ANALYZING GREG HEFFLEY’S CONFUSION IN ‘DIARY OF A WIMPY KID’ (2007)

THROUGH PSYCHOLOGICAL LENSES

Department of English, Hazara University, Mansehra

Abbas Khan: 58141, Khadija Israr: 58173, Usama Sami: 58221.
E-mail: xaheer879@gmail.com

Contents:
S. No Contents
1 Introduction
2 Literature Review
3 Methodology
4 Results and Discussions
5 Conclusion
6 References
KEYWORDS

Greg Heffley, Diary of a Wimpy Kid, Psychosocial analysis, Adolescence, Erikson's theory,
Role identity, Teenage development, Friendship dynamics, Identity exploration, Literary
psychology.
ABSTRACT

This research explores the intricate psychosocial landscape of Greg Heffley, the central
character in 'Diary of a Wimpy Kid' (2007), during his adolescent years. Employing a
psychosocial lens, specifically Erik Erikson's developmental theory, the study explores Greg's
tumultuous journey through adolescence. By conducting a detailed analysis of Greg's
experiences, relationships, and self-perception portrayed in the narrative, this research seeks to
unravel the complexities of his confusion and challenges during this critical developmental
phase. Through this exploration, the study aims to offer insights into the psychological and social
dimensions of Greg's character, shedding light on broader themes of adolescent identity, social
dynamics, and personal growth depicted in the novel.

