2.1.

Late Youth

According to Mar'at (2006) in Western countries, the term teenager is known as "adolescence" which
comes from the Latin word "adolescere" (noun adolescentia, which means teenager), which means
growing into adulthood or in the development of becoming an adult . Sarwono (2003) suggests that
adolescents are individuals who develop when they first show secondary sexual signs until they reach
sexual maturity, individuals who experience psychological development and patterns of identification
from childhood to adulthood, and individuals who experience transition from dependence socio-
economic becomes an independence. Biological, cognitive, and social-emotional changes that occur in
adolescence range from the development of sexual functions, abstract thinking processes to
independence. 2.1.1. Adolescent Limitation

The age range of individuals as adolescents varies. According to Papalia et al. (2004), individuals in
adolescence between the ages of 11 years and 20 years. Meanwhile, Sarwono (2003) suggests that
adolescents range from 13 years to 19 years, but the definition of adolescents for Indonesian society is
individuals aged between 11 years and 20 years. Papalia (2008) divides adolescence into 2 parts, namely
early adolescence and late adolescence. Early adolescence lasts for approximately 11 years or 12 years
to 14 years. Late adolescence lasts about 15 years to 20 years. Interest in career, dating, and exploration
of identity are often more evident in late adolescence than in early adolescence. According to Hurlock
(1991) adolescents means growing or growing reaching maturity, late adolescents according to Hurlock
in women 17-21 years and men 17 years 6 months-21 years. Mar'at (2006) and Monks, et al (2002)
concluded that late adolescents were between 18-21 years old.

2.1.2. Adolescent Development

Changes in adolescents take place continuously and are characterized by changes in biological,
cognitive, psychological, social and moral and spiritual aspects (Geldard & Geldard, 2000).

Biological changes include physiological changes, hormonal changes and sexual behavior, and emotional
changes due to biological changes and changes in sexual hormones. Cognitive changes include an
increase in abstract, egocentric tendencies to be the center of attention, and an increase in the ability to
think critically and creatively. Psychological changes include the formation of new identities, changes in
the function of self-identity, the beginning of the inviduation process, understanding new experiences in
life, ethnic appreciation and self-adjustment efforts. Social change includes efforts to fulfill social roles,
fulfill expectations of parents and peers, and efforts to undergo adolescent roles in accordance with
their environment. During this period moral and spiritual changes also took place, and encouragement
usually began to begin affiliating with certain beliefs (Geldard & Geldard, 2000). Biological and social
changes allow two forms of integration to occur in adolescent personalities:

(1) the formation of feelings of consistency in life and

(2) the achievement of role identity, more or less by combining the motivations, values, abilities, and
styles that adolescents have with the role required of adolescents. (Santrock, 2003).
2.1.2.1. Biological Development

According to Papalia (2001), the physical changes that occur in adolescents are adolescent growth
spurts. Adolescent growth spurt is a sharp increase in height and weight followed by sexual maturity.
This happens because puberty begins to increase sexual hormone production. According to Sarlito (in
Yunita, 2002) states that physical changes that occur in adolescence are primary symptoms, whereas

psychological changes arise as a result of physical physical changes. Hurlock (1999) divides physical
changes in adolescents into 2 (two) types of changes, namely external changes and internal changes.
External changes include changes in height, weight, body proportions, sex organs and secondary sex
characteristics. Internal changes include changes in the digestive system, circulatory system, respiratory
system, endocrine system and body tissues.

2.1.2.2. Cognitive development

Adolescence is at the fourth stage of Piaget's cognitive development theory and the last, namely the
formal operational stage. At this stage, adolescent individuals go beyond concrete experience and think
in abstract terms, adolescents create a shadow of the ideal situation (in Santrock, 2007). Teenagers
begin to think like scientists, develop problem solving plans and systematically test the ways of solving
that they think. This type of solving process is given the name hypothetical-deducative reasoning.
Hypothetical-deductive reasoning is cognitive ability to develop hypotheses, or predict ways to solve
problems. Teens do systematic deductions, or summarize how to do these equations (in Santrock,
2003).

2.1.2.3. Emotional Development

Hurlock (1999) states that the emotional state of adolescents is in a period of storm and stress, a period
in which emotional tension rises as a result of physical changes and glands. The increase of emotions is
mainly because teenagers are under social pressure and face new conditions and expectations. This
situation causes adolescents to fail in solving problems they face. Not all teenagers experience storm
and stress. But most teenagers experience instability over time as a consequence of attempts to adjust
to new patterns of behavior and new social expectations (in Hurlock, 1999). Although adolescent
emotions are often very strong, uncontrollable and seemingly irrational, in general from year to year
there is an improvement in emotional behavior (in Hurlock, 1999). The difference in the emotional
patterns of adolescents and children lies in stimuli that arouse emotions and degrees, and especially in
controlling individual exercises against their emotional expressions. Adolescents no longer express their
anger by explosive anger, but by grumbling, unwillingness to speak, or loudly criticizing those who cause
anger (in Hurlock, 1999). Teenagers are said to have reached emotional maturity if at the end of
adolescence they do not "blow up" their emotions in the hopes of others but wait for a more
appropriate time and place to express their emotions in more acceptable ways, individuals critically
assess the situation before reacting emotional (in Hurlock, 1999). When a teenager wants to reach
emotional maturity, he must learn about emotional catharsis to channel his emotions. The way you do it
is heavy physical exercise, playing or working, laughing or crying. Finally, adolescents whose emotions
mature provide stable emotional reactions, do not change from one emotion or mood to another (in
Hurlock, 1999).

