Finding the self through others: exploring fandom, identification, and self-concept clarity among U.S. adolescents

ABSTRACT

The primary developmental task of adolescence (12–18 years old) is identity development. During this time, adolescents individuate from their parents and may instead use media models for social guidance. Previous research has analyzed the impact of media figures on adolescents’ socialization but few have explored the influence of non-fiction media figures on their self-concept. As such, the present study examined of the role of fanship and identification on adolescent self-concept clarity. From a survey of 251 adolescents (ages 13–18), results showed that adolescents’ fanship intensity was negatively associated with their self-concept clarity. Further, identification did not moderate this association, but identification demonstrated a negative association with self-concept clarity.

IMPACT SUMMARY

a. Prior State of Knowledge: Previous research shows that media fandom may impact peoples’ ideological beliefs and behaviors (e.g., gender roles, prosocial behavior, overcoming adversity). Moreover, research finds that fandom engagement may benefit marginalized communities.

b. Novel Contributions: The current project contributes to the media entertainment and fan studies literatures with a novel exploration of fandom and fan identification in relation to adolescents’ self-concept clarity. Specifically, fanship intensity and identification were negatively associated with self-concept clarity.

c. Practical Implications: Parents should be aware of their child’s fanship intensity surrounding their favorite non-fiction media figure because such engagement may negatively influence their self-concept, which might contribute to difficulties in establishing a cohesive identity.

KEYWORDS:

• Fandom
• adolescent development
• identification
• self-concept clarity

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This project was funded by the University of Arizona, Graduate and Professional Student Council (Research and Project Grant), and the University of Arizona, Department of Communication (Ed Donnerstein Media Research Scholarship).

Notes on contributors

Leah Dajches

Leah Dajches is a PhD Candidate in the Department of Communication at the University of Arizona. Her research interest focuses on media effects, particularly the media’s role in the socialization process of adolescents.