Identity Processes and Parent-Child and Sibling Relationships in Adolescence: A Five-Wave Multi-Informant Longitudinal Study

Exploring coach and parent transformational leadership and their associations with social identity in adolescents

The main objective of this study was to explore the associations between the transformational leadership of coaches and parents and adolescent athletes' social identity and examine the roles of gender and the stage of adolescence in these relationships. Furthermore, this study aimed to provide empirical evidence on measurement invariance across gender and the adolescent stage in the adapted Spanish version of the Social Identity Questionnaire for Sport (SIQS). The sample consisted of 656 athletes (299 males and 357 females) from 12 to 18 years old (M = 15.27, SD = 1.64) who participated in various team sports. All the participants completed a socio-demographic questionnaire, the Social Identity Questionnaire for Sport, and the Transformational Coaching and Transformational Parenting Questionnaires. The results confirmed the scalar measurement invariance of the adapted Spanish version of the SIQS across gender and adolescent stage. Transformational coaching and mothers' transformational parenting positively predicted adolescents' social identity across gender and adolescent stage. Additionally, during early adolescence, fathers' transformational parenting was also associated with their children's social identity. These findings emphasize the importance of transformational leadership in both team and family contexts in promoting athletes' social identity.

Identifying the role of siblings in adolescent decision-making: A developmental processes approach

Adolescence represents a period of opportunity in decision-making as developmental motivations and processes shift, particularly in social contexts. Sibling relationships may be especially influential in adolescent decision-making, as siblings spend a disproportionate amount of time with one another and can affect how adolescents think, feel, and behave. However, the ways in which siblings may shape adolescent decision-making through psychological, behavioral, and neurological processes, particularly their interactions, are less well known. This review introduces the developmental processes approach to understanding adolescent decision-making in the sibling context by reviewing patterns in the literature as to how each developmental process in sibling contexts may contribute to adolescent decision-making. Interdisciplinary collaborations across theories and methods (i.e., surveys, observations, and neuroimaging) can contribute to a more holistic understanding of how siblings may shape adolescent decision-making, for better and for worse. Further, this approach can inform practice through sibling-focused prevention programs and other sibling-focused programming (e.g., government, nonprofit) in promoting adaptive adolescent decision-making.

Understanding identity development in context: comparing reflective and situated approaches to identity

Many recent approaches to identity share a foundational similarity with ecological psychology, namely, to place identity in its context. That is, they explicitly place identity in its physical and social environments. Yet, we can distinguish at least two different approaches that diverge fundamentally with regards to the role that this "context" has in identity. We refer to these approaches as "reflective identity" and "situated identity" approaches. While the reflective-identity approach views context and individual as separate entities with a bi-directional relationship, the situated-identity approach views context and individual as inherently intertwined and inseparable. While these approaches have emerged as independent from each other, we see potential for these two approaches to become comprehensively coordinated. To set the stage for such a coordination in future research, we provide a short overview of these different approaches to identity and describe where they align and diverge with regards to viewing identity as contextualized. After providing an overview of the key differences and similarities, we outline a possibility for integration and offer ideas for future lines of research that we see as fruitful for developing a comprehensive and coordinated approach to identity that takes context seriously.

Stability and change of illness identity in Belgian youth with type 1 diabetes: a latent transition analysis

BACKGROUND

Youth with type 1 diabetes (T1D) are tasked with integrating their illness into their identity, a process conceptualized as illness identity. To date, longitudinal person-centered studies are lacking that substantiate qualitative research capturing illness identity as a process.

PURPOSE

First, the current study examined patterns of stability and change among illness identity profiles in youth with T1D. Second, the study investigated how these profiles and patterns are related to background and medical characteristics, psychological, and contextual variables.

METHODS

This 4-wave longitudinal study (covering 3 years) included 558 adolescents and emerging adults with T1D at baseline recruited from the Belgian Diabetes Registry (age range = 14-26 years, 54% female). Latent transition analysis was used to examine (1) illness identity profiles and (2) patterns of stability and change among these profiles. Multinomial logistic regression models examined the profiles' and patterns' associations with the background and medical characteristics, psychological, and contextual variables.

RESULTS

Three illness identity profiles emerged: the more-integrated profile, the less-integrated profile, and the least-integrated profile. Although most individuals remained within their profile across 3 years, several meaningful transitions occurred as well. Age, self-esteem, diabetes distress, and psychological control were related to profile membership, whereas only illness duration was related to transitional patterns.

CONCLUSION

The present study informed both theory and clinical practice on how illness identity is experienced by youth with T1D from a person-centered perspective. In addition, the results provided insight into which aspects are meaningfully related to illness identity integration, supporting tailored interventions for youth with T1D.

