Identity formation in the context of "Psychological development"

Developmental psychology is the scientific study of how and why humans grow, change, and adapt across the course of their lives. Originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire lifespan. Developmental psychologists aim to explain how thinking, feeling, and behaviors change throughout life. This field examines change across three major dimensions, which are physical development, cognitive development, and social emotional development. Within these three dimensions are a broad range of topics including motor skills, executive functions, moral understanding, language acquisition, social change, personality, emotional development, self-concept, and identity formation.

Developmental psychology explores the influence of both nature and nurture on human development, as well as the processes of change that occur across different contexts over time. Many researchers are interested in the interactions among personal characteristics, the individual's behavior, and environmental factors, including the social context and the built environment. Ongoing debates in regards to developmental psychology include biological essentialism vs. neuroplasticity and stages of development vs. dynamic systems of development. While research in developmental psychology has certain limitations, ongoing studies aim to understand how life stage transitions and biological factors influence human behavior and development.

Religious identity is a specific type of identity formation. Particularly, it is the sense of group membership to a religion and the importance of this group membership as it pertains to one's self-concept. Religious identity is not necessarily the same as religiousness or religiosity. Although these three terms share a commonality, religiousness and religiosity refer to both the value of religious group membership as well as participation in religious events (e.g. going to church). Religious identity, on the other hand, refers specifically to religious group membership regardless of religious activity or participation.

Similar to other forms of identity formation, such as ethnic and cultural identity, the religious context can generally provide a perspective from which to view the world, opportunities to socialize with a spectrum of individuals from different generations, and a set of basic principles to live out. These foundations can come to shape an individual's identity.

In metaphysics, identity (from Latin: identitas, "sameness") is the relation each thing bears only to itself. The notion of identity gives rise to many philosophical problems, including the identity of indiscernibles (if x and y share all their properties, are they one and the same thing?), and questions about change and personal identity over time (what has to be the case for a person x at one time and a person y at a later time to be one and the same person?). It is important to distinguish between qualitative identity and numerical identity. For example, consider two children with identical bicycles engaged in a race while their mother is watching. The two children have the same bicycle in one sense (qualitative identity) and the same mother in another sense (numerical identity). This article is mainly concerned with numerical identity, which is the stricter notion.

The philosophical concept of identity is distinct from the better-known notion of identity in use in psychology and the social sciences. The philosophical concept concerns a relation, specifically, a relation that x and y stand in if, and only if they are one and the same thing, or identical to each other (i.e. if, and only if x = y). The sociological notion of identity, by contrast, has to do with a person's self-conception, social presentation, and more generally, the aspects of a person that make them unique, or qualitatively different from others (e.g. cultural identity, gender identity, national identity, online identity, and processes of identity formation). Lately, identity has been conceptualized considering humans’ position within the ecological web of life; this combination of sociocultural and ecological identification is known as ecocultural identity.

In micro-sociology, interactionism is a theoretical perspective that sees social behavior as an interactive product of the individual and the situation. In other words, it derives social processes (such as conflict, cooperation, identity formation) from social interaction, whereby subjectively held meanings are integral to explaining or understanding social behavior.

This perspective studies the ways in which individuals shape, and are shaped by, society through their interactions. Interactionism thus argues that the individual is an active and conscious piece of the social-context system, rather than merely a passive object in their environment. It believes interactions to be guided by meanings that are attached to the self, to others with whom each individual interacts, and to situations of interaction; all of which are altered in interaction themselves. In this sense, interactionism may stand in contrast to studies of socialization, insofar as interactionism conceives individuals to influence groups at least as much as groups influence individuals.

Consumerism is a socio-cultural and economic phenomenon that is typical of industrialized societies. It is characterized by the continuous acquisition of goods and services in ever-increasing quantities. In contemporary consumer society, the purchase and the consumption of products have evolved beyond the mere satisfaction of basic human needs, transforming into an activity that is not only economic but also cultural, social, and even identity-forming. It emerged in Western Europe and the United States during the Industrial Revolution and became widespread around the 20th century. In economics, consumerism refers to policies that emphasize consumption. It is the consideration that the free choice of consumers should strongly inform the choice by manufacturers of what is produced and how, and therefore influence the economic organization of a society.

Consumerism has been criticized by both individuals who choose other ways of participating in the economy (i.e. choosing simple living or slow living) and environmentalists concerned about its impact on the planet. Experts often assert that consumerism has physical limits, such as growth imperative and overconsumption, which have larger impacts on the environment. This includes direct effects like overexploitation of natural resources or large amounts of waste from disposable goods and significant effects like climate change. Similarly, some research and criticism focuses on the sociological effects of consumerism, such as reinforcement of class barriers and creation of inequalities.

Social emotional development represents a specific domain of child development. It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others. As such, social emotional development encompasses a large range of skills and constructs, including, but not limited to: self-awareness, joint attention, play, theory of mind (or understanding others' perspectives), self-esteem, emotion regulation, friendships, and identity development.

Social emotional development sets a foundation for children to engage in other developmental tasks. For example, in order to complete a difficult school assignment, a child may need the ability to manage their sense of frustration and seek out help from a peer. To maintain a romantic relationship after a fight, a teen may need to be able to articulate their feelings and take the perspective of their partner to successfully resolve the conflict. However, it is also interrelated with and dependent on other developmental domains. For example, language delays or deficits have been associated with social-emotional disturbances.