought up in a family where the two lack, then it is no wonder they develop a personality deficient of love, affection, and trust. Parents that allow their children to go out there and explore the world make them develop an independent attitude or behavior (Sinha, 2016). Those that limit their kids make them adopt a dependent behavior that may even extend to adulthood. At some point in life, peers have the strongest influence in one’s life. One of the most vulnerable times to shaping one’s personality is during the adolescence stage. It is at this juncture that people most share their experiences with others. They are under pressure to create an identity for themselves, gel with their peers and gain what is referred to as social acceptance (Personal Development, n.d.). In a bid to conform with their peers, most end up not creating their own identity (Personal Development, n.d.). For example, you find kids brought up in the church by very strict parents. However, when those same children reach adolescence or young adulthood, they become influenced by their age mates to indulge in irresponsible behavior. You find that in wanting to keep up with their friends or rather mimic their living style, they partake in drug and illicit sexual practices. Their style of dressing may also change to fit in with that of their peers.

The school is responsible for developing some personal attributes. A positive school environment endows one with decision-making and problem-solving skills (Personal Development, n.d.). One also learns of ways to relate to figures of authority as well as implementing and obeying rules. Life virtues such as honesty are taught and instilled in school. Religion is another determinant of personality. The majority of people look upon religion to guide them on what ethical and moral values to adopt (Personal Development, n.d.). Most stick to the religious beliefs taught during childhood. Other social factors that influence personality include language. Language is the medium of communication and interaction between one and other community members. Culture and norms are passed across generations using language (Mumba, n.d.). Another is the social roles that one as to play in different stages of their lifetime. The roles of a brother or sister, father or mother, husband or wife, call for one to adopt different personalities (Kumar, n.d.). Self-concept also shapes behavior. If one holds themselves in high regard, then it is likely to show in their behavior. At the same time, how others perceive one is likely to shape them. If others don’t hold you high, then it is likely that you are going to feel unworthy, have low self-esteem, and seem withdrawn (Kumar, n.d.). The media and technology are other social factors that shape personality. Youths especially are very susceptible to media influence (Personal Development, n.d.). Finally, under environmental factors we have culture. Some societies call for boys and girls to behave differently (UK Essays, 2017). Culture prescribes and limits behavior in some instances, therefore playing a role in the outcome of character (Sinha, 2016). In African culture, for example, girls were required to adopt the mentality of being mothers and wives and therefore learn tasks such as babysitting and domestic chores. Boys, on the other hand, were encouraged to go out there and engage in masculine tasks.

Finally, we have psychological factors as a theory behind personality development. They encompass our motives, goals, objectives, will, abilities and attitudes (Kumar, n.d.). The above determine how people come out in various situations, and therefore play a role in growth, development, and personality (Mumba, n.d.). There are some instances where thinking and reasoning may be needed and psychological attributes come in handy. For example, a person who has the will to do something will think and act faster than those who are reluctant (Kumar, n.d.). Inner drive pushes one to the direction of success (Personality Development Tips, 2016). Those individuals that come out as having strong personalities always have goals spurring them. The nature of wanting the best for others and not being prejudiced molds character because it influences how one treats others (Personality Development Tips, 2016).

Identifying one’s personality helps in knowing areas that need improvement. Heredity and environmental factors may be natural determinants of personality, but one can choose to take a different course. That is why we do have psychological factors, which are values that we instill in ourselves. Letting psychological factors be the primary drivers for one’s character is the best decision. This is because one can discern good from bad and is able to choose the right course. One can select those attributes that make them role models and likable.

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Published: 26 December 2018
Volume 31 , pages 35–63, ( 2019 )

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Schools can play an important role in adolescents’ identity development. To date, research on the role of school in adolescents’ identity development is scattered across research fields that employ different theoretical perspectives on identity. The aim of this literature review was to integrate the findings on the role of school in adolescents’ identity development from different research fields and to provide schools and teachers with insights into how adolescents’ identity development can be supported. Using constant comparative analysis, 111 studies were analyzed. We included articles on personal and social identity and on school-related identity dimensions. Three groups of studies emerged. First, studies on how schools and teachers unintentionally impact adolescents’ identity showed that, at school, messages may unintentionally be communicated to adolescents concerning who they should or can be through differentiation and selection, teaching strategies, teacher expectations, and peer norms. Second, studies on how schools and teachers can intentionally support adolescents’ identity development showed that different types of explorative learning experiences can be organized to support adolescents’ identity development: experiences aimed at exploring new identity positions (in-breadth exploration), further specifying already existing self-understandings (in-depth exploration), and reflecting on self-understandings (reflective exploration). The third group suggests that explorative learning experiences must be meaningful and situated in a supportive classroom climate in order to foster adolescents’ identity development. Together, the existing studies suggest that schools and teachers are often unaware of the many different ways in which they may significantly impact adolescents’ identity development.

Discovering Identity and Purpose in the Classroom: Theoretical, Empirical, and Applied Perspectives

Seeking alternative pathways: an exploration of school engagement from the perspectives of marginalized youth

Nicole L. Curtis & Deborah L. Butler

Why After-School Matters for Positive Youth Development

Avoid common mistakes on your manuscript.

Introduction

Identity development is an important task in adolescence. Adolescents are supposed to be concerned with developing educational and professional goals while shaping an image of who they are and want to be. Previous research indicates that a relatively clear and stable identity makes people more resilient, reflective, and autonomous in the pursuit of important life decisions, while promoting a sense of competence (e.g., Flum and Kaplan 2006 ; Kroger et al. 2010 ). However, it has been argued that developing a clear and stable identity has become increasingly challenging due to processes of individualization, emancipation, and migration (e.g., Beck et al. 1994 ). School—a place where adolescents spend a lot of time—is an important context where adolescents’ identity development can be supported: Here, teachers can help adolescents to explore the identity implications of the new ideas, activities, or possibilities they are introduced to at school (e.g., Coll and Falsafi 2010 ; Flum and Kaplan 2006 ; Kaplan and Flum 2009 ; Kaplan and Flum 2012 ; Rich and Schachter 2012 ; Schachter and Galili-Schachter 2012 ; Schachter and Rich 2011 ; Silseth and Arnseth 2011 ).

To date, the emerging body of literature on the role of school in adolescents’ identity development is scattered across different academic disciplines (e.g., Schachter and Rich 2011 ). Together, these studies cover a wide range of theoretical perspectives on identity development, without there being a common research base. Scholars use the same terminology—identity—while often relating to merely a small share of the studies performed on the role of school in adolescents’ identity development and while being seemingly unaware of work performed by scholars who adopt different theoretical perspectives and, consequently, research designs.

The scattered research field may cause research gaps and ways in which research from different theoretical perspectives can complement each other to be overlooked. Additionally, it remains difficult for scholars, schools, and teachers to determine what insights the literature on the role of school in adolescents’ identity development does and does not yet provide, and, therefore, how the development of adolescents’ identities can best be supported in school.

In this paper, we review the literature on the role of school in adolescents’ identity development to answer the following research question: “What insights does the existing literature provide us into the role of educational processes in adolescents’ personal, social, and school- and learning-related identity development?.” We found literature on the influence of school experiences on adolescents’ racial, cultural, ethnic, and gender identity too, and we acknowledge that education plays an important role in the development of these identity dimensions. However, the articles on the role of school in the development of these identity dimensions form an extensive research field that would require a separate literature review (see, e.g., a review study on the racial identity development of African-American adolescents by DeCuir-Gunby 2009 ). Therefore, we decided to delimit our research scope to general identity dimensions (i.e., personal and social identity) and more circumscribed identity dimensions that are education-related.

The aim of our literature review is threefold: to present an overview of what insights articles, in which different perspectives on identity development are employed, provide us into the role of school in adolescents’ identity development; to derive practical implications from the literature to help schools and teachers support adolescents’ identity development; and to identify research gaps while outlining future research directions to further examine the role of school in adolescents’ identity development.

Literature Search

To find relevant studies, we consulted five databases that cover the disciplines of psychology, education, and the social sciences: PsycINFO, Education Resources Information Center (ERIC), Web of Science, Sociological Abstracts, and Google Scholar. Two search strings were developed, of which the first regarded the population of adolescent students and consisted of the following keywords: secondary education , middle schools , middle school education , middle school students , junior high schools , junior high school students , high schools , high school students , and high school education . This search string was combined with a search string on identity development that consisted of the keywords identity formation , identity development , identity construction , identity work , and identity process . A more elaborate description of our search strategy can be found in Appendix A (Online Supplement). The search was performed on 22 October 2015 and focused on peer-reviewed articles in English that were published between 2005 and 2015. In total, the search resulted in 3599 unique articles.

Selection and Analysis of the Literature

The abstracts of all 3599 articles were read by the first author to establish which studies possibly met our inclusion criteria. An overview of our inclusion criteria is presented in Table 1 . First, only articles using the term identity were included in the review study. Hence, to delimit the scope of the review study, we did not select literature on identity-related concepts such as self-concept (Marsh 1990 ) or possible selves (Oyserman et al. 2006 ). Second, we included articles investigating adolescents’ personal and social identity development. When it comes to more circumscribed identity dimensions, we included articles on the development of adolescents’ school- and learning-related identity dimensions (e.g., mathematics identity, learner identity). Third, we only selected literature that focused on the influence of educational processes on adolescents’ identity development. Studies in which school was merely described as a setting in which adolescents spend their time were excluded from the selection. Fourth, in this stage of the process of literature selection, we did not include studies that were published more than 10 years before we performed our search. We chose to do so because of practical reasons, namely, the limits of the project budget and the time constraints that we were faced with. Finally, we included both empirical and theoretical studies, because we were not exclusively interested in empirical findings regarding the role of school in adolescents’ identity development but also in how these findings could be interpreted.

Based on our inclusion criteria, 176 articles were included in the review. Subsequently, the authors, in pairs, read the abstracts of these articles for two purposes: first, to get an initial overview of the studies in our selection; second, to develop a preliminary coding scheme to analyze the full texts of the articles. In this stage, while being concerned presenting an overview of what insights articles that are grounded in different perspectives on identity development provide us on the role of school in adolescents’ identity development, we generated codes for the explicitly mentioned theoretical perspectives on identity development. We also wanted to know what research methods and designs were used by scholars who adopt different theoretical perspectives on identity development. Therefore, we coded the abstracts, when possible, for methodological information (i.e., research design, sample, type of data collection). We wanted to be responsive to the various identity dimensions that the different studies focused on, which is why we coded for these (e.g., literacy identity, science identity) too. Finally, to disentangle what insights the existing literature provides into the role of school in adolescents’ identity development, the abstracts were coded for the educational processes that were explicitly addressed in the literature. We stayed very close to the text in coding the abstracts. For example, codes such as “Role of teacher: negative non-verbal approach of some students,” “Role of teacher: paid attention to low performing students,” and “Role of teacher: explicitly communicating positive expectations towards students” were assigned to the abstracts.

In this process, we discovered that the articles could be allocated to at least one of the following three categories: (1) studies that provide insights into the educational processes through which schools, teachers, and peers may unintentionally (and often negatively) shape adolescents’ identity development; (2) studies that provide insights into the educational processes through which schools and teachers may intentionally foster adolescents’ identity development; and (3) studies that provide insights into the preconditions to intentionally support adolescents’ identity development in school. Aiming to contribute to the integration of research findings across different research fields, we categorized the studies first by the type of educational process that they identified and second by the theoretical perspective they were grounded in.

Next, the first author read and summarized the full texts. After reading the first author’s reports on the literature, the full research team decided to exclude another 71 articles from the selection that, based on the full text, proved not to meet the inclusion criteria. To prevent ourselves from overlooking key publications in the research field under study that may have been published either before or after 2005, we performed citation tracking, as recommended by Greenhalgh and Peacock ( 2005 ). We kept a list of relevant articles that were referred to three times or more as concerning the role of school in adolescents’ identity development in the articles we had already selected, and we added them to the selection when they met our inclusion criteria ( n = 6), apart from the criterion concerning the publication date. As a consequence, our final selection of literature comprised 111 articles.

Once we had further narrowed down our selection of literature to 111 articles, the first author coded the full papers with the previously developed coding scheme. Constant comparative analysis was used (e.g., Glaser and Strauss 1967 ) to compare and group the various codes on the explicitly mentioned educational processes in order to distill overarching processes from the data. To provide an illustration, the earlier mentioned codes “Role of teacher: negative non-verbal approach of some students,” “Role of teacher: paid attention to low performing students,” and “Role of teacher: explicitly communicating positive expectations towards students” were combined in the overarching process “Teacher expectations.” In a similar way, we distinguished other unintentional educational processes (selection practices and differentiation, teaching strategies, and peer norms), intentional processes (in-breadth exploration, in-depth exploration, and reflective exploration), and preconditions (meaningful learning experiences and a supportive classroom climate). Whereas some articles focused on one of these educational processes, others concerned the role of various processes (also see Table 2 ). The second and third author critically monitored the entire coding process and, in case of doubt, additional research team discussions were held. In Table 3 through Table 11 in Appendix B (Online Supplement), we alphabetically ordered the studies for the various educational processes and preconditions that we found and present brief summaries of each of the articles.

Characteristics of the Literature

The 111 articles were found across a wide variety of scientific journals ( n = 80). In total, 19 of the 111 articles were theoretical in nature. Among the empirical research papers, six articles were quantitative in nature and another set of seven articles employed a mixed-methods design. Seventy-eight articles exclusively used qualitative research methods and generally presented small case studies. Of these qualitative studies, 60 reported longitudinal research. Different identity dimensions were studied in the literature, ranging from science identities and art identities to learner identities on a more general level and personal identity on an even more abstract level. Personal and social identities were investigated in respectively 21 and 11 articles. Of the more circumscribed school-related identity dimensions, studies on adolescents’ Science, Technology, Engineering, and Mathematics identity (STEM; n = 35), learner identity ( n = 18), and student identity ( n = 14) were most prevalent. The studies were conducted in a variety of settings—e.g., out-of-school science programs, literacy classes, schools’ hallways—and among a variety of samples such as bilingual high school students, honors students in a science class, or girls attending a middle school in a rural area. The majority of studies ( n = 62) was based on data that were collected in the USA.

