Identity development and online and offline prosocial behaviors among early and middle adolescents

Research has demonstrated that adolescents of the digital age engage in developmental tasks by interacting with others in both online and offline environments. However, no studies have investigated how adolescents develop their identity, a crucial developmental task, by engaging in online and offline prosocial behaviors. To address this research gap, we examined the role of online and offline prosocial behavior in identity development during adolescence using variable- and person-centered approaches. The participants were 608 individuals in early adolescence (50.2% girls; age range = 12-13 years, M_age = 12.75 years, SD = 0.43) and 594 individuals in middle adolescence (50.3% girls; age range = 15-16 years, M_age = 15.79 years, SD = 0.41) in Japan. They completed questionnaires to measure identity development, online and offline prosocial behavior, and demographic characteristics. The results from the variable-centered approach (i.e., identity dimensions) revealed that both online and offline prosocial behaviors were positively related to commitments and proactive explorations in early and middle adolescence. The findings from the person-centered approach (i.e., identity statuses) demonstrated that early and middle adolescents with higher levels of online prosocial behavior were more likely to show searching moratorium than all other identity statuses, whereas those with higher levels of offline prosocial behavior were more likely to show achievement than troubled diffusion, carefree diffusion, and undifferentiated. Consistent with both variable- and person-centered approaches, these findings highlight that online prosocial behavior can be a new resource for identity development in adolescence. Moreover, the results suggest that online prosocial behaviors lead to identity status in the process of maturing identity and that offline prosocial behavior is necessary to become more mature identity status. Regarding practical implications, educating adolescents on digital media literacy, including supportive behavior in online environments, is crucial to gradually exploring their identity. In addition, for adolescents to develop more mature identity, adults should create in-person environments in which they participate in offline prosocial behavior. The limitations of our findings with respect to the online and offline prosocial behavior scale items are discussed.

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.

Parental identity status in emerging and early adulthood, personality, and well-being: A cluster analytic approach

The present study was the first one in which parental identity statuses were investigated from the point of view of the processual identity model. The aim was the observation of individual differences among parents in respect of their parental identity (identity statuses) and differences between parents with a different identity status. In the study, 709 parents between the ages of 20 and 40 participated (64.8% women). The obtained results support the hypothesis that five different identity statuses in the parental domain could be identified, that is: Achievement, Foreclosure, Searching Moratorium, Moratorium, and Diffusion. Furthermore, hypothesized differences between different statuses regarding personality traits and well‐being have also been observed. The present study suggests that parental identity, which is often overlooked by neo‐Eriksonian identity researchers, is a fully‐fledged identity domain related to parents’ personality and well‐being and contextual factors associated with family life. The importance of the obtained results for our understanding of parental identity formation is discussed in the article.

Does Trauma Shape Identity? Exploring the Links Between Lifetime Trauma Exposure and Identity Status in Emerging Adulthood

In emerging adulthood, coherent identity plays a protective role against the development of the disturbed psychosocial functioning and is seen as one of the defining characteristics of positive youth development. The factors that shape the identity are still understudied and little quantitative research has addressed, how trauma exposure is linked to emerging adults' identity. Therefore, the current study aimed to investigate how exposure to traumatic experiences over the lifetime is associated with current identity status among emerging adults in an academic environment and to explore links between different types of traumatic experiences as well as the severity of exposure to trauma and identity statuses. The study sample consisted of 1,614 first-year undergraduate students from Lithuania with the age range of 18-29 years (M = 19.09, SD = 1.05, 68.28% female). The three distinct identity profiles were identified using the Latent Class Analysis, representing diffused, undifferentiated, and coherent identity statuses. The results provided no clear evidence of links between traumatic experiences and identity status for overall exposure and most types of traumatic events. However, our study concerns the potential importance of severe traumatic experiences, such as sexual trauma, on identity.

[Delayed identity development, family relationships and psychopathology: Links between healthy and clinically disturbed youth]

This study compared three groups of various age and health status (total N = 732) with respect to their identity status, stress level, and parental behavior. As expected, patients were characterized by delayed identity development, particularly ruminative exploration. Further, patients experienced high identity stress and described high levels of anxious paternal rearing and intrusive maternal psychological control. The patients‘ levels of both internalizing and externalizing symptomatology were high, and the impact of externalizing symptoms on identity arrest was strong. Identity status was delayed, albeit age adequate in both groups of healthy youths, with comparably high levels of anxious parental monitoring. Compared to adolescents, young adults were particularly active in their identity development, showing a high level of identity stress but no increase in psychopathology.

