Abstract

Identity, as a common way of thinking about ourselves and experiencing ourselves, begins to be explored and stabilized during adolescence. According to the narrative psychology, identity development occurs through self-positioning and the simultaneous positioning by others, within the discursive positions available in the present context, one of which is the school environment. The aim of our study was to explore student self-positioning in the narrated accounts of their everyday school experiences. The participants were primary school students that provided us with written accounts that represented their view of the school and of themselves. Data were analyzed in line with the principles of narrative and positioning analysis, which resulted in emergence of four types of events/experiences student accounted for: academic achievement and discipline, peer relationships, relationships with teachers and general school experience. Within these themes we further identified subthemes, the prevailing emotional tone and student self-positioning. Our findings suggest that positioning as a valuable and accepted friend was the prevailing one. We identified peer conflicts as the potential space for the further exploration of identities, and the position of the rejected student as a particularly restricting one. Interventions proposed include altering the structure of the positioning network by widening the space of accessible positions and altering its dynamic properties, so that mutual exclusiveness of some positions is removed.

摘要

身份，作为一种常见的思考自己和体验自己的方式，在青春期开始被探索和稳定。根据叙事心理学，身份发展是通过自我定位和他人同时定位，在当前语境中可用的话语位置中发生的，其中之一就是学校环境。我们研究的目的是探索学生在日常学校经历的叙述中的自我定位。参与者是小学生，他们向我们提供了代表他们对学校和他们自己看法的书面陈述。根据叙述和定位分析的原则对数据进行分析，结果出现了四种类型的事件/经历学生占：学业成绩和纪律，同伴关系、与教师的关系和一般的学校经历。在这些主题中，我们进一步确定了子主题、流行的情绪基调和学生的自我定位。我们的研究结果表明，将其定位为有价值和被接受的朋友是主流。我们将同伴冲突确定为进一步探索身份的潜在空间，而被拒绝学生的地位尤其受到限制。提出的干预措施包括通过扩大可访问位置的空间和改变其动态特性来改变定位网络的结构，从而消除某些位置的互斥性。普遍的情绪基调和学生的自我定位。我们的研究结果表明，将其定位为有价值和被接受的朋友是主流。我们将同伴冲突确定为进一步探索身份的潜在空间，而被拒绝学生的地位尤其受到限制。提出的干预措施包括通过扩大可访问位置的空间和改变其动态特性来改变定位网络的结构，从而消除某些位置的互斥性。普遍的情绪基调和学生的自我定位。我们的研究结果表明，将其定位为有价值和被接受的朋友是主流。我们将同伴冲突确定为进一步探索身份的潜在空间，而被拒绝学生的地位尤其受到限制。提出的干预措施包括通过扩大可访问位置的空间和改变其动态特性来改变定位网络的结构，从而消除某些位置的互斥性。