Further insight into adolescent personal identity statuses: Differences based on self-esteem, family climate, and family communication

Family Functioning, Identity Commitments, and School Value among Ethnic Minority and Ethnic Majority Adolescents

Ethnic minority youth show worse school adjustment than their ethnic majority peers. Yet, it remains unclear whether this gap can be explained by differences in family functioning and consequent identity commitments. This study examined (1) whether family functioning relates to identity commitments over time and (2) whether identity commitments impact later school value (3) among minority and majority adolescents. Minority (N = 205, Mage = 16.25 years, 31.1% girls) and majority adolescents (N = 480, Mage = 15.73 years, 47.9% girls) participated in this preregistered three-wave longitudinal study (T1: March-April 2012; T2: October 2012; T3: March-April 2013). Dynamic Panel Models revealed that most within-person cross-lagged associations were not significant in the total sample. Yet, multigroup analyses revealed differences between groups: Stronger identity commitments related to lower school value among minority adolescents, but were unrelated to school value among majority adolescents over time. Additionally, higher school value increased identity commitments among minority youth, yet it decreased identity commitments among majority youth over time. The findings highlight the differential interplay between identity commitments and school adjustment for minority and majority adolescents, with important implications for their future life chances.

Identity Formation in Individuals between 16 and 25 Years Old with Borderline Personality Disorder

Background/Objectives: Identity disruption is a key feature of borderline personality disorder (BPD), characterized by disturbances in self-image. This study aimed to use the Dimensions of Identity Development Scale (DIDS) in a population aged 16-25, to assess differences in identity status and correlations with BPD features as well as whether a correlation exists between the BPD features, the scores obtained on the DIDS and the scores of the different dimensions of this disorder. Methods: We analyzed data from 132 individuals: 44 with BPD using the Diagnostic Interview for Borderline-Revised (DIB-R). Statistical analyses included quantile regression to determine the differences in the DIDS after adjusting for confounding factors identified during group comparisons and Spearman correlation between the DIDS, the BPD features and the DIB-R. Results: Results indicated significantly lower DIDS scores in the BPD group, particularly in commitment making, exploration breadth (EB), identity with commitment (IM) and ruminative exploration (RE). After adjusting, only EB differs significantly between the two groups. All dimensions of the DIDS except for the exploration in depth (ED) are correlated with BPD features. Significant correlations could be demonstrated between cognitive dimension and ED, between the total DIDS and the number of suicide attempt (SA) and between the IM and the number of SA. Conclusions: Our clinical sample showed distinct identity formation compared to controls, with a lower EB associated with BPD. RE correlated with BPD, suggesting that the individuals engage in repetitive exploratory processes. SA was negatively associated with overall identity development and commitment, indicating impulsive behaviors in BPD intersect with identity struggles.

Impact of Coaching on the Development of Personal and Social Competences among Secondary School Students

In this study, the impact of school coaching in Spain on the dimensions that comprise the effective personality construct and the development of those dimensions among secondary school students is analyzed. Differences relating to the variables of gender, course year/age, and the state/private sector of each educational center are specified. A longitudinal study employing a quasi-experimental methodology was conducted with a sample of 310 students in attendance at 6 educational centers within the Community of Madrid, Spain; the study cohort comprised 156 (50.3%) male students and 154 (49.7%) female students. The effective personality questionnaire in secondary education was used for the pre- and post-intervention evaluations, as well as to conduct an open survey once the program had ended. The students who attended the six-session intervention expressed high degrees of satisfaction. Despite the brevity of each session (45-60 min), a slight non-significant improvement was observed in the experimental group relative to the control group in the dimensions that were studied (p > 0.05). Regarding gender, the program worked better with male rather than with female students. It was also more effective within state-aided than in state schools.

