The effects of self-describing activities on self-concept clarity: the moderating effect of socio-demographic variables

This research questions the possibility of inducing the development of self-concept clarity (SCC), through a self-describing activity. A test-retest device comprises three groups: neutral (no intermediate activity), control (logical-cognitive activity). experimental (self-describing activity). The results indicate that the self-describing activity generates the largest effect, but become significantly stronger when individuals start with a low CCS, which is often the when belonging to less values socio-demographic categories. We reinterpet these process in terms of "remediation" et we explore possibilities to measure and develop professional orientation practices for this purpose.