Theoretical Perspectives on Identity Development

Different theoretical perspectives on identity development can be found in the studies included in our literature review. Half of the articles in our literature selection understood identity from sociocultural perspectives ( n = 55). The remaining articles were based on psychosocial perspectives ( n = 8), social psychological perspectives ( n = 4), sociological perspectives ( n = 4), a combination thereof ( n = 14), or they did not explicitly mention a particular conceptualization of identity development ( n = 26). In this section of the present paper, each of the identified perspectives will be discussed based on publications that were referred to in our selection of literature as core theoretical publications that form the foundations of the various theoretical perspectives on identity development. In the next sections, the findings that we distilled from the literature on the various educational processes through which adolescents’ identity development may be influenced will be discussed in relation to the theoretical perspectives on identity development that are employed in the selected articles (also see Table 2 ). In doing so, articles in which perspectives on identity development are (often somewhat eclectically) combined and articles in which no particular theoretical perspective on identity development is mentioned will be discussed together with the studies from the perspective they most strongly appear to relate to in terms of research focus and employed research methods. More information on the combined perspectives can be found in Table 3 through Table 11 in Appendix B (Online Supplement).

Sociocultural Perspectives

Researchers who employ a sociocultural perspective generally understand identity as a multidimensional phenomenon rather than a single entity (e.g., Gee 2001 ; Holland et al. 1998 ; Holland and Lave 2001 ): People are thought to develop a range of self-understandings, for example as a science student (a science identity), a reader (literacy identity), or a music student (a musical identity). On a more general level, people are thought to integrate these self-understandings into a learner identity, a student identity (the person one is in school, not exclusively concerning who one is as a learner), and a social identity (one’s societal position in terms of superiority and inferiority). On an even more abstract level, people are thought to integrate these identity dimensions, together with self-understandings that are neither school- nor learning-related, in their personal identity. Scholars adopting sociocultural perspectives understand a person’s identity to develop through this person’s participation in various sociocultural contexts, such as home, school, and work (e.g., Holland et al. 1998 ; Holland and Lave 2001 ; Wenger 1998 ). These contexts are social in the sense that in every context, through interaction and negotiation, different identity positions—or social roles—are made available, such as those of the creative, ambitious, and/or cooperative person. These contexts are cultural in the sense that they are characterized by specific sets of tools, norms, and values that guide people’s actions, goals, and ideas about appropriate ways to reach those goals (e.g., Holland et al. 1998 ). Researchers who understand identity development from a sociocultural perspective are concerned with how identity positions, and the way these positions are evaluated (for example, girls may not be stimulated to identify with technology; Volman and Ten Dam 2007 ), inform adolescents’ identities. They are also interested in how the tools, norms, and values that are explicitly or implicitly communicated through educational activities and learning contents impact adolescents’ identities. Based on adolescents’ previous encounters with tools, norms, values, and identity positions, adolescents are thought to develop their self-understandings. Moreover, these self-understandings are understood to inform adolescents’ current decisions and future goals. In other words, adolescents’ self-understandings connect their past, present, and future (e.g., Holland et al. 1998 ; Wenger 1998 ). Some sociocultural scholars examine identities as narratives. The primary interest of these scholars is in the self-understandings people share, for example in interviews, and how these self-understandings are informed by people’s experiences with tools, norms, values, and identity positions in the school context (e.g., Solomon 2007 ). Other sociocultural researchers use classroom observations to observe both the actions and activities of teachers and peers (that reflect certain norms, values, and available identity positions, while providing insights into often used tools) and adolescents’ demonstrated engagement in school and school subjects, as an indication of their identities (e.g., Bartlett 2007 ). A third group of sociocultural scholars in our literature selection combines the former two strategies and studies identity development through the interplay between adolescents’ engagement in school and their shared self-understandings by employing various ethnographic research methods (e.g., Anderson 2007 ).

Psychosocial Perspectives

Psychosocial perspectives are often adopted by scholars whose main focus is on the internal, psychological processes of a person’s identity development (e.g., Negru-Subtirica et al. 2015 ; Solomontos-Kountouri and Hurry 2008 ). In the studies in our literature selection that adopted psychosocial perspectives, two key stages in the identity development of adolescents are distinguished: exploration and commitment. The process of exploration concerns the inquiry into new possible interests as well as the trying out of new activities in order to learn what values one considers as important and what goals one deems worth pursuing. In the process of commitment, adolescents are thought to make durable life decisions, for example when it comes to their education, profession, and worldview (Erikson 1968 ; Marcia 1993 ). With regard to the role of school in adolescents’ identity development, some researchers who employ a psychosocial perspective are concerned with educational activities and strategies that either foster or hinder exploration and commitment processes. These studies stress the importance of opportunities to try out and reflect upon various activities (e.g., Charland 2010 ). Other studies in our literature selection that employ a psychosocial perspective focus on the effect of educational characteristics (such as education level) on the identity stage in which adolescents find themselves (e.g., Negru-Subtirica et al. 2015 ; Sica 2009 ; Solomontos-Kountouri and Hurry 2008 ). Scholars who adopt a psychosocial perspective are generally concerned with the process of identity development, rather than with the content of specific identity dimensions. Consequently, large-scale, quantitative survey studies that examine the developmental stage of adolescents’ identity are more common in this research field than in the sociocultural one.

Social Psychological Perspectives

Scholars adopting a social psychological perspective understand a person’s identity to consist of a social and a personal part (Tajfel 1978 ; Tajfel and Turner 1986 ). Of these two parts, the former concerns one’s, “knowledge of his membership of a social group (or groups) together with the value and emotional significance attached to that membership” (Tajfel 1978 , p. 63). The extent to which one identifies with the social groups one knows to be a member of and the extent to which one has strong emotions regarding these group memberships (in terms of these social groups being inferior, equal, or superior to other social groups) is what constructs the personal part of one’s identity at a given point in time (Tajfel 1978 ; Tajfel and Turner 1986 ).

When it comes to the role of school in adolescents’ identity development, some scholars employing a social psychological perspective are interested in the attributes adolescents themselves ascribe to other groups of adolescents that, for example, differ from them when it comes to the high school track they are in (e.g., a prevocational track, a pre-academic track; Jonsson and Beach 2013 ). Others are more concerned with adolescents’ perceptions of the attributes other people (e.g., society in general) assign to adolescents in different high school tracks (e.g., Knigge and Hannover 2011 ) or in schools with a low- or high-status reputation (Marcouyeux and Fleury-Bahi 2011 ). Generally, survey studies that may comprise both open and closed questions are performed by scholars who adopt a social psychological perspective (e.g., Knigge and Hannover 2011 ; Marcouyeux and Fleury-Bahi 2011 ).

Sociological Perspectives

Like scholars adopting a social psychological perspective, researchers who employ a sociological perspective are concerned with adolescents’ group membership, the evaluation thereof, and the extent to which adolescents identify with these groups. Additionally, though, scholars who ground their work in sociological perspectives are interested in how group membership serves to include some people, while excluding others as a means to acquire status. The primary focus of scholars employing sociological perspectives is on how people move in societal power structures, create groups, and try to use their own individual agency to represent themselves in ways that they desire (Côté 2002 ; Foucault 1980 ).

Some scholars who employ a sociological perspective examine how people in adolescents’ school contexts (e.g., peers and teachers) can help them to use their agency to position themselves in desired ways (e.g., Robb et al. 2007 ). Others focus on how educational policies or discourses create new membership groups of achievers and failures (e.g., Anagnostopoulos 2006 ). Because scholars who adopt a sociological perspective are concerned with how structures are reproduced and with how people (can) use their agency, they generally employ qualitative research methods ranging from classroom observations and student reports, to focus groups and interviews.

The Hidden Curriculum: How Schools and Teachers May Unintentionally Affect Adolescents’ Identity Development

In our analysis of the literature, we identified 52 articles that focused on educational processes through which schools and teachers may unintentionally (and often negatively) play a role in adolescents’ identity development. These studies presented in these articles are often performed in formal education settings ( n = 48) and concern educational processes that are part of what could be called the “hidden curriculum” (Jackson 1968 ): through these processes, messages can be implicitly communicated to adolescents about who they are, should, and can be.

Selection Practices and Differentiation

Twelve exclusively empirical studies in our literature selection addressed the role selection practices at the school level or differentiation processes at the classroom level may unintentionally play in the development of adolescents’ identities. As can be derived from Table 3 in Appendix B (Online Supplement), seven of these articles concern qualitative research, four quantitative research, and one mixed-methods research.

The ethnographic studies by Solomon ( 2007 ) and Yi ( 2013 ) that are grounded in a sociocultural perspective together with ethnographic studies by Hoffman ( 2012 ) and Barnett ( 2006 ) that respectively combine perspectives on identity development or do not explicitly mention one focus on the link between ability grouping and adolescents’ identities. These articles are concerned with adolescents’ sense of proficiency in and belonging to mathematics classes (Solomon 2007 ), English as a Second Language classes (ESL; Yi 2013 ), wind band classes (Hoffman 2012 ), and cheerleading and dancing teams (Barnett 2006 ). In these school-related contexts, the contents of, respectively, the mathematics, student, musical, and social, personal and school identities that adolescents develop were examined. Together, the studies indicate that adolescents who are allocated to a high status group—and hence to whom certain positively evaluated identity positions were available—understand themselves as having something to contribute to their class, whereas this is not the case for other adolescents. The studies also found that adolescents in high status groups seemed to be rather engaged in class (which was considered to be an indication of their domain-specific identities), whereas the opposite applied to adolescents who were denied access to high status groups. Next, three survey studies in which psychosocial perspectives are employed, focused on the degree of identity exploration that adolescents in various school tracks engage in (Negru-Subtirica et al. 2015 ; Sica 2009 ; Solomontos-Kountouri and Hurry 2008 ). Two of these studies found that adolescents in prevocational tracks were less likely to explore what vocational goals they deem worth pursuing later on in life than adolescents in pre-academic tracks (Negru-Subtirica et al. 2015 ; Solomontos-Kountouri and Hurry 2008 ). However, Sica ( 2009 ) found that the former group of adolescents did engage in identity exploration but often out of a fear for who they might become (out of a fear to sense emptiness, or to forget about their dreams), whereas the latter group of adolescents tend to engage in identity exploration based on a positive perception of their future (Sica 2009 ).

Negru-Subtirica et al. ( 2015 ) and Solomontos-Kountouri and Hurry ( 2008 ) argued that their findings could possibly be explained by the negative image of the prevocational track, combined with these students’ limited career prospects and the associated stigma of poverty. Yet, a survey study by Pfeiffer et al. ( 2012 )—in which no particular perspective on identity development was mentioned—suggests that adolescents who are in shorter-lasting tracks (such as the prevocational one) are more likely to be further in the development of their identities, because they will leave school earlier and are therefore closer to the developmental deadline of choosing a career path than students in longer-lasting tracks (like the pre-academic track). Hence, evidence on the role of tracking in adolescents’ process of identity development remains inconclusive.

Articles in which a social psychological perspective is adopted, either examined the attributes adolescents themselves ascribed to students in prevocational and pre-academic high school tracks (Jonsson and Beach 2013 ), or the attributes others ascribe to these students according to adolescents’ own perceptions (Knigge and Hannover 2011 ). For example, Jonsson and Beach ( 2013 ) asked 224 students from the pre-academic track in Sweden to list ten descriptive attributes of a typical student in the pre-academic track and ten descriptive attributes of a typical student in the prevocational track. These adolescents described the former type of student as hard working , with good career prospects , compliant and mainstream , whereas they assigned the latter type of student the following labels: daring , challenging toward authority , rebellious , lazy , substance abusing , and with defective language. Similar patterns were found by Knigge and Hannover’s ( 2011 ) German mixed-methods study when adolescents were asked what people in general think about students in the prevocational and students in the pre-academic track.

Two ethnographic articles in which a sociological perspective is employed were concerned with differentiation at the classroom level and found that adolescents’ experiences with school success or failure—being promoted or demoted (Čeplak 2012 ) or taking an obligatory homework class (Anagnostopoulos 2006 )—created socially constructed yet real status groups of students. However, neither these studies nor the studies that are grounded in a social psychological perspective (Jonsson and Beach 2013 ; Knigge and Hannover 2011 ) provide insights into whether and how selection or differentiation processes are internalized by adolescents in their identities.

Teaching Strategies

We identified 16 studies regarding the role teaching strategies may unintentionally play in the development of adolescents’ identities. As is shown in Table 4 in Appendix B (Online Supplement), these articles comprise one theoretical paper and 15 ethnographic studies. The nine studies in which sociocultural perspectives on identity development are used are concerned with (1) how teaching strategies inform opportunities to engage in the classroom and with the subject matter as constrained by tools, norms, and values and (2) how teaching strategies make certain identity positions available in the classroom. An illustrative example is provided by Horn ( 2008 ). In her longitudinal ethnographic research, Horn compared the teaching strategies in mathematics classes of two different high schools. In one of the schools, students were provided with cumulative sets of short mathematical problems to work on individually. In the other school, students and teachers collaboratively developed activities that supported multiple-ability group work. At the first school, the teaching strategy unintentionally communicated that “Math is something that you only have to remember everything that you’ve ever learned before. And you get to a point somewhere along the line where your brain says, ‘My brain is full.’ And you can’t go on” (student quote in Horn 2008 , p. 220). Hence, the first school appeared to invite adolescents to understand themselves as “just not a mathematics person” as soon as the cumulative learning content got too advanced. However, based on classroom observations and interviews with students and teachers, Horn found that the other school’s teaching strategy stressed instead that everyone is able to improve their mathematics skills for as long as they want to. This school did so by providing students who have different abilities and talents with opportunities to collaboratively work on mathematical issues.