Longitudinal associations between family functioning and generalized anxiety among adolescents: the mediating role of self-identity and cognitive flexibility

BACKGROUND

Generalized anxiety (GA) is showing a high prevalence among adolescents nowadays; investigations on influencing factors and potential mechanisms are important to inform intervention development. The present two-wave study investigated the ways in which family functioning predicted GA six months later among adolescents, by considering the mediating role of self-identity and cognitive flexibility.

METHODS

Adolescents were recruited from 27 randomly selected classes in two secondary schools in Chongqing and Fujian Province, China. Survey questionnaires assessing family functioning, self-identity, cognitive flexibility and GA were obtained from 1223 adolescents (Mage = 13.14, SD = 1.35) at two time points of the 6-month interval.

RESULTS

The association between family functioning (T1) and GA (T2) was significant (r= -0.152, p < 0.01). Self-identity and cognitive flexibility sequentially mediated the relationship between family functioning (T1) and GA (T2) (with the indirect effect = -0.005, 95% CI = -0.007~ -0.002) after controlling for age, gender, and GA at baseline. Cognitive flexibility also showed a significant and direct mediating effect (with the indirect effect = -0.008, 95% CI = -0.012 ~ -0.005).

CONCLUSION

Findings indicated that family functioning can be a protective factor of GA, and self-identity and cognitive flexibility act as a crucial role in the association between family functioning and GA. Future studies should adopt more time points and long-term follow-up assessments using more robust approaches to improve the reliability of the study findings. Findings may offer some implications that building a harmonious, open and warm family and guiding adolescents to develop self-identity as well as more flexible cognitive style could be helpful to prevent and cope with anxious emotion.

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.

Longitudinal Associations among Identity Processes and Mental Health in Young Adulthood: The Mediating Role of Social Support

Emerging adulthood (ages 18-25) is a period of identity exploration, particularly for young adults navigating the transition to post-secondary school. Little is known about how changes in identity exploration may be related to emerging adults' mental health, or the role of social support plays in identity-related processes. In the present study, associations among identity exploration, internalizing symptoms, and perceived social support were examined. Participants included a diverse group of emerging adults (N = 1,125, Mage = 17.96 years) studying at a Canadian university. Random-intercept cross-lagged modeling demonstrated that within-person increases in exploration in breadth predicted fewer depressive symptoms over time, whereas within-person increases in exploration in depth predicted more depressive and anxious symptoms over time. A mediation effect from perceived support from significant other to depressive symptoms via exploration in breadth was also evident. Findings suggest that identity exploratory processes may be developmentally relevant in emerging adulthood, but their implications for mental health may differ. Perceived social support is also meaningfully related to identity exploration and mental health.

Identity Matters for Well-Being: The Longitudinal Associations Between Identity Processes and Well-Being in Adolescents with Different Cultural Backgrounds

Adolescents' identity processes and their levels of well-being are likely to be intertwined. On the one hand, how adolescents cope with the core developmental task of forming their identity has important implications for their well-being. On the other hand, experiencing a condition of well-being can help adolescents consolidate their identity. This longitudinal study adopted a multidimensional and culturally sensitive perspective to unravel how identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) in two domains (i.e., educational and interpersonal identity) were developmentally related to multiple indicators of positive well-being (i.e., physical health, subjective, psychological, and social well-being) in adolescents with different cultural backgrounds. Participants were 1396 adolescents (Mage = 15.73, SDage = 1.23, 49.93% females; 20.89% with a migrant background) who completed questionnaires at four-time points across one year. Results of cross-lagged models confirmed the positive reciprocal associations between identity commitment and well-being in all its facets. The nuanced picture of associations of in-depth exploration and reconsideration of commitment with multiple dimensions of well-being highlighted the importance of adopting a multi-dimensional perspective on well-being and a domain-specific approach to identity. Multigroup analyses indicated that the associations between identity commitment in the educational domain and well-being are relevant, especially for adolescents with a migrant background. Overall, this study highlights the centrality of identity processes for adolescents' adaptation and points to a dynamic loop of reciprocal influences at the core of youth positive development.

Educational identity and maternal helicopter parenting: Moderation by the perceptions of environmental threat

This four-wave study examined longitudinal associations between maternal helicopter parenting and college students' educational identity processes over 1 year, as well as the moderating effects of mothers' perceived environmental threats (i.e., uncertainty and competition). Participants were 349 first-year university students (39.8% male, Mage  = 18.20) and their mothers (Mage  = 49.10) in Hong Kong. Latent class growth analysis identified two subgroups based on levels of mothers' threat perceptions (i.e., lower vs. higher). Multi-group random-intercept cross-lagged models found that, at the within-person level, students' reconsideration of educational commitments positively predicted helicopter parenting only for mothers with higher threat perceptions. These findings mainly support youth-driven effects on overbearing parenting behaviors. Mothers' threat perceptions might exacerbate these excessive responses to youth's academic turbulence.

