Psychology, Department of


Date of this Version

January 2001


Published in Journal of Adolescence 24 (2001), 657–670; doi 10.1006/jado.2001.0421 Copyright © 2001 The Association for Professionals in Services for Adolescents. Published by Academic Press/ Elsevier. Used by permission.


A number of empirical studies have demonstrated that one’s self-concept is multidimensional in nature, varies according to social context, and shows increased differentiation throughout adolescence. There has been relatively less work, however, examining the integration of multi-dimensional social selves. Rosenberg and Gara’s (1985) model of the multidimensional self (a model that utilizes a statistical procedure called “hierarchical classification” or HICLAS) was employed to investigate the integration of social selves during late adolescence. First- and fourth-year college students (n = 128) completed a computer program designed to collect data required to construct HICLAS “self-structures.” The findings indicated that the social selves of fourth-year college students were more related conceptually and were more differentiated than the social selves of first-year students. The differences between first- and fourth-year students suggested that hierarchical classification procedures could be used to address developmental hypotheses.