Considering the negatively formed identity: Relationships between negative identity and problematic psychosocial beliefs

Abstract

Introduction: Developing a firm sense of identity is a critical developmental task in adolescence and emerging adulthood, but little or no empirical research exists regarding individuals who firmly form negative identities and psychosocial beliefs. This study examined the formation of negative identities in youth and its association with psychosocial beliefs in terms of variableoriented psychosocial facets (i.e., dichotomous beliefs, cynicism, and social distrust) and personoriented psychosocial profiles. Methods: A total of 2313 young Japanese people (70.9% were females) aged 18-25 years answered the self-report questionnaire. Results: We consequently found that individuals with negative identities possessed problematic psychosocial facets, such as high dichotomous beliefs and cynicism, as well as low social trust. Furthermore, individuals with negative identities had profile characterized by strong hostility toward others/societies. Conclusions: Overall, our study provided a comprehensive understanding of how youth with negative identities face difficulty in constructing relationships with society, which has been neglected in prior research.Forming a firm sense of identity is one of the primary developmental tasks during adolescence and emerging adulthood (Arnett, 2000;Erikson, 1968). Whereas a great deal of research has been conducted on identity development, contemporary research has been limited by the fact that, in attempt to understand problematic identities, the main focus has been placed on how people fail to develop positive identities, with Erikson's theory that identities consist of both positive and negative sides being neglected (Hoare, 2013). A firmly formed negative sense of identity-hereafter, referred to as "negative identity" (Erikson, 1968;Hihara, Sugimura, & Syed, 2018)-is assumed to be one of the most severe outcomes of problematic identity resolution, and is not regarded as simply equating to a lack of positive identity. Erikson (1968) and other theorists (Hauser, 1972;Hoare, 2013) proposed that youth with negative identities are likely to have problematic beliefs in terms of how they relate to society (i.e., dichotomous beliefs, cynicism, and social distrust). Such psychosocial beliefs interfere with youth engagement in prosocial behaviors and enable youth to easily engage in radical/extreme behaviors, such as delinquency (Hauser, 1972), criminality (Silverstein, 1994), and terrorism (Knutson, 1981; and these cannot be fully understood in terms of a lack of positive identity. Consequently, the main goal of this study is to contribute to research on identity by providing empirical evidence of a relationship between negative identity and psychosocial beliefs, which has been largely unexplored in empirical studies. Gaining an understanding of negative identity can open a novel path for researchers and

Roles of Configurations of Multiple Identity Domains in Adaptive and Maladaptive Functioning in Japanese Emerging Adults: Using a Culturally Relevant Index

“…We used 2 items (Flanagan & Stout, 2010; see Hihara, Umemura, & Sugimura, 2019 for the Japanese version): “In general, most people can be trusted” and “most people are fair and do not seek to take advantage of you.” These items were rated on a 5-point Likert-type scale ranging from 1 ( strongly disagree ) to 5 ( strongly agree ). The internal consistency, estimated using a Spearman–Brown coefficient, was .84.…”

Identity processes and identity content valences: Examining bidirectionality.

“…Positive and negative identity elements may, in turn, influence the identity exploration and commitment processes. Individuals holding identities with high levels of positive identity elements have a sense of trust in others/society (Hihara et al, 2019). Based on this sense of belonging, they may proactively engage in searching, revising, and implementing their commitments.…”

“…Indeed, narrative research has revealed how individuals develop their identities by negotiating with sociocultural expectations (McLean et al, 2018). Several studies have examined positive and negative identity elements using identity-related short narratives (Hihara et al, 2021, 2019). In this procedure, participants express their identity elements to the open-ended question “Who am I?” using the language of their own culture.…”

“…Based on this procedure, prior studies have indicated that emerging adults having identities with high levels of positive identity elements and low levels of negative identity elements show higher social trust and prosocial behaviors. Conversely, emerging adults holding identities with low levels of positive identity elements and high levels of negative identity elements tend to demonstrate higher hostility and internalizing and externalizing symptoms (Hihara et al, 2021, 2019). Therefore, this study captures positive and negative identity elements using the procedure of identity-related self-descriptions.…”

Análisis Crítico De Discurso Del Bienestar Subjetivo Y La Psicología Positiva en La Adolescencia

“…La necesidad de esta adquisición de saberes y conocimientos hace que la necesidad de la escolarización sea obligatoria, así como de la formación superior, la cual cada vez más va dilatando el ingreso al mercado laboral de los sujetos, con lo cual la adolescencia emerge en este contexto político y económico particular. Tales prácticas y saberes que se reproducen en modelos actuales -como la psicología positiva-, vinculados a la causalidad, individualismo y a la "tiranía de la actitud positiva" (Prieto-Ursúa, 2006, p. 329), facilitan que los procesos de subjetivación se desarrollen desde la participación en la sociedad del rendimiento (Han, 2016). Un ejemplo son las denominadas estrategias de afrontamiento -como la resolución de problemas o el pensamiento positivo-propuestas por la Psicología Positiva, donde las investigaciones buscan incluso conocer las más adecuadas -referidas como activas-para que los adolescentes puedan alcanzar el bienestar y la autorregulación emocional (Pascual, Conejero, & Etxebarria, 2016).…”