The Organization of Self-Knowledge in Adolescence: Some Contributions Using the Repertory Grid Technique

Maria João Carapeto, Guillem Feixas, Maria João Carapeto, Guillem Feixas

Abstract

(1) Background: This study aims to explore the usefulness of personal construct psychology as a comprehensive framework and assessment tool to embrace a diversity of self-knowledge organization constructs, and to account for developmental differences across adolescence. (2) Methods: The repertory grid technique was used to measure self-knowledge differentiation, polarization, discrepancies between Actual Self, Ideal Self, and Others, and implicative dilemmas, a particular kind of intrapersonal conflict. Data were collected from two samples of early and late adolescents, respectively. (3) Results: Globally, they showed that the organization of self-knowledge was different in both samples. In particular, older adolescents revealed a less polarized self-knowledge. In addition, they tended to construe higher Actual-Ideal self-discrepancies and to present more internal conflicts. No differences were found between early and late adolescents concerning global differentiation and the discrepancies between the self (Actual and Ideal) and the Others. (4) Conclusions: Despite the limitations of the study (e.g., small sample size, cross-sectional design), these novel results support the suitability of the repertory grid technique to capture developmental changes in self-knowledge organization during adolescence, as well as the explanatory potential of personal construct psychology to advance their understanding.

Keywords: adolescence; cognitive conflict; identity; personal constructs; self.

Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Repertory grid as completed by a 17-year old adolescent male. Elements in columns and constructs in rows; both are elicited from the participant during the interview. Ratings from 1 to 3 indicate allocation of a given element in the left pole of the construct, while ratings from 5 to 7 indicate allocation in the right pole (middle point is 4).
Figure 2
Figure 2
Illustration of an implicative dilemma found in a repertory grid completed by an adolescent.

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