=Paper=
{{Paper
|id=Vol-2730/paper37
|storemode=property
|title=The creative exploration function of technologies: topic and measure for identity
|pdfUrl=https://ceur-ws.org/Vol-2730/paper37.pdf
|volume=Vol-2730
|authors=Luigia Simona Sica,Luca Fusco,Tiziana Di Palma
|dblpUrl=https://dblp.org/rec/conf/psychobit/SicaFP20
}}
==The creative exploration function of technologies: topic and measure for identity==
https://ceur-ws.org/Vol-2730/paper37.pdf
The creative exploration function of technologies: topic
and measure for identity
Luigia Simona Sica[0000-0001-5587-8097], Luca Fusco[0000-0003-0128-997X] and Tiziana Di
Palma20000-0002-3564-2615]
1
University of Naples Federico II
lusisica@unina.it
Abstract. Starting from the existing literature that focuses on the role of the use
of new technologies in the cognitive, relational and social fields of individual
development, this study intends to investigate the relationship between the use of
new technologies and identity consolidation processes in a group of young Italian
adults, focusing on an aspect not yet investigated relating to the identification of
the functions that the use of new technologies assumes for identity development,
in a group of young adults.
Keywords: human–computer interaction, identity exploration, learning.
1 Introduction
The debate on the risks / benefits of "computer-based technologies" is now
wide and articulated. Recent studies have highlighted how the use of digital tools is
now not only part of the custom of young people, but directly affects the cognitive,
affective and relational development of the individual from the early stages of life [1].
Furthermore, from a socio-relational point of view, it has already been noted that the
use of new digital technologies (for instance social media) is configured for adolescents
and young adults as a form of social activity [2] and as a way of "self-documentation"
of the events of one's [3]. It is also possible that digital technology is currently used to
elaborate some of the development tasks, typical of adolescence and early adulthood,
in particular in the formation of identity [4]. Developing a stable identity is a necessary
prerequisite for healthy youth development (e.g., high levels of well-being, low distress
and problematic behaviours) and for being able to solve subsequent life tasks such as
committed partnership and parenting [5]. However, few are the studies relating to the
role of technologies on identity achievement [6,7] and to technological efficacy as new
identity category.
This study aims to focus on the processes that allow individual to achieve
identity, proposing a new field of investigation, namely the functions of technology for
identity. Indeed, the use of new technologies should be connected not only to more
clinical aspects relating to the intensity and frequency of use, but also to the needs that
are fulfilled through its use.
1.1 Optimal Identity: a pre-requisite for individual positive development
"Copyright © 2020 for this paper by its authors. Use permitted under Creative
Commons License Attribution 4.0 International (CC BY 4.0).”
Erikson [5] conceptualized identity both as a conscious sense of individual
uniqueness and as an unconscious striving for continuity of experience. Adolescents
may move toward either of two poles: identity achievement and identity confusion.
Drawing upon Erikson’s theory, Adams and Marshall [8] proposed that, as a social-
psychological construct, identity has certain properties and functions. In line with
Erikson’s notion of an “optimal identity”, this latter was considered to have a self-
regulatory function in the development of self, and it is defined as a “self-regulatory
system which functions to direct attention, filter or process information, manage
impressions, and select appropriate behaviors” (p. 433). Thus, to have a strong one's
sense of identity synthesis (knowing who I am) makes individuals confident in their
capacities and abilities, well-adjusted and directed by their meaning in life. Do not
know who I am (identity confusion), on the contrary, renders individuals vulnerable for
ill-being and negative psycho-social outcomes. Thus, acquire an optimal identity
development is a key-element for individual well-being.
The optimal identity is understood both in terms of the positive outcome of a
consolidation process (procedural identity models of which we have just spoken) and
in terms of identity styles related to well-being and adaptation (model of socio-
cognitive orientation individual). Berzonsky [9] postulated that individuals use
different socio-cognitive strategies or processing orientations to deal with or avoid the
task of identity formation: informational, normative, and diffuse-avoidant. Individuals
with an informational orientation are self-reflective and tend to actively seek out and
evaluate self-relevant information. They show high levels of cognitive complexity,
problem-focused coping strategies, cognitive autonomy, and persistence. They are also
critical of their beliefs and they seem particularly open to new information and to
reviewing available commitments in order to define an integrated and consistent ‘self’
[10]. Individuals with a normative orientation adopt prescriptions and values from
significant others and conform their plans to others’ expectations. They are generally
closed to new information if they feel it could threaten their personal convictions; they
also tend to build their commitments in a rigid way and to maintain and preserve them.