Identity Formation in Adulthood: A Longitudinal Study from Age 27 to 50

Longitudinal patterns of identity formation were analyzed in a representative cohort group of Finnish men and women born in 1959 across ages 27, 36, 42, and 50. The data were drawn from the Jyväskylä Longitudinal Study of Personality. Identity status (diffused, moratorium, foreclosed, achieved) from all four ages was available for 172 participants (54% females). Marcia's Identity Status Interview used in this research included five domains: religious beliefs, political identity, occupational career, intimate relationships, and lifestyle. The findings indicated great variability in identity status across domains at each age level, and the identity trajectories fluctuated from age 27 to 50. The developmental trend from age 27 to 50 was moderately progressive (toward achievement) for the five domains and for overall identity, with the exception of a slightly regressive trend in male religious identity. Remaining stable in the same status category across the four measurements was rare and emerged only for diffusion in the ideological domains. Women generally outnumbered men in identity achievement at earlier ages, but the gender differences diminished in most domains at age 50, except in religious identity. In women overall diffusion decreased over time, but in men it remained at about 20% at ages 42 and 50.

Identity development, intelligence structure, and interests: a cross-sectional study in a group of Italian adolescents during the decision-making process

BACKGROUND

Forming one's identity is thought to be the key developmental task of adolescence, but profound changes in personality traits also occur in this period. The negotiation of complex social settings, the creation of an integrated identity, and career choice are major tasks of adolescence. The adolescent, having to make choices for his or her future, has not only to consider his or her own aspirations and interests but also to possess a capacity for exploration and commitment; in fact, career commitments can be considered as a fit between the study or career that is chosen and personal values, skills, and preferences.

METHODS

The objective of the study reported here was to investigate the role of identity on profile of interests; the relation between identity and decisional style; the correlation between identity, aptitudes, interests, and school performance; and the predictive variables to school success. The research involved 417 Italian students who live in Enna, a small city located in Sicily, Italy, aged 16-19 years (197 males and 220 females) in the fourth year (mean =17.2, standard deviation =0.52) and the fifth year (mean =18.2, standard deviation =0.64) of senior secondary school. The research lasted for one school year; the general group of participants consisted of 470 students, and although all participants agreed to be part of the research, there was a dropout rate of 11.28%. They completed the Ego Identity Process Questionnaire to measure their identity development, the Intelligence Structure Test to investigate aptitudes, the Self-Directed Search to value interests, and General Decision Making Style questionnaire to describe their individual decisional style.

RESULTS

The data showed that high-school performance was positively associated with rational decision-making style and identity diffusion predicted the use of avoidant style. Interests were related to identity exploration; the differentiation of preferences was related to identity commitment; investigative personality correlated with the rational style and negatively with the spontaneous style and high levels of school performance; and social personality correlated with the use of the spontaneous style and the intuitive style, a high-profile identity, and identity exploration.

CONCLUSION

Intervention in the development of the identity process proves to be fundamental for increasing aptitudes and improving school performance, and, above all, for broadening the diversification and coherence of interests and improving the decisional process.

Converging identities: dimensions of acculturation and personal identity status among immigrant college students

The present study was designed to ascertain the extent to which dimensions of acculturation would differ across personal identity statuses in a sample of 2,411 first- and second-generation, immigrant, college-attending emerging adults. Participants from 30 colleges and universities around the United States completed measures of personal identity processes, as well as of heritage and American cultural practices, values, and identifications. Cluster-analytic procedures were used to classify participants into personal identity statuses based on the personal identity processes. Results indicated that, across ethnic groups, individuals in the achieved and searching moratorium statuses reported the greatest endorsement of heritage and American cultural practices, values, and identifications; and individuals in the carefree diffusion status reported the lowest endorsement of all the cultural variables under study. These results are discussed in terms of the convergence between personal identity and cultural identity processes.