2.2. Personal identity

According to Erikson (quoted by Corsini, 2002), identity is a feeling about being the same person, these
feelings involve physical sensations from the body, body image, goals, values, and experiences that a
person has, a feeling related to feeling uniqueness and independence. Marcia (quoted by Papalia et al.,
1998) has also defined identity as a construct of self and a dynamic organization for encouragement,
ability, trust, and self history that takes place internally. Identity can be said as a combination of
motivation, values, abilities and adolescent styles that are in accordance with the demands of the role
placed in adolescents (in Santrock, 2008). Erikson (in Hurlock, 1999) states that the most important task
for adolescents is achieving self-identity that is more stable through the search and exploration of self
and the social environment. Biological changes in adolescents cause changes in expectations or social
expectations in them. At this time it is expected that adolescents can integrate a feeling of consistency
in themselves (a sense of consistency) with themselves and find their role identity (Santrock, 1998. The
process of self-recognition will be more visible and often encountered in adolescents, because in the
range of human development adolescents are in the search for self-identity, self-recognition is one
vehicle for achieving life goals, one should make an effort to recognize one's strengths and weaknesses
so that you realize "who I am". After someone finds his identity, the next question is "who do I want to
be", so that the direction of his life will be clear. According to the development theory proposed by Erik
Erikson (1968), adolescence is at a stage where the crisis of identity versus identity confusion must be
overcome. Identity versus identity confusion is the fifth stage of Erikson's development that occurs
when an individual is in adolescence. At this stage, teens try to find out who they really are, what is in
them, and their direction in living life. Erikson believes that adolescents face a number of choices and at
some point in their youth will enter a psychological moratorium period (Santrock, 2003). Psychological
moratorium is Erikson's term for the gap between childhood security and the adult individual autonomy
experienced by adolescents as part of exploring their identity. When teens explore and seek cultural
identity, teens often experiment with different roles. It is important for adults to provide time and
opportunities for teens to explore different roles and personalities. In the end the teenager will discard
unexpected roles. There are hundreds of roles that can be tried by teenagers, and there may also be
many ways to be able to get every role. In late adolescence, the role in the world of work is the focal
point of the development of identity (Santrock, 2003). Adolescents who manage to deal with conflicting
identities will get new and acceptable thoughts about themselves. The identity crisis comes only in late
adolescence. The search for ego identity does not begin and does not end in adolescence (the search for
ego identity exists from the infancy to the old stage), the crisis between identity and identity disorder
reaches its peak in this teenage stage (Alwisol, 2008). Formation begins with the emergence of
attachments (attachment), the development of a thought about self, and the emergence of
independence in childhood, and reached the final phase with a rethinking about life and integration in
old age. Identity development occurs little by little. Decisions are not made once for a while, but must
be made again and again (Santrock, 2003). According to Gunarsa (2008), identity crises often occur in
children because the character model that can be imitated by children becomes blurred, with the result
of children looking for models outside the home which are often even misleading. Adolescents who do
not succeed in resolving their identity crisis will experience what Erikson calls identity identity. This
hesitation can cause two things: individual withdrawal, isolating himself from peers and family, or fusing
himself with the world of peers and losing his identity (Santrock, 2003). The basic strength that emerges
from an identity crisis at the adolescent stage is fidelity; namely faithful in some ideological views or
future visions. The basic strength of trust obtained during infantile became the basis of adolescent
fidelity. Teenagers must learn to trust others before they believe in their own future views. They must
develop virtue hope during infancy, then must be followed by other basic strengths - willingness,
purpose, and competence. Everything is a fidelity prerequisite, as is fidelity as a precondition for the
next development (Alwisol, 2008). Erikson (quoted by Wallace, 1993), argues that adolescents who have
a positive sense of identity will be able to make careers, values, and other things that are socially
acceptable and that this can be expressed personally by the teenager. The low competency that
adolescents have, which can be attributed to their low self-esteem, is also something they must face
with regard to their identity. Adolescents who feel they have failed or are unable to fulfill the role
identity assigned to them will choose the path of negative identity development (Gunarsa, 2006).