The complex story of educational identity in adolescence: Longitudinal relations with academic achievement and perfectionism

OBJECTIVE

Education has a strong impact on adolescent development. This study investigated the complex longitudinal associations between educational identity processes, academic achievement, and perfectionism.

METHOD

The study used a 4-wave design (N = 744 adolescents, M_age = 15.2 years, 55% girls).

RESULTS

Results showed that self-oriented perfectionism mediated the longitudinal relation between academic achievement and educational commitment, whereas educational commitment mediated the longitudinal relation between self-oriented perfectionism and academic achievement. Also, a unidirectional positive direct link from educational in-depth exploration to socially prescribed perfectionism was found, while self-oriented perfectionism mediated the positive relationship between academic achievement and exploration. Finally, higher academic achievement led to decreases in educational reconsideration of commitment, whereas socially prescribed perfectionism predicted increases in educational reconsideration of commitment and decreases in academic achievement.

CONCLUSIONS

These findings bring forward the intricate and possibly sabotaging links between educational identity processes, academic achievement, and perfectionism.

Understanding loneliness: The roles of self- and interpersonal dysfunction and early parental indifference

Many factors are implicated in developing and maintaining loneliness, including aspects of personality functioning and experience of early adverse childhood events. This study aimed to examine the relationship between domains of personality dysfunction, including self- and interpersonal functioning, and loneliness and determine whether such personality factors mediate the relationship between childhood parental indifference and loneliness. In total, 393 community-dwelling adults, mean age 34.3 (SD = 12.67), were recruited online for cross-sectional assessment of loneliness, personality functioning, big-five personality traits and perceived childhood parental indifference. Linear regression analyses were conducted followed by a parallel mediation model. Self- and interpersonal dysfunction were positively associated with loneliness and remained significant predictors of loneliness after controlling for five-factor personality traits. Impaired personality functioning accounted for 12% of loneliness variance. Finally, self-dysfunction mediated the relationship between childhood parental indifference and loneliness. Findings emphasize the importance of addressing personality functioning when developing psychosocial interventions aimed at tackling loneliness.

Do siblings influence one another? Unpacking processes that occur during sibling conflict

This study examined the extent to which 205 sibling dyads influenced each other during conflict. Data were collected between 2013 to 2015. The sample included 5.9% Black, 15.1% South Asian, 15.1% East Asian, and 63.8% White children. Older siblings were between 7-13 years old (Female = 109) and younger siblings were 5-9 years old (Female = 99). Siblings' conflict resolution was analyzed using dynamic structural equation modeling. Modeling fluctuations in moment-to-moment data (20-s intervals) allowed for a close approximation of causal influence. Older and younger siblings were found to influence one another. Younger sisters were more constructive than younger brothers, especially in sister-sister dyads. Sibling age gap predicted inertia in older siblings. Socialization processes within sibling relationships are discussed.

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.

Victimization and Resilience: Experiences of Rural LGBTQ+ Youth Across Multiple Contexts

LGBTQ+ youth experience higher rates of interpersonal violence, such as peer-based bullying and identity-based harassment, than their counterparts. Experiences of victimization can occur across different social contexts including family, school, peers, and community. LGBTQ+ youth in rural communities may be at increased risk for identity-based victimization due in part to geographic isolation and an often conservative value system that may create a hostile environment to LGBTQ+ individuals. However, few studies have examined the experiences of rural LGBTQ+ youth from their perspectives, and how the rural context may affect their experiences with victimization and social support. This qualitative study explores the victimization experiences of rural LGBTQ+ youth, the supports available to them, and ways they show resilience. We conducted qualitative interviews with a sample of 11 young people ages 12-21, recruited in partnership with a local LGBTQ+ agency across a rural five county region in the Southeastern United States. Four themes emerged related to how rural youth navigate bullying, harassment, and victimization across different social contexts and the support that is available to them: (1) conflicting family messages, (2) navigating personal safety at school, (3) connecting through technology, and (4) confronting negative religious sentiment. A fifth theme captures the strengths of young people in the mid of victimization: (5) demonstrating individual and collective resilience. Although rural LGBTQ+ youth experience victimization in similar ways to urban and suburban youth, rural youth may have less access to social supports that buffer effects of victimization. This study highlights the strengths in rural LGBTQ+ young people as well as their commitment to supporting one another and seeing change in their communities. Findings illustrate a need for greater support for LGBTQ+ youth in rural areas while leveraging existing strength of the youth and their community for sustainable support and resources.