1. INTRODUCTION

Books, including novels, often talk about life, just like Destelita et al. said in 2022. They're not
all about made-up stories; they're often about things that happen in real life. Novels often talk
about things like brothers and sisters, friends, families, and growing up. That's exactly what we
see in "Diary of a Wimpy Kid" from 2007. This study focuses on the first book in the Diary of a
Wimpy Kid series because it gives a detailed look at how Greg Heffley changes as he grows up.
It also shows how the characters in the story relate to each other. Reading this first book helps
readers understand what happens in the story before they read the other books.
Diary of a Wimpy Kid (2007) teaches us about kids and how they act around each other.
Characters like Greg Heffley, his brothers Rodrick and Manny, and his friend Rowley Jefferson
are the main characters who move the story forward. Even though there are more books in the
series, they all have the same characters dealing with different problems.
This book is great to study using Erik Erikson’s ideas about how people grow up. Greg, a 12-
year-old starting middle school, has traits like laziness, fearfulness, and selfishness that affect
how he acts. These traits are common at his age, especially when kids are moving from being
kids to teenagers. If not handled well, it can lead to psychological issues.
The research question here is about how Greg, as the main character, handles growing up from
childhood to being a teenager. The study aims to answer this question. Erik Erikson’s theory fits
well because it suggests that Greg’s experiences match the idea of identity confusion Erikson
talked about.
Psychologist Erik Erikson came up with a theory that explains these problems by breaking them
down into eight stages. That's why this study uses Erikson’s theory to understand and explain the
problems faced by Greg Heffley as shown in Diary of a Wimpy Kid (2007).
2. LITERATURE REVIEW
As mentioned earlier, this study relies on Erik Erikson’s psychosocial theory. Like many other
psychological theories, this one is relevant in literary studies because it suggests that literature
mirrors society (Borah, 2018; Nazriani, 2018; Udoh, 2021). This implies that stories in literature
often reflect or are inspired by real-life situations, including characters who often exhibit
personalities resembling those of real people.
Past studies exploring psychosocial development in literary works have been conducted. For
instance, Yuliani et al. (2021) conducted a study analyzing the psychosocial development of a
character named Badiuzzaman Said Nursi in El Shirazy’s novel "Api Tauhid." This character is
depicted from early childhood to old age, covering almost all stages of psychosocial
development as outlined by Erik Erikson.
Erikson divided a person’s psychological growth concerning their social connections into eight
stages: hope, will, purpose, competence, fidelity, love, care, and wisdom (Erskine, 2019;
Orenstein & Lewis, 2022; Wijaya, 2022). The specifics of these stages are further explained in
subsequent references.
2.1 Stage 1: (Basic Trust VS Basic Mistrust)
In the initial stage of a person's psychosocial development, Erikson focuses on hope. According
to Erikson, this phase occurs from birth to about 1½ years, during infancy (Asmara, 2020;
Samsanovich, 2021). In this period, a baby, whether a girl or a boy, starts to shape their very
early personality by learning to trust others. Initially, this trust typically begins with the primary
caregiver, often the mother, in an androgynous family setting (Orenstein & Lewis, 2022).
The baby's development of trust relies significantly on consistent and attentive care from the
mother or primary caregiver, who instills values and reliability in the child. Success in this phase
results in the infant learning to trust others, particularly the primary caregiver, and reciprocally,
establishing trustworthiness in relationships.
2.2 Stage 2: (Autonomy VS Shame)
The second phase of psychosocial development focuses on "will," occurring between 1½ years
and three years of age (Orenstein & Lewis, 2022). During this early childhood stage, a child
begins to form their willpower. It's essential for parents to support the child's exploration of
independence by allowing them to engage in basic tasks. Frequently restricting a child might
hinder their confidence in their abilities. Success in this phase fosters autonomy, while failure
can lead to feelings of shame when attempting independent actions (Afrija et al., 2022; Asmara,
2020).
2.3 Stage 3: (Initiative VS Guilt)
According to Erik Erikson, the third stage of psychosocial development is related to purpose. It
occurs at the age of between 3 and 5 years old. Children at this stage will learn to decide things
on their own. A child who can make decisions will develop her/his initiative, and those who are
not supported will develop a sense of guilt (Orenstein & Lewis, 2022).
2.4 Stage 4: (Industry VS Inferiority)
Between the ages of 5 and 12, a crucial developmental stage unfolds. This period, often
associated with schooling, becomes a pivotal time for a person to cultivate their competence
through learning and social interactions. Success during this stage fosters a sense of
industriousness, while setbacks may lead to feelings of inferiority (Kinanti & Daulay, 2020;
Wulandari et al., 2022; Yuliyani et al., 2021).
2.5 Stage 5: (Identity VS Role Confusion)
Stage 5, occurring between the ages of 12 to 18, revolves around fidelity and marks the onset of
adolescence. It's during this phase that individuals become conscious of their sexual and
occupational identities (Chávez, 2016; Dollinger et al., 2009). This period becomes a critical
juncture for the exploration and establishment of personal identity (Orenstein & Lewis, 2022).
2.6 Stage 6: (Intimacy vs Isolation)
Between the ages of 18 and 40, most people start building relationships, like friendships,
getting married, and starting families. If things go well during this time, they can feel close and
connected to others. But if things don't go well, they might end up feeling lonely and isolated.
2.7 Stage 7: (Generativity VS Stagnation)
Between the ages of 40 and 65, individuals who have settled into their lives become more
aware of their positions, relationships, and responsibilities within their families, workplaces, and
communities. This period prompts them to contemplate the contributions they can make to their
communities.
2.8 Stage 8: (Ego integrity VS Despair)
This last stage begins at 65 years old. At this point, a person should start to be okay with how
their life has turned out. Not being able to accept it might make someone feel really hopeless.
3. METHODOLOGY
In this research, we search through literary psychology using Erik Erikson's Psychosocial
theory. Our approach involves qualitative descriptive research, where we offer a detailed
description of our study area. We gather data from the novel itself (primary data) and other
sources like books and articles related to our study (secondary data).
To collect information, we underline, highlight, and take notes in the novel. Then, in our
analysis, we focus on things like the characters' traits and the story's development. Finally, we
present our findings using quotes from the book to support our points.
4. RESULTS AND DISCUSSIONS
The analysis kicks off by detailing Greg Heffley's age, family role, and its significance for
understanding his psychological situation through Erik Erikson's theory.
Greg, a 12-year-old middle schooler, holds the position of the second son in a harmonious
family comprising his father, mother, and two brothers—Rodrick, the elder sibling, and Manny,
the younger one. While Greg's relationship with his parents remains largely conflict-free,
tensions often arise with his brothers.
Rodrick, the older brother, occasionally asserts dominance over Greg, as depicted in the quote:
"You might think I was pretty dumb for falling for that one, but Rodrick was dressed up in his
school clothes and he set my alarm clock ahead to make it look like it was the morning..."
(Kinney, 2007, p. 11). This passage showcases Rodrick's manipulation of Greg's trust,
positioning himself as the instigator, leaving Greg to face the consequences.
Greg's younger brother, Manny, seems to receive preferential treatment from their parents,
evading punishment even when deserving, as Greg observes: "Mom and Dad protect Manny like
he’s a prince or something. And he never gets in trouble, even if he really deserves it" (Kinney,
2007, p. 21).
These dynamics, particularly Rodrick's behavior towards Greg, intensify Greg's challenges as
he navigates the transition from childhood to adolescence. This period of change is mirrored by
Greg's entry into middle school, where he grapples with adapting to an unfamiliar environment,
marking a significant hurdle in his life (Kinney, 2007).
4.1 Greg Heffley's Struggles Moving into the Fifth Stage of Psychosocial Development
Greg Heffley represents someone moving from the fourth stage of ego, called "industry vs
inferiority" (ages 5-12), into the fifth stage, known as "identity vs role confusion" (ages 12-18) in
Erik Erikson's psychosocial theory (Mcleod, 2018; Wulandari et al., 2022). This transition tends
to trigger an identity crisis, where a person faces the challenge of understanding who they are
and their role in society. The fifth stage marks the shift from childhood to adolescence, known as
the teenage phase.
Greg's initial experiences in this new stage highlight his struggle in adapting to his role as a
teenager, as seen in this quote: "Let me just say for the record that I think middle school is the
dumbest idea ever invented. You got kids like me who haven’t hit their growth spurt yet mixed
with these gorillas who need to shave twice a day. And then they wonder why bullying is such a
big problem in middle school."
The above quotes portray Greg Heffley's struggle with the middle school environment, where
he feels notably uneasy. His discomfort stems primarily from two significant factors: his physical
stature and the bullying he encounters from older, larger students, whom he refers to as
"gorillas."
Transitioning to a higher level of education ushers Greg into unfamiliar territory, exposing him
to new, older peers, many of whom are physically larger. This sudden shift causes confusion and
a sense of unpreparedness. His feelings of inferiority exacerbate his uncertainty about his role,
especially as he grapples with his smaller size and the bullying tactics employed by bigger
students.
 Moreover, Greg's home environment doesn't provide the necessary psychological support from
his brothers, intensifying his feelings of confusion and inferiority, ultimately leading to
heightened anxiety that requires resolution.
In an attempt to cope, Greg expresses frustration with the school system, suggesting that
schools should sort students by height. He believes this could potentially shield him from
bullying by larger students and alleviate his anxiety to some extent.
Adding to Greg's challenge of navigating this difficult transition and grappling with role
confusion is his unsupportive best friend, a further element that compounds his struggle, as
elaborated in subsequent sections.
4.2 The ‘Unsupportive’ Best Friend
In light of the situation described, Greg Heffley faces challenges adjusting to his new
psychosocial phase. His struggle is exacerbated by an unsupportive environment, particularly
concerning his relationship with his closest friend, and how this affects Greg's adaptation.
Greg's long-time friend, Rowley, from their childhood, doesn't quite fit into Greg's expectations
for blending into their new surroundings. Rowley's behaviours and characteristics don't align
with Greg's desires for a smooth transition. Instead of adapting to teenage ways, Rowley
continues to act in a childish manner, which doesn't assist Greg in fitting in.
Greg repeatedly tries to guide Rowley on the appropriate behaviour expected in middle school,
as seen in this quote: "I have told Rowley at least a billion times that now that we’re in the
middle school, you’re supposed to say 'hang out,' not 'play.' But no matter how many noogies I
give him, he always forgets the next time" (Kinney, 2007, p. 18).
The above quote illustrates Greg's efforts to adapt to the new environment, feeling embarrassed
by Rowley's choice of words, which doesn't match Greg's expectations for their age group in
middle school.
4.4 Greg's Exploration of Sexual and Occupational Identity
According to Erikson’s theory, at Greg’s age, he should have started knowing more about
himself as a boy and what he might want to do when he grows up, like being a student or having
a job.
In this book, Greg begins to understand more about being a boy. The first time he starts
noticing this is in the following quote: "Tuesday. I realized Rowley’s injury thing is a pretty
good racket, so I decided it was time for me to have an injury of my own. I took some gauze
from home, and I wrapped up my hand to make it look like it was hurt. I couldn’t figure out why
the girls weren’t swarming me like they swarmed Rowley, but then I realized what the problem
was. See, the cast is a gimmick because everyone wants to sign their name on it. But it’s not
exactly easy to sign gauze with a pen.” (Kinney, 2007, p. 143)

