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Introduction
Each developmental stage brings with it new competency requirements, challenges, and opportunities for personal growth (Bandura & Bandura, 2005). As an important transitional phase, adolescence presents a host of new challenges in a society that does not provide many preparatory experiences (Luyckx, Teppers, Klimstra, & Rassart, 2014; Norberg, 2013). One of the main challenges during adolescence is developing a coherent sense of self 1, or self-identity (Bester & Quinn, 2010, Erickson, 1977; Pasupathi & Hoyt, 2009). Developing this multi-domain, multi-layered construct of self-identity is an important, complex life task for an individual’s achievement of a stable self that will help bring greater consistency and stability to his or her life (Ickes, Park, & Johnson, 2012, Quinn, 2010; Zeigler-Hill, Besser, Myers, Southard, & Malkin, 2013).
Identity development can be described as the ability to use past experiences to give meaning to the present and future, and therefore to understand one’s sense of self through time (Nota, Ginevra, & Santilli, 2015). It can also be described as the degree to which people have a clear picture of their identity, options, goals, values, interests and talents, which includes in-depth exploration of possibilities for future directions they wish to pursue (Berk, 2013; Klimstra, Hale, Raaijmakers, Branje, & Meeus, 2009; Luyckx, Teppers, Klimstra, & Rassart, 2014; Nawaz, 2011). Identity can be seen as the answer to the question « Who am I? » (Bester, 2010, p. 3). Constructing identities involves active participation by people during their own processes of defining who they are, what they value, and what direction they wish to pursue in life (Forthun, Montgomery, & Bell, 2006; Guichard, 2015; Klimstra, Hale, Raaijmakers, Branje, & Meeus, 2010; Marcia, 1980).
According to some researchers (Bandura & Bandura, 2005; McAdams & Olson, 2010), people are active contributors to their own circumstances by being proactive, self-organising, 1 All relevant concepts will be defined appropriately in section 5: « Clarification of terminology ». self-regulating and self-reflecting. This need to take charge of their own lives and be involved in the construction of their own futures, is described by Bandura and Bandura (2005, p.1) as follows:
They make chance happen by pursuing an active life that increases the fortuitous encounters they will experience. People also make chance work for them by cultivating their interests, enabling beliefs, and competencies. These personal resources enable them to make the most of opportunities that arise unexpectedly.
The above-mentioned authors seem to be saying that by being actively involved in their own process of defining themselves by making sense of different life experiences, and by actively applying the knowledge; adolescents are empowered to take control and authorship of their own lives. Using this positive process of being a participating agent and intentionally changing perceptions regarding circumstances and functioning, should lead to an improved sense of self and self-esteem in adolescence. Research by Zeigler-Hill et al. (2013) confirm previous research results: individuals are viewed more positively when they possess higher levels of self-esteem. They are also perceived by others as possessing more positive personality characteristics (Zeigler-Hill et al., 2013).
CHAPTER 1 ORIENTATION TO RESEARCH STUDY
1.1 Introduction
1.2 Rationale
1.3 Statement of purpose
1.4 Research question
1.5 Clarification of terminology
1.6 Research design and methodology
1.7 Role of the researcher
1.8 Ethical considerations
1.9 Contributions and limitations
1.10 The structure of the thesis
CHAPTER 2 LITERATURE REVIEW
2.1 Introduction
2.2 Theoretical framework .
2.3 Theoretical concepts
2.4 Conceptual framework
2.5 Paradigmatic perspective .
CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
3.2 Research design
3.3 Research methodology
3.4 Quality assurance
3.5 The role of the researcher
3.6 Ethical consideration
3.7 Concluding remarks
CHAPTER 4 RESULTS OF THE RESEARCH
4.1 Introduction
4.2 Research results
4.3 Concluding remarks
CHAPTER 5 DISCUSSION AND LITERATURE CONTROL
CHAPTER 6 FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
