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of uncertain change and frustration. It is a time of experimentation, discovery and growth. It is a time when the adolescent attempts to
answer the questions “Who am I?” and “Who am I to be?” Parsons 24
An important characteristic of adolescence is the development of the ability to choose. In his book, Conger stated that adolescent is confronted with a
wider range of conflicting pressures in the adoption or modification of personal values than the average younger child 523. A central problem of the adolescent
period is the development of one’s own identity as a person, or which is so called ego identity.
Based on a recent series of studies toward several West Virginia adolescents ages 13 to 18, the result showed that males emerged throughout as
significantly more extroverted, more tough-minded and assertive, more individualistic and independent, less emotionally labile and apprehensive, more
aggressive and lacking in humility, and more concerned with achievement striving.
…the adolescent has had many years in which to develop an elaborate set of learned needs or motives-for social approval, friendship, love
from parents and others including opposite-sex peers, independence or dependence, nurturance of others, achievement, a sense of self-
esteem, and a sense of identity 64.
d. Self-Esteem
Self-esteem, according to Lefrancois, is a personal judgment of worthiness that is expressed in attitudes the individual holds toward himself.
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Another insight taken from internet stated that self-esteem is how you feel about yourself. Self-esteem is closely related to self-image, whereby self-image is
known as how you see yourself and how you believe others see you. This may be how you see yourself physically or your opinion of who and what you are which
is normally called self concept. It is important as it affects your self esteem and confidence. They are closely connected because if you have a poor opinion of
yourself, your self esteem will be low as well. Image is to do with perception. How you see yourself is vital because
this will affect your behavior, your thinking and how you relate to others. Self image includes what you think you look like, how you see
your personality, what kind of person you think you are, what you believe others think of you, how much you like yourself or you think
others like you, and the status you feel you have Lefrancois.
Self-esteem, therefore, is one of the most important factors which much affect adolescents’ development. According to Parsons, in addition to
acceptance, the adolescent needs to feel “prized” and valued. Quite often the adolescent brings to an interpersonal encounter feeling of negative worth and
minimal self-esteem. The adolescent sees self as valued, prized, respected only under the “conditions” of producing good grades, having the right clothes, or
fulfilling another’s expectations 17. Coopersmith proposed some factors related to the development of high
or low self-esteem: the significant relationship between parental characteristics and adolescent-rearing modes and their adolescents’ self-esteem. Parental
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attitudes and behaviors are closely implicated in the development of self-esteem 457. Another opinion claimed by Conger states as follows:
The loss of self-esteem, a negative identity, and an alienation from the self. For some, the roots of alienation have derived from particular
kinds of developmental experiences, such as disturbed parent-child relationship. It sometimes involves deep despair, apathy, or defeat,
without any meaningful alternative commitment to relieve their feelings of alienation 556.
e. Social Pressure
As stated in a book of sociology, small social groups occupy a strategic position as determiners of the behavior and attitudes of their members.
That it to say, attitudes and behavior patterns are communicated and learned from other people, through which much of the development of these attitudes and
behavior patterns would occur. Such things as customs and institutionalized patterns of social interaction among people somehow produce a large measure of
conformity in people and the problem of the sources of the pressures to conformity itself Festinger, Schacter and Back 3.
Therefore, Festinger, Schacter and Back proposed two general sources of such pressure. Some of it undoubtedly comes from within the person himself,
who has accepted many values and ideologies by means of institutions and laws and taboos, rather than by face to face communication. On the other hand, much
of the pressure to conformity comes from the smaller groups within a society to which individuals belong 4.