Trajectories of adaptive and disturbed identity dimensions in adolescence: developmental associations with self-esteem, resilience, symptoms of depression, and borderline personality disorder features

To advance our understanding of adolescents' identity formation and how it may play into their psychological functioning, this study investigated developmental trajectory classes of adaptive and disturbed dimensions of identity formation, and whether adolescents belonging to different trajectory classes develop differently on self-esteem, resilience, symptoms of depression, and borderline personality disorder (BPD) features. Three-wave longitudinal data from 2,123 Flemish adolescents was used (54.2% girls; M_age = 14.64, range = 12-18 at T1). Results pointed to four trajectory classes of identity formation: adaptive identity, identity progression, identity regression, and diffused identity. The adaptive identity class presented with stable high levels of self-esteem and resilience, and stable low levels of symptoms of depression and BPD, whereas opposite results were obtained for the diffused identity class. The identity progression class reported an increase in self-esteem and resilience as well as a decrease in symptoms of depression and BPD, whereas opposite results were obtained for the identity regression class. These results emphasize that adaptive and disturbed dimensions of identity formation are closely related to markers of well-being and psychopathology among adolescents, and could help identify adolescents with an increased risk for negative psychological functioning or increased opportunity for positive psychological functioning.

Career Identity Statuses Derived From the Career Identity Development Inventory: A Person-Centered Approach

The Career Identity Development Inventory (CIDI) was designed to be used at the person level to assign individuals in a career identity status that would indicate how they approached a career identity crisis and identify developmental needs to resolve career identity concerns. However, given that CIDI has not been tested using a person-centered approach, the first aim of this study was to demonstrate whether and how CIDI can be used to determine individuals' career identity statuses that are theoretically informed by Marcia's identity status paradigm and neo-Eriksonian identity literature. Using a sample of 410 US college graduates, we identified, through a cluster analytic approach, eight groups of distinct career identity profiles, from which four groups resembled Marcia's identity statuses and four other groups were unique variants of identity statuses that extended this paradigm and illustrated a more gradual process of career identity development. This person-centered approach enabled us to subsequently provide evidence of the criterion validity of CIDI, which was the second aim of this study. We examined how the eight career identity statuses derived from the cluster analysis differed according to validation-criterion variables and found that individuals assigned to statuses characterized by high levels of career identity commitments tended to have better career and psychosocial functioning than individuals assigned to statuses characterized by low levels of career identity commitments. Implications along with directions for future research are discussed with respect to developmental challenges associated with career exploration and critical processes of forming a constructed career identity.

Vocational Identity Status in Chinese Emerging Adults with and without Hearing Impairment: Latent Profiles and Relationships with Self-Esteem and Subjective Well-Being

This study aimed to (1) explore the configuration of vocational identity status among emerging adults with and without hearing impairment using latent profile analysis, and (2) investigate the relationships between vocational identity status and self-esteem and subjective well-being. In total, 408 students without disabilities and 432 with hearing impairments from two Chinese higher institutions participated in the study. The Vocational Identity Status Assessment, Rosenberg Self-Esteem scale, Satisfaction with Life Scale, and Positive and Negative Affect were used to assess the major variables. The results derived five latent profiles (achieved, foreclosed, searching moratorium, undifferentiated, and diffused) of vocational identity in the present sample. The students were over-represented in undifferentiated profiles and under-represented in achieved and foreclosed ones. Hearing impairment significantly affected vocational identity status profile membership. The results showed that emerging adults with achievement and foreclosure statuses displayed healthy psychological outcomes, having the highest self-esteem, life satisfaction, and positive affect, and the lowest negative affect. In contrast, the diffused group showed the most disturbing pattern with the lowest self-esteem, life satisfaction, and positive affect, and the highest negative affect. The research findings reveal some notable issues in vocational identity status for emerging Chinese adults, raising concerns about the influence of hearing impairment on vocational identity formation, and provide implications for Chinese society to facilitate college students' career development process to promote their vocational identity status and enhance their self-esteem and subjective well-being.

