Is a positive self-identity one of the factors that contributes to cognitive development and positive school outcomes for students?
Groome & Edwardson (1996) noted that self-identity is not static but is dynamic because personal characteristics and the context, such as school, are always changing. According to Purdie, Tripcony, Boulton-Lewis, Fanshawe, & Gunstone (2000), self-identity is developed through interactions with culture/society, family, peers and school/work environments and the interpretations of those interactions.
Grome, H., & Edwardson, T. (1996). Urban Aboriginal young people and identity.
Purdie, N., Tripcony, P., Boulton-Lewis, G., Fanshawe, J., & Gunstone, A. (2000). Positive self-identity for indigenous
students and its relationship to school outcomes. Queensland: Commonwealth Department of Education Training and
Marcia's view of identity, which is based on Erikson's (1959) work, described identity in four states: identity diffusion, foreclosure, moratorium, and identity achievement (Marina, 2010). Marcia (1966) is not interested in the socio-cultural aspects of identity formation, but instead is more inclined towards individual responses and choices to one's particular circumstance.
Vygotsky's view is to approach identity as the understanding of how socio-cultural process affects the formation of identity through the use of contextualized and mediated tools in mental functioning during social activity and not in the individual's choices (Penuel & Wersch, 1995). According to Waterman (1988), Erikson was more ...
Connections between identity and cognitive development in learning are discussed. Relationships between positive self-identity and school in learning are examined. Learning culture and psychological tools in cognitive development are explored.