Adolescent self representations compared to students' personality representations of teachers, parents and persons in the popular culture

Abstract

This research studies the relationship between the students' self-perception and their perception of significant others (parents, teachers and celebrities). Previous studies (Ryckman, 1989; Bee, 1995) lead to formulate the hypothesis that students' self-perceptions can be mental representations of different traits held by significant adults coming from their immediate environment or from the media structures in which popular culture operates. This statement assumes that representations are the product of everyday interaction between adolescents and significant figures, resulting from the influences transmitted to these young persons. Influence occurs through the modelling process in which individuals learn behaviour through observation of significant figures; while on the other hand, behave according to expectations held by adults and other persons in authority. The research tool used to collect data about the role of these adults is the questionnaire, presented in two sections: 20 bi-polar scales, adapted from Goldberg's (1992) Big Five Theory, for the five reports (self and the four significant adults); and a set of open-ended questions. Data is gathered by accounting for similarities between the self-reports and the reports of adults, from which the extent of influence can be deducted. Finally, information from the two sections are compared. Results show that the mother is still the most accredited person; and the celebrity figure is highly rated too, with a positive value attributed to the influence exerted (based on Hampson et al., 1987; cited in Saucier, 1994). Recommendations entail that a pedagogy of popular culture can help in maintaining the main purpose of education, which is to bring schooling nearer to everyday life.