Abstract:

The first social environment of the child consists of a mother, a father or a caregiver. The child’s interest toward the end of the second age from the mother to the external world can be defined as the first separation individualization attempts.  In the adolescence period in which the second separation period of individuality begins, the adolescent individual tries to develop identity by separating from the intrinsic ties of his parents. The achievement of a healthy identity by leaving the house and family to go to the university, in the last adolescence period, the late adolescent's separation from his parents, becomes of importance for his present and future life. The studies have shown that adolescents in the second separation period experience various harmony and identity problems in the process of leaving the house. Therefore, this study aims to investigate whether there is a meaningful relationship between separation individualization levels and identity perceptions of university students and whether there is a meaningful difference between separation individualization levels and identity perceptions according to different independent variables. The study was conducted on a total of 763 university students who studied in the various faculties of the University of the Nine May in the 2016-2017 educational year. 533 of the students (69.9%) are girls and 230 (30.1%) are men. In order to measure adolescent separation individuality and identity perceptions, the "Made of separation individuality in adolescents" and the "Made of identity perception" were used. The study found that there was a low-level positive (r=340) meaningful relationship between limitation anxiety and negative identity perception, and that there was a medium positive (r=438) meaningful relationship between separation anxiety and negative identity perception. Between the expectation of rejection and the negative perception of identity, there was a meaningful relationship in a high level of positive direction (r= .618). In terms of independent variables, according to gender, faculty and family attitude, separation individualization and identity perception points have shown differences.

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