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Article published In: Narrative Inquiry
Vol. 30:2 (2020) ► pp.343–363

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Self-presentation strategies and narrative identity

A consideration of the linguistic and conceptual content of key scenes

 | University of California, Riverside
 | Lake Superior College
 | Belmont University
Published online: 19 May 2020
DOI logo with link
https://doi.org/10.1075/ni.18077.dun
Abstract
Narrative identity is most often assessed via prompts for key autobiographical scenes (e.g., turning points). Here, self-presentation strategies were examined in relation to the content and structure of key scenes. Participants (N = 396) provided narratives of life high points, low points, and turning points from within one of four assessment contexts and completed measures of self-deception positivity (SD) and impression management (IM). Narratives were coded for a series of linguistic (e.g., causation words) and conceptual (e.g., redemption) dimensions. Individual differences in IM corresponded with the linguistic and conceptual content of participants’ low points. This effect was particularly evident among females (as compared to males) and the conceptual content of key scenes in conditions in which participants provided written (as compared to spoken) narrative accounts. These results carry implications for the assessment and analysis of narrative identity.
Article outline
  • Introduction
    • Narrative identity and storytelling
    • Self-presentation strategies and storytelling
    • Self-presentation and the narration of low points
    • Considering gender and context
    • The present study
  • Method
    • Quantification of narratives
    • Analytic approach
  • Results
    • Self-presentation strategies and linguistic content of key scenes
    • Self-presentation strategies and conceptual content of narrative identity
    • Supplemental analyses
      • Considering gender
      • Considering context
  • Discussion
    • Self-presentation and the narration of low points
    • Considering gender and context
    • Self-presentation and assessment contexts
  • Limitations and future directions
  • References
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