The Relationship Between the School’s Role in Social Identity and Long-Term Goals Motivated by Internal Needs

Abstract

In our research focusing on the school years, we have searched for connections regarding the development of social and personal identity during adolescence, – based on the prior knowledge of the positive effects of identification with school as a social group on school performance, well-being and future plans – which can help their social integration and be beneficial for their future. In terms of social identity measurement in school we used the Collective Self-Esteem Scale, while we examined personal identity with the shortened version of the Aspiration Index focusing on long-term and general goals and plans. Analyzing our data collected from a sample of 257 middle school students aged 16-18, the identification with school was in line with our assumption, therefore it was related to a greater extent to intrinsic goals that resulted in more complete, healthier functioning than to extrinsic goals that were negatively associated with many indicators of mental health. We consider the relevance of the study of social identity to be justified in the light of the result of our pilot study, and due to the practical significance of the topic, we plan to continue the research by adding additional variables.