Relationships of familial sexual stigma and family support with internalized homonegativity among lesbian, gay and bisexual individuals: The mediating effect of self-identity disturbance and moderating effect of gender

Background

The mediators of the association between familial attitudes toward sexual orientation and internalized homonegativity among lesbian, gay, and bisexual (LGB) individuals have not been well examined.

Methods

A cross-sectional survey study was carried out to examine the (i) associations of familial sexual stigma and family support with internalized homonegativity among young adult LGB individuals in Taiwan, and (ii) mediating effect of self-identity disturbance and the moderating effect of gender. Self-identified LGB individuals (N = 1000; 50% males and 50% females; mean age = 24.6 years) participated in the study. Familial sexual stigma, family support, self-identity disturbance, and internalized homonegativity were assessed. Structural equation modeling was used to examine relationships between the variables.

Results

The results indicated that familial sexual stigma was directly associated with increased internalized homonegativity, and indirectly associated with increased internalized homonegativity via the mediation of self-identity disturbance among LGB individuals. Family support was indirectly associated with decreased internalized homonegativity via the mediation of low self-identity disturbance. The direct association between family support and internalized homonegativity was only found among lesbian and bisexual women but not among gay and bisexual men.

Conclusions

Program interventions for familial sexual stigma, family support, and self-identity disturbance are warranted to help reduce internalized homonegativity among LGB individuals.

Relationships of Homophobic Bullying Victimization during Childhood with Borderline Personality Disorder Symptoms in Early Adulthood among Gay and Bisexual Men: Mediating Effect of Depressive Symptoms and Moderating Effect of Family Support

This study investigated (1) the associations of homophobic bullying victimization in childhood with borderline personality disorder (BPD) symptoms in early adulthood among gay and bisexual men; (2) the mediating effect of depressive symptoms on the association between homophobic bullying victimization and BPD symptoms, and (3) the moderating effects of perceived family support on the association between homophobic bullying victimization and BPD symptoms. A total of 500 gay or bisexual men aged between 20 and 25 years were recruited into this study. The experiences of physical, verbal and social relationship bullying victimization during childhood were evaluated using the Mandarin Chinese version of the School Bullying Experience Questionnaire. The experiences of cyberbullying victimization during childhood were evaluated using the Cyberbullying Experiences Questionnaire. BPD symptoms were assessed using the Borderline Symptom List. Depressive symptoms were examined using the Center for Epidemiologic Studies Depression Scale. Perceived family support was evaluated using the Family Adaptation, Partnership, Growth, Affection, and Resolve index. The results of mediation analyses demonstrated that all the types of homophobic bullying victimization in childhood were directly associated with BDP symptoms in young adulthood as well as indirectly associated with BPD symptoms through the mediation of depressive symptoms. The results of moderation analyses demonstrated that the association between homophobic bullying victimization and BPD symptoms decreased when the individuals had more family support. Intervention programs to reduce homophobic bullying victimization and enhance family support for gay and bisexual men and their families are necessary. Interventions to improve depressive and BPD symptoms among gay and bisexual men are also necessary, especially for those who experienced homophobic bullying victimization during childhood.

How Do Adolescents Manage Information in the Relationship with Their Parents? A Latent Class Analysis of Disclosure, Keeping Secrets, and Lying

