Investigating the Relationship between Social Support and Identity Formation: A Case Study of the Children of Martyrs in Neyshabur, Iran

Document Type : علمی - پژوهشی

Authors

• Ali Akbar Majdi ¹
• Hossein Ramezani ²
• Mojgan Azimi Hashemi ³

¹ Ferdowsi University of Mashhad

² at the Foundation of Martyrs and Veterans Affairs, Neyshabur,

³ Jahad Daneshgahi Khorasan Razavi

https://doi.org/10.22067/jss.v13i1.53168

Abstract

Extended Abstract
1. Introduction
The children of martyrs face many challenges in their individual and social lives, among which are identity challenges. When encountering such challenges, the role of social networks is vital in providing different kinds of social support for them. Due to their special condition, these children get harmed very quickly as a result of ignorance and disregard. The process of identity formation is not a separate issue from the social environment; rather, identity is formed as a result of relations with society members. One of the factors which affects identity formation and has almost been neglected is social support.
2. Theoretical Framework
Social support creates a secure and trustful relationship for each individual. Moreover, it is a bilateral aid which results in a positive perception of the self, acceptance of the self and a feeling of self-worth, all of which provide the opportunity for self-actualization. Social support has two main dimensions: the mental dimension of social support is the perceptions that the individual has about the influential individuals who have the potential to help him/her in times of insolvency and hopelessness. The actual or objective dimension of social support depends on the degree of help that the individual has actually received. Social support influences the identity style of individuals. However, the influence is different for each of the identity styles. In the current study, three identity styles are taken into consideration:
Informational identity style: this identity style is characterized by encountering identity issues and decision-making situations through active processing and evaluating the information related to the self. Individuals with an informational identity style make use of the problem-based approach, they are responsible and goal-oriented and have trust in the information related to themselves. Therefore, they do not delay their tasks and duties.
Normative identity style: individuals with this type of identity are responsible and goal-oriented, but also very structured. They are not open to information that may be in conflict with their personal values and beliefs. Individuals who use the normative identity style are more defensive and less open to feedback about some of the aspects of themselves such as personal values.
Diffusive-avoidant identity style: individuals with this identity style use the diffusive-avoidant identity processing style. They try to avoid encountering identity issues and conflicts as much as possible. When they are forced to make a decision, they act based on a situational-emotional style and are easily influenced by the immediate outcomes of that decision. Diffusive-avoidant individuals always try to avoid encountering personal issues, conflicts and decision-making situations.
3. Methodology
This descriptive-analytical study has a functional aim and has been conducted through field studies and survey. The population of this study consisted of 3938 children of martyrs, veterans with 50% and higher degrees of injury and the freedmen of Neyshabur, Iran. Overall, 350 children were selected randomly and systematically from the population.
4. Results
The descriptive findings of the current study indicated that normative identity style is stronger than the other identity styles with a mean of 3.18. Moreover, social support was at an average level and the perceived social support by the respondents was more than the actual support they had received.
The results of the regression test for investigating the correlation between the degree of social support and its dimensions (perceived and received) and the informational identity style showed a significant correlation between the two variables (df= 0.000). The correlation between the dimensions of social support (perceived and received) and the normative identity style was not significant. The results indicated a significant inverse correlation between the degree of social support and its dimensions and the diffusive-avoidant identity style. The degree of social support was higher for female respondents as compared to the male participants. Moreover, there was a significant difference between male and female respondents regarding identity styles.
5. Discussion and Conclusion
The results of the current study indicated that received social support has more effect on the identity styles of participants. Identity commitment had a positive correlation with social support and informational and normative identity styles. There was also a negative correlation between social support and the diffusive-avoidant identity style.
Quantitative studies have directly investigated the relation between social support and identity styles. However, some points could be mentioned regarding the influences of social support: there is a strong relationship between perceiving higher social support from friends and family and a predictable, structured, controllable, and optimistic providence with strong commitments in the fields of identity.
Behavioral characteristics of the family such as support, collaboration and kindness are strong predictors of the growth of adolescents’ identity. Moreover, there is a strong relationship between the growth of an appropriate identity and the atmosphere of the family. Higher social support by the family and a high level of self-expression are related to a high level of professional job identity.
Adolescents who were at a higher level of classified identity exploration came from families who had more opportunities for self-expression in a supportive environment. It can be concluded that individuals who have good social relations in the society and are supported by their family and other social institutions mostly use the normative and informational identity styles and those who have weak social relations and do not receive significant social support mostly make use of the diffusive-avoidant identity style.