The Mentoring Relationship with the Closest Grandparent and Identity Processes Among Emerging Adult Grandchildren in Poland: The Role of Perceived Grandparents’ Perspective Taking

The aim of the current study was to examine the mentoring relationship with the closest grandparent, considering perceived grandparent’s perspective taking, and identity processes among Polish emerging adult grandchildren. A total of 424 emerging adults (41.3% male) aged 18–25 completed self-assessment measures. The structural equation modeling analysis revealed positive associations between perception of mentoring relationships with the closest grandparent (mostly grandmother), their perspective taking, and emerging adults’ identity synthesis. The results indicated no significant gender differences in the hypothesized model. To sum up, relationships with grandparents may be perceived as important in promoting coherent identity development among emerging adults.

Addressing ethnic prejudice in youth: Developmental trajectories and associations with educational identity

Studying how attitudes develop in the transition from late adolescence to emerging adulthood offers unique insights into future generations’ perceptions of society and of others. However, findings on ethnic prejudice during this life period are mixed. The current research aims to examine the development of affective and cognitive ethnic prejudice, adopting a person-centered approach. Furthermore, it examines the associations between educational identity processes and prejudice. A sample of 297 Italian adolescents ( Mage = 17.48, SDage = 0.79, 37.8% males) participated in a five-wave longitudinal study. At the mean level, cognitive prejudice decreased slightly over time, while affective prejudice remained stable. Additionally, rank-order stability coefficients were high ( r ≥ .526). Moreover, for each dimension of prejudice (i.e., cognitive and affective) taken separately, three groups of participants were identified based on their high, moderate, or low scores, respectively. Finally, higher levels of educational identity in-depth exploration at baseline significantly increased the chances of adolescents falling into the low rather than the moderate group for both cognitive and affective prejudice. Conversely, it significantly reduced the chances of being in the high compared to the moderate group for affective prejudice. This study highlights the importance of considering multiple components of prejudice and their reciprocal associations with identity processes to identify at-risk segments of the adolescent and emerging adult populations.

Testing Reciprocal Associations between Parenting and Youth's Motivational Resources of Career Decision-Making Agency during the Postsecondary Transition

Parents are central figures in youth's career decision-making processes. One of their key roles is to foster youth's career decision-making agency by supporting their motivational resources-of autonomy and competence. While the findings on parent-driven effects (how parenting behaviors predict youth's agency) are well documented, little is known about the opposite direction-child-driven effects (how youth's agency predicts parenting behaviors)-and the bidirectionality, particularly during postsecondary transitions. To address this gap, the current study examined (1) reciprocal linkages between mothers' and fathers' parenting behaviors (i.e., need support and control) and youth's agency (i.e., autonomy and competence) and (2) whether such linkages are moderated by the parent's gender and timing. Participants were 642 French-Canadian youths (54% girls; M_age = 14.2) who annually reported on parenting behaviors and career decision-making agency for 5 years, from Secondary 3 to 2 years postsecondary. For analysis, random-intercept cross-lagged panel models were estimated to disentangle the between- and within-family processes. The results showed that youth's career decision-making competence develops in reciprocal transactions with parental need support in an upward spiral, while autonomy development is primarily driven by need support. Limited evidence was found for the moderating effects of parents' gender and youth's transition periods. Preregistration: the present study was preregistered (the study design, hypotheses, and target analyses). The preregistration can be found in https://osf.io/c5hak . Any deviations from the preregistration can be found in the Online Supplemental Materials.

Identities: A developmental social-psychological perspective

In 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.

Adolescent identity development in context

One of the key developmental tasks in adolescence is to develop a coherent identity. Studies have increasingly begun to go beyond the study of mean level identity change and examine the underlying mechanisms of identity development at the intraindividual, microlevel, that is, at the level where development is taking place: within the person, in here and now experiences and relationships. Identity development during adolescence is characterized by both systematic maturation and substantial stability. Life events and transitions, as well as accumulating real-time experiences, might play a role in identity development. Optimal development of identity is embedded in high-quality family relationships and friendships in which constructive narrative processes take place.

Dynamics of Identity Development in Adolescence: A Decade in Review

One of the key developmental tasks in adolescence is to develop a coherent identity. The current review addresses progress in the field of identity research between the years 2010 and 2020. Synthesizing research on the development of identity, we show that identity development during adolescence and early adulthood is characterized by both systematic maturation and substantial stability. This review discusses the role of life events and transitions for identity and the role of micro-processes and narrative processes as a potential mechanisms of personal identity development change. It provides an overview of the linkages between identity development and developmental outcomes, specifically paying attention to within-person processes. It additionally discusses how identity development takes place in the context of close relationships.

