A Neurocognitive Model of Self-Concept Development in Adolescence

Eveline Crone, Kayla Green, Ilse van de Groep & Renske van der Cruijsen

What was the goal of this study?

We wanted to examine when and how changes occur in self-concept emerge in adolescence, and understand which factors facilitate positive self-concept development.

How did we study this?

We performed a systematic review of neurocognitive development studies. 

What did we propose?

We presented a neuroscientific model of self-concept development, which is visualized below:

Description

When and how do changes in self-concept emerge in adolescence, and which factors facilitate positive self-concept development? This review summarizes recent research findings on self-concept development based on neurocognitive development studies. Self-concept goes through formative changes in adolescence, including linear and nonlinear changes in perspective taking, social comparison, and self-evaluation. In this review we (a) present a neuroscientific model of self-concept development by relating processes that drive self-concept changes to neuroscience discoveries and (b) elaborate on the roles of early life experiences and environmental support factors in fostering self-concept development in adolescence. This review concludes that self-concept changes pose vulnerabilities as well as opportunities for adolescent development.

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