Data collection was supported by a New Faculty Grant to the author from Ball State University. Thanks are due to thank Randol Brackett, Bobbi Jo Doyle, Neal Reishus, and Steven T. Michael for their help with data collection and to Janel Carter and Christine Lane for coding the statements. The author also thanks two anonymous reviewers for their comments on an earlier version of this manuscript and the faculty members who volunteered to participate in the study.
Age and the Spontaneous Self-concept1
Article first published online: 31 JUL 2006
Journal of Applied Social Psychology
Volume 22, Issue 23, pages 1828–1837, December 1992
How to Cite
KITE, M. E. (1992), Age and the Spontaneous Self-concept. Journal of Applied Social Psychology, 22: 1828–1837. doi: 10.1111/j.1559-1816.1992.tb00979.x
- Issue published online: 31 JUL 2006
- Article first published online: 31 JUL 2006
The distinctiveness hypothesis proposes that self-definitions are influenced by those aspects of the self which make us different from the majority (e. g., MGuire, 1982). This research supports the hypothesis that students of nontraditional college age, who are a minority on this dimension, should be more likely to mention age in their spontaneous self-descriptions than students of traditional college age or college faculty members. Possible consequences of being a minority on this dimension are discussed.