To compare, or not to compare? Age moderates the relationship between social comparisons on instagram and identity processes during adolescence and emerging adulthood

INTRODUCTION

Social networking sites such as Instagram have provided young people with unprecedented opportunities for social comparison, and such behaviour can have implications for identity development. Although initial evidence suggests that there may be developmental differences in terms of how such behaviour informs identity development during adolescence and emerging adulthood, all previous research has been conducted in highly individualistic cultural contexts (i.e., the UK and the US).

METHOD

To shed further light on these possible developmental differences and to determine whether results replicate amongst young people from more collectivist cultural contexts, cross-sectional survey data were collected from 1,085 (M age = 18.87, SD = 2.57; Female = 77.8%) adolescents and emerging adults in Romania and Serbia between December 2019 and March 2020. The relationships between social comparisons of ability and opinion on Instagram and three key identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) were then examined.

RESULT

Hierarchical multiple regression analyses identified significant age differences in terms of how social comparisons of ability and opinion on Instagram associated with identity commitment and in-depth exploration. Furthermore, possible cultural differences were identified in terms of how social comparisons of opinion on Instagram associated with the identity processes.

CONCLUSION

Overall, results suggest that whilst social comparisons on Instagram can elicit self-focus and prompt further exploration, developmental and cultural factors may influence how such behaviour informs identity development during adolescence and emerging adulthood.

"It's tough because I see that it's upsetting her…": A qualitative exploration of parents' perceptions of talking with their adolescents about having a visible difference

Many adolescents live with a visible difference that affects their lives in profound ways, but studies investigating parents' perceptions of raising appearance issues during conversations with their adolescent are lacking. As part of a larger study exploring the effectiveness of a web-based intervention (YP Face IT), semi-structured interviews were conducted with 18 parents of adolescents with a visible difference. Thematic analysis revealed four overarching themes: (1) Conversational settings; (2) Understanding adolescents' feelings and thoughts; (3) Providing parental guidance and encouragement; and (4) When the dialogue becomes difficult. Results showed that parents resorted to specific settings when instigating conversations about appearance, such as when their adolescents expressed a need for emotional care, were perceived to be upset, or whilst managing their condition. The choice of setting was also important as some parents generally felt uncomfortable raising appearance issues with their adolescent, for fear of fueling appearance concerns. Results further suggest that open communication can enable parents to stay informed about their adolescent's psychosocial adjustment to a visible difference. These results stress the need to make available support to facilitate open communication about appearance-related topics between parents and adolescents.

Developmental Interplay between Ethnic, National, and Personal Identity in Immigrant Adolescents

Developing a personal identity is a core developmental task for all adolescents. Immigrant adolescents need to integrate the meaning that their belonging to their ethnic group and the receiving nation has for them into their personal identity. The purpose of this study was to examine the longitudinal interplay between personal, ethnic, and national identities of a middle school sample of immigrant youth (N = 765, Mage = 12.7 years, SD = 0.6 at T1; 46% girls) enroled in Greek schools. Data were collected in three waves with repeated measures. To test the link between these identities, two trivariate Cross-Lagged Panel Models were ran, one examining identity exploration and the other examining identity commitment. The results revealed robust within time positive links between ethnic, national and personal identities for both exploration and commitment at all three time-points. There was some evidence that ethnic and national identities were negatively linked longitudinally, and limited support for longitudinal associations between these domains and personal identity. Follow-up analyses suggest that these processes may be specific to second generation youth and that findings may differ by ethnic background. Finally, the findings that emerged are discussed with attention to the socio-political climate in the receiving nation.

Motive-Driven Interpersonal Identity Development: Moderating Effects of Perceived Parenting Quality and Sense of Self-Determination

Living and acting in line with one's implicit motives fosters peoples' well-being across a wide array of cultural contexts. Yet, not all individuals commit to goals that reflect their implicit motives. Research points to resources that relate to congruence of implicit and explicit motives. We hypothesized that such resources also relate to motive-congruent identity development. In detail, we assumed that perceived parenting quality (Study 1) and sense of self-determination (Study 2) moderate the relationship between the implicit need for affiliation and dimensions of identity development in the interpersonal domain of friendship. Evidence supporting our assumptions was found in both studies: Among adolescents who reported low levels of parenting quality higher levels of the implicit affiliation motive were associated with lower levels of commitment and higher levels of reconsideration of commitment (Study 1). Moreover, a positive association between the implicit affiliation motive and commitment was verified for adolescents who were high in self-determination (Study 2). Less straightforward findings on in-depth exploration point to the Janus-faced nature of exploration processes. To conclude, the implicit need for affiliation seems to play a crucial role in interpersonal identity development if particular social and personal resources are available. Implications for future research are discussed.