Keywords

• Perceived social support
• Received social support
• Berzonsky’s identity styles

References

1. آقاجانی، م. ح.، شهرآرای، م. و ولی زاده، ف. (1389). مقایسۀ سبک‌های هویت دانشجویان دانشگاه‌های دولتی شهر تهران براساس جنسیت، رشتۀ تحصیلی و بومی و غیربومی‌بودن. فصل‌نامۀ دانش و پژوهش در روان‌شناسی، (38)، 164-135.

2. بخشی‌پور رودسری، ع.، پیروی، ح. و عابدیان، ا. (1384). بررسی رابطۀ میان رضایت از زندگی و حمایت اجتماعی با سلامت روان در دانشجویان. فصل‌نامۀ اصول بهداشت روانی، 7 (27 و 28)، 152-145.

3. برجعلی، ا.‌ (1378). تأثیر سازگاری و الگوهای فرزند‌پروری والد‌ین بر تحوّل روانی- اجتماعی د‌انش‌آموزان د‌بیرستانی شهر تهران. پایان‌نامۀ منتشرنشدۀ د‌کتری روان‌شناسی. د‌انشگاه علّامه طباطبایی. تهران، ایران.

4. تاجیک، م. ر. (1384). روایت غیریت و هویت در میان ایرانیان. تهران: فرهنگ گفتمان.

5. حسینی طباطبایی، ف. (1377). بررسی رابطۀ بین پایگاه‌های هویت و سبک‌های مقابله با بحران در نوجوانان شهر مشهد. پایان‌نامۀ منتشرنشدۀ کارشناسی ارشد. دانشگاه الزهرا. تهران، ایران.

6. حیدری، م. (1388). بررسی رابطۀ حمایت اجتماعی و افسردگی در دانش‌آموزان دختر شاهد و غیرشاهد مقطع متوسطۀ دبیرستان‌های شهرستان اهواز. پایان‌نامۀ منتشرنشدۀ کارشناسی ارشد. دانشگاه شهید چمران. اهواز، ایران.

7. دیویسون، جی. سی. (1384). آسیب‌شناسی روانی. (م. دهستانی، مترجم). تهران: نشر ویرایش.

8. ریاحی، م. ا.، علی‌وردی‌نیا، ا.، پورحسین، س. ز. (1389). بررسی رابطۀ بین حمایت اجتماعی و سلامت روان. مجلّۀ رفاه اجتماعی، (10)، شمارۀ پیاپی (39)، 121-85.

9. صالحی، م. (1386). سرمایۀ اجتماعی شبکه و جنسیت: بررسی ویژگی‌های ساختی، تعاملی و کارکردی شبکۀ اجتماعی زنان و مردان در تهران. نامۀ علوم اجتماعی، (3)، 63-59.

10. عبداللهی، م. (1380). بررسی رابطۀ هویت‏یابی و رشد اخلاقی و مراحل مختلف رشد اخلاقی در دانشجویان دختر و پسر دانشگاه اهواز. پایان‏نامۀ منتشرنشدۀ کارشناسی ارشد. دانشگاه شهید چمران. اهواز، ایران.

11. غضنفری، ا. (1382). بررسی تأثیر هویت و راهبردهای مقابله‌ای بر سلامت روانی دانش‌آموزان پایۀ سوم دبیرستان و پیش‌دانشگاهی شهر اصفهان. پایان‌نامۀ منتشرنشدۀ دکتری روان‌شناسی. دانشگاه علّامه طباطبایی. تهران، ایران.

12. فرتاش، س. (1384). رابطۀ هویت و تعهّد با کیفیت دوستی با توجّه به نقش جنس و پایگاه اجتماعی، اقتصادی دانش‌آموزان سال سوم دبیرستان تهران. پایان‌نامۀ منتشرنشدۀ کارشناسی ارشد. دانشگاه تهران. تهران، ایران.

13. قسامی، م. (1383). بررسی رابطۀ نحوۀ عملکرد خانواده با سبک‌های هویتی دانشجویان. پایان‌نامۀ منتشرنشدۀ دکتری روان‌شناسی. دانشگاه تربیت مدرّس. تهران، ایران.

