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Adolescent Identity at School: Student Self-Positioning in Narratives concerning Their Everyday School Experiences

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2020
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Authors
Grbić, Sanja
Maksić, Slavica
Article (Accepted Version)
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Abstract
Identity, as a common way of thinking about ourselves and experiencing ourselves, begins to be explored and stabilized during adolescence. According to the narrative psychology, identity development occurs through self-positioning and the simultaneous positioning by others, within the discursive positions available in the present context, one of which is the school environment. The aim of our study was to explore student self-positioning in the narrated accounts of their everyday school experiences. The participants were primary school students that provided us with written accounts that represented their view of the school and of themselves. Data were analyzed in line with the principles of narrative and positioning analysis, which resulted in emergence of four types of events/experiences student accounted for: academic achievement and discipline, peer relationships, relationships with teachers and general school experience. Within these themes we further identified subthemes, the pre...vailing emotional tone and student self-positioning. Our findings suggest that positioning as a valuable and accepted friend was the prevailing one. We identified peer conflicts as the potential space for the further exploration of identities, and the position of the rejected student as a particularly restricting one. Interventions proposed include altering the structure of the positioning network by widening the space of accessible positions and altering its dynamic properties, so that mutual exclusiveness of some positions is removed.

Keywords:
adolescent / identity / school / student / self-positioning / school experiences
Source:
Journal of Constructivist Psychology, 2020
Publisher:
  • Taylor & Francis Inc, Philadelphia
Funding / projects:
  • Ministry of Education, Science and Technological Development, Republic of Serbia, Grant no. 200018 (Institute for Educational Research, Belgrade) (RS-200018)
Note:
  • This is the peer-reviewed version of the article: Grbić, S.; Maksić, S. Adolescent Identity at School: Student Self-Positioning in Narratives Concerning Their Everyday School Experiences. Journal of Constructivist Psychology 2020, 0 (0), 1–23. .https://doi.org/10.1080/10720537.2020.1816235
Related info:
  • Version of
    http://ipir.ipisr.org.rs/handle/123456789/6
  • Version of
    https://doi.org/10.1080/10720537.2020.1816235

DOI: 10.1080/10720537.2020.1816235

ISSN: 1072-0537

WoS: 000598954800001

Scopus: 2-s2.0-85097611135
[ Google Scholar ]
URI
http://ipir.ipisr.org.rs/handle/123456789/469
Collections
  • Radovi istraživača / Researchers’ publications
Institution/Community
IPI
TY  - JOUR
AU  - Grbić, Sanja
AU  - Maksić, Slavica
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/469
AB  - Identity, as a common way of thinking about ourselves and experiencing ourselves, begins to be explored and stabilized during adolescence. According to the narrative psychology, identity development occurs through self-positioning and the simultaneous positioning by others, within the discursive positions available in the present context, one of which is the school environment. The aim of our study was to explore student self-positioning in the narrated accounts of their everyday school experiences. The participants were primary school students that provided us with written accounts that represented their view of the school and of themselves. Data were analyzed in line with the principles of narrative and positioning analysis, which resulted in emergence of four types of events/experiences student accounted for: academic achievement and discipline, peer relationships, relationships with teachers and general school experience. Within these themes we further identified subthemes, the prevailing emotional tone and student self-positioning. Our findings suggest that positioning as a valuable and accepted friend was the prevailing one. We identified peer conflicts as the potential space for the further exploration of identities, and the position of the rejected student as a particularly restricting one. Interventions proposed include altering the structure of the positioning network by widening the space of accessible positions and altering its dynamic properties, so that mutual exclusiveness of some positions is removed.
PB  - Taylor & Francis Inc, Philadelphia
T2  - Journal of Constructivist Psychology
T1  - Adolescent Identity at School: Student Self-Positioning in Narratives concerning Their Everyday School Experiences
DO  - 10.1080/10720537.2020.1816235
ER  - 
@article{
author = "Grbić, Sanja and Maksić, Slavica",
year = "2020",
abstract = "Identity, as a common way of thinking about ourselves and experiencing ourselves, begins to be explored and stabilized during adolescence. According to the narrative psychology, identity development occurs through self-positioning and the simultaneous positioning by others, within the discursive positions available in the present context, one of which is the school environment. The aim of our study was to explore student self-positioning in the narrated accounts of their everyday school experiences. The participants were primary school students that provided us with written accounts that represented their view of the school and of themselves. Data were analyzed in line with the principles of narrative and positioning analysis, which resulted in emergence of four types of events/experiences student accounted for: academic achievement and discipline, peer relationships, relationships with teachers and general school experience. Within these themes we further identified subthemes, the prevailing emotional tone and student self-positioning. Our findings suggest that positioning as a valuable and accepted friend was the prevailing one. We identified peer conflicts as the potential space for the further exploration of identities, and the position of the rejected student as a particularly restricting one. Interventions proposed include altering the structure of the positioning network by widening the space of accessible positions and altering its dynamic properties, so that mutual exclusiveness of some positions is removed.",
publisher = "Taylor & Francis Inc, Philadelphia",
journal = "Journal of Constructivist Psychology",
title = "Adolescent Identity at School: Student Self-Positioning in Narratives concerning Their Everyday School Experiences",
doi = "10.1080/10720537.2020.1816235"
}
Grbić, S.,& Maksić, S.. (2020). Adolescent Identity at School: Student Self-Positioning in Narratives concerning Their Everyday School Experiences. in Journal of Constructivist Psychology
Taylor & Francis Inc, Philadelphia..
https://doi.org/10.1080/10720537.2020.1816235
Grbić S, Maksić S. Adolescent Identity at School: Student Self-Positioning in Narratives concerning Their Everyday School Experiences. in Journal of Constructivist Psychology. 2020;.
doi:10.1080/10720537.2020.1816235 .
Grbić, Sanja, Maksić, Slavica, "Adolescent Identity at School: Student Self-Positioning in Narratives concerning Their Everyday School Experiences" in Journal of Constructivist Psychology (2020),
https://doi.org/10.1080/10720537.2020.1816235 . .

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