Document Type: ORIGINAL RESEARCH PAPER

Author

Faculty of Entrepreneurship, University of Tehran, Tehran, Iran

Abstract

The aim of the present study was to examine the impact of Jihadi camps on the identity formation
of teenagers in Iran. Seventy-six campers participated in the study and were randomly divided into control
(n = 42) and experimental groups (n =34). The control group does not follow the camp’s regular program while
the experimental group attended to the camp’s regular program. All participants completed the Dellas
Identity Status Inventory, this questionnaire consists of two subscales of achievers: commitment and
exploration. The results revealed statistically significant differences between the experimental and
nonexperimental group, in two specific attitude subscales. These findings imply that participation in this
particular camp can have a positive influence on teenagers’ professional Identity.

Keywords

Main Subjects

Beijaard, D.; Meijer, P.C.; Verloop, N., (2004). Reconsidering research on teachers’ professional identity, Teach.Teach. Edu., 20(2): 107–128 (22 pages).

 Berger, P.L.; Luckmann, T., (1991). The social construction of reality: A treatise in the sociology of knowledge (No. 10). Penguin UK.

Dellas, M.; Jernigan, L.P., (1987). Occupational identity status development, gender comparisons, and internal-external locus of control in first-year Air Force cadets. J. Youth Adolescence, 16(6): 587-600 (13 pages).

Dollarhide, C.T.; Miller, G.M., (2006). Supervision for preparation and practice of school counselors: Pathways to excellence. Counselor Educ. Supervision, 45(4): 242-252 (10 pages).

Erikson, E.H., (1993). Childhood and society. W.W. Norton & Company, New York.

Gee, J.P.; Hull, G.; Lanshear, C., (1996). The new work order: behind the language of the new capitalism. St. Leonards: Allen and Unwin.

Gendron, T., (1995). The Professional Identity Development of Gerontologists: An Experiential Learning Approach. Ph.D. Dissertation, Virginia Commonwealth University Richmond. Virginia.

Labouvie-Vief, G., (1998). Cognitive-emotional integration in adulthood, in K. W. Shaie; M. P. Lawton (eds.), Annual review of gerontology and geriatrics, Vol. 17, Focus on emotion and adult development, pp. 206-237, Springer Publishing, New York.

Lundell, D.; Collins, T. G., (2001). Towards a theory developmental education: the centrality of discourse, in D. Lundell; J. L. Higbee (eds.), Theoretical perspectives in developmental education, pp. 3–20. Centre for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, Minneapolis.

Nicholson, N.A., (1984). Theory of work role transitions. Admin. Sci. Quart., 29:172–191 (21 pages).

Nyström, S., 2010. Graduates “doing gender” as early career professionals. Career Dev. Int., 15(4): 324-337 (14 pages).

Marcia, J.E., (1991). Identity and Self-Development, in R. Lerner; A. Peterson; J. Brooks-Gunn (eds.), Encyclopedia of Adolescence. Garland, NewYork.

Marcia, J.E., (1996). Development and validation of ego identity status. J. Pers. Soc. Psychol., 3(5): 551–558 (7pages).

Martins, D.; Carvalho, C., (2013).Teacher’s feedback and student’s identity: an example of elementary school students in Portugal. Procedia Soc. Behav. Sci., 82: 302-306 (4 pages).

O'Byrne, K.; Rosenberg, J.I., (1998). The practice of supervision: A sociocultural perspective. Couns. Educ. Sv., 38 (1): 34-42 (9 pages).

 
Operariro, D.; Fiske, S.T., (1999). Integrating social identity and social cognition: A framework for bridging diverse perspectives, in D., Abrams; M.A., Hogg (eds.), Social Identity and Social Cognition. Blackwell, Oxford.

Reid, A.; Dahlgren, L.O.; Petocz, P.; Dahlgren, M.A., (2008). Identity and engagement for professional formation. Stud. High. Educ., 33(6): 729-742 (14 pages).

Wenger, E., (1998). Communities of practice: learning, meaning and identity. Cambridge University Press, Cambridge.