Concrete and Abstract Dimensions of Diverse Adolescents’ Social-Emotional Meaning-Making, and Associations With Broader Functioning

Abstract

Adolescence is a sensitive period of social-emotional growth, when new abilities for abstract thinking also emerge. Especially among youth from under-resourced communities, how do adolescents’ proclivities to engage in abstract meaning-making about the social world manifest, alongside more concrete interpretations? How is meaning-making associated with other aspects of social and cognitive functioning? We interviewed 65 adolescents (aged 14–18) from low-SES urban neighborhoods about compelling mini-documentaries depicting teenagers. We also measured real-world social-emotional functioning and a range of cognitive capacities. Qualitative analyses, followed by exploratory factor analysis, revealed that, when reacting to the stories, every participant invoked: (1) concrete meaning-making, involving context-dependent reactive, or contagious feelings and advice giving; and (2) abstract meaning-making, involving perspectives, values, reflections, and curiosities that transcend the story context. Quantified concrete and abstract meaning-making scores were normally distributed, uncorrelated and unrelated to SES. Even controlling for IQ and demographic variables, concrete meaning-making predicted youths’ reporting more satisfying relationships and desired daily affective experiences, while abstract meaning-making was associated with greater working memory, executive functioning, long-term memory, social reasoning, and creativity. Findings tie theoretical dimensions of adolescent development to modern youth’s concrete and abstract construals and demonstrate that these construals may be associated with different developmental affordances.