Individuals with a diffuse-avoidant orientation procrastinate and delay dealing with
identity issues for as long as possible. They tend also to adapt their behavior and their
views to external demands. Recently, some authors [11] have positioned the
informational style as the most mature coping strategy, believing that this style
encompasses two key elements of development: stability and change.
1.2 Connections between Technologies and Identity: what we know
Literature have mainly underlined the role of technologies on identity,
conceiving new-technologies in terms of on-line developmental context. Indeed, digital
contexts shape up to be relational contexts and offer opportunities to construct and play
identity via anonymity and multiplicity. Palfrey & Gasser [13], as argued by Aricak et
al., [12], suggested that playing several selves thanks to digital contexts offers to
experiment the multiplicity but, at the same time, more confusion. The creation of
numerous and various virtual identities can favour an identity fragmentation that does
not allow the integration of the self and the choice of stable identity commitments,
therefore the procrastination of a state of moratorium and diffusion. On the other hand,
self-experimentation of this type can help complete and integrate one's real identity
[14]; it can help overcome some real-life difficulties especially with regard to relational
identity [15]. However, new technologies are not just made up of social networks.
Therefore, there is still an unexplored field with respect to the relationship between
technologies and identity, for which this study aims to offer an initial contribution.
1.3 The current study: functions of technology for identity development
Summarizing, the studies on the relation between new technologies and identity
are at an initial phase, but they have found results on issues concerning the
discrepancies between on-line identity and off-line identity and they have explored
mainly the relational domain. However, there is still an unexplored field related to the
relations hip between the technologies (expanding their typologies beyond the social
networks) and personal identity (in terms of styles and processes). From this comes the
opportunity to focus on the processes that allow individual to identity synthesis,
proposing a new field of investigation, namely the functions of technologies for identity
development. In this view, the use of new technologies should be connected not only to
aspects relating to the intensity and frequency of use, but also to the needs that are
fulfilled through its use. To achieve this goal, alongside the evaluation of identity
processes and styles, we have developed an ad hoc quanti-qualitative tool, labelled as
"Technology Functions for Identity Measure" (TEFIM).
More specifically, we formulated two broad research question, as under:
Q1. Is there a link between identity processes and styles in the definition of
optimal identity? We expect to identify profiles of participants with "optimal"
characteristics linked to high scores in identity commitment processes and low scores
in ruminative exploration, high scores in informative style and a profile of subjects with
characteristics of identity confusion linked to high scores in avoidance style and
ruminative exploration and low commitment.
Q2. What are the functions of the technologies that are indicated by the
participants as important for the definition of identity? We expect to identify functions
related to socialization (as already indicated in the literature), but we assume the
presence of functions related to the consolidation of personal identity. We expect to
detail the specificity of these functions from the participants' responses to the research.
2. Method
2.1 Participants
A total of 296 youth, aged 18-20 years (M = 19.5 years; SD = 7.5), attending
the first year of university, took part in this study. The measures were administered
during class time. Two researchers, familiar with the survey, attended classes to assist
the respondents with queries. Participation in the study was voluntary and anonymity
was guaranteed; the respondents did not receive payment for their participation.
Completion time was between 20 and 40 minutes. Of the total number of respondents,
90% took part in the research.
2.2 Measures
Identity styles. The Italian version [16] of the revised Identity Style Inventory
(ISI-3;[19]) was used. This measure consists of 30 items scored on a scale ranging from
1 (not at all like me) to 5 (very much like me). Cronbach’s alphas were .60 for scores
on the informational style subscale, .59 for scores on the normative style subscale, and
.73 for scores on the diffuse-avoidant style subscale.
Identity Processes. The Italian version [17] of the Dimensions of Identity
Development Scale was used to assess five identity dimensions. The DIDS includes 25
items (5 items for each identity dimension) with a response scale ranging from 1
(completely disagree) to 5 (completely agree). Cronbach’s alphas of these dimensions
were .90, .85, .71, .70, and .79 respectively.
