The Role of Narrative Assessment in Supporting Identity Formation in Adolescent Learners
Keywords:
Narrative assessment, identity formation, adolescence, qualitative research, self-expression, educational psychology, personal growthAbstract
This study aimed to explore the role of narrative assessment in supporting identity formation among
adolescent learners in Tehran. A qualitative research design was employed using semi-structured
interviews with 26 adolescent students from Tehran. Participants were purposively sampled and
interviewed until theoretical saturation was reached. The interviews were audio-recorded, transcribed
verbatim, and analyzed thematically using NVivo software to identify key themes and subthemes related
to narrative assessment and identity formation. Three main themes emerged from the analysis: personal
meaning-making, social and relational identity, and growth and transformation. Under personal
meaning-making, adolescents described reflection on experiences, authentic self-expression, emotional
awareness, value clarification, and goal setting as key outcomes of narrative assessment. The social and
relational identity theme highlighted the importance of peer recognition, teacher feedback, family
narratives, belongingness, social comparison, and navigating stereotypes. Growth and transformation
encompassed developing agency, coping with challenges, shifts in self-perception, academic motivation,
self-advocacy, and integration of multiple identities. Participants reported that narrative assessment
fostered self-understanding, emotional regulation, social validation, resilience, and motivation,
contributing to their evolving sense of identity and personal growth. Narrative assessment serves as a
powerful pedagogical tool that supports adolescents’ identity formation by providing opportunities for
reflection, social connection, and personal growth. Incorporating narrative approaches in educational
settings can enhance adolescents’ emotional well-being, academic engagement, and self-agency. To
maximize its benefits, educators should be trained in narrative pedagogy and adapt practices to cultural
contexts. Further research is needed to examine long-term effects and diverse perspectives within
broader educational systems.
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