The use of disclosure and concealment strategies by adolescents in the relationship with their parents may have important implications for their adjustment. Few studies of adolescents' information management have taken a person-centered approach, yet it is a useful way to understand variations in how they regulate information shared with their parents. This study explored adolescents' information management constellations with their mothers and fathers, and how these patterns differ in terms of perceived need-supportive parenting, autonomous reasons for disclosure, and problematic alcohol use. Three hundred thirty-two Swiss adolescents (45% female; M_age = 15.01 years) reported information management strategies used with each parent (disclosure, keeping secrets, lying), perceptions of maternal and paternal need-supportive parenting (involvement, autonomy support, structure), autonomous reasons for disclosure, and problematic alcohol use. Latent class analyses revealed three classes: Reserved (37%), Communicators (36%), and Deceptive (27%). Comparisons across classes showed that adolescents in the Communicators class reported the highest levels of parental involvement and autonomy support, as well as autonomous reasons for disclosure. Adolescents in the Deceptive class reported the lowest levels of parental involvement and autonomy support, as well as autonomous reasons for disclosure. Associations between classes and problematic alcohol use were also found, such that the likelihood of problem drinking was greater for adolescents in the Deceptive class. These findings underscore the importance of continued information sharing with both parents, and underline how a need-supportive parenting context may encourage adolescents to talk voluntarily.

The Assessment of Dual-Cycle Identity Models Among Secondary School Students: The Hungarian Adaptation of DIDS and U-MICS

The aim of the present study was to evaluate the factor structure and validity of the Hungarian versions of the Dimensions for Identity Development Scale (DIDS) and Utrecht-Management of Identity Commitments Scale (U-MICS). Both models assume that the iterative process of exploring and evolving commitments occurs in two distinct cycles. The sample for testing the factor structure of DIDS consisted of 808 adolescents (357 boys and 451 girls) aged between 14 and 21 years (M_age = 16.86; SD = 1.35). The sample for testing the factor structure of U-MICS consisted of 803 adolescents (353 boys and 450 girls) aged between 14 and 21 years (M_age = 16.88; SD = 1.34). Results indicated a five factor model of DIDS in the present sample. All the five dimensions correlated as hypothesized both internally and externally. In line with previous research, six clusters emerged based on the dimensions of DIDS, including ruminative moratorium. Regarding U-MICS, results indicated a three factor model in the present sample. All the three dimensions were internally and externally correlated as hypothesized regarding both ideological and interpersonal identity domains. With regard to the identity status cluster solution, five clusters emerged in both the educational and friendship domains. We found specific variation regarding identity clusters in the two identity domains. Our results support the use of these two measurements in Hungarian context. Further, our results confirm the divergent developmental dynamics of ideological and interpersonal identity domains.

Network analysis of the relationship between negative life events and depressive symptoms in the left-behind children

BACKGROUND

There are 68.77 million left-behind children in China, who are at a great risk of depression associated with negative life events. Our study aims to investigate the most central symptoms of depression in left-behind children and the relationship between depressive symptoms and negative life events using network analysis.

METHOD

A cross-sectional data set (N = 7255) was used, which included children and adolescents aged 7 to 17. Network analysis was used to evaluate: 1) the most central symptoms among the items included in Child Depression Inventory (CDI) of the left-behind children; 2) bridge symptoms between depressive disorder and Adolescent Self-Rating Life Events Check List (ASLEC) of the left-behind children; 3) differences in networks of depressive disorders between left-behind and non-left-behind children, and 4) differences in the network of depression and negative life events between left-behind and non-left-behind children. The stability and centrality indices of the network were also evaluated in the study.

RESULTS

The most central symptoms in the CDI among the left-behind children included self-hatred, crying, fatigue, and sadness. The items with the highest bridge strength centrality in the CDI-ASLEC network included academic stress, discrimination, and school performance decrement. Higher bridge strength values indicate a greater risk of contagion to other communities. The connections in the CDI-ASLEC network are denser in the left-behind children than in non-left-behind children.

LIMITATIONS

The study which was conducted based on cross-sectional data shows that network analysis can only make undirected estimation, but not causal inferences.

CONCLUSIONS

We identified the core symptoms of depression and the bridge symptoms between negative life events and depression in the left-behind children. These findings suggest that more attention should be paid to self-hatred, sadness, and fatigue in the treatment of depression in left-behind children. Intervention for academic stress and discrimination of the left-behind children may help to reduce the contagion of negative life events to depression symptoms.