ERIC Number: EJ928214
Record Type: Journal
Publication Date: 2011-Jul
Abstractor: As Provided
Reference Count: 109
Examining the Light and Dark Sides of Emerging Adults' Identity: A Study of Identity Status Differences in Positive and Negative Psychosocial Functioning
Schwartz, Seth J.; Beyers, Wim; Luyckx, Koen; Soenens, Bart; Zamboanga, Byron L.; Forthun, Larry F.; Hardy, Sam A.; Vazsonyi, Alexander T.; Ham, Lindsay S.; Kim, Su Yeong; Whitbourne, Susan Krauss; Waterman, Alan S.
Journal of Youth and Adolescence, v40 n7 p839-859 Jul 2011
Identity is a critical developmental task during the transition to adulthood in Western societies. The purpose of the present study was to evaluate an empirically based, cluster-analytic identity status model, to examine whether all four of Marcia's identity statuses (diffusion, foreclosure, moratorium, and achievement) would emerge empirically, and to identify different patterns of identity formation among American college-attending emerging adults. An ethnically diverse sample of 9,034 emerging-adult students (73% female; mean age 19.73 years) from 30 U.S. universities completed measures of identity exploration (ruminative, in breadth, and in depth) and commitment (commitment making and identification with commitment), identity synthesis and confusion, positive and negative psychosocial functioning, and health-compromising behaviors. The identity status cluster solution that emerged provided an adequate fit to the data and included all four of Marcia's original identity statuses, along with Carefree Diffusion and Undifferentiated statuses. Results provided evidence for concurrent validity, construct validity, and practical applicability of these statuses. Implications for identity research are discussed.
Descriptors: Construct Validity, Validity, Developmental Stages, Identification (Psychology), Young Adults, College Students, Late Adolescents, Psychological Patterns, Social Development, Health Behavior, Risk, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A