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This welcome resource traces the evolution of self-concept clarity and brings together diverse strands of research on this important and still-developing construct. Locating self-concept clarity within current models of personality, identity, and the self, expert contributors define the construct and its critical roles in both individual and collective identity and functioning. The book examines commonly-used measures for assessing clarity, particularly in relation to the more widely understood concept of self-esteem, with recommendations for best practices in assessment. In addition, a wealth of current data highlights the links between self-concept clarity and major areas of mental wellness and dysfunction, from adaptation and leadership to body image issues and schizophrenia. Along the way, it outlines important future directions in research on self-concept clarity.

Included in the coverage:

Situating self-concept clarity in the landscape of personality.

Development of self-concept clarity across the lifespan.

Self-concept clarity and romantic relationships.

Who am I and why does it matter? Linking personal identity and self-concept clarity.

Consequences of self-concept clarity for well-being and motivation.

Self-concept clarity and psychopathology.

Self-Concept Clarity fills varied theoretical, empirical, and practical needs across mental health fields, and will enhance the work of academics, psychologists interested in the construct as an area of research, and clinicians working with clients struggling with developing and improving their self-concept clarity.

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Jenn Lodi-Smith is an assistant professor of psychology at Canisius College. Her work examines the development of identity content and metacognitive evaluation in adulthood. She is the author of two of the first manuscripts investigating the development of self-concept clarity in adulthood. Dr. Lodi-Smith has an active program of research regarding the patterns, mechanisms, and outcomes self-concept clarity development both in typical adults and in adolescents and adults with high functioning autism spectrum diagnoses.



Kenneth G. DeMarree is an assistant professor of psychology at the University at Buffalo. His work examines metacognitive processes across multiple domains, including attitudes and persuasion, the self, and mental health. His most relevant work to this proposal has examined the metacognitive and structural features of one´s self-conceptions and self-evaluation that affect the impact that one´s self-conceptions have on judgment and behavior and that predict the likelihood that one´s self-conceptions will be malleable.

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