Some of the studies grounded in sociocultural perspectives (Clark et al. 2013 ; Evnitskaya and Morton 2011 ; Horn 2008 ), as well as some of the ethnographic (Smagorinsky et al. 2005 ) and theoretical (Wallace 2012 ) studies that do not explicitly mention a theoretical perspective on identity development, were merely concerned with available opportunities to engage and present identity positions in the classroom setting. Other sociocultural studies (Anderson 2007 ; Aschbacher et al. 2010 ; Calabrese Barton et al. 2013 ; Carlone 2004 ; Lambert 2015 ; Rubin 2007 ), together with ethnographic studies that are grounded in combined perspectives on identity development (Brickhouse et al. 2000 ; Cobb et al. 2009 ; Cone et al. 2014 ), or do not mention a particular perspective on identity development (DeGennaro and Brown 2009 ; Hamilton 2002 ), focused in addition on how adolescents developed their identities in relation to these opportunities and positions: Various researchers examined how opportunities to engage shaped students’ demonstrated (Anderson 2007 ; Brickhouse et al. 2000 ; Calabrese Barton et al. 2013 ; Rubin 2007 ) and narrated (Aschbacher et al. 2010 ; Brickhouse et al. 2000 ; Carlone 2004 ; DeGennaro and Brown 2009 ; Lambert 2015 ; Rubin 2007 ) engagement in the classroom as an indication of their identities. Others focused on how teaching strategies shaped adolescents’ self-understandings as capable participants in classroom contexts (Anderson 2007 ; Calabrese Barton et al. 2013 ; Cobb et al. 2009 ; Cone et al. 2014 ; Hamilton 2002 ; Lambert 2015 ), or on adolescents’ envisioned future in a particular field (Calabrese Barton et al. 2013 ) as an indication of their identities. Irrespective of how the various identity dimensions were operationalized, the abovementioned studies found that teaching strategies did unintentionally inform adolescents’ identity development. This finding is also supported by Charland’s ( 2010 ) ethnographic study in which a psychosocial perspective on identity development is employed. Based on interviews with 58 African-American students in art classes, this study suggests that teaching strategies in art classes that do not leave space for self-expression may discourage students to understand themselves as artists, to engage in visual art, and to further explore their artist identities.

Teacher Expectations

In our literature selection, we found 17 articles concerning the role teacher expectations may (often) unintentionally play in the development of adolescents’ identities. As can be derived from Table 5 in Appendix B (Online Supplement), these articles comprise one theoretical paper and 16 ethnographic studies.

Four of the articles that adopt a sociocultural perspective on identity development demonstrated, based on classroom observations and teacher interviews, that teachers may have rather persistent expectations of adolescents through which certain identity positions are made available or unavailable (Berg 2010 ; Rubin 2007 ; Vetter 2010 ; Wortham 2006 ). Berg ( 2010 ) for example found in her longitudinal ethnographic research on a foster child that this adolescent was repetitively approached by his teachers and social workers based on others’ reports and the previous experiences they had with him as an outsider and a difficult student. Yet, these teachers and social workers failed to notice the student’s changed behavior. Consequently, the range of available identity positions in relation to which the adolescent could develop his identity was limited. Together, these four studies indicate that static teacher expectations limit adolescents’ ways to position themselves, which may sometimes benefit (Vetter 2010 ) but other times harm adolescents’ engagement in school practices (Berg 2010 ; Rubin 2007 ; Wortham 2006 ). It should be noted, though, that none of these studies provide insights into how teacher expectations shape adolescents’ narrated self-understandings.

Five other studies in which a sociocultural perspective on identity development is employed (Aschbacher et al. 2010 ; Edwards-Groves and Murray 2008 ; Johnson et al. 2011 ; Landers 2013 ; Olitsky et al. 2010 ) relied fully on student interviews or questionnaires regarding perceived teacher expectations. Consequently, in these studies, it cannot be examined whether perceived teacher expectations correspond to teachers’ actual expectations of their students. Yet, whether the perceived teacher expectations that are reported represent truth, imagination, or both, the studies do suggest that adolescents’ self-understandings are informed by their perceptions of their teachers’ expectations, as is indicated by an adolescent’s remark in Edwards-Groves and Murray’s study (Edwards-Groves and Murray 2008 ), “And anyway I think I am dumb and stupid ‘coz I am not as good as the others, they [the teachers] think that too” (quote in Edwards-Groves and Murray 2008 , p. 168).

Next, three more studies that are grounded in sociocultural perspectives on identity development (Bartlett 2007 ; Fields and Enyedy 2013 ; Heyd-Metzuyanim 2013 ) combined (participant) classroom observations with student and sometimes teacher interviews or focus groups. These studies provide additional and stronger evidence for the role teacher expectations may play in adolescents’ identity development. The study by Heyd-Metzuyanim ( 2013 ) showed how teacher expectations could inform adolescents’ identity development even when these expectations are communicated implicitly. Heyd-Metzuyanim ( 2013 ) described how she, as a teacher, implicitly and unintentionally expressed her low expectations of one of her students’ mathematical abilities through her continuous disengagement from this student’s mathematical thinking problems; Heyd-Metzuyanim no longer expected the student to make any additional progress in mathematics, and the identity position of becoming a better mathematician was no longer made available to the student. The observation and student interview data suggest that the student, in relation to how she was positioned by her teacher through the teacher’s expectations, changed the story of herself as a mathematics learner from someone who is willing and able to learn mathematics at the beginning of the school year to someone who could no longer grow as a mathematics student later on in the school year. The student’s mathematics identity appeared to be informed by the communicated teacher expectations and the student’s perceptions thereof.

Next, Bottrell’s ( 2007 ) study in which a sociological perspective is adopted was concerned with the social groups that teachers, according to students, implicitly create and the teacher expectations these groups are accompanied with. Bottrell reported, based on youth center observations and students’ interviews, stories of adolescents who shared that they experienced their teachers in formal education to distinguish, without formal differentiation, between more and less successful students. In case the adolescents thought they belonged, in the eyes of their teachers, to the latter group, they sometimes felt that their teachers did not have hopes for them at all, based on which they appeared to develop the idea that they were not worth bothering about. Again, though, this study does not provide insights into the extent to which the perceived teacher expectations correspond to teachers’ actual expectations of their students.

Then, two ethnographic studies in which no particular perspective on identity development is explicitly mentioned (Seaton 2007 ; Smith 2008 ) were not so much concerned with how (perceived) teacher expectations are reflected in adolescents’ self-understandings but with whether adolescents do or do not identify with the expectations that teachers explicitly express. In these two studies, teacher expectations appeared to be understood as making available fixed identity positions that adolescents may or may not endorse. For example, Smith ( 2008 ) studied a ninth-grade honors class at an American high school through classroom observations and student interviews and focus groups. Smith observed that teachers explicitly stressed that honors students were expected to work hard, to do more, and be more integer than other students. Yet, whereas Smith found that some students embraced this identity position, others commented, despite their being enrolled in the honors class, “I’m plenty smart, but I just don’t think I’m the type of person that the teachers think belongs in an honors class” (quote in Smith 2008 , p. 499). This finding indicates that teachers’ expectations have to be desirable and meaningful from students’ perspectives in order to become part of their identities.

Finally, what struck us in the analysis of the studies that focused on the role of teacher expectations in adolescents’ identity development was that various times it was argued (Steele 1997 ) and found, by ethnographic studies that differed in the perspectives on identity development they employed, that teachers (perceivably) have certain expectations of groups of adolescents that are distinguished by their ethnic background (Aschbacher et al. 2010 ; Bartlett 2007 ; Edwards-Groves and Murray 2008 ; Johnson et al. 2011 ; Wortham 2006 ), perceived academic abilities (Landers 2013 ; Jethwani 2015 ), and/or gender (Jethwani 2015 ; Johnson et al. 2011 ). Although it was recognized in these studies that adolescents’ identity development is, at least to a certain extent, an individual process, scholars found inequalities in (perceived) teacher expectations across different groups of students. This indicates that individual adolescents who share a certain characteristic may be confronted with norms and identity positions in relation to which they can and cannot develop their identities that are different from the norms and identity positions of adolescents who do not share that characteristic. For example, Aschbacher et al. ( 2010 ) found that, in the student interviews and questionnaires they collected among a group of 33 diverse high school students, the adolescents spoke frankly about ethnic/racial biases they faced in science classes at school. Aschbacher et al. ( 2010 ) reported that various Asian-American students shared that they thought their science teachers and administrators were supportive and had high expectations of them, whereas several African-American and Latino students talked about how they felt their teachers had lower expectations of them than of others. Together with other studies (Bartlett 2007 ; Edwards-Groves and Murray 2008 ; Jethwani 2015 ; Johnson et al. 2011 ; Landers 2013 ; Steele 1997 ; Wortham 2006 ), this suggests that inequalities may occur in (perceived) teacher expectations across different groups of students. Certain groups of students may experience to have different opportunities in relation to which they can develop their identities (as indicated by their engagement and/or self-understandings), which may either foster or hinder their identity development.

In our analysis of the literature, we identified 11 exclusively empirical studies regarding the role peer norms may unintentionally play in the development of adolescents’ identities. As is shown in Table 6 in Appendix B (Online Supplement), nine of these articles concern qualitative research, one presents a quantitative study, and one regards a mixed-methods study. Three studies in which sociocultural perspectives are adopted and that are based on various ethnographic research methods (Fields and Enyedy 2013 ; Ideland and Malmberg 2012 ; Volman and Ten Dam 2007 ) were concerned with and found that peers may deny each other access to certain identity positions through peer norms. An example is provided by Fields and Enyedy ( 2013 ) who studied a programming class in a middle school by means of observations, student interviews, questionnaires, and focus groups. Fields and Enyedy ( 2013 ) found that, even though the teacher of the programming class made the identity position of an attentive expert available to one of the students in this class, his peers refused to regard this student as such. This student’s classmates appeared to do so, because the student who was now trying to help out his classmates was better and longer known by them for his sarcasm, which they generally experienced as mean. The prevalent norm among the adolescent’s peers seemed to be that they could not start their relationship with this student from a clean slate, just because they found themselves in a new class. Fields and Enyedy ( 2013 ) analysis suggests that this made it difficult for the student to enact the identity position that he was offered by his teacher and that he tried to pursue. However, no insights are provided into whether and how this informed the student’s self-understanding. Four other ethnographic studies in which sociocultural perspectives are employed (Hall 2010 ; Hall et al. 2010 ; Johnson et al. 2011 ; Vetter et al. 2011 ) focused on how peers can make certain identity positions less appealing by stigmatizing these identity positions. These studies indicate that when adolescents actually do identify themselves with identity positions that are stigmatized by their peers, they may hide that they do in order to safeguard their reputation. For example, Hall ( 2010 ) found—based on observations as well as teacher questionnaires and interviews—that the teachers of a middle school offered their students three different reader identity positions: one of a poor reader (someone who is unable to understand most of what he or she reads, and who does not participate in class nor asks for help), one of becoming a good reader (a poor reader who engages in the practices of a good reader, for example by participating actively and by asking questions), and one of a good reader (someone who understands most of what he or she reads, who participates in class and who asks questions). However, students shared in their questionnaires and interviews that they felt it was not really possible to engage in class as someone who is becoming a good reader. Students mentioned to fear the social consequences of engaging in class as such, because classmates jointly reinforced the norm that it is embarrassing to have reading difficulties. Therefore, as some of the students reported, they would rather not get actively involved in class so they could hide their reading difficulties. This appeared to jeopardize these students’ opportunities to further develop their self-understandings as readers in a constructive way.

The finding that adolescents may feel restricted in taking up certain identity positions because they are stigmatized by peers is also supported by Charland’s ( 2010 ) ethnographic study—in which psychosocial perspective is adopted—as well as by two—respectively, ethnographic (Fletcher et al. 2009 ) and mixed-methods (Wilmot 2014 )—studies in which no particular perspective on identity development was explicitly mentioned. Interestingly, these three studies were concerned with the role of peer norms in adolescents’ identity development in the same way as some of the studies that are grounded in a sociocultural perspective, despite their different understandings of how identities develop. In addition to the other studies, though, Charland’s ( 2010 ) interview and focus group study indicates that adolescents’ exploration of, in this case, artist identities, may be hindered when peers reinforce the norm among themselves that visual arts is for “nerds” or “sissy’s” (Charland 2010 , p. 122).

Next, a quantitative study by Marcouyeux and Fleury-Bahi ( 2011 ), in which a social psychological perspective is employed, looked at the relation between a school’s perceived reputation and adolescents’ identities. To examine this, Marcouyeux and Fleury-Bahi ( 2011 ) asked 542 high school students in France, through surveys, about how they think adolescents from other schools would perceive the respondent’s school in terms of prestige and the quality of education. They also asked the respondents about their identification with school and learning. In this study, a positive relationship was found between the school’s image as perceivably perceived by peers and students’ identification with school and learning. This finding indicates that being a member of a group that is perceivably high in status according to peers may positively shape adolescents’ identities.

Organizing Explorative Learning Experiences: How Schools and Teachers May Intentionally Affect Adolescents’ Identity Development

In our analysis of the literature, we identified 37 articles that regarded educational processes through which schools and teachers may intentionally foster adolescents’ identity development. Most of the studies concerning the intentional fostering of adolescents’ identity development are conducted in after-school clubs, extracurricular classes provided at school, or at summer camps ( n = 21). Even though learning experiences are often not referred to as such in the literature, our analysis of the existing body of research caused us to distinguish between in-breadth, in-depth, and reflective explorative learning experiences that all, in their own way, support adolescents in exploring who they are and want to be.

In-Breadth Exploration

In our literature selection, we found ten articles regarding learning experiences that allow adolescents to get introduced to learning contents, learning activities, and identity positions they were thus far unfamiliar with. We refer to such experiences as in-breadth explorative learning experiences. As can be derived from Table 7 in Appendix B (Online Supplement), the articles that will be discussed in this section comprise three theoretical papers and seven ethnographic studies. All the articles concerning in-breadth explorative learning experiences argued (Brickhouse 2001 ; Squire 2006 ; Stokes and Wyn 2007 ) or demonstrated (Barrett and Baker 2012 ; Bruin and Ohna 2013 ; Carlone et al. 2015 ; Johnson et al. 2011 ; Jones and Deutsch 2013 ; Stapleton 2015 ; Van Sluys 2010 ), irrespective of their perspective on identity development (also see Table 2 ), that providing adolescents with such experiences may invite them to adopt new interests, to identify undiscovered talents, and to try out new identity positions. For example, Stapleton ( 2015 ), who adopts a sociocultural perspective, examined a 4-week summer program in which a group of 30 American adolescents was taken to a site that was deeply affected by climate change. The adolescents visited schools, social outreach organizations, local population members, attended lectures about climate change, and examined climate change’s impact on mangrove forests. The interviews with 13 of the participating adolescents indicated that being introduced to people and sites that are affected by climate change stimulated many to become more engaged with environmental issues. The learning experiences the summer program introduced these adolescents to also appeared to inform their self-understandings. As one participant mentioned, “[The summer camp] has changed my identity, it’s changed my daily outlook, what I buy, how much I buy when I go to stores, it’s changed my transportation, my daily living habits” (quote in Stapleton 2015 , p. 105). Hence, the summer program appeared to have introduced the adolescents to a new topic that intrigued them, while providing them with insights into how they themselves could tackle environmental issues.

