In-Group Identification and Mainstream Value Guidance among Adolescents in the Context of Secondary-Element

This study aims to clarify the interrelationships between adolescents' group identity within secondary-element communities and the mainstream value prescriptions. Based on social identity theory and developmental psychology, the research looks into the processes and modes through which adolescents engage and inhabit these communities, the formation of their group identities, and the organizational integration of mainstream values. Using a mixed-method approach that included surveys and interviews as well as focus groups with 500 adolescents aged 12-18, this study identifies a variety of identity pathways-explaining processes ranging from core creators to casual observers. The study finds that deeper engagement in Secondary-Element Communities correlates with stronger group identification, and social support within the family, school, and peers strongly moderates the external support for the process therewith integrated. The study highlights the importance of various contextual and cultural factors in culture, such as internet directions, in terms of adolescents' value formation. The results affirm that external tolerance and strong critical thinking are essential to value integration. The research has implications for family education, school management, and social policy, confirming a need to assist in focused support and provide the means to learn how to develop a healthy identity among adolescents.