Belief Identification in adolescence: development across age and domain
Notice bibliographique
Résumé
"Belief Identification" is the process of identifying certain beliefs as critical parts of the self. This construct has important implications in adolescence, as strong commitments may facilitate identity formation, yet may also inhibit open-mindedness during the belief forming process. This study examined three theoretical components of Belief Identification: Epistemological development, cognitive flexibility, and personal meaning. The primary goal was to determine whether the components varied by age (Grades 8 and 12) and/or by domain (academic, sociocultural and moral) and to explore interrelations among them. The secondary goal was to examine whether variation in the components could be explained by individual differences in cognitive ability (IQ), thinking dispositions, implicit theories of intelligence and/or self-concept. To address these goals, 80 adolescents completed an interview assessing the three components of Belief Identification. Epistemological development measured adolescents' stance toward the objective and subjective dimensions of their beliefs. Cognitive flexibility was measured by a debate task requiring adolescents to assume opposing perspectives on their beliefs. Personal meaning measured the strength of adolescents' conviction in their beliefs. Overall, the processes of Belief Identification functioned differently across the three domains. Regarding epistemological development, both age groups were more likely to judge their moral beliefs as absolute, relative to academic and/or sociocultural beliefs. While cognitive flexibility did not vary by age or domain, it was related to cognitive ability and individual dispositions toward open-mindedness. Moral beliefs elicited the highest personal meaning compared to academic and sociocultural beliefs. Significant interrelationships among components were found only in the moral domain. Specifically, adolescents showing the highest personal meaning in their beliefs clustered in two groups, at the highest and lowest levels of epistemological development. Although these groups were equivalent on age and IQ, the group higher in epistemological development showed more cognitive flexibility, whereas those in the lower group appeared more constrained. The findings have implications for both belief and identity formation, two critical aspects of adolescent development. The findings also have implications for education, for as adolescents encounter the differing perspectives of others, they must learn to value reflecting on their own beliefs.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».