This body of literature suggests that introducing adolescents to unfamiliar learning contents, learning activities, and identity positions through on-site and hands-on activities especially helps adolescents to imagine the identity implications thereof. Supposedly, on-site and hands-on activities introduce adolescents to learning contents, learning activities, and identity positions in authentic, real-life ways, which can help them decide to what extent they identify with these contents, activities, and positions.

Finally, one theoretical (Brickhouse 2001 ) and various empirical studies in this group of literature (Barrett and Baker 2012 ; Bruin and Ohna 2013 ; Johnson et al. 2011 ; Van Sluys 2010 ) that differ in the perspectives on identity development they adopt examined the role in-breadth explorative learning experiences may play in the identity development of adolescents with a higher risk of marginalization. Bruin and Ohna ( 2013 ), who do not explicitly mention a particular perspective on identity development, studied alternative educational courses involving increased workplace-practice for adolescents who could not flourish in Norwegian’s regular and more theoretically oriented education. In these alternative courses, the aim was to introduce students to the requirements and expectations that they will face in their future vocations. Based on interviews with eight students, Bruin and Ohna ( 2013 ) concluded that, whereas these students previously felt that school was not for them, the alternative courses allowed them “to discover and nourish hidden talents and interests and new sides of themselves and experiencing how feeling able builds self-confidence and supports learning” (quote in Bruin and Ohna 2013 , p. 1100). Their analysis, as well as the other articles, suggests that, by acquiring new skills through hands-on activities, these students were able to adjust their self-understandings in a positive way in relation to previously unavailable identity positions.

In-Depth Exploration

We identified a group of 16 articles regarding learning experiences that may support adolescents in further exploring and specifying their already present self-understandings. We refer to such experiences as in-depth explorative learning experiences. As is shown in Table 8 in Appendix B (Online Supplement), among these articles, two theoretical, three mixed-methods, and 11 ethnographic studies can be found. One theoretical (Luehmann 2009 ) and six ethnographic (Furman and Calabrese Barton 2006 ; Polman 2010 ; Polman and Hope 2014 ; Polman and Miller 2010 ; Rahm et al. 2014 ; Rudd 2012 ) studies that are grounded in sociocultural perspectives on identity development provide insights into how learning experiences that acknowledge that adolescents may already have a sense of who they are (for example a “history person”) could facilitate the exploration of contents, activities, and positions that are closely related to adolescents’ already present self-understandings (for example, the identity position of an art historian or of a history teacher). Five ethnographic articles—of which one employs a sociocultural perspective on identity development (Liu and Hannafin 2010 ), whereas the others do not explicitly mention a particular perspective on identity development (Adams et al. 2014 ; Jones and Deutsch 2013 ; Kendrick et al. 2013 ; Russ et al. 2015 )—additionally focused on whether in-depth explorations actually inform adolescents’ narrated self-understandings and found that they did. For example, Adams et al. ( 2014 ) examined a multi-year out-of-school STEM program for adolescents with a general interest in STEM. This program offered hands-on activities, scientist talks, visits to a museum’s behind the scenes research labs and collections, and field trips. The teachers selected research topics that span the collaborating museum’s areas of expertise and that were broad enough to give youth flexibility in the themes they wanted to explore. Focus group and interview data indicated that allowing adolescents to further specify their STEM interests fostered their STEM identity development. As one girl remarked:

The good thing about [the program is that] we took so many classes on so many subjects…. I got to learn so much about everything in science… I learned what I like and what I do not like. [I] got exposed to everything. (quote in Adams et al. 2014 , p. 18)

Hence, the learning experiences provided by this program appeared to enable adolescents to try out roles and activities that were closely related to their already present self-understandings so that they could explore what it actually entails to be a specific type of STEM person. Again, this study, together with the other sociocultural or related studies that concern in-depth explorative learning experiences, stresses the importance of hands-on and on-site learning experiences to support adolescents in making identity commitments.

The literature also indicates that—irrespective of the employed perspective on identity development and research methods—next to hands-on and on-site activities, role models may help adolescents in the in-depth exploration of their identities (Farland-Smith 2012 ; Hughes et al. 2013 ; Jones and Deutsch 2013 ; Whiting 2006 ). What is more, studies by Farland-Smith ( 2012 ) and Hughes et al. ( 2013 ) suggest that exposing marginalized adolescents to role models might help them to challenge stereotypes that would otherwise prevent them from further exploring certain identity positions. For example, Hughes et al. ( 2013 ), who combine perspectives on identity development, demonstrated—through survey, observation, and interview data—how meeting female role models in the male-dominated STEM field helped girls to develop a more detailed and knowledge-based (rather than prejudiced) picture of how they could become valuable members of a STEM community. Being introduced to female role models convinced various girls that there was enough space for them in the STEM field, which appeared to stimulate the further exploration of their STEM-related identities.

However, a mixed-methods study among 1138 American adolescents by Gilmartin et al. ( 2007 ) in which perspectives on identity are combined too suggests that adolescents only position people who are real experts in their eyes as role models. For example, in their study, it was found that the percentage of female science teachers at a school was not significantly related to adolescents’ science engagement and self-understandings. The interviews Gilmartin et al. ( 2007 ) performed indicated that female science teachers are not considered as expert role models by adolescents because of their perceived lack of “real-life science experience,” apart from teaching.

Reflective Exploration

We identified a group of 12 articles that concern learning experiences that help adolescents reflect upon their already present self-understandings. We refer to these experiences as reflective explorative learning experiences. As can be derived from Table 9 in Appendix B (Online Supplement), the articles that will be discussed in this section comprise five theoretical papers and seven ethnographic studies. One of the ethnographic studies in which a sociocultural perspective on identity development is employed, concerned an extracurricular reading club for Asian English Language Learners who attended an American high school (Choi 2009 ). This study indicates, based on student interviews and online student discussions, that stimulating self-reflection, in this case through reading and discussing a novel together with peers, may help adolescents to better understand their own thoughts and feelings and could therefore contribute to their identity development.

The Sinai et al. ( 2012 ) study, in which a psychosocial perspective was adopted, demonstrated—through classroom observations, student assignments, and student focus groups—that writing assignments may help adolescents to enter a dialogue with certain parts of themselves, such as a younger version of themselves. In some cases, this appeared to support adolescents in gaining insights into who they currently are and into who they want to become, as was reflected in their narrated self-understandings. Various theoretical articles that either do not explicitly mention a perspective on identity development (Hall 2007 ) or combine various perspectives on identity development (Harrell-Levy and Kerpelman 2010 ; Ligorio 2010 ) also argued that engaging adolescents in (internal) dialogues can help them to learn more about what their interests are, about what they value, and about what kind of persons they want to become.

Next, a theoretical study in which identity development is understood from a sociocultural perspective (Ten Dam et al. 2004 ), together with a theoretical study that does not explicitly adopt a particular perspective on identity (Rossiter 2007 ), argued that reflective explorative learning experiences are also important because they may foster adolescents’ understanding of how their identity development is influenced by their sociocultural context. The underlying idea is that this could help adolescents to consciously search for a balance in their identity development between societal norms on the one hand and adolescents’ individual dreams of who they want to be(come) on the other.

In addition, two ethnographic studies in which a sociocultural perspective on identity development is adopted (Rogers et al. 2007 ; Vianna and Stetsenko 2011 ), three ethnographic studies that do not explicitly adopt a particular perspective (Hall 2007 ; Hardee and Reyelt 2009 ; Muhammad 2012 ), and one theoretical study in which various perspectives on identity are combined (Henfield 2012 ), suggest that offering adolescents, and especially those who are at risk of marginalization, the opportunity to become aware of and critically assess societal inequalities may foster their identity development and make them more resilient. For example, Hardee and Reyelt ( 2009 ) examined how alternative arts-based education may support the identity development of adolescents in a juvenile arbitration program and of adolescents who are not succeeding in American public schools. In the arts-based workshops, adolescents were asked to question and challenge dominant ideologies by engaging in theater assignments, writing assignments, and collage-creating assignments. The analysis of the ethnographic data suggests that this helped the participants develop a stronger sense of who they are, what they stand for, and of what external barriers they might have to overcome in their further development. One student for example noted, “It helps to talk about this kind of stuff ’cause this isn’t stuff we talk about in school. I could talk about this all day. It makes me feel stronger inside, like I know me” (quote in Hardee and Reyelt 2009 , p. 33). This quote, as well as the studies mentioned above, indicates that learning about structural inequalities may help adolescents to better understand their position in society and to develop their identities while being aware of ascribed positions, in addition to chosen ones.

Conditions for Effective Explorative Learning Experiences

Next to articles on educational processes that may unintentionally or intentionally play a role in adolescents’ identity development, we identified 37 articles that focus on preconditions that are thought to be required when teachers intentionally want to support adolescents in exploring their identities.

Meaningful Learning Experiences

We found 20 articles concerning the role of meaningful learning experiences in supporting the development of adolescents’ identities. As is shown in Table 10 in Appendix B (Online Supplement), among these articles, eight theoretical, one quantitative, and 11 ethnographic studies can be found. Various of these articles argued (Brickhouse 2001 ; Cowie et al. 2011 ; Flum and Kaplan 2006 ; Higgins 2015 ; Steele 1997 ; Subramaniam et al. 2012 ) or indicated (Basu et al. 2009 ; Black et al. 2010 ; Brickhouse et al. 2000 ; Cobb et al. 2009 ; Freire et al. 2009 ; Hazari et al. 2010 ; Mittendorff et al. 2008 ; Mortimer et al. 2010 ; Polman and Miller 2010 ; Skerrett 2012 ; Tan and Calabrese Barton 2007 ; Thompson 2014 ), irrespective of their theoretical perspective on identity development (also see Table 2 ) and employed research methods, that adolescents regard learning experiences as meaningful when they feel there is space for their own out-of-school knowledge and experiences in class and when they can relate what they learned in school to their out-of-school daily life. Additionally, in theoretical papers that employ sociocultural (Lemke 2001 ), combined (Whiting 2006 ), or no explicitly mentioned (Higgins 2015 ; Steele 1997 ) perspectives on identity development, it is argued that learning experiences are considered to be meaningful when adolescents recognize themselves in the learning material and content.

Together, the studies mentioned in this section suggest that meaningful learning experiences may make it easier for adolescents to link their already present self-understandings to the learning contents and activities in school and vice versa. This may help them to identify with the learning content and activities, which, in turn, would stimulate them to further explore whether they want to make certain identity commitments when it comes to those contents and activities.

Some of the studies that focus on meaningful learning experiences also explored how such experiences can be organized in school. Three ethnographic studies in which a sociocultural perspective is adopted (Basu et al. 2009 ; Skerrett 2012 ; Thompson 2014 ) and an ethnographic study in which various perspectives on identity development are combined (Cobb et al. 2009 ) found that adolescents, when they are able to voice which themes and learning interests appeal to them, and when teachers take this into account in selecting (or letting the students select) the topics and assignments, may be supported in relating their education to their personal lives. Furthermore, several articles departing from different perspectives on identity development suggest that entering a dialogue with adolescents and discussing the importance and implications of what they learned in school for their personal development may help adolescents to connect what is taught in school to their out-of-school daily lives (Black et al. 2010 ; Brickhouse et al. 2000 ; Flum and Kaplan 2006 ; Mittendorff et al. 2008 ).

Here, it should be noted that identity exploration, which is understood by scholars who adopt a psychosocial perspective on identity development as the questioning of already present identifications through triggering frictions and some discomfort that allow for the (re-)evaluation of childhood identifications (Erikson 1968 ; Kroger 2007 ; Marcia 1993 ; Sinai et al. 2012 ), does not necessarily exclude the possibility of relating adolescents’ personal lives to school and vice versa. Meaningful learning experiences do not have to concern experiences that perfectly suit adolescents. Rather, they are experiences that appeal to adolescents in such a way that they feel motivated to engage in identity exploration.

Supportive Classroom Climate

We identified a group of 18 articles that concern the role of a supportive classroom climate in fostering the development of adolescents’ identities. As can be derived from Table 11 in Appendix B (Online Supplement), the articles that will be discussed in this section comprise four theoretical papers, one quantitative study, and 13 ethnographic studies. Most articles, irrespective of their perspective on identity development and employed methods (also see Table 2 ), argued (Cummins et al. 2015 ; Flum and Kaplan 2006 ; Hamman and Hendricks 2005 ) or found (Buxton 2005 ; Fields and Enyedy 2013 ; Hazari et al. 2015 ; Kendrick et al. 2013 ; Lam and Tam 2011 ; Olitsky 2007 ; Tan and Calabrese Barton 2007 ; Van Ryzin 2014 ) that it is important to make adolescents feel respected and appreciated to warrant a supportive classroom climate. Also, some of these articles (Flum and Kaplan 2006 ; Hamman and Hendricks 2005 ; Hazari et al. 2015 ; Olitsky 2007 ; Tan and Calabrese Barton 2007 ), together with other theoretical (Harrell-Levy and Kerpelman 2010 ) and empirical (Archer et al. 2009 ; Carlone et al. 2015 ) studies (that vary too in the theoretical perspective on identity they adopt), focus on the importance of making adolescents feel secure enough to make “mistakes.” Additionally, various articles indicate that peers who approach each other open mindedly (Fields and Enyedy 2013 ), and recognize each other for who they are and want to be (Cummins et al. 2015 ; Harrell-Levy and Kerpelman 2010 ), are essential aspects of a supportive classroom climate too.