Daily Identity Dynamics in Adolescence Shaping Identity in Emerging Adulthood: An 11-Year Longitudinal Study on Continuity in Development

According to identity theory, short-term day-to-day identity exploration and commitment processes are the building blocks for long-term development of stable commitments in emerging adulthood. This key assumption was tested in a longitudinal study including 494 individuals (43% girls, M_age T1 = 13.31 years, range 11.01–14.86 years) who were followed from adolescence into emerging adulthood, covering ages 13 to 24 years. In the first five years, adolescents reported on their daily identity processes (i.e., commitment, reconsideration and in-depth exploration) across 75 assessment days. Subsequently, they reported on their identity across four (bi-) annual waves in emerging adulthood. Findings confirmed the existence of a dual-cycle process model of identity formation and identity maintenance that operated at the within-person level across days during adolescence. Moreover, individual differences in these short-term identity processes in adolescence predicted individual differences in identity development in emerging adulthood. Specifically, those adolescents with low daily commitment levels, and high levels of identity reconsideration were more likely to maintain weak identity commitments and high identity uncertainty in emerging adulthood. Also, those adolescents characterized by stronger daily changes in identity commitments and continuing day-to-day identity uncertainty maintained the highest identity uncertainty in emerging adulthood. These results support the view of continuity in identity development from short-term daily identity dynamics in adolescence to long-term identity development in emerging adulthood.

Longitudinal associations between structural prefrontal cortex and nucleus accumbens development and daily identity formation processes across adolescence

We tested whether adolescents with daily high identity uncertainty showed differential structural brain development across adolescence and young adulthood. Participants (N = 150, M_ageT1 15.92 years) were followed across three waves, covering 4 years. Self-reported daily educational identity and structural brain data of lateral prefrontal cortex (lPFC)/anterior cingulate cortex (ACC), medial PFC, and nucleus accumbens (NAcc) was collected across three waves. All hypotheses were pre-registered. Latent class growth analyses confirmed 2 identity subgroups: an identity synthesis class (characterized by strong commitments, and low uncertainty), and an identity moratorium class (high daily identity uncertainty). Latent growth curve models revealed, on average, delayed maturation of the lateral PFC/ACC and medial PFC and stable NAcc. Yet, adolescents in identity moratorium showed lower levels and less decline in NAcc gray matter volume. Lateral PFC/ACC and medial PFC trajectories did not differ between identity subgroups. Exploratory analyses revealed that adolescents with higher baseline levels and delayed maturation of lateral PFC/ACC and medial PFC gray matter volume, surface area, and cortical thickness reported higher baseline levels and stronger increases of in-depth exploration. These results provide insight into how individual differences in brain development relate to fluctuations in educational identity development across adolescence and young adulthood.

The building blocks of social competence: Contributions of the Consortium of Individual Development

Social competence refers to the ability to engage in meaningful interactions with others. It is a crucial skill potentially malleable to interventions. Nevertheless, it remains difficult to select which children, which periods in a child's life, and which underlying skills form optimal targets for interventions. Development of social competence is complex to characterize because (a) it is by nature context- dependent; (b) it is subserved by multiple relevant processes that develop at different times in a child's life; and (c) over the years multiple, possibly conflicting, ways have been coined to index a child's social competence. The current paper elaborates upon a theoretical model of social competence developed by Rose-Krasnor (Rose- Krasnor, 1997; Rose-Krasnor and Denham, 2009), and it makes concrete how underlying skills and the variety of contexts of social interaction are both relevant dimensions of social competence that might change over development. It then illustrates how the cohorts and work packages in the Consortium on Individual Development each provide empirical contributions necessary for testing this model on the development of social competence.

Women’s and men’s role in culture of honor endorsement within families

In this article, we analyze the patterns of culture of honor within Spanish families. Each member of 271 Spanish four-member families (parents and two children each, total N = 1084) completed a questionnaire containing scales for the culture of honor and for sociodemographic variables (gender, order born and age). The results show that intra-family similarities emerge. However, path analyses show that the gender and birth order of the child are relevant in predicting this similarity. In particular, the first-born child converges with their mother to a higher extent than the father regardless of their gender. However, for the second-born child both parents instill their ideas about culture of honor in a gender congruent way (father–boy and mother–girl). Furthermore, there are higher similarities within younger families, indicating a stronger influence from parents to children. Results are discussed in view of social role and gender social learning theories.

