The purpose of the article is to assess the ability to conceptualise in the field of civic

issues in high school students with different statuses of civic identity. The assessment

revealed the differences in the degree of expression of the ability to conceptualise

in high school students with different civic identity statuses. It is concluded that the

transition from lower statuses of civic identity (diffuse and predetermined) to higher

ones (moratorium and achieved) is characterised by a progressive change in the ability

to conceptualise in the field of civil issues. It is suggested that psychological work on the

development of this parameter can contribute to the change in awareness and experience of one’s own citizenship and act as a psychological determinant of the civic identity of high school students.

Keywords: civic identity, status of identity, conceptual thinking, ability to conceptualise,

civil society.

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