The factors listed above are suggested by the literature to stimulate adolescents’ identity development, because these factors are thought to make adolescents feel confident in trying out new roles (whether broadening or deepening adolescents’ self-understandings), in reflecting on their own thoughts and feelings, and in critically assessing societal inequalities. Discovering who you are and want to be is understood to require some courage, because it may involve risks and discomfort; it is accompanied by new experiences and change (Erikson 1968 ; Kroger 2007 ; Marcia 1993 ; Sinai et al. 2012 ). A supportive social climate may help adolescents to feel safe enough to take these risks and deal with such possible discomfort. In the group of literature that focuses on the role of a supportive classroom climate in supporting the development of adolescents’ identities, we found several suggestions to foster a supportive classroom climate. First, two theoretical (Hamman and Hendricks 2005 ; Lam and Tam 2011 ) and two ethnographic (Robb et al. 2007 ; Rudd 2012 ) articles that differ in the perspectives on identity development that they employ indicate that teacher compliments (Hamman and Hendricks 2005 ; Robb et al. 2007 ) and warm teacher-student relationships (Lam and Tam 2011 ; Rudd 2012 ) may contribute to a supportive classroom climate. Some of these articles argued (Hamman and Hendricks 2005 ) or demonstrated (Robb et al. 2007 ; Rudd 2012 ) that this is the case, because teacher compliments and personal teacher-student relationships make students feel recognized and valued.

Second, other articles (again differing in the perspective on identity development they employ) focus on how teachers can communicate to their students that they are allowed to make mistakes (Archer et al. 2009 ; Hazari et al. 2015 ; Tan and Calabrese Barton 2007 ; Rudd 2012 ). For example, Hazari et al. ( 2015 ) found, in their ethnographic study on physics classes that is grounded in a sociocultural perspective, that when teachers share their own doubts and make mistakes every once in a while, this may help to reassure students, as comes to the fore in the following quote:

Well, like I do not know if he does it on purpose but sometimes he makes mistakes like in the problems and stuff and like the whole class laughs and then it makes us feel more comfortable because like he, our own teacher is making mistakes. (quote in Hazari et al. 2015 , p. 749)

Together with the ethnographic study by Tan and Calabrese Barton ( 2007 ) that is grounded in a sociocultural perspective too, the study by Hazari et al. ( 2015 ) indicates that adolescents, when they do not continuously feel the pressure to perform, may feel more supported to freely explore their identities. Additionally, the study by Rudd ( 2012 ), in which perspectives on identity development are combined, suggests that when teachers approach their students open mindedly—in the sense that they offer students second chances and chances to reposition themselves on a regular basis—students may feel less judged and restricted and may therefore feel more invited to explore their identity.

Finally, several ethnographic studies differing in their adopted theoretical perspectives on identity development demonstrated how mutual recognition among peers could be stimulated by engaging adolescents in learning activities that invite mutual encouragement (Carlone et al. 2015 ; Tan and Calabrese Barton 2007 ) or by making adolescents aware of what they have in common (Hardee and Reyelt 2009 ; Jones and Deutsch 2013 ; Parker 2014 ; Tan and Calabrese Barton 2007 ). For example, in an art program studied by Hardee and Reyelt ( 2009 ), adolescents were asked to create art pieces. Subsequently, the adolescents discussed their personal interpretations of the art that was made, which, based on observation and interview data, appeared to make them aware of the experiences and views they shared that seemed to foster adolescents’ bonding processes.

School, a place where adolescents spend a lot of time and are introduced to new ideas and activities, is an important context where adolescents’ identity development can be supported (e.g., Flum and Kaplan 2006 ; Kaplan and Flum 2009 ; Kaplan and Flum 2012 ; Rich and Schachter 2012 ; Schachter and Galili-Schachter 2012 ; Schachter and Rich 2011 ; Silseth and Arnseth 2011 ). Yet, due to a scattered research field, it was difficult to establish how schools and teachers can foster adolescents’ identity development and what knowledge gaps should be addressed to further support schools and teachers in doing so. Therefore, the present literature review aimed to present an overview of what insights the existing literature provides into the role of school in adolescents’ identity development.

We found that three groups of literature could be distinguished in the existing literature. The first group concerns articles that focus on educational processes through which adolescents’ identity development may unintentionally (and often negatively) be informed by schools, teachers, and peers: selection practices and differentiation, teaching strategies, teacher expectations, and peer norms. The second group of articles regards educational processes through which schools and teachers can intentionally organize experiences that support adolescents’ identity development: namely, through in-breadth exploration, in-depth exploration, and reflective exploration. The third group of articles comprises studies on two preconditions that are required to intentionally support adolescents’ identity development in school: meaningful learning experiences and a supportive classroom climate.

What struck us is that a fair share of studies on educational processes that may unintentionally play a role in adolescents’ identity development were performed in formal educational settings, whereas most of the studies on how schools and teachers can intentionally organize experiences that support adolescents’ identity development were conducted in extracurricular and out-of-school settings. The absence of studies on explorative learning experiences in adolescents’ identity development in formal education suggests that explorative learning experiences are currently not well integrated in the formal curriculum. We think this is worrisome, as introducing students to new learning contents and activities is the main purpose of formal education. Furthermore, the literature on educational processes that may unintentionally play a role in adolescents’ identity development shows how schools and teachers may significantly impact adolescents’ identities in a negative way. Yet, neither in educational practice nor in educational research, enough attention is paid to how adolescents’ identities can be influenced in a constructive manner in formal education.

What Schools and Teachers Can Learn About Their Role in Adolescents’ Identity Development

One of the contributions of this review is that it invites schools and teachers to look at educational practices in new, critical ways: The review shows how educational processes that may be considered as unproblematic could unintentionally shape how adolescents’ come to understand themselves and provides suggestions for how learning experiences that support adolescents’ identity development can be integrated in the curriculum.

First, this review makes clear that educational processes that unintentionally play a role in adolescents’ identity development are ubiquitous. The literature identified the following educational processes through which messages are communicated to adolescents concerning who they should or can be: selection practices and differentiation , teaching strategies , teacher expectations , and peer norms . It is in relation to such messages that adolescents’ develop their identities; These messages can be internalized by adolescents. Moreover, the identified educational processes involve practices that tend to be considered as normal, unproblematic, and—in the cases of selection processes, differentiation, and certain teaching strategies—efficient, yet were found to often inform adolescent’s self-understandings in a negative way. Based on the literature, it can be recommended that becoming more aware of and reflect more upon the messages that these practices may communicate could help to prevent adolescents’ identity development from being influenced in a negative manner.

Second, this review showed that different types of explorative learning experiences can be organized to foster adolescents’ identity development: in-breadth , in-depth , and reflective explorative learning experiences . Adolescents can be stimulated to explore new identity positions through in-breadth exploration or be helped to explore and further specify already existing self-understandings through in-depth exploration. Alternatively, schools and teachers can foster adolescents’ understandings of their own thoughts and feelings through reflective explorative learning experiences. Schools can ask themselves how they can restructure the curriculum in such a way that it enables these different types of explorative learning experiences, and teachers can ask themselves how they can redesign their classes so that they become explorative learning experiences. No matter what the specific identity development purpose is, and while acknowledging that this may be difficult to arrange, the literature suggests that explorative learning experiences should be meaningful to adolescents and situated in supportive classroom climates in order to be successful.

We would like to stress, though, that the provision of explorative learning experiences in formal education to support adolescents’ identity development does not necessarily entail an extra task for teachers and schools. Introducing adolescents to new ideas, activities, and possibilities is what teachers and schools are supposed to do anyway. Providing explorative learning experiences is a way of fulfilling this task through a pedagogical approach that stimulates adolescents to connect what they are taught in school to who they are and want to be (Biesta 2014 ; Vianna and Stetsenko 2011 ).

Directions for Future Research

In our selection of literature, studies that are grounded in sociocultural, psychosocial, social psychological, and sociological perspectives on identity development can be found. Currently, the great majority of these studies looks at adolescents’ identity development from a sociocultural perspective and provides insights into how available norms, values, tools, and identity positions in schools may impact how adolescents come to understand themselves. Yet, studies grounded in a psychosocial, social psychological, or sociological perspective on identity development are less prevalent (also see Table 2 ).

In this review, it has become clear—by primarily grouping the selected studies based on the identified educational processes and preconditions, instead of based on the theoretical perspectives on identity that are adopted—that when scholars, who differ in their adopted theoretical perspectives on identity, would combine their strengths, this could make a large difference in moving this body of research forward.

So far, only the role of selection practices and differentiation, peer norms, and supportive classroom climates in adolescents’ identity development have been studied from different theoretical perspectives. For example, when it comes to the educational process of selection practices and differentiation, studies using a sociocultural perspective showed the impact ability grouping may have, through the different identity positions that are available to different ability groups, on adolescents’ engagement with school (as an indication of adolescents’ school- and learning-related identities). Yet, without studies that employed a social psychological perspective, we would not have known as much about the more negative behavioral and personality characteristics that are attributed to students from lower status educational tracks compared to students from higher status tracks. Next, psychosocial studies have found indications for differences in the process of identity development (in terms of exploration and commitment) between students in different academic tracks, although the direction of the differences remains still unclear. Hence, when studies examine the role of educational processes in adolescents’ identity development from different angles, this may provide us with invaluable and complementary insights (also see Lewis and Valle 2009 ). Yet, as the articles on the role of peer norms and supportive classroom climates show, studies that differ in the theoretical perspective on identity they are grounded in can also approach the role of certain educational processes in adolescents’ identity development in a similar way, consequently validating each other’s research findings. To illustrate, articles in which a sociocultural perspective is employed, as well as articles in which a psychosocial or no explicitly mentioned perspective on identity development is adopted, all suggest that peers may restrict each other’s access to certain identity positions by refusing to recognize each other in certain ways or by stigmatizing particular identity positions which makes these positions less appealing to publicly identify with.

For the majority of the educational processes that are identified in the existing literature, it still remains to be seen to what extent research grounded in different theoretical perspectives on identity development would complement and/or validate each other. However, the findings that are derived from articles on selection processes and differentiation, peer norms, and supportive classroom climates promise that research on the other identified educational processes, when studied from different angles, will add to the current research field. Furthermore, by bringing research concerning particular educational processes and preconditions together, based on different theoretical perspectives on identity, this literature review allows scholars to see how their research may complement research performed by scholars who employ other theoretical perspectives, and vice versa, while supporting them in identifying research gaps when it comes to particular educational processes or preconditions.

To date, studies that are grounded in psychosocial, social psychological, and sociological perspectives tend to be less occupied with whether and how educational processes and preconditions in day-to-day school-based experiences and interactions may impact adolescents’ identities than studies in which a sociocultural perspective is employed. This is a limitation of the existing body of research that points to a direction for future research and, moreover, that cannot be easily substituted by findings from other strands of research. Although psychologists do study the identity-related phenomena of self-concept (people’s perceptions of themselves; Marsh 1990 ) and possible selves (people’s positive and negative images of their selves in a future state; Oyserman et al. 2006 ) in education, these phenomena are generally studied in a quantitative manner to examine respectively their relation to adolescents’ academic achievements (e.g., Marsh 1990 ) and goal-related actions (e.g., Oyserman et al. 2006 ). These strands of research too tend to be less concerned with how daily interactions and experiences in school inform adolescents’ self-concepts or possible selves.

With regard to more circumscribed identity dimensions, the existing research was highly skewed towards studies on the development of adolescents’ STEM identities. Research on schools’ role in the development of, for example, adolescents’ history identities or geology identities is non-existent, and studies concerning the role of school in adolescents’ literacy identity are scarce. It remains to be studied whether these identity dimensions—as well as identity dimensions not covered in this review study, such as gender and ethnic identities—are subject to the same educational processes as the identity dimensions that are prevalent among the articles included in this review.

We would like to conclude our literature study by emphasizing that this review demonstrates, more than anything, that even though we know that schools and teachers in formal education may unintentionally impact adolescents’ identity development, there are only a few studies on how adolescents’ identity development can intentionally be supported in formal education (referred to as “identity education” by Schachter and Rich 2011 ). Moreover, the body of literature on learning experiences that can intentionally be organized to support adolescents’ identity development suggests that learning experiences outside of school may impact the identities of adolescents too. This is something to take into account in future research, as adolescents participate in learning experiences in various contexts (home, sports clubs, side jobs), and the communicated identity messages and explorative learning experiences of each of these contexts may interact. The bottom line is, though, that, currently, research (irrespective of its perspective on identity development) cannot sufficiently support schools and teachers in the intentional fostering of adolescents’ identity development in formal education: The strategies that are identified by the literature on extracurricular and out-of-school settings may not simply be transferable to formal school settings. Therefore, we argue that, to support adolescents’ identity development in our contemporary society, future research’s first priority should be to map to what extent identity exploration is encouraged in current formal curriculums and to provide insights into how adolescents’ identity development can successfully and intentionally be fostered in formal education.

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Acknowledgements

This work was supported by the Netherlands Initiative for Education Research [grant number 405-15-716]. Special thanks to Janneke Staaks (information specialist at the University of Amsterdam) for her assistance in the selection of the databases and the development of our search strategy. We would also like to thank Desiree Berendsen, Carla van Boxtel, Lenie van den Bulk, Hanoch Flum, Avi Kaplan, Thea van Lankveld, Sarah Leker, Piet Post, Ati Raban, Floor Rombout, Marloes Schrijvers and Wim Wardekker (a group consisting of researchers, teacher educators, teachers, and principals) for their helpful comments on our first draft.

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Monique Verhoeven & Monique Volman

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Verhoeven, M., Poorthuis, A.M.G. & Volman, M. The Role of School in Adolescents’ Identity Development. A Literature Review. Educ Psychol Rev 31 , 35–63 (2019). https://doi.org/10.1007/s10648-018-9457-3

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The Role Of Education In Shaping Character And Personality

Educating individuals is a vital aspect of society that goes beyond acquiring knowledge and skills. Education has the power to shape character and influence personality, playing a crucial role in our development. Through exposing individuals to a variety of experiences, ideas, and values, education has the potential to mold individuals into responsible, ethical, and well-rounded citizens. In this article, we will explore how education shapes character, the role it plays in shaping personality, and how it influences behavior.

How does education shape character?

Education serves as the foundation on which character is built. It provides individuals with the tools and knowledge necessary to navigate the complexities of life. Through education, individuals are exposed to diverse perspectives, fostering empathy, understanding, and tolerance towards others. Education cultivates essential values such as integrity, honesty, and respect, which are foundational to positive character development.

Real-world example: A study conducted by the University of Wisconsin-Madison revealed that students engaged in character education programs showed significant improvements in their behavior, demonstrating decreased aggression, better conflict resolution skills, and increased prosocial behavior.