Validation of the Arabic and Hebrew versions of the Utrecht-Management of Identity Commitments Scale (U-MICS)

INTRODUCTION

The Utrecht-Management of Identity Commitments Scale (U-MICS; Crocetti, Rubini, & Meeus, 2008) is a self-report scale that can be applied to measure three identity processes (commitment, in-depth exploration, and reconsideration of commitment) in specific domains. The current study was aimed at testing the applicability of the U-MICS in two new languages: Arabic and Hebrew. Specifically, we (a) tested the fit of the three-factor structure; (b) examined measurement invariance of the Arabic and Hebrew versions; and (c) investigated convergent validity by relating the identity processes (commitment, in-depth exploration, and reconsideration of commitment) to multiple indicators of psychosocial adjustment (self-esteem, prosocial behaviors, and delinquency).

METHODS

Participants were 314 Arab and 386 Jewish adolescents living in Israel (N = 770; 54.7% girls; M_age = 13.79, SD_age = 0.51, age-range = 12-15). Assessments of identity processes, self-esteem, and delinquency were collected using self-report measures, while prosocial behaviors were measured through peer nominations.

RESULTS

The results highlighted that (a) the three-factor model fit the data excellently in the total sample as well as in Arab and Jewish samples; (b) hierarchical levels of measurement invariance (configural, metric, and scalar), as well as invariance of covariances, could be clearly established; and (c) convergent validity was demonstrated by showing meaningful associations between identity processes and indicators of psychosocial functioning.

CONCLUSIONS

This study indicates that the U-MICS is a reliable instrument for assessing identity processes in Arabic and Hebrew-speaking adolescents.

Quality of parental bonding is associated with symptom severity and functioning among individuals at ultra-high risk for psychosis

Patients with schizophrenia tend to report having 'affectionless-controlling' mothers when the Parental Bonding Instrument (PBI) is used. However, there is limited research on the parenting styles received by individuals at ultra-high risk (UHR) for psychosis. Furthermore, previous PBI studies have suggested that a three-factor solution is more suitable than the original two-factors. This study aims to i) use a more sensitive measure of parental bonding by conducting an exploratory factor analysis (EFA), and (ii) to explore the association between parental bonding, symptom severity and functioning among the UHR. Data from 164 individuals at UHR and 510 healthy controls were collected. Symptoms were assessed using the Positive and Negative Syndrome Scale (PANSS) and the Calgary Depression Scale for Schizophrenia (CDSS). Functioning was measured using the Global Assessment of Functioning (GAF) and Social and Occupational Functioning Assessment Scale (SOFAS). Confirmatory factor analyses of existing factor structures and EFA of the PBI was conducted. Pearson's correlations and regressions were used to elucidate the associations between parenting factors and assessment scales. EFAs revealed a three-factor solution: 'care', 'authoritarianism', and 'overprotection'. UHR were 1.61 times more likely to report having affectionless-controlling mothers. UHR reported significantly lower maternal and paternal care, and higher maternal and paternal overprotection. Higher paternal overprotection was significantly associated with worse symptoms and functioning. Our findings replicate previous findings among individuals at UHR in an Asian setting, and suggest that affectionless-controlling or affectionless-authoritative-overprotective styles may be a poor fit for individuals at UHR.

Knowing Who You Are for Not Feeling Lonely? A Longitudinal Study on Identity and Loneliness

In adolescence, both identity concerns and feelings of loneliness are of utmost importance to the experiences of young people. Yet, a theoretically grounded hypothesis that identity and loneliness are developmentally related has never been tested. Thus, the aim of this study was to disentangle the longitudinal associations between identity processes in educational and interpersonal domains and loneliness in adolescence. The sample consisted of 632 Lithuanian adolescents (53.2% girls; M_age  = 14.32; SD_age  = 1.09) participating in a four-wave study with 6-month intervals between assessments. Cross-lagged analyses revealed reciprocal associations between identity processes and loneliness in the educational domain and unidirectional effects of adolescents' reconsideration of commitment on loneliness in the interpersonal domain.

