With transition from modernism to postmodernism, identity as a concept is started to redefine in sociological literature. The aim of the study is that postmodernism and symbolic interactionism are fused together to determine the scene as well as actor’s identity. In that way, both that the interaction of social structure with culture won’t be completely ignored and with the opinion of that the categorized roles can be shaped and diversified by actors skillfully will be moved away from pure determinism. However, individuals pay more attention to their appearance more than who they are to be accepted by each group. In this manner, metaphysical shell game begins. In the study, “Social Appearance Anxiety” is used indicator of this game.The study was based on the analysis of the data collected through a questionnaire from 181 students studying in Hitit University. The INDCOL (Singelis et al., 1995) was used to determine cultural values of students in four dimensions; namely, vertical individualism and collectivism, and horizontal individualism and collectivism. To measure “Social Appearance Anxiety”, validity of Turkish version of the scale developed by Hart et al. in 2008 (Doğan, 2010) was used. The findings show that individuals being greater vertical individualistic value are more malleable to have social appearance anxiety. The findings also indicate that individuals having more collectivist value are not affected this kind of anxiety. Also new generation advertisement especially emphasizes importance of appearance. Due to this trend, Social Appearance Anxiety can be resulting in excessive consumption for more individualistic individual. References [1] Singelis, T. M, Triandis, H. C., Bhawuk, D. S., ve Gelfand, M. J. 1995. Horizontal and vertical dimensions of individualism and collectivism: A theoretical and measurement refinement. Cross-Cultural Research, 29 (3): 240-275. [2] Doğan,Tayfun (2010) Sosyal Görünüş Kaygısı Ölçeği’ Nin (SGKÖ) Türkçe Uyarlaması: Geçerlik Ve Güvenirlik Çalışması, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 39: 151- 159.
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