What role does education play in shaping personality?

Personality encompasses the unique combination of traits, behaviors, and patterns of thought that define an individual. Education plays a crucial role in shaping personality by providing individuals with opportunities for self-discovery, personal growth, and the development of social skills. Through education, individuals gain exposure to various subjects, enabling them to explore areas of interest and discover their passions. This exploration contributes to the development of a well-rounded personality.

Consider a student interested in art . Through exposure to art classes and education, they may develop creativity, observational skills, and a keen eye for detail. These qualities, shaped by their educational experiences, become integral parts of their personality, shaping their future endeavors and career choices.

How does education influence behavior?

Education has a profound influence on behavior, as it equips individuals with the knowledge and skills necessary for making informed decisions. It provides individuals with a moral compass, aiding in ethical decision-making and responsible behavior. Education fosters critical thinking and enables individuals to assess consequences and make choices that align with societal norms and values.

Insight: A study published in the Journal of Personality and Social Psychology revealed that individuals with a higher level of education were more likely to engage in charitable behaviors and show greater empathy towards others. This suggests that education fosters prosocial behavior and contributes to building a compassionate society.

The power of education in character development

Educational institutions have a valuable opportunity to instill positive character traits that can shape individuals’ lives. By incorporating character education programs and focusing on values such as empathy, integrity, and resilience, schools can shape students’ character in meaningful ways. These programs not only enhance academic performance but also contribute to the holistic development of individuals.

The KIPP (Knowledge Is Power Program) public charter schools, known for their rigorous academic standards, also place great emphasis on character development. Their character education program focuses on fostering traits such as grit, self-control, and optimism, aiming to prepare students not only for academic success but also for the challenges of life beyond the classroom.

The Impact of Education on Character

Evidence suggests that education has a significant impact on character development. In an article published by the National Bureau of Economic Research, researchers found that individuals exposed to additional schooling demonstrated improvements in their non-cognitive skills, including perseverance, self-esteem, and self-confidence. This demonstrates the long-term impact of education on character formation.

Education provides individuals with the knowledge and tools to understand and engage with the world around them. Through exposure to differing perspectives and experiences, students develop a sense of social responsibility, empathy, and respect for others. These qualities greatly contribute to the formation of positive character traits such as fairness, honesty, and compassion.

A Holistic Approach to Education

While academic excellence is undoubtedly important, a holistic approach to education, focusing on character development, is equally vital. Schools and educational institutions should aim to create environments that foster positive character traits alongside academic achievement. By incorporating character education into the curriculum, schools can create opportunities for students to develop values, ethics, and social skills that are crucial for their personal growth and success in life.

One effective approach is integrating character education into various subjects, allowing students to explore values and ethics within a complex and diverse world. For example, literature classes can focus on discussing characters’ moral dilemmas, promoting critical thinking and fostering moral development. Similarly, science classes can explore the ethical considerations behind scientific discoveries and technological advancements, encouraging students to reflect on the impact of their actions on society and the environment.

“Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela

This quote by Nelson Mandela conveys the transformative power of education. It emphasizes that education not only shapes individuals, but also has the potential to bring about positive change in society. As education influences character and personality, it equips individuals with the tools to contribute meaningfully to their communities, fostering social progress and collective well-being.

Therefore, it is crucial for educational systems to prioritize character development alongside academic achievement. By nurturing empathetic, responsible, and ethically-conscious individuals, education plays a pivotal role in shaping the future of society.

For a deeper exploration of the complexities of human development and the impact of education, you can read the thought-provoking article From Chaos To Order: Egyptian Creation .

Christophe Garon

August 30, 2023

Mind , Psychology

character , education

Education and its role in personality development

By Bhawna Pathak and Jyoti Chauhan Mentor-Ms.Vandana Verma

“A good head and good heart are always a formidable combination. But when you add to that a literate tongue or pen, then you have something very special.” -Nelson Mandela

Education plays a very important role in every aspect of our life. A person who understands the practical applicability of education is successful in his life.Being a student, merely rending the textual things and scoring good marks is not important. What is important is to understand how it is going to make our life beautiful for us and everyone around us.That’s why an educated mind and a good heart combine together to create revolutionary changes in the society.

Education is about learning skills and knowledge. It helps us to build opinions and have our own point of view on different things in life. The process by which an individual acquires new skills, behaviors or understanding, often in a formal or informal setting is called education.

An individual’s personality is the sum total of person’s quality, characteristics,attitudes,quirks, psychological traits, beliefs and motives which make up his identity. Personality doesn’t mean only your outlook. Personality development means improvement in all spheres of an individual’s life.

“Personality is the sum and organization of those traits which determine the role of the individual in the group.”

– By Robert Park and Earnest Bugess

The role that education plays in shaping our personality is matchless. Being educated means to elevate our personalities. One’s personality development is as important as being educated. Elevated personality pushes us to move forward and outshine in the crowd. But for having a good personality education is very important. There are many such personalities who have set forth their lives as an example for the society like Bill Gates, Stephen Hawkins etc.

Through the education, an individual learns that how should we behave with others. People’s behaviour get them respect in the society. A wrong behavior can spoil the personality of any individual. In educational system, people learn the code of conduct that how to behave with others. An educated person knows that how to act at different places. Education teaches us that what kind of words we should use when we talk to others. An educated individual know that that we should never use any kind of abusive language with others. Education teaches us that how can we control our emotions. In our society, we have to communicate rightly and behave properly. The time when you are walking along with the society, is a real practical of your code of conduct.

Positivity allows a person to deal with difficulties successfully. Education teaches us to be positive. Those people have positive attitude can easily remove hurdles of their ways. Through the education, an individual can develop a positive attitude towards things and people. Education teaches us that everything which exists in this world have some negative aspects as well as some positive aspects. So, we shouldn’t ponder over only the negativity in someone , we should also watch and think upon the positive aspects of the things, people or situations. Then we could be able to understand things properly. The person who is able to correct other’s mistakes as well is considered as a good personality. With the help of education an individual can be aware of his personal and political rights. It tells us how to get our rights and also how to respect other people’s rights. Education teaches us that everyone is equal in our society. It tells us about our duties also. It teaches us to be a good citizen, treat the woman on equal level, give vote, and acquire the human rights .

Education enhances our knowledge by providing us useful information; “Old information” and “new information”. It gives us general information in various subjects like History, Geography, Civics, Science etc and we come to know about the things clearly. It gets us updated about new information in various fields like technology and new inventions etc.

Education also helps us in increasing confidence in various ways like communication, decision making, meeting challenges, receiving feedback and improving self confidence.

Decision Making– The best decisions are backed by knowledge and When we have deeper understanding of anything then we are in the position of making confident decisions.
Meeting Challenges – Education teach us that how to manage activities and if any problem arises at the same time-how to solve it confidently.
Receiving Feedback – Teachers feedback always boosts the confidence in the students. Negative feedback forces student to do better next time and by getting positive feedback students do something new in that area.

Education provide us many opportunities and many experiences. When we get different opportunities, we show off our personality and make it even better. Opportunities and experiences both words are interrelated. Opportunity brings to us many new things with new experiences.We take those experiences only when we take up the opportunities rightly as provided by education.

Along with all kind of real knowledge and bookish knowledge, teachers also impart moral values in students and from these moral values they learn the healthy habits and try to inculcate to them. Healthy habits like how timely we can done our work, keep the surroundings neat and clean and to do a work in disciplined manner, etc. So, through these healthy habits education helps us in development of personality.

Education teach us ethics which helps us to go to a right path and adopt the right things.Then we do all the things in a fair manner only to become successful.So, Ethics always improves our personality in a positive way.

“In civilized life, law floats in a sea of ethics.” -Warren

We see many great personalities around us whom we can follow and admire . When we see them, we think to be like them. But it needs hard work and patience. For changing personality, Education is a weapon which can be used by us.To bring about a great change in personality, you need to get the education first. Education can give almost everything and good personality is one of them.

It’s nevertheless to say that education is foundation stone of a great personality.

“Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mine worker can become the head of the mine, that a child of farm workers can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another”. -Nelson mandela

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"Education is the manifestation of the perfection already in man"

- Swami Vivekananda

Personality Development in School

A school is considered as the second home of a child. It is rightly said that the personality of children depends on the way parents deal with them. But this is the half-truth. The personality of a child also depends on his/her involvement in school activities. School is not only meant for imparting education, but it is responsible to shape the personality and character of a student.

The students who are encouraged to merely focus on academics are dumb and under confident. Students can never be trained to beat the competition of the real world only by imparting bookish knowledge. Along with education, personality development holds significance to run in the race of life.

A personality is a group of qualities that makes a person different from others. Development of such qualities is called personality development. A good school focuses on both the academics as well as the extracurricular activities to enhance the thinking ability of students, which in turn, develops their personality. MIT Vishwashanti Gurukul understands its role of molding the future generation. Being considered among the best boarding schools in India, it aims at the physical, mental and spiritual development of students. The school develops the personality of its student through various activities.

Steps adopted to groom the personality of students

MIT Vishwashanti Gurukul organizes cultural activities, games, sports, debates, etc and encourages its students to participate in these activities in order to boost their confidence and discover their special talents.
It conducts regular seminars and conferences to provide extra knowledge to the students that they don’t get from the books.
It encourages students to participate in ethical activities like life valuing, animal caretaking, etc, to inculcate the feeling of empathy and care for others.
MIT Vishwashanti Gurukul conducts special classes of value education.
It holds special meditation session and yoga sessions for the physical, mental and spiritual development of students.
It focuses on improving the intellect and team spirit of students by engaging them in group discussions.

Need for the personality development of students

1. it boosts confidence.

A good personality elevates the confidence level of students. When a child knows he is properly attired and groomed and the knowledge he possesses is up to the mark, it automatically boosts his confidence level.

2. Improves communication skills

Development of communication skills is one of the most important aspects of personality development. A person with good communication skills can easily convey his message to others. The process of development of communication skills should start right from the childhood days. The way teachers and students communicate with each other plays a key role in developing communication skills.

3. Gives edge in competition

Only hard work and talent is not sufficient to be successful in this highly competitive world. Good personality matters a lot. Most of the companies have two levels of the job selection process, one is a written exam and another is an interview. The written exam tests a candidate’s knowledge but interview aims at testing the personality of the candidate.

So, if you want to mold the personality of your child into a winning personality, then apply for admissions in MIT Vishwashanti Gurukul, one of the top residential schools in India.

'Education is the manifestation of the perfection already in man' - Swami Vivekananda

Driven by this belief and the responsibility to mould the future generation, MAEER’s MIT Vishwashanti Gurukul is an IB World School known for imparting value-based education for more than a decade.

We are inspired and strongly believe that this is the era to revive the age-old principle of Guru Shishya Parampara . Based on this traditional style of learning combined with modern amenities and facilities , we endeavor to create global citizens of tomorrow who are still connected with their history & heritage.

In this fast paced world which is increasingly coming closer and with the advancement of technology, what we really need today is not just advanced technology, but men and women of strong character who are self-disciplined and capable of being global citizens making the utmost use of technology for the benefit of mankind.

Vishwashanti Gurukul aims to do this while creating awareness of the ancient Indian culture and the deep-rooted ethos of our country. The Gurukul system is the perfect blend of modern technological advancements and the ancient Indian culture to create a new generation of confident & winning personalities.

We are committed to providing these values to the students to make them physically strong, mentally alert and spiritually elevated along with academic excellence.

Dr. Vishwanath D. Karad

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MIT Gurukul Popular Search

Mit gurukul, international school in pune,maharashtra.

In this era of globalization, it is the need of the hour to keep the students abreast with both local as well as international issues and to train them to endure in the global sphere. This is where the international school has its significance as it is based on international academic standards and it imparts global perspective to the students. An international school is the best in this ever-changing world as it aims at creating global citizens who are connected to their heritage.

If you are looking for the best international school in Pune,Maharashtra , then your search ends here. MIT Pune’s Vishwashanti Gurukul is a pioneer international school in Pune,Maharashtra . The school follows the curriculum of International Baccalaureate (IB) board and believes in creating responsible citizens with strong character.

IB Schools in Pune,Maharashtra

A school is a place where a child spends most of his/her childhood. Whatever a child learns at school stays with him/her lifelong. That is why parents are very particular about their child’s schooling. However, education should not just be confined to the syllabi and rather it should include imparting life skills and inculcating moral values to the child so that he/she grows up as a well-balanced individual. For this, you should send your child to an international school. Vishwashanti Gurukul is one of the finest IB Schools in Pune,Maharashtra that creates future leaders.

Best School in India

MIT Vishwashanti Gurukul is one of the best schools in India as it prepares your child to face all impending challenges. It is an IB board school that is based on international academic standards. The student to teacher ratio is low such that every child gets individual attention. The school’s value based education aims at imbibing the skill of inquiry, action & reflex in the child and makes them risk takers. It motivates the child to come out with ingenious ideas and respect the perspective, religion, culture and heritage of others. All these factors make Vishwashanti Gurukul the best school in India.

MIT Gurukul - Boarding and Residential School in Pune,Maharashtra

Vishwashanti Gurukul is a residential school that provides affable ambience to the students and serves as a ‘home away from home’. The boarding at MIT Gurukul Boarding School Pune, Maharashtra offers world-class facilities along with inculcating India ethos. The hostels are equipped with all the modern amenities and have a robust infrastructure. The Guru-Shishya Parampara is fostered in the hostels where every child learns discipline and life skills under the guidance of Guru.

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Graduate Essay Sample On Personality Development

EssayEdge > Blog > Graduate Essay Sample On Personality Development

In responding to a question that asked the applicant to describe experiences, events, or persons that have been important in his or her development, this applicant successfully correlated his influences to his current outlook on life. Notice how the first two paragraphs of this grad school essay briefly describe one experience and relate it back to school. The third paragraph expands upon the experience in the second. The final paragraph briefly introduces something more personal about the author to give a more rounded perspective of themself.

Consider what parts you enjoyed in this essay. What parts didn’t you enjoy? What would you change about his grad school essay to make it better? Answering these questions will help you develop your own writing.

Grad School Essay Sample

Question : Describe any experiences, events, or people that have been important in your development.