2.2.1. Types of Self Identity

"Organizing or regulating impulses, abilities and beliefs in a self-image consistently which includes the
ability to choose and make decisions regarding work, sexual orientation and philosophy of life. James
Marcia (in Santrock, 2003), an Eriksonian researcher, believes that the theory of Erikson's identity
development contains four identity statuses, or ways to overcome the identity crisis. Things that are in
crisis and adolescent commitment are used to classify an individual based on one of four identities. The
crisis here is defined as a period of development of identity in which adolescents sort out meaningful
and available alternatives. Commitment is a part of the development of identity where adolescents
show a personal investment in what they will do. Santrock (2003) defines a crisis as a period of
development of identity during which adolescents still choose between meaningful choices. Some
researchers usually call it exploration and not a crisis. Commitment is as part of the development of
identity where adolescents show a personal responsibility for what they will do.

The four identity statuses are:

i. Identity diffusion is a term used by adolescents who have never experienced a crisis (so they have
never explored meaningful alternatives) or made a commitment. Besides being unable to make
decisions about work and ideology, adolescents in this status also do not show interest in either.

ii. Identity foreclosure is a term used by Marcia for teenagers who have made a commitment but have
never experienced a crisis. This status often occurs when parents submit commitments to adolescents
who are usually authoritarian. Adolescents do not have adequate opportunities to explore different
approaches, ideologies, and jobs in their own ways.

iii. Identity moratorium is a term used by Marcia for adolescents who are in crisis, but have no
commitment at all or have not very clear commitments.
iv. Identity achievement is the term Marcia for teenagers who have gone through a crisis and made a
commitment.

2.2.2. Factors Affecting Achievement of Self Identity

The process of achieving identity according to Marcia (in Desmita, 2005) occurs gradually from birth,
that is, since the child integrates with the mother and other family members. Perdana (in Dariyo, 2004)
describes several factors that influence the achievement of adolescent self-identity, among others:

a. Family Family circumstances can affect adolescents in achieving self-identity. There are several
families that can influence the achievement of adolescent self-identity, among others:

1. Socio-economic identity Identity High Low Crisis Commitment / High Exploration Identity
Achievement Identity Moratorium Low Identity Foreclosure Identity Diffusion

2. Family integrity

3. Parental attitudes & habits

4. Child status

b. Social environment

Teenagers will try to express themselves to find a social environment as a place for teenagers to express
their identity. Teenagers feel that socializing teenagers can reach their identity. In addition, in the social
environment there are norms, values, procedures and customs. In achieving self-identity, adolescents
will identify the values that apply in their social environment. The way people in the environment
around adolescents while socializing can also influence the achievement of adolescent self-identity

c. Education

The way of thinking & acting of a teenager can be influenced by adolescent education, adolescents who
have good education can consider good and bad values and norms in the surrounding environment. In
adolescence, individuals are at the stage of formal operational thinking, which at this stage requires the
ability of adolescents to think hypothetically and imagine a series of events and allows adolescents to
think systematically. With the existence of good education will also make teenagers who think formally
operational feel challenged to achieve their own identity uniquely.

2.2.3. Dimensions of Self Identity

According to Erikson (in Santrock, 2003) identity involves seven dimensions, including:

a. Genetics

This is related to a trait inherited from parents to their children. Parents greatly influence the nature of
their children in the future. It is this nature that will give something different between one individual
and another, especially in carrying out his life.
b. Adaptif

Identity is adapting adolescents to specific skills, and how these adolescents can adapt to society in
their neighborhood. The extent to which these skills or abilities can be accepted by the community in
their neighborhood or whether the community does not accept the skills they have.

c. Structural

This is related to future planning that has been prepared by adolescents, or in other words teenagers
have prepared life in the future. But that does not mean there are no obstacles in carrying out this
future plan. Often what has been planned does not go as expected so that the plan will experience a
setback (structural deficit) or it may not even happen at all.

d. Dynamic

This process arises from the identification of the individual's childhood with an adult who can then form
a new identity in the future or vice versa, the identification process does not affect his identity but
rather the influence is the giving of the role of the community to adolescents.

e. Subjective

or based on experience Individuals who have experience will be different from individuals who have no
experience at all. This is explained by Erikson (in Santrock, 2003) that individuals who have had prior
experience, the individual will feel a certainty in him. With the experience, there will be many
alternatives that we can use as guidelines to move more confidently towards the future or more
experience, the more anticipation will arise in doing various things that we do not yet know for certain
consequences.

f. Psychosocial reciprocity

Erikson (in Santrock, 2003) emphasizes the reciprocal relationship between adolescents and the world
and their social communities. The development of identity is not only formed by ourselves but involves
relationships with other people, communities and society.

g. Existential Status

Erikson (in Santrock, 2003) argues that adolescents seek meaning in their lives as well as the meaning of
life in general. In this case the teenager wants to feel what is called the meaning of life, wants to be
recognized in the community with the social role that is carried out and the skills they have.