1,721,169 research outputs found
Identities: A developmental social-psychological perspective
Full text linkIn this contribution, we review research that uses a cross-fertilisation approach to integrate developmental and social-psychological perspectives on how identities are formed and changed over time and how identity processes are genuinely social, being embedded in social contexts and fed by social contents. First, we outline the three-factor identity model as a parsimonious approach to understanding the dynamics of identity development. Second, we review empirical studies with longitudinal approaches to shed light on how identity processes are embedded in key contexts such as family, friendships and society at large through behaviours such as civic engagement. Third, we discuss the interplay between personal and social identities. We conclude by highlighting how adopting a cross-fertilisation approach that combines social-psychological and developmental perspective can significantly advance the theoretical understanding of identity dynamics. Finally, we address similarities and differences between personal identity and social identity approaches, and we provide an agenda for future research
Diverse-and-Dynamic Pathways in Educational and Interpersonal Identity Formation during Adolescence: Longitudinal Links With Psychosocial Functioning
Full text linkThis study aimed to examine the relations between educational and interpersonal identity trajectories and psychosocial functioning based on a three-factor identity process model. A total of 968 Japanese adolescents including 13- and 16-years-olds (49.7% female) participated in a four-wave longitudinal study. Latent class growth analysis extracted five identity trajectories in each educational and interpersonal identity domain and revealed (a) high prevalence of low commitment identity trajectories, (b) absence of the closure trajectory, and (c) changeable identity trajectories that have not been identified in Western context (i.e., the Netherlands). Furthermore, a latent change model revealed dynamic relations between identity trajectories and psychosocial functioning. These findings provide critical insights into the diverse and dynamic pathways of identity formation during adolescence in Japan
Rapporto con la famiglia e sviluppo del concetto di sé in adolescenza [family relationship and self concept development in adolescence]
No full textThe aim of this study was to investigate associations between family relationships and self-concept in adolescence. Specifically, we investigated how adolescent attachment (expressed by levels of trust, communication, and alienation; Armsden & Greenberg, 1987) to both parents is associated with self-concept clarity (Campbell, 1990), that indicates the extent to which self beliefs are clear, internally consistent and stable.
Participants were 2113 Italian adolescents (979 boys and 1134 girls), with ages ranging between 11 and 18 years (1023 were attending junior high schools and 1090 were attending high schools). Participants filled out the Inventory of Parent and Peer Attachment (Nada-Raja, McGee, & Stanton, 1992) and the Self-Concept Clarity Scale (Campbell, Trapnell, Heine, Katz, Lavalle, & Lehman, 1996).
Main findings of the multivariate analyses of variance indicated that quality of paternal and maternal relationships worsened during adolescence: trust in both parents and quality of communication with them was lower among older adolescents, that reported also higher levels of alienation. Second, self-concept clarity varied as a function of both gender and age (i.e., self-concept clarity increased over time for male adolescents, whereas it decreased for female adolescents).
Results of regression analyses pointed out that paternal and maternal trust were positively related to self-concept clarity, whereas paternal and maternal alienation and maternal communication were negatively linked to it. A further exploration of these associations within gender and age adolescent groups highlighted that within the younger adolescent category paternal and maternal relationships were related to self-concept clarity in both male and female groups. On the contrary, within the older adolescent category only paternal attachment was related to boys’ self-concept clarity and only maternal attachment was linked to girls’ self-concept clarity
Italian validation of the Utrect-management of identity commitments scale
No full textRelazione in sessione tematica THe XIth EARA conference-il contributo compare su CD rom e riguarda in abstract i risultati della validazione italiana della scala U_MIC
Social comparison at school: Can GPA and personality mutually influence each other across time?
Full text linkObjective: Being a student is an important social role youth play during adolescence and how they approach this role has critical implications for their future development. This three-wave longitudinal study investigated the links between academic achievement (i.e., GPA) and personality traits, through the lens of social comparison mechanisms. Method: Patterns of effects between students' GPA and personality traits were analyzed at group (i.e., comparing rank-order differences at group-level; group effects) and individual (i.e., scores are compared to a student's own mean; within-person effects) levels. A total of 1,151 adolescents (Mage = 16.45 years; 58.7% female) participated in the study. Results: Most effects we depicted were from GPA to personality traits. At the group-level, higher GPA fostered students' Extraversion, Agreeableness, and Openness, while Openness reinforced high levels of GPA. At the individual level, GPA was a protective factor against negative affect, as it drove longitudinal decreases in Neuroticism. Conclusions: GPA had a stronger role in personality formation when it reflected students' standing in the school compared to their peers (i.e., group effects) and to a lesser extent when it reflected changes at personal level (i.e., within-person effects)
The Utrecht-Management of IdentityCommitments Scale (U-MICS)Italian Validation and Cross-National Comparisons
No full textThe present study examined the psychometric properties of the Dutch and Italian versions of the Utrecht-Management of
Identity Commitments Scale (U-MICS) in large community samples of adolescents from Italy (N = 1,975) and The Netherlands (N =
1,521). Confirmatory factor analyses indicated that the three-factor model, consisting of commitment, in-depth exploration, and reconsideration
of commitment, provided a better fit to the data than alternative one- and two-factor models. The three-factor model fit
equivalently across sex and across age groups (early and middle adolescents). Furthermore, we demonstrated cross-national equivalence
of the factor structure of the U-MICS. Additionally, results indicated that the latent means for commitment were higher in the Dutch
sample, while latent means for both in-depth exploration and reconsideration of commitment were substantially higher in the Italian
sample. The three identity processes were found to be meaningfully related to measures of self-concept, psychosocial problems, and
parent-adolescent relations in both countries. These findings suggest that the U-MICS is a reliable tool for assessing identity processes
in Italian and Dutch adolescents
Identity formation in early and middle adolescents from various ethnic groups: From three dimensions to five statuses
No full textWe 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 discusse
Capturing the dynamics of identity formation in various ethnic groups: Development and validation of a three-dimensional model
No full textThe 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 discusse
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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