Identity Formation in Adolescence: The Dynamic of Forming and Consolidating Identity Commitments

A Culturally Sensitive Approach to the Relationships between Identity Formation and Religious Beliefs in Youth

Youth encounter issues of religion in the process of identity formation. However, most prior studies have focused on Christian youth in Western counties. This study examined the relationship between identity formation and religious beliefs in the Eastern national context where Buddhism and non-institutional folk religions are prevalent. Participants were 969 Japanese youth (51.3% female; M_age = 20.1). Both literal and symbolic religious beliefs were included and both a variable- and person-oriented approach were used based on the three-factor identity model. The results from the variable-oriented approach (i.e., identity processes) demonstrated that identity commitment was positively associated with literal religious beliefs, whereas reconsideration of commitment was positively associated with both literal and symbolic religious beliefs. Findings from the person-oriented approach (i.e., identity statuses) confirmed these results. Overall, this study highlights the importance of religious beliefs in the process of identity formation among youth in an Eastern national context.

Value development during adolescence: Dimensions of change and stability

OBJECTIVE

Value change stability was examined in a longitudinal sample of Jewish and Arab Israeli adolescents.

METHOD

Adolescents (N = 520; 55.4% girls; M_age  = 13.76, SD = 0.52, at initial assessment) reported value importance at four annual evaluations.

RESULTS

Adolescents increased in values' internal coherence and rank-order stability. Their value hierarchy was consistent and differentiated from the hierarchy of adults. Latent growth curve analyses indicated a similar pattern of mean-level value change for both ethnic groups: an increase in power and a decrease in tradition values; an increase in self-direction values among Jewish adolescents but not among Arab participants. Overall, the perceived importance of power, achievement, and self-direction values was more likely to increase than decrease, and the importance of conformity, tradition, security, and benevolence values was more likely to decrease than increase. Intraindividual changes in value importance followed the postulated pattern, as compatible values changed together, whereas conflicting values changed in opposite directions.

CONCLUSIONS

This article suggests that values become better indicators of individual characteristics during adolescence. Adolescents increase their endorsement of self-focused values and decrease their valuation of other-focused values. They maintain the integrity of their value system despite value changes, confirming and validating value theory.

Teacher Justice and Students' Class Identification: Belief in a Just World and Teacher-Student Relationship as Mediators

For school-age adolescents, teacher justice plays an important role in their learning and social outcomes. The present study examined the relation between teacher justice and students' class identification in 1735 Chinese school-age adolescents by considering belief in a just world (BJW) and teacher-student relationship as mediators. Structure equation modeling (SEM) was used to reveal the direct and indirect effects. The analyses showed that all the direct and indirect effects were significant. These findings indicated that teacher justice had a positive effect on students' class identification. In addition, teacher justice impacted students' class identification through students' just-world belief and teacher-student relationships. These results suggested that for adolescents, teacher justice played an important role in shaping their just-world belief system and their interpersonal relationships with teachers, which in turn affected their sense of belonging and values in relation to their class. Thus, it is important for teachers to be aware that their injustice may negatively impact their relationships with students, students' belief systems, and their psychological engagement at school. There is a need to develop teacher-training programs to help teachers to establish classroom reward-punishment systems with the consideration of social justice, to communicate with students through an unbiased approach, and to increase student participation in the important decision making of the whole class.

Alopecia Areata: Factors That Impact Children and Adolescents

Research suggests that several factors affect children and adolescents with alopecia areata (AA). While hair loss is mostly associated with individuals undergoing chemotherapy, AA also causes individuals to lose the hair on their scalp and elsewhere on the body. This loss can be particularly devastating to children and adolescents, and can affect them socially, as well as psychologically. A mixed method research design was used to combine survey data with interview transcripts and field notes to capture a more detailed picture of AA and its effect on children and adolescents. The data reported here were extracted from a larger study utilizing nine demographic items, four independent variable items (gender, age, duration of diagnosis, age of onset), and 27 dependent variable items regarding impact factors. Subsequently, six follow-up interview questions were used with a small group for additional context. An exploratory factor analysis revealed five impact factors: Confidence/Self-Esteem, Psychological Effects, Appearance/Acceptance, Socialization, and Communication. Female participants reported significantly greater difficulty adjusting and managing AA than did their male counterparts. While most participants revealed a positive attitude about themselves, the majority were affected psychologically by this condition. Open communication with family and friends gave comfort and support to the vast majority.