Development of National Identity Among Chinese Adolescents: Identification of Subgroups and Influencing Factors

ABSTRACT Globalization's dual impact on political systems and cultural traditions has generated paradoxical national belonging among youth, simultaneously presenting developmental opportunities and identity challenges. This investigation examined the heterogeneity and determinants of Chinese adolescents’ national identity within this globalized context. Utilizing latent class growth analysis, longitudinal data were analyzed from a stratified school‐based cohort in Hunan Province ( N = 882; 52.27% male). Three distinct developmental trajectories emerged: high‐stable (85.15%), medium‐slow rising (10.77%), and high‐steep decline (4.08%) subtypes. Self‐esteem and school connectedness had significant effects on the heterogeneity of adolescents’ national identity development; adolescents with high self‐esteem ( β = 0.47, SE = 0.16, OR = 1.60, p < 0.01) and high school connectedness ( β = 0.23, SE = 0.12, OR = 1.26, p < 0.05) at the baseline and remaining stable over time were more likely to be classified as “high‐stable type”. Consequently, to achieve stable development of national identity within school environments, the cultivation of adolescents’ school identification and belongingness requires systematic integration with self‐esteem enhancement. Effective school‐based identity education should establish a supportive ecosystem that integrates families, schools, and society. Within this framework, students can receive recognition from educators, reinforcement from peers, and access to sufficient developmental opportunities for nurturing personal competencies and ethical virtues, thereby promoting their self‐actualization.