According to Harter's scale of self-worth development, what can college-age individuals differentiate and articulate?

According to Harter's theory on self-worth development, college-age individuals are capable of differentiating and articulating a significant number of elements that contribute to their self-worth. This process generally includes an understanding of various aspects of their identity, skills, and roles, which may encompass academic competence, social acceptance, physical appearance, and more.

While these individuals might recognize and articulate a broad range of elements—potentially exceeding fifty—their self-assessment often acknowledges that not every conceivable element is defined or understood in the same way. Thus, it's reasonable to conclude that they can express a substantial yet incomplete set of criteria for self-worth.

This level of development signifies an advanced comprehension of personal value, reflecting an integration of experiences and social feedback that college students encounter during this transformative period.