Development of Self-Concept in Childhood and Adolescence: How Neuroscience Can Inform Theory and Vice Versa

Abstract: How do we develop a stable and coherent self-concept in contemporary times? Susan Harter’s original work, The Construction of Self (1999; 2012), argues that cognitive and social processes are building blocks for developing a coherent sense of self, resulting in self-concept clarity across various domains in life (e.g., [pro-]social, academic, and physical). Here, we show how this framework guides and can benefit from recent findings on (1) the prolonged and nonlinear structural brain development during childhood and adolescence, (2) insights from developmental neuroimaging studies using self-concept appraisal paradigms, (3) genetic and environmental influences on behavioral and neural correlates of self-concept development, and (4) youth’s perspectives on self-concept development in the context of 21st century global challenges. We examine how neuroscience can inform theory by testing several compelling questions related to stability versus change of neural, behavioral, and self-report measures and we reflect on the meaning of variability and change/growth.

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch

References and Relationships

• Bibliographic citation: Development of Self-Concept in Childhood and Adolescence: How Neuroscience Can Inform Theory and Vice Versa ; volume:68 ; number:5-6 ; year:2024 ; pages:255-271 ; extent:17 ; Human development ; 68, Heft 5-6 (2024), 255-271 (gesamt 17)

Contributors, Places and Time

• Creator: Crone, Eveline A. ; van Drunen, Lina

Further information

• DOI: 10.1159/000539844
• URN: urn:nbn:de:101:1-2412260113027.409691150616
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 15.08.2025, 7:32 AM CEST