Perhaps the most important influence that has shaped the person I am today is my upbringing in a traditional family-oriented Persian and Zoroastrian culture. My family has been an important source of support in all of the decisions I have made, and Zoroastrianism’s three basic tenets—good words, good deeds, and good thoughts—have been my guiding principles in life. Not only do I try to do things for others, but I always push myself to be the best that I can be in all aspects of my life. I saw early the doors and opportunities that a good education can open up; thus, I particularly tried hard to do well in school.

Another important experience that has had a large influence on me the past few years has been college. Going from high school to college was a significant change. College required a major overhaul of my time-management techniques as the number of things to do mushroomed. In high school, I was in the honors program, with the same cohort of students in all my classes. Thus, I was exposed little to people very different from myself. College, on the other hand, is full of diversity. I have people of all backgrounds and abilities in my classes, and I have been fortunate enough to meet quite a few of them. This experience has made me more tolerant of differences. Furthermore, a variety of classes such as the Humanities Core Course, in which we specifically studied differences in race, gender, and belief systems, have liberalized my world view.

My undergraduate research has occupied a large portion of my time in college. Along with this experience have come knowledge and skills that could never be gained in the classroom. I have gained a better appreciation for the medical discoverers and discoveries of the past and the years of frustration endured and satisfaction enjoyed by scientists. I have also learned to deal better with the disappointments and frustrations that result when things do not always go as one expects them to. My research experience was also important to me in that it broadened my view of the medical field. Research permitted me to meet a few medical doctors who have clinical practices and yet are able to conduct research at the university. This has made me seriously consider combining research with a clinical practice in my own career.

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From my earliest memories, I can always remember being interested in meteorology. I believe that this interest sparked my love for the outdoors, while my interest in medicine molded my desire for healthy living. As a result of these two influences, I try to follow an active exercise routine taking place mostly in the outdoors. I enjoy running and mountain biking in the local hills and mountains, along with hiking and backpacking. All of these activities have made me concerned about the environment and my place in it.

Applying to graduate school presupposes writing an admission essay on much more complicated issues than paper one could face in undergraduate admissions. We posted this sample to make you analyze it, so please, avoid a thoughtless reading if you want to write a winning paper. Create a draft and trust it to us: our editors will do a graduate school personal essay edit.

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5 Best Essays on Personality Development & its Importance

Essay on Personality Development & Its Importance in Life

Personality development is one of the most important aspects of human life. It helps in determining the way we think, feel and behave. It is the result of our interactions with others and our environment. Personality development starts from the time we are born and continues throughout our life. Personality development refers to the process of improving one’s personality. It is a lifelong process that involves learning new things, adapting to new situations and making changes in oneself.

There are various factors that contribute to personality development. These include nature (heredity), nurture (environment), experiences, culture and socialization. Heredity refers to the traits that are passed on to us from our parents. Nurture refers to the environment in which we grow up and the experiences we have. Our culture and socialization play a major role in shaping our personality.

Personality development is important because it helps us to become better individuals. It enables us to cope with the challenges of life and to lead successful and fulfilling lives. It also helps us to develop our unique talents and abilities.

Personality Development for Students

Personality development is very important for students. It helps them to become better individuals and to cope with the challenges of life. It also helps them to develop their unique talents and abilities. In addition to that a strongly personality developed person is always successful and also have a better social life. He will never be afraid to take challenge because he know his capabilities and can perform in every situation.’

>>> Related Post: “ Essay on My Strengths & Weaknesses ”

Therefore, Personality development is highly instrumental in our lives. We need to work on it throughout our lives in order to become better individuals. It is a lifelong process that involves learning new things, adapting to new situations and making changes in ourselves.

Essay on Personality Development:

Personality development is the process of shaping and enhancing one’s personality. It refers to a combination of behavioral, emotional, and cognitive patterns that make up an individual’s unique traits and characteristics. These patterns are influenced by various factors such as genetics, environment, experiences, and upbringing.

The concept of personality development has been studied extensively in psychology and is considered crucial for personal growth and success in life. It is a continuous process that starts from childhood and continues throughout one’s lifetime.

Personality development can be classified into two main categories: innate and acquired traits. Innate traits are those that are inherited genetically, such as physical features, while acquired traits are shaped by external factors like education, culture, and personal experiences. Both these types of traits determine an individual’s behavior and responses to different situations.

The development of one’s personality is a complex process that involves various stages. It starts with the formation of an identity during early childhood, followed by self-awareness and socialization in the adolescent years. As individuals grow older, their personalities continue to evolve, influenced by various experiences, relationships, and life events.

In today’s fast-paced and competitive world, having a well-developed personality is essential for personal and professional success. It helps in building confidence, assertiveness, effective communication skills, and the ability to adapt to changing situations. Therefore, it is crucial to invest time and effort in developing one’s personality continuously.

To conclude, personality development is an ongoing process that determines an individual’s behavior and overall well-being. It is a combination of innate and acquired traits that are shaped by various experiences throughout one’s life. Nurturing and enhancing one’s personality can lead to personal growth, success, and fulfillment in all aspects of life.

Essay on Personality Development through Sports:

Personality development refers to the process of improving one’s characteristics, behaviors, and attitudes. It is a continuous journey that involves growth, learning, and self-discovery. Personality development can be influenced by various factors such as upbringing, education, and experiences.

One major aspect that plays a significant role in shaping an individual’s personality is sports. Participating in sports activities has been proven to have a positive impact on one’s physical, mental, and emotional well-being. However, the benefits of sports go beyond just physical health. It also contributes to an individual’s overall personality development.

Sports can teach individuals important life skills such as teamwork, discipline, and perseverance. These skills are crucial in one’s personal and professional life. Through sports, individuals learn to work together towards a common goal, which can help them develop better social skills and build stronger relationships.

Moreover, sports also teach individuals how to handle success and failure. In competitive sports, there will always be winners and losers. Through these experiences, individuals learn the importance of resilience and how to bounce back from setbacks. They also learn to take responsibility for their actions and make necessary improvements to achieve their goals.

Furthermore, sports can also help individuals develop confidence and self-esteem. As they improve their physical abilities and skills, they gain a sense of accomplishment and belief in themselves. This confidence can translate into other areas of life, allowing them to take on challenges with a positive attitude.

In conclusion, sports have a significant impact on an individual’s personality development. It not only promotes physical health but also instills important life skills and values. Therefore, it is essential to encourage individuals to participate in sports activities as a means of fostering their personal growth and development.

Essay on Role of Teacher in Personality Development:

The role of teachers in shaping the personalities of their students is crucial. Teachers are not just responsible for imparting knowledge and academic skills, but they also play a significant role in the overall development of a child.

One of the key roles of teachers is to act as role models for their students. Students often look up to their teachers and emulate their behavior, attitude and values. This makes it imperative for teachers to possess desirable qualities such as empathy, patience, and integrity so that they can positively influence their students.

Moreover, teachers also play an essential role in nurturing the emotional intelligence of their students. They not only teach academic subjects but also help students develop important life skills like communication, problem-solving, decision-making and critical thinking. These skills are vital for a child’s personality development and growth.

Teachers also have the responsibility of identifying and nurturing the strengths of their students. Every child is unique, and it is the teacher’s job to recognize their potential and encourage them to excel in their areas of interest. This not only boosts the self-confidence of students but also helps them discover their true passions.

Additionally, teachers act as mentors and guides for their students, providing them with emotional support and guidance when needed. They help shape the character of their students by instilling values like honesty, respect, and responsibility.

In conclusion, the role of teachers in personality development is multifaceted and crucial. They not only educate but also inspire, motivate and guide their students towards becoming well-rounded individuals who contribute positively to society. Thus, it is essential for teachers to continuously strive towards being the best role models and mentors for their students.

Benefits Of Personality Development:

Personality development refers to the process of enhancing and improving one’s characteristics, traits, and behaviors. It involves understanding oneself, making positive changes, and developing a strong sense of self-confidence and self-awareness. This process can have several benefits for individuals in both their personal and professional lives.

Here are some key benefits of personality development:

Improves Communication Skills

Effective communication is a critical skill that can bring success in all aspects of life. By developing one’s personality, an individual learns how to communicate effectively and confidently with others. This includes verbal as well as written communication skills. Good communicators are often able to express their thoughts and ideas clearly, build strong relationships, and lead a successful personal and professional life.

Helps In Self-Awareness

Personality development involves understanding one’s strengths, weaknesses, and other personal traits. It helps individuals become more self-aware and introspective. With a better knowledge of oneself, an individual can identify areas that need improvement and work towards personal growth. This leads to increased self-confidence and a better sense of direction in life.

Boosts Self-Confidence

By developing one’s personality, individuals gain confidence in themselves and their abilities. They learn to overcome self-doubt, take on new challenges, and achieve their goals. This confidence not only helps in personal life but also makes a significant difference in professional settings where it enables an individual to take on leadership roles and excel at tasks.

Enhances Decision Making Skills

Personality development also improves an individual’s decision-making skills. By being self-aware, individuals can make better decisions by taking into account their strengths, weaknesses, and goals. This ability to analyze situations and think critically leads to better choices and outcomes in both personal and professional life.

Improves Overall Well-Being

When individuals work on developing their personality, they also learn to manage stress, control emotions, and maintain a positive outlook on life. This results in improved mental, emotional, and physical well-being. By staying calm and composed during challenging situations, individuals can lead healthier and more fulfilling lives.

Helps In Building Stronger Relationships

Effective communication skills, self-awareness, confidence, and improved decision-making abilities positively impact an individual’s relationships with others. By developing their personality, individuals learn to listen actively and empathize with others. They also become better at resolving conflicts, building trust, and maintaining healthy relationships.

In conclusion, personality development can bring significant positive changes in individuals’ lives by improving their communication skills, self-awareness, confidence, decision-making abilities, overall well-being, and relationships. By investing time and effort towards this process, individuals can lead happier, more successful, and fulfilling lives.

>>>> Read Also : ” Essay on Talent, Concept & Importance “

Paragraph on Personality:

Personality is a complex and multifaceted concept that refers to the unique combination of characteristics and traits that make up an individual’s pattern of thinking, feeling, and behaving. It is shaped by both genetic predispositions and environmental factors, such as culture, family dynamics, and life experiences. Some key aspects of personality include temperament, or one’s innate tendencies towards certain emotions and behaviors, as well as character, which encompasses an individual’s values, morals, and ethical principles. Personality plays a significant role in shaping our thoughts and actions, influencing how we interact with others and navigate the world around us.

In addition to these core aspects, personality also includes traits like introversion vs extroversion, openness to new experiences, conscientiousness, and emotional stability. These traits are often measured on a spectrum, with individuals falling somewhere between the two extremes. For example, someone may be highly introverted or extroverted, or they may fall somewhere in the middle. Similarly, a person can have varying levels of openness to new experiences or be highly conscientious or emotionally stable.

One’s personality is not fixed and can change and evolve over time, influenced by various life events and experiences. However, certain aspects of our personality tend to remain relatively stable throughout our lives. Understanding one’s own personality can help individuals navigate relationships, work environments, and personal growth more effectively.

Essay about Personal Growth and Development

Personal growth and development are concepts that refer to the continuous process of improving oneself by gaining new knowledge, skills, and experiences. It is a lifelong journey that involves self-reflection, learning from mistakes, setting goals, and making positive changes in one’s behavior and attitudes.

In this essay, we will explore the importance of personal growth and development, the different ways to achieve it, and how it can positively impact an individual’s life.

Why is Personal Growth & Development Important?

Personal growth and development are essential for individuals to reach their full potential. It allows us to gain a deeper understanding of ourselves, our values, and our beliefs. By continuously learning and developing, we become more self-aware and can make better decisions that align with our goals and aspirations.

Moreover, personal growth and development help us adapt to changes in our lives. It equips us with the necessary skills and mindset to face challenges, overcome obstacles, and move forward in life.

It is also worth noting that personal growth and development not only benefit individuals but also have a positive impact on those around them. By improving ourselves, we can inspire and motivate others to do the same.

Ways to Achieve Personal Growth & Development

There is no one-size-fits-all approach to personal growth and development. Each individual may have different goals and preferences, so it is essential to find what works best for you. However, here are some common ways that people can achieve personal growth and development:

Continuous learning: This can involve formal education, reading books, attending workshops or seminars, or even just learning from everyday experiences.
Self-reflection: Taking time to reflect on your thoughts, feelings, and actions can help you gain a better understanding of yourself and identify areas for improvement.
Setting goals: Having clear and achievable goals can provide direction and motivation for personal growth and development.
Stepping out of your comfort zone: Trying new things, taking risks, and facing fears can lead to personal growth by challenging you to grow and adapt.
Seeking feedback: Asking for feedback from others can provide valuable insights and help identify blind spots that you may not be aware of.

The Impact of Personal Growth & Development

Personal growth and development can have a profound impact on an individual’s life. It can lead to increased self-confidence, improved relationships, and better overall well-being.

As individuals continue to grow and develop, they may also find that their goals and priorities shift. This allows them to adapt and make changes in their personal or professional lives that align with their values and aspirations.

Moreover, personal growth and development can also have a positive impact on society as a whole. As individuals become more self-aware and make positive changes in their behaviors, they can contribute to creating a more compassionate, empathetic, and understanding community.

In conclusion, personal growth and development are crucial components of living a fulfilling life. By continuously learning, reflecting, setting goals, and stepping out of our comfort zones, we can achieve personal growth and make positive changes in our lives. It is a journey that never truly ends, as there is always room for growth and improvement.

My Best Personality Essay:

My best personality is a combination of many different qualities that make me unique. I am a kind, caring, and empathetic person who always puts others before myself. I have a positive attitude towards life and try to find the good in every situation.

One of my best traits is my ability to listen and communicate effectively with others. I always strive to understand people’s perspectives and offer support when needed. I am also a determined and hardworking individual, always willing to go the extra mile to achieve my goals.

I believe that my curiosity and open-mindedness have helped me grow as a person. I enjoy learning new things, exploring different cultures, and challenging myself to step out of my comfort zone.

Moreover, I value honesty and integrity above all else. I believe that being true to oneself and others is crucial in building strong and meaningful relationships.

In conclusion, my best personality is a culmination of various qualities that make me who I am. While I may not be perfect, I am constantly learning and striving to become a better version of myself each day. So, instead of focusing on an ‘end’ to this essay, I will continue to grow and evolve as a person, embracing my uniqueness and striving to make a positive impact in the world. The journey of self-discovery is never-ending, but I am excited for what the future holds.

