From Reflection to Regulation: Transcendent Thinking in Learning, Self-regulation and Identity

Adolescence is defined as a “sensitive” period characterized by profound biological, psychological and social transformation, driven by significant neuroplastic reorganization. Within this framework and starting from the current literature, this thesis aims to investigate the relationship between this complex developmental architecture and the adolescents’ capacity to navigate the social world while constructing an identity which is coherent with their own personal values. More specifically, this work analyzes the construct of “transcendent thinking", defined as an individual’s capacity to generalize and abstract meaning from specific, concrete events from both a neuropsychological and a social perspective. The empirical study focuses on the interplay between self-regulation, emotion regulation, learning and identity integration with transcendent thinking itself among 19-years-old adolescents from various Italian regions who participated in an educational project comprising four workshops and a formative, thematic journey. Data were collected through baseline questionnaires administered at the beginning of the experience and semi-structured interviews conducted upon its conclusion. Ultimately, the objective of this thesis is to analyze and delineate the interplay of transcendent thinking, self-regulation, emotional regulation and identity integration within an educational context.