14. کاستلز، ام. (1380). عصر اطّلاعات: اقتصاد، جامعه و فرهنگ (قدرت هویت). (ح. چاووشیان، مترجم). ج دوم. چاپ ششم. تهران: انتشارات طرح نو.

15. لطف‌آبادی، ح. (1381). روان‌شناسی رشد (2). تهران: انتشارات سمت.

16. معتمدی شلمزاری، ع.، اژه‌ای، ج.، آزاد فلاح، پ. و کیامنش، ع. ر. (1381). بررسی نقش حمایت اجتماعی در رضایت‌مندی از زندگی سلامت عمومی و احساس تنهایی در بین سالمندان بالاتر از 60 سال. نشریۀ روان‌شناسی، 2 (4)، 133-115.

17. نصرتی، م. ص.، مظاهری، م. ع. و حیدری، م. (1385). بررسی تحوّلی رابطۀ پایگاه‌های هویت با میزان دل‌بستگی ایمن پسران نوجوان (14، 16 و 18 ساله) به والدین و هم‌سالان. فصل‌نامۀ خانواده‌پژوهی، 2 (5)، 53-35.

18. نیسی، ع. ک.، شکرکن، ح.، شهنی ییلاق، م. و سپهوند، م. ع. (1385). مقایسۀ سلامت روانی، سازگاری فردی- اجتماعی و عملکرد تحصیلی دانش‌آموزان فاقد و واجد مادر در دبیرستان‌های اهواز با کنترل حمایت اجتماعی و هوش هیجانی دانش‌آموزان. مجلّۀ علوم تربیتی و روان‌شناسی، (3)، 24-13.

19. Bersonsky, M. D. (1989). Identity style: Conceptualization and measurement. Journal of Adolescent Research, 4(3), 268–282.

20. Bersonsky, M. D. (2003). Identity style and well-being: Does commitment matter? Identity. An International Journal of Theory and Research, 3(2), 131-142.

21. Bersonsky, M. D., & Ferrari, J. R. (1996). Identity orientation and decisional strategies. Personality and Individual Differences, 20(5), 597-606.

22. Berzonsky, M. D. (1990). Self-construction over the life-span: A process perspective on identity formation. Advances in Personal Construct Psychology, 1, 155-186.

23. Berzonsky, M. D., Nurmi, J. E., Kinney, A., & Tammi, K. (1999). Identity processing style and cognitive attributional strategies: Similarities and difference across different contexts. European Journal of Personality, 13(2), 105-120.

24. Bruwer, B., Emsley, R., Kidd, M., Lochner, C., & Seedat, S. (2008). Psychometric properties of the Multidimensional Scale of Perceived Social Support in youth. Comprehensive psychiatry, 49(2), 195-201.

25. Cisek, E. (2004). The role of future -related thinking and perceived social support in identity development processes. (Unpublished doctoral dissertation), Fordham University, New York, NY.

26. Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38(5), 300-314.

27. Erikson, E. H. (1968). Identity, youth and crisis. New York, NY: W. W. Norton Company.

28. Hartup, W. W. (1988). Social relationships and their developmental significance. American Psychologist, 44(2), 120-126.

29. Hartup, W. W. (1989). Social relationships and their developmental significance. American psychologist, 44(2), 120.

30. Kroger, J. (1996). Identity in adolescence: The balance between self &

31. Lee, B. (2005). Alcohol-induced stress and social support as influences of the adult substance abuser’s health and well-Being. (Unpublished doctoral dissertation), University of Pittsburgh, Pittsburgh, PA.

32. Lu, L. (1997). Social support, reciprocity, and well-being. The Journal of Social Psychology, 137(5), 618-628.

33. Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of personality and Social Psychology, 3(5), 551-558.

34. Other. New York: Routledge.

35. Sarafino, E. P. (1998). Health psychology (3rd ed.). New York, NY: John Wiley & Sons.

36. Schwarz, N., & Strack, F. (1991). Evaluating one’s life: A judgment model of subjective well-being. In F. Strack, M. Argyle & N. Schwarz (Eds.), Subjective well-being: An interdisciplinary perspective (pp. 27-48). Oxford: Oxford University Press.

37. Waterman, A. S. (1988). Identity status theory and Erikson's theory: Communalities and differences. Developmental Review, 8(2), 185-208.