Q: What is personality development in your own words essay?

A: Personality development is the lifelong process of shaping one’s distinctive qualities, behavior, and mindset. It involves self-awareness, growth, and the acquisition of social skills to become a better, more refined version of oneself.

Q: What is personality development in 100 words?

A: Personality development refers to the ongoing process of individual growth and transformation in aspects like character, behavior, and attitude. It encompasses self-awareness, emotional intelligence, and acquiring social skills. Through life experiences, self-reflection, and learning, a person hones their personality to adapt to changing circumstances, enhance their relationships, and pursue personal goals.

Q: What are the 5 personality development?

A: The five key factors in personality development, often referred to as the “Big Five” personality traits, are openness, conscientiousness, extraversion, agreeableness, and neuroticism. These traits influence how an individual thinks, behaves, and relates to others.

Q: What is the importance of personality development in one’s life essay?

A: Personality development is crucial for personal and professional success. It enhances self-confidence, communication skills, adaptability, and emotional intelligence. A well-developed personality not only improves relationships but also helps individuals navigate life’s challenges and achieve their goals. This essay would elaborate on these points and stress the significance of continuous self-improvement.

Reader Interactions

Role of A School in a Child’s Personality Development

Like older days, schools are not the institutes of learning anymore. A school is more than a place for imparting knowledge. Schools nowadays care about education and non-educational aspects of a child’s life as well. Schools are also helping to improve the personality of the children from the early stage of their life.

Best schools in South Kolkata focus on providing a personalised learning experience to nurture the brain and personality of the children. A class in a school generally comprises students who are shy, timid, over smart, slow and fast learners. Hence, catering to the needs of every child is essential. Teachers nowadays thus resort to social interactions within the classes while they teach to understand the students’ minds effectively.

The teachers need to understand the attributes of every child. Personality development from an early age ensures the development of positive behaviour in kids. Schools play an integral part in the same.

How Does a School Help to Develop a Child’s Personality?

1. Improve the academic potential

In the majority of the best schools in South Kolkata, the focus is on developing the children’s academic potential to its farthest limits. Schools work hard in developing problem-solving, rationality and solution-seeking skills in the children. This not only improves the academic potential but also improves the personality of the child. Moreover, schools focus on engaging the kids through interactive sessions to develop knowledge acceptability skills.

2. Helps in positive character building

Along with helping the children get good marks, the schools have to help them develop good behaviour. It falls within the duty of the school to develop common behaviours within a child. Thus, apart from academic help, teachers also focus on teaching children manners, respect, empathy, honesty, and integrity. For instance, the act of raising hands for asking questions in a school is an apt behaviour. This is taught to the kids from the very beginning.

3. Development of social skills

The primary focus of the schools is on developing social skills as well. Excelling in academics doesn’t make a child a good human being. Thus, the teachers in the schools focus on developing the social interaction skills of the kids. They are taught ways to get rid of their shyness, apprehensions, fear and phobias. This helps in preparing a child to interact with the outer world. An encouraging and understanding environment within the school helps a child to blossom and grow up fast.

To help the children develop their personality traits, the schools and the teachers must develop a positive learning culture. Children are sensitive, hence being strict with them doesn’t solve the problem. Purushottam Bhagchandka Academic School has been a symbol of excellence in the field of education for years. We are focused on imparting the best quality education to our students and ensuring complete personality development.

We engage kids in different extracurricular activities and foster overall development. Check out our website for more details and enrol your child into one of the best schools in South Kolkata.

Contact Details :-

Purushottam Bhagchandka Academic School

63, Mahatma Gandhi Road (Paschim Putiary), Tollygunge, Kolkata - 700041.
+91 33 24027137

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Essays on Personality Development

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To some college goers, crafting Personality Development papers comes easy; others need the help of various kinds. The WowEssays.com directory includes expertly crafted sample essays on Personality Development and relevant issues. Most definitely, among all those Personality Development essay examples, you will find a piece that conforms with what you see as a decent paper. You can be sure that virtually every Personality Development piece showcased here can be used as a glowing example to follow in terms of general structure and writing different chapters of a paper – introduction, main body, or conclusion.

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Example Of Essay On Developmental Theories Of Erik Erikson, Piaget, And Vygotsky

Introduction

Comparison Of Developmental Levels: Free Sample Essay To Follow

The journey by which an individual develops is both very personal and also very predictable. It is predictable by way of accomplishing certain milestones at particular times. Development is marked by these milestones and through them, an individual's development is able to be termed “normal’ or “abnormal.” However, it is personal in that each person achieves these milestones at different times in their development. The similarities between the development of each person allow for the timeline of development to be documented and analyzed.

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Psychosocial development incorporates the behavioral advancement of an individual from childhood to adulthood. According to Erikson, personality development is based on the attitudes developed by each individual. The concept displayed by Erickson shows that two people in the same age group can present completely different character traits while reacting to similar life situations. Moreover, the manner in which a person carries himself through one stage determines the success of the succeeding stage. Erickson asserts that there is a crisis at the end of every stage as a person transits to the next stage.

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Theories on Personality Development Literature Review

Development is defined as the act of adaptation while personality development basically refers to the mental, emotional, psychological, temperamental and behavioral growth that one acquires (Schulz and Heckhausen, 1996). Also, personality development can be described as the averagely constant and stable features and characteristics a person bears with time (Alea, Diehl and Bluck, 2004). Personality development usually is an attribute associated with age and experience.

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Article Being Reviewed Wright, A.G.C., Pincus, A.L., & Lenzenweger, M.F. (2012). Interpersonal development, stability and change in early adulthood. Journal of Personality 80/5, 1340-1372. doi: 10.1111/j.1467-6494.2012.00761.x . Retrieved 22 Nov 2014, from EBSCOHost database.

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Freuds Tripartite (Structural) Theory Of Personality Essay Samples

Different personality theories have been proposed to explain differences in human personality. This paper evaluates Freud’s tripartite (structural) theory of personality. The first section begins with the illumination of the major principles of this theory, and this is followed by an assessment of how this theory addresses differences in gender and culture. In the third section, the theory’s comprehensiveness on how personality develops is explained. Fourthly, this paper assesses how this theory addresses changes in personality over the lifespan. It then concludes with the major points.

A brief summary of the major principles of the theory

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Back Ground; 2 Lietarure Review; 3 Purpose of Study 6 Refined Research question; 6 Finalized data sources; 7 Refined Hypothesis & Variables 7 Operational Definition of Key Variable / Concept; 7 Hypothesis 1; 8 Hypothesis 2 8 Data Analysis Technoque; 8 Activity Chart; 8

References; 10

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Theoretical framework of child development, 4 1. Psycho Analytic theories : 4 2. Ericson’s Psychological theory; 5 3. Cognitive theory: 6 i. Sensory motor stage:. 6 ii. Pre-operational stage: 7 iii. Concrete operational stage: 7 iv. Vygotsky socio-cultural cognitive theory: 7

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Sigmund Freud and Erik Erikson are two most influential psychoanalytic theorists that proposed their theories regarding personality development. Sigmund Freud described personality development based on psychosexual stages, whereas Erik Erikson emphasized personality development based on social influences.

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According to Mayer (2007), “personality is a system of parts that is organised, develops, and is expressed in people’s actions”. The ‘system of parts’ would mean components of self that include emotions and motivations. Personality is, thus, a complex whole formed by intersection of various external and internal factors. It is a gradual process of development. While some researches have considered personality as stable and consistent, recent researches suggest that personality develops during a person’s lifetime. The following section discusses some of these recent researches.

Personality Development Studies

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Personality development

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Essay on Personality Development
Students are often asked to write an essay on Personality Development in their schools and colleges. And if you're also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic. ... school, and community, plays a significant role in shaping one's personality. The experiences, both positive and negative ...
How to Write a Personal Growth Essay
Central to the personal growth essay is the emphasis on the transformative journey of an individual. It's not just a compilation of events or a simple chronological tale. This essay highlights your understanding, maturity, and moments of self-discovery. It narrates how experiences, both monumental and subtle, mold perspectives and guide ...
Essay on Personality Development
Essay on Personality Development. Education is an important factor in the personality development of individuals. The school, after the home, is one of the social structures every child will pass through and one of its purposes is to build the character of that child. We shall be looking at some of the roles it plays in this process.
Personal Development: Reflection and Growth
Personal development is the process of improving oneself in various aspects of life through self-reflection, learning, and growth. It is an ongoing journey that requires continuous effort and dedication to achieve one's full potential. The purpose of this reflective essay is to identify and analyze key experiences, strengths and weaknesses ...
How to Masterfully Describe Your Personality in an Essay: A Step-by
Describing your personality in an essay is not simply an exercise in self-expression; it is a transformative process that allows you to artfully communicate and convey the intricate nuances of your character to the reader. By delving into the depths of your self-awareness, personal growth, and the values that serve as the compass guiding your ...
103 Development Essay Topics: Hot Ideas about Personality ...
Personal development is a set of various acts to expand one's possibilities, mindset, emotional intelligence, etc. It is essential to know some terms from psychology, such as personal identity, interpersonal relationships, self-image, and other concepts related to personal development topics. We will write.
Essay Examples on Personal Growth and Development
Our free essays on Personal Growth and Development can be used as a template for writing your own article. ... Personal Growth and Development About Myself Personality . ... Essay grade: Good . 2 pages / 1129 words . Introduction From the age of pre-school into adolescence and even adulthood an individual's identity along with their self ...
Personality Development: How Does Personality Form?
These stages are: Stage 1: Oral stage (birth to 1 year) Stage 2: Anal stage (1 to 3 years) Stage 3: Phallic stage (3 to 6 years) Stage 4: Latent period (age 6 to puberty) Stage 5: Genital stage (puberty to death) Freud also believed that failure to complete these stages would lead to personality problems in adulthood.
Personality Development Essay [1773 Words] GradeMiners
Personality Development essay for free ️️1773 words sample for your inspiration Download high-quality papers from GradeMiners database. Essay Samples. ... The school is responsible for developing some personal attributes. A positive school environment endows one with decision-making and problem-solving skills (Personal Development, n.d.). ...
Personality Development Essay
Essay on Personality Development This paper explores three different theories to discuss (Alex Blake's) personality development. I will explore different online personality test as well as breaking down some of the way Alex reactions to different circumstances as I evaluate some of her reactions and conclude if she is adaptive or
The Role of School in Adolescents' Identity Development. A Literature
Schools can play an important role in adolescents' identity development. To date, research on the role of school in adolescents' identity development is scattered across research fields that employ different theoretical perspectives on identity. The aim of this literature review was to integrate the findings on the role of school in adolescents' identity development from different ...
The Role Of Education In Shaping Character And Personality
Education plays a crucial role in shaping personality by providing individuals with opportunities for self-discovery, personal growth, and the development of social skills. Through education, individuals gain exposure to various subjects, enabling them to explore areas of interest and discover their passions. This exploration contributes to the ...
Education
Education Boosts your Confidence: Confidence is a must for personality development. Education is the only booster which can help you in passing the hurdle of low self-confidence. Most of the people are usually very shy. Education gives them a chance to develop self-confidence.
Education and its role in personality development
An individual's personality is the sum total of person's quality, characteristics,attitudes,quirks, psychological traits, beliefs and motives which make up his identity. Personality doesn't mean only your outlook. Personality development means improvement in all spheres of an individual's life.
The Importance Of Personal Development
With out a plan nobody can reach their destination. As Bob (2010), described that "Personal development refers to activities that improve self-knowledge and identity, develop talents and potential, build human capital and employability, enhance quality of life and contribute to the realization of dreams and aspirations.
Personality Development in School
A good personality elevates the confidence level of students. When a child knows he is properly attired and groomed and the knowledge he possesses is up to the mark, it automatically boosts his confidence level. 2. Improves communication skills . Development of communication skills is one of the most important aspects of personality development.
Graduate Essay Sample on Personality Development
Grad School Essay Sample. Question: Describe any experiences, events, or people that have been important in your development. Perhaps the most important influence that has shaped the person I am today is my upbringing in a traditional family-oriented Persian and Zoroastrian culture. My family has been an important source of support in all of ...
5 Best Essays on Personality Development & its Importance
Personality development is the process of shaping and enhancing one's personality. It refers to a combination of behavioral, emotional, and cognitive patterns that make up an individual's unique traits and characteristics. These patterns are influenced by various factors such as genetics, environment, experiences, and upbringing.
Role of A School in a Child's Personality Development
Schools work hard in developing problem-solving, rationality and solution-seeking skills in the children. This not only improves the academic potential but also improves the personality of the child. Moreover, schools focus on engaging the kids through interactive sessions to develop knowledge acceptability skills. 2.
Personality Development Essay Examples
Free Personality Development Of Ronald Reagan (USA 40th President) Essay Example. Introduction. Ronald Reagan, the 40th United States President, between 1981 to1989, was born in February 6, 1911Tampico, Illinois and died in June 5, 2004. He was born to Nelle Wilson Reagan and Jack Reagan.
Essay On Role Of School In Personality Development
Essay On Role Of School In Personality Development. 2062. Finished Papers. 100% Success rate. Writing Rewriting Editing. Writing. Pay only for completed parts of your project without paying upfront.
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Essay on Personality Development | Role of Education in Personality Development

What is personality development?

Character Development

1.1 – TRUSTWORTHINESS

1.2 – RESPECT

1.3 – RESPONSIBILITY

1.4 – FAIRNESS

1.5 – CARING

1.6 – CITIZENSHIP

1.7 – TEAMWORK

1.8 – EXCELLENCE

1.9 – COMPASSION

Set the rules

Point them towards positive role models

Build a culture of respect

Teach them to talk positively

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How to Masterfully Describe Your Personality in an Essay: A Step-by-Step Guide 2023

Introduction

Step 5: Structuring your essay effectively

Step 4: Show, don’t tell

103 Personality Development & Personal Development Topics

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At a Glance

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Theories of Personality Development

Freud’s Stages of Psychosexual Development

Freud's Structural Model of Personality

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Piaget’s Stages of Cognitive Development

Kohlberg’s Stages of Moral Development

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Personality Development Tips

Identify Your Current Traits

Identify Your Values

Set a Daily Personal Development Goal

Keep a Positive Mindset

Be Confident

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