Greg Heffley shows he likes girls, which means he's starting to feel interested in them. At 12
years old, boys often feel attracted to girls, and they try to get their attention in different ways. In
this story, Greg wants attention from girls, so he pretends to have a hurt hand like Rowley. He
does this because he sees girls paying attention to Rowley who's hurt. It's his way of getting girls
to feel sorry for him.
Apart from his feelings for girls, Greg also shows he's aware he's now a middle school student.
He knows he's not in primary school anymore and has to act like other middle school kids. This
is what we call his school identity.
I’ve been trying to be a lot more careful about my image ever since I got to middle school….
(Kinney, 2007, p. 18).
The above quote tells us Greg is trying hard to seem like a regular middle schooler. He's trying
to show everyone what he thinks a middle school student should be like. This shows he knows
he's now a middle school student.
5. CONCLUSION
Greg Heffley is feeling mixed up because he's in middle school now, moving from being a kid to
a teenager. He's having a hard time adjusting because things around him, like how his brothers
treat him and Rowley's childish behaviour, make it tougher for him. Also, at this age, he's
starting to understand more about boys liking girls and what he's supposed to be at school. This
book is great for kids going through the same changes.
6. REFERENCES
Batra, S. (2013). The Psychosocial Development of Children: Implications for Education and Society-Erik
Erikson in Context. https://doi.org/10.1177/0973184913485014
Borah, A. (2018). Portrayal of Women in High School English Literature: A Reflection of Society? Literary
Herald, 3(5). www.TLHjournal.com
Chávez, R. (2016). Psychosocial Development Factors Associated with Occupational and Vocational
Identity Between Infancy and Adolescence. Adolescent Research Review, 1(4), 307–327.
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Destelita, D., Putri, W., & Simanjuntak, M. B. (2022). Analysis of Moral Values in Tere Liye’s Novel
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