The biological, cognitive, and social changes that occur in adolescence stimulate young people to think about themselves, reflect on the kind of people they want to become, and find their place in ...society. Traditionally, these changes have been explained by Erikson's theory and Marcia's identity status model, but process‐oriented models of identity provide new insights. In particular, dual‐cycle models, such as the three‐factor identity model, focus on the dynamic process by which young people iteratively form and maintain their identity over time. This iterative process is captured by the interplay of commitment, in‐depth exploration, and reconsideration of commitment, as well as by distinct identity statuses. Furthermore, the extent to which adolescents find a stable identity is intertwined strongly with their psychosocial functioning and well‐being.
Developmental literature highlights that cognitive, moral, and affective development proceeds from concrete operations to more abstract ones. However, it is not known whether this fundamental ...developmental trajectory also characterizes the development of social identification (i.e., the feelings of belonging, affiliation, and correctness to a group, coupled with the sense of commonality with fellow ingroup members). This longitudinal study aimed (a) to unfold the association between identifications with two proximal groups (i.e., classmates and friends) and identification with humanity, and (b) to examine how these identifications with close and abstract groups affect adolescents’ social well-being (i.e., an indicator of youth adaptation in their societies and communities). Participants were 304 adolescents (61.84% female, M
age
= 17.49) involved in a three-wave longitudinal study. Identification with proximal social groups (especially classmates) was positively associated with identification with humanity, and identifications with both proximal and abstract groups were related to social well-being over time. Moreover, identification with humanity and identification with friends mediated the positive longitudinal effects of identification with classmates on social well-being. The implications of these findings for adolescents’ social inclusivity and adjustment are discussed.
The development of personal and social identity is crucial in adolescence. On the one hand, adolescents face the task of forming and consolidating their personal identity in multiple domains, with ...educational and interpersonal domains particularly salient. On the other hand, they enlarge their social horizon and increasingly define themselves as members of multiple peer groups, such as groups of classmates and friends met outside school. There is however a lack of integrative research on the interplay among and between personal and social identity processes. Hence the purpose of this study was threefold. First, we examined how personal identity processes in the educational and interpersonal domains are associated longitudinally. Second, we investigated to what extent social identifications with classmates and with the group of friends are associated over time. Third, with an original approach we examined the longitudinal interplay between personal and social identity processes, to connect theoretical contributions that have so far proceeded largely in parallel. Participants were 304 adolescents (61.84% female,
M
age
= 17.49) involved in a three-wave longitudinal study. We found that (a) the ways in which adolescents develop their identity in the educational and interpersonal domains become more closely intertwined over time; (b) identifications with classmates and with the group of friends are interconnected; and (c) personal and social identity processes are associated both concurrently and longitudinally, with most cross-lagged effects showing that social identifications influence personal identity formation and consolidation in the interpersonal identity domain. Theoretical implications are discussed.
Abstract The aim of this study was to develop a model of identity formation comprising three structural dimensions: commitment, in-depth exploration and reconsideration of commitment. A new tool, the ...Utrecht-Management of Identity Commitments Scale, was designed to assess these processes. Early and middle adolescents ( N =1952) participated in this study. Confirmatory factor analyses revealed that the three-factor model provided a better fit than alternative one- and two-factor models. The model applied not only to the whole adolescent sample, but also to male and female subsamples and to early and middle adolescent age groups. Additionally, we established interethnic equivalence of the model, in that it also fit well for ethnic minority adolescents. In accordance with hypotheses, regression analyses showed that commitment, in-depth exploration and reconsideration of commitment were significantly related to measures of self and personality, psychosocial problems and parent–adolescent relations. Implications and suggestions for future research are discussed.
The purpose of this study was to examine reciprocal associations between identity processes (commitment, indepth exploration, and reconsideration of commitment) and dimensions (support, negative ...interaction, and power) of maternal, paternal, and sibling relationships. A total of 497 Dutch families including 14-years-old adolescents (56.9% males), their fathers, mothers, and siblings, for a total of 1,988 respondents, participated in a five-wave longitudinal study. Cross-lagged analyses indicated that commitment and in-depth exploration predicted improvements in family relationships (unidirectional effects), whereas reconsideration of commitment was predicted by low levels of maternal support and worsened the quality of the paternal relationship (reciprocal effects). These results were not moderated by adolescents' gender and sibling characteristics. Theoretical and practical implications are discussed.
Identity and civic engagement in adolescence Crocetti, Elisabetta; Jahromi, Parissa; Meeus, Wim
Journal of adolescence (London, England.),
June 2012, Letnik:
35, Številka:
3
Journal Article
Recenzirano
Abstract The purpose of this study was to examine the links between identity (statuses and processes) and adolescent civic engagement (volunteer and political participation). Participants were 392 ...Italian high school students (42% males) aged 14–20 years ( Mage = 16.23 years; SDage = 1.53) who completed a self-report questionnaire. First, using a person-centered approach, we found that achieved adolescents were more involved in volunteer activities, reported higher civic efficacy, and stronger aspirations to contribute to their communities than their diffused counterparts. Second, by means of a variable-centered approach, we demonstrated that the link between identity processes (i.e., commitment and in-depth exploration) and past and future volunteer and political participation was mediated by social responsibility. Implications of the findings for current understanding of the link between adolescent identity formation and civic engagement are discussed and suggestions for future research are outlined.