Technologies’ Functions. An ad hoc quanti-qualitative tool, labelled as
"Technology Functions for Identity Measure" (TEFIM), was designed to investigate
four areas: a. the concepts of "new technology" (open-ended question); b. the types used
(6 items) and their frequencies (with a response scale ranging from 1 (never) to 5
(everyday) ); c. the identity functions attributed to the use of technology (4 items) and
d. the value attributed to these functions for one's own well-being (open-ended
question).
2.3 Analyses plan
In order to address the Q1, we implemented the consolidated procedure for
examining identity statuses based on cluster analyses following the. [35] procedure.
Thus, we first standardized the scores for the identity dimensions and, following Gore’s
[36] two-step approach, we conducted hierarchical cluster analyses using Ward’s
method based on squared Euclidian distances. On the basis of three criteria (theoretical
meaningfulness of each cluster, parsimony and explanatory power), in our sample a
six-cluster solution was also found to be the most acceptable. Second, with a view to
assessing the effect of identity statuses’ membership on the identity styles, we crossed
the empirically verified identity statuses with the three styles (informative, normative,
avoidant) using univariate ANOVAs.
In order to address the Q2, we performed descriptive statistics and content
analysis of the qualitative part of the measures adopted, using the identity statuses’
cluster membership of participants (from the quantitative cluster analysis) as
representative variable associated with the technologies’ functions emerged from the
analysis of the answers to TEFIM. In this way we were able to explore whether function
of technologies, reflecting a particular process for identity consolidation, is associated
with a specific identity status and style.
3. Results
3.1 Identity processes and styles: undifferentiated and normative youth
Cluster analysis on the five identity dimensions was conducted through a k-
means algorithm using as initial cluster centres those obtained in a larger study on
Italian identity profiles clusters [17]. The latter were obtained through a two-step
procedure with hierarchical clustering followed by k-means clustering. The six-cluster
solution was evaluated in terms of substantive interpretability, parsimony and
explanatory power. The final cluster solution, explaining between 44% and 65% of the
variance in the identity dimensions, was comparable with the solution of the larger
study on Italian identity profiles.
Figure 1 presents the final six-cluster solution. Moratorium cluster was
characterized by moderate scores on all three exploration dimensions and low scores
on the commitment dimensions; Undifferentiated cluster was characterized by
relatively moderate scores on all identity dimensions; Achievement was characterized
by high scores on commitment making, identification with commitment, exploration in
breadth, and exploration in depth, and low score on ruminative exploration; Attenuated
disturbed diffusion by middle-low scores on all dimensions, except for ruminative
exploration with middle-high score; Foreclosure by high scores on the commitment and
low scores on the exploration dimensions; and finally, the Disturbed diffusion (by low
scores except for a high score on ruminative exploration. The clusters that appeared to
have a greater number of subjects were the Undifferentiated (42.17%), followed by the
Moratorium (17%), the Foreclosure (13.65%), the Disturbed Diffused (12.45%), while
the smaller cluster was the Disturbed diffusion status (6.02%). Only 8.43% of our
students appeared to have a state of Achieved identity (see Fig. 2).
Commitment Making
Exploration in Breadth
Ruminative Exploration
Identification with Commitment
Exploration in Depth
To summarize and identity styles profiles associated with identity status, we
drew the bar plot with mean scores for each identity status (Figure 2). In general,
Moratorium scores middle–low on informative and normative styles, middle on
avoidant; Undifferentiated scores middle-high on informative and normative and
middle on avoidant; Achievement scores high on informative and normative and low
on avoidant; Attenuated Disturbed diffusion scores low on informative and normative
styles, middle on avoidant; Foreclosure scores middle-low on all the three styles; and
Disturbed diffusion, according to literature, scores low on informative and normative
styles, high on avoidant. Post hoc analyses confirmed that Achievement has the highest
level of informative style, The Undifferentiated has the highest level of normative style;
and Disturbed Diffusion has the highest level of avoidant style.
