Self-development and plurality of self for Japanese youths: An analysis of undergraduate students from a perspective of interpersonal skill gap

    In this study, we examine effects of a plurality of self on youth’s self-development and a disparity of the effects among Japanese youths.

    To discuss above issues, this study consists of following two parts.

    First, we review some youth studies of the transformation of self-identity in Japan and demonstrate “multiple-self” being corresponded to the plurality of self. It is emphasized that the plurality does not mean lacking coherence and being unstable. Using a questionnaire survey data of undergraduate students in Japan, we show this difference.

    Second, we examine a diversity of the plurality that is advocated by some previous studies. Though this plurality that is often recognized as a resource for self-development to tackle fluxes in the late modernity has been seen as young generation’s forte, it is important to note whether this is valid for all young people or not. If that is not valid, it is necessary to think a following question; for what type of youth, what kind of and how much effect exists? We examine this with the use of aforementioned data. Major findings of our analysis are summarized below: In regard to youth activity in self-development, the finding in the previous study—that the plurality of self has a positive effect on self-development—is supported by most analysis models. However, we conclude that the shaping of values as diligence in self-development varies among young people.

    Youth’s self-development is a matter in their trainability on employment. However this trainability is thought to be involved not only in the job but also in the previous steps to it, for example, home environment, schooling, youth culture and friendship. Therefore we focus on the undergraduate students near simultaneous recruiting in the Japanese society and on the diversity of them in the point of interpersonal relationship and skills for it.