Introduction
In adolescence, personality traits and educational identity processes are interwoven. Previous studies have shown that personality traits predict healthy identity commitment and ...exploration in education. However, the direction of associations between personality traits and an identity process that searches for another identity option (i.e., reconsideration of commitment) is unclear. Furthermore, there is a lack of prospective studies regarding the direction of the association between personality traits and the educational identity process using within‐person methods. Therefore, this study examined the direction of these associations.
Methods
Participants of this four‐wave longitudinal study comprised 618 Japanese 13‐year‐old adolescents (53.3% girls). This study involved a 1‐year‐interval assessment.
Results
Cross‐lagged panel models (CLPM) indicated that four personality traits (neuroticism, agreeableness, and conscientiousness) predicted three educational identity processes, while reconsideration of commitment predicted two personality traits (i.e., neuroticism and conscientiousness). Random intercept cross‐lagged panel models (RI‐CLPM) indicated that agreeableness predicted healthy commitment, while commitment predicted agreeableness at within‐person level.
Conclusion
The findings from CLPM suggest that reconsideration of commitment is a significant factor to predict healthy (i.e., conscientiousness) and unhealthy (i.e., neuroticism) personality traits in individual differences. Furthermore, the findings from RI‐CLPM suggest that agreeableness may be a key trait in promoting healthy educational identity commitment. Theoretical and practical implications of these findings are discussed.
Abstract The aim of the present study was to gain new insights into the dark and bright sides of identity formation with a sample of 1851 Japanese adolescents and emerging adults, applying a ...three-dimensional model of identity formation (i.e., commitment, in-depth exploration, and reconsideration of commitment). By means of cluster analysis, we identified five statuses that strongly resembled statues extracted in prior research with Western youth: achievement, foreclosure, moratorium, diffusion, and searching moratorium. We found that each status reported a distinct profile in terms of personality and psychosocial problems. Importantly, we found that the searching moratorium status was adaptive in adolescence but not in emerging adulthood. These results suggest that the five statuses are replicable in Japanese adolescents and emerging adults, and that the searching moratorium status presents a combination of the bright and dark sides whose prevalence varies with age. Clinical implications for identity research and intervention programs are discussed.
Empathy, which is the ability to feel concern for and to understand others’ feelings, is thought to develop in high quality relationships with parent and peers, but also to facilitate the quality of ...these relationships. While a wide literature has addressed this aspect, the heterogeneity of primary studies, in which different indicators of relationship quality (e.g., support, conflict) and empathy (i.e., affective and cognitive) have been examined, makes it difficult to draw conclusive answers. Therefore, it remained ambiguous how parent–child and peer relationship quality are associated with adolescents’ empathy. In order to increase the understanding of these associations, a multilevel meta-analysis was performed, which allowed for including multiple effect sizes from each study. By a systematic literate search, 70 eligible studies were found that provided 390 effect sizes from 75 independent samples. The results showed a small positive correlation between parent–child relationship quality and empathy, and a small-to-moderate positive correlation between peer relationship quality and empathy, which was significantly stronger than the correlation with parent–child relationship quality. Hence, the meta-analytic results indicate that adolescents with higher quality relationships, especially with peers, indeed tend to show more concern for and understanding of others’ emotions than adolescents with lower quality relationships. Moreover, the moderation analyses showed stronger correlations for the positive dimension of relationship quality than for the negative dimension, and stronger correlations for composite scores of affective and cognitive empathy than for separate scores of the empathy dimensions. However, no differences in correlations were found between the affective and cognitive empathy dimension, and no moderation effects were found for gender and age. Thus, this meta-analysis demonstrates robust positive associations between parent–child and peer relationship quality and empathy in adolescence, implying that good empathic abilities may be a protective factor for experiencing poor relationships.
We used three identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) from a recently developed model of identity formation to derive empirically identity ...statuses in a sample of 1952 early and middle adolescents. By means of cluster analysis, we identified five statuses: achievement, foreclosure, moratorium, searching moratorium, and diffusion. Specifically, we found an intra-status differentiation within moratorium, unraveling the positive and negative facets of this status documented in prior literature. The five clusters could be meaningfully distinguished on a number of variables, such as personality features, psychosocial problems, and parental relationships. These findings indicated that a valid distinction in identity statuses could be made in early and middle adolescence. Finally, age and ethnic background strongly affected the distribution of the participants among the five identity statuses. Implications and suggestions for future research are discussed.
PDF
