Personality structure as viewed through early memories and identity status in college men and women.

In this study, we examined relations among gender, self‐concept and children's autobiographical narratives. Twenty‐two white middle‐class children 8 years of age (50% female) were administered the Children's Self‐View Questionnaire (CSVQ). In addition, children were asked to recall a specific experience associated with each of the nine self‐concept dimensions assessed by the CSVQ, including Achievement, Alienation, and Social Closeness. Consistent with previous research with adults, girl's autobiographical narratives were longer, more coherent and more detailed than were boys' narratives. Girls were also more likely to place their autobiographical narratives in a social context, to refer to more affiliative themes, and to mention more people and more emotions than were boys. In all these ways, girls' narratives were more socially contexted and relational than were those of boys. However, no relations were found between specific dimensions of self‐understanding and children's autobiographical narratives. Theoretical implications of these findings are discussed. © 1998 John Wiley & Sons, Ltd.

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Gender and self in children's autobiographical narratives

Buckner¹,

Fıvush²

1998

Appl. Cognit. Psychol.

153

131

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On critiquing the identity status paradigm: A rejoinder to Waterman

Cô

Levine

1988

Developmental Review

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Thorne

McLean

2002

Sex Roles

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Personality structure as viewed through early memories and identity status in college men and women.

Cited by 9 publications

References 1 publication

Gender and self in children's autobiographical narratives

Gender and self in children's autobiographical narratives

On critiquing the identity status paradigm: A rejoinder to Waterman

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