Informational Style
Normative Style
Avoidant Style
Commitment
3.2 Technologies’ Functions for Identity: creative exploration and learning
As hypothesised, the respondents have described the new technologies in
differentiated typologies: sophisticated tools that help people (59.52%); internet and
social networks (49.66%); games and entertainment (18.37%). With regard to the
technologies’ functions for identity, the respondents reported as follows: exploring,
discovering, creating (72.54%); learning, studying, working (55.59%) socializing and
meeting new people (33.22%). We have labelled the first as creative exploration
function; the second as learning function; the third as relational function.
As regards the specificity of the technology functions in relation to the identity
profiles, from our data it emerges that creative exploration function, in addition to being
the most reported, is also transversal to all profiles; the learning function is also
reported from Achieved and Undifferentiated youth, while the relational function is
mainly reported by Attenuated Disturbed Diffused youth. The diagram in figure three
describes the synthesis of the findings.
Technologies’ Identity statuses Identity styles
Functions for
Identity
Creative exploration All All
function
Learning function Achievement and Middle high
Undifferentiation informative and
normative
Relational function Attenuated Avoidant
Disturbed Diffusion
4. Discussion
The present study was designed to give a contribution to an unexplored field
named functions of technologies for identity about the relationship between the
technologies and personal identity (in terms of styles and processes). Findings obtained
in the present study about the link between identity processes and styles in the definition
of optimal identity confirmed our hypothesis. In fact, participants with achievement
identity status show the highest level of informative style and, on the opposite,
participants with diffusion identity status show the highest level of avoidant style.
These findings are consistent with previous research [18] and Erikson’s theory
according to which people with a coherent sense of identity show an integration
between earlier identification and identity explorations that it is possible to find in the
relationships between identity styles, statuses and functions (optimal identity).
Moreover, analysing the cluster configurations, we can underline that the most
part of the participants are classified in the identity status undifferentiated with the
highest level of normative style. A large number of undifferentiated has also
characterized findings of our previous research [19]. A possible interpretation of this
data in Italian context could be that they have to face the challenges of a distress context.
On the base of that, in order to explain the associations between undifferentiated status
and normative style we could introduce the hypothesis that a possible strategy to cope
with that is to conform themselves to the others’ prescriptions, values and expectations
(as typical of normative style).
With regard to the link between functions of technologies and the identity
profiles described, the findings have highlighted that the majority of respondents use
technology as a via to creatively explore their identity and to improve the vocational
domain of identity through learning processes and tools; a minor part of respondents
described the socialization as the prevalent function of technologies’ use. This suggests
that new technologies are not only the Social Networks and they have to be considered
focusing on their complexity and multiple uses. The uses emerged as mostly related to
identity exploration in depth and in breadth dimensions.
4.1 Limits
The present findings should be considered in light of some limitations. First of
all, we used a cross-sectional design that does not offer data about causality or
directionality. For future studies longitudinal designs are needed. Then, our participants
are only students at their first year of university, so it is not possible to generalize our
results to other ranges of age. Therefore, it will be necessary to improve the range of
age to consider adolescents and emerging adults too.
4.2 Conclusion
According to what we have highlighted and discussed, the study suggests that
the relationship between technology and identity should also be investigated in relation
to the functions it performs for optimal identity and not only in terms of possible
distorting effects on identity (self-discrepancy) or addiction (understood as time of use).
Considering, moreover, that the various types of technologies do not allow a univocal
discourse. New technologies must, in fact, be considered and studied as developmental
tool/context and, as such, it does not have positive or negative connotations, but neutral
characteristics that assume connotations according to the functions they perform for the
individual.
The approach introduced with this study aims at shifting the attention to the
use of new technologies as a process integrated with identity building processes. From
the present exploratory study, it seems to emerge that new technologies are used with
functions mainly related to the individual's exploratory, creative and cognitive
processes thanks to their characteristics and their cognitive implications. In this sense,
technologies provide an instrument of identity construction closely linked to the
personal sphere of the individual.
Finally, these data give indications on the opportunity to think and create
intervention programs to support the optimal identity that also include new technologies
as tools for interaction and intervention. This with a view to providing psychological
support tools continuous over time, which can compensate for any temporary
suspension of interventions in the presence for external causes.
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