Understanding The Interaction Of Intrapersonal And Interpersonal Dynamics: A Study Of Identity Development Among Highly Able College Students - Info and Reading Options

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Erikson’s (1959,1968) concept of fidelity, encompassing the idea of staying loyal to oneself and significant individuals in one’s life, presents a reflective lens through which to examine the psychological needs of individuals with gifts and talents (IWGT). As IWGT navigate the challenges of intellectual and social development, they may encounter a distinctive set of hurdles related to their advanced intellectual abilities, including experiences such as boredom, underachievement, and social isolation (Gallagher, 2008). Furthermore, their journey becomes even more complex as they try to reconcile their extraordinary intellectual aptitude with their social and emotional demands, a complexity eloquently explored by Gross (1994). In an era where educational institutions are, unfortunately, facing challenges in prioritizing the nurturing of students’ social-emotional skills (Abrams, 2023), it becomes increasingly crucial to advocate for holistic approaches that encompass both intellectual and emotional facets, thereby better supporting the psychosocial development leading to well-being and identity achievement of IWGT. Understanding identity development among IWGT holds the potential to empower its stakeholders in providing crucial support to these students as they embark on a path of self-discovery and self-actualization. While several intrapersonal factors have emerged as pivotal determinants of Eriksonian identity formation, constructs such as hope and purpose drive performance to translate goals to success (Bronk et al., 2018; Colla et al., 2022). These dimensions, shaped by an individual’s experiences, beliefs, and values, can play a pivotal role in guiding one’s pursuit of Eriksonian fidelity. Similarly, the interpersonal dimension representing the environment, particularly within educational and family settings, exerts an influence on identity formation. A positive environment can provide appropriate resources, challenges, and support for the identity formation of the IWGT. Early adulthood is a phase when the sense of identity of an individual undergoes a remarkable transformation (Arnett, 2000), which is shaped by the interaction between the person and experiences in the environment cultivated since the formative years. This phase is a time of exploration, growth, and discovery – when the individual begins understanding who they are and what they want from life (Eriksson et al., 2020). And once they find their footing, they settle into a pattern that feels uniquely our own. This study aims to provide an opportunity to assess how intrapersonal factors (hope, purpose, curiosity and exploration) and interpersonal factors (school environment, family environment) influence their identity development, both distinctly and concurrently. The research questions guiding this study are: 1. What is the relationship between intrapersonal factors (indicated by hope, purpose, curiosity and exploration) and identity development among IWGT? 2. What is the relationship between interpersonal factors (indicated by school environment and family environment) and identity development among IWGT? 3. How is the interaction between the intrapersonal factors and the interpersonal factors associated with identity development among IWGT?

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