Parent-Adolescent Conflict across Adolescence: Trajectories of Informant Discrepancies and Associations with Personality Types

Parent–adolescent conflict can be intense, yet parents and adolescents do not always agree on the intensity of conflict. Conflict intensity tends to change during adolescence and is thought to be an indicator of how the parent–adolescent relationship transforms. However, parents and adolescents might differently perceive change in conflict intensity, resulting in changing discrepancies in conflict intensity throughout adolescence. Also, personality characteristics of parents and adolescents might affect the extent to which there are discrepancies in perceptions of conflict intensity. This multi-informant longitudinal study investigated a) the trajectories of parent–adolescent conflict intensity, b) the trajectories of informant discrepancies, and c) the prediction of these trajectories by parental and adolescent personality. Dutch adolescents (N = 497, 43.1% female, M_age = 13.03 at T1), their mothers, and their fathers reported on parent–adolescent conflict intensity and personality for six years. Latent Growth Curve Modeling and Latent Congruence Modeling revealed curvilinear changes in conflict intensity, as well as in discrepancies thereof. Two cycles of discrepancies emerged. First, in early-to-middle-adolescence discrepancies in perceptions of parents and adolescents increased, reflecting that adolescents’ perceived conflict intensity increased. Second, in middle-to-late-adolescence, father–adolescent discrepancies increased further, reflecting that fathers’ perceptions of conflict decreased. Resilient adolescents, mothers, and fathers reported lower levels of conflict intensity than Undercontrollers and Overcontrollers, but personality was not associated with the rate of change in conflict intensity. Finally, undercontrolling fathers and overcontrolling adolescents showed higher father–adolescent discrepancies. This study showed that parents and adolescents differentially perceive conflict intensity and that in the adolescent–father relationship, the extent of the differences depends on adolescent and father personality.

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

INTRODUCTION

During adolescence, youngsters are faced with the challenging task of forming an identity. This process can be either supported or hindered by adolescents' family context. The present study used a six-process model of personal identity including the five identity processes described by the dual-cycle model of identity (exploration in breadth, commitment making, exploration in depth, identification with commitment, and ruminative exploration) as well as a sixth identity process of reconsideration of commitment, commonly described in the three-factor model of identity. In the current investigation, we sought to evaluate how adolescents in identity statuses derived from this six-process model differed based on psychological adjustment, perceived family climate, and family communication.

METHOD

A total of 1105 Swiss adolescents (Mage = 15.08; 51% female) completed self-report questionnaires at one time point. Using a person-centered approach, identity statuses were empirically derived and unique profiles for each identity status were identified.

RESULTS

We identified six identity statuses: Achievement, Foreclosure, Ruminative Moratorium, Reconsidering Achievement, Troubled Diffusion, and Carefree Diffusion. Statuses with the highest degree of commitment showed the most optimal profiles of psychological adjustment and perceived family climate, whereas those with the lowest levels of commitment demonstrated the least optimal profiles. Adolescents in the Reconsidering Achievement status, however, reported high levels of both parental support and psychological control.

CONCLUSION

The use of the six-process model of identity allowed for the derivation of six identity statuses and provided further insight into how adolescents in different identity statuses confront identity-related issues in the context of their family.

The Interplay of Personal and Social Identity

Abstract. Personal and social identity have generally been considered as separate components of individual’s self-concept. In this review, after addressing classical models of personal and social identity, we focus on recent theoretical advancements. We propose possible interconnections, focusing on communalities between personal and social identity and outline how these processes, fed by social factors, can interact and influence one another. In addition, we advance the role of personal and social identity as a fundamental symbolic tool with which individuals can adapt to reality. Finally, we address the implications of identity for personal and social adjustment and inclusiveness.

A Review and Integration of Three Key Components of Identity Development

Abstract. Studies on identity formation focus on various components of identity. However, these components have mainly been studied separately, and researchers in different fields are not always aware of each other’s work. Therefore, this systematic review provides an overview of theories and empirical studies on three key components of identity: distinctiveness (seeing the self as unique and distinct from others), coherence (perceiving the self as similar across life domains), and continuity (perceiving the self as the same person over time). This systematic review focused on the development of these components and linkages with psychosocial functioning. Findings suggest important differences between the three identity components. Therefore, we propose an integrative developmental framework of identity, including all three identity components and their linkages.

Clear Self, Better Relationships: Adolescents' Self-Concept Clarity and Relationship Quality With Parents and Peers Across 5 Years

This study examined reciprocal associations between adolescents' self-concept clarity (SCC) and their relationship quality with parents and best friends in a five-wave longitudinal study from age 13 to 18 years. In all, 497 adolescents (57% boys) reported on their SCC and all informants (i.e., adolescents, both parents, and adolescents' best friends) reported on support and negative interaction. Within-person cross-lagged analyses provided systematic evidence for both parent effects and child effects, with the direction of effects being strongly dependent on the relational context. For example, higher maternal support predicted higher adolescent SCC, supporting a parent effects perspective, whereas higher SCC predicted lower paternal negative interaction, supporting a child effects perspective. Peer effects on adolescent SCC were not consistently found across adolescent and best friend reports.