scholarly journals Personal Identity Development in Hispanic Immigrant Adolescents: Links with Positive Psychosocial Functioning, Depressive Symptoms, and Externalizing Problems

2016 ◽  
Vol 46 (4) ◽  
pp. 898-913 ◽  
Author(s):  
Seth J. Schwartz ◽  
Jennifer B. Unger ◽  
Alan Meca ◽  
Elma I. Lorenzo-Blanco ◽  
Lourdes Baezconde-Garbanati ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Identity Development ◽  
Personal Identity ◽  
Psychosocial Functioning ◽  
Externalizing Problems ◽  
Immigrant Adolescents

scholarly journals Erratum to: Personal Identity Development in Hispanic Immigrant Adolescents: Links with Positive Psychosocial Functioning, Depressive Symptoms, and Externalizing Problems

2016 ◽  
Vol 46 (4) ◽  
pp. 914-915
Author(s):  
Seth J. Schwartz ◽  
Jennifer B. Unger ◽  
Alan Meca ◽  
Elma I. Lorenzo-Blanco ◽  
Lourdes Baezconde-Garbanati ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Identity Development ◽  
Personal Identity ◽  
Psychosocial Functioning ◽  
Externalizing Problems ◽  
Immigrant Adolescents

Predicting externalizing problems in Moroccan immigrant adolescents in the Netherlands

2005 ◽  
Vol 40 (7) ◽  
pp. 571-579 ◽  
Author(s):  
Gonneke W. J. M. Stevens ◽  
Wilma A. M. Vollebergh ◽  
Trees V. M. Pels ◽  
Alfons A. M. Crijnen
Keyword(s):  
The Netherlands ◽  
Externalizing Problems ◽  
Immigrant Adolescents

scholarly journals Depressive symptoms and externalizing behaviors among Hispanic immigrant adolescents: Examining longitudinal effects of cultural stress

2015 ◽  
Vol 42 ◽  
pp. 31-39 ◽  
Author(s):  
Miguel Ángel Cano ◽  
Seth J. Schwartz ◽  
Linda G. Castillo ◽  
Andrea J. Romero ◽  
Shi Huang ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Externalizing Behaviors ◽  
Immigrant Adolescents ◽  
Cultural Stress ◽  
Longitudinal Effects

scholarly journals Developmental Interplay Between Ethnic, National, and Personal Identity in Immigrant Adolescents

2021 ◽  
Author(s):  
Stefanos Mastrotheodoros ◽  
Olga Kornienko ◽  
Adriana Umana-Taylor ◽  
Frosso Motti-Stefanidi
Keyword(s):  
Personal Identity ◽  
Repeated Measures ◽  
National Identities ◽  
Developmental Task ◽  
Political Climate ◽  
Identity Exploration ◽  
Immigrant Adolescents ◽  
Identity Commitment ◽  
Limited Support

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) enrolled 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.

The relationships of personal and ethnic identity exploration to indices of adaptive and maladaptive psychosocial functioning

2009 ◽  
Vol 33 (2) ◽  
pp. 131-144 ◽  
Author(s):  
Seth J. Schwartz ◽  
Byron L. Zamboanga ◽  
Robert S. Weisskirch ◽  
Liliana Rodriguez
Keyword(s):  
Ethnic Identity ◽  
Personal Identity ◽  
Psychosocial Functioning ◽  
Ego Strength ◽  
Identity Exploration ◽  
Opposite Pattern ◽  
Identity Confusion ◽  
Internal Locus Of Control ◽  
Theory Research ◽  
Anxiety Depression

Identity exploration has often been associated with maladaptive aspects of psychosocial functioning such as anxiety and depression. It is not known, however, whether maladaptive psychosocial functioning is related to both personal and ethnic identity exploration. In the present study, we examined the relationships of personal and ethnic identity exploration to adaptive (self-esteem, purpose in life, internal locus of control, and ego strength) and maladaptive (depression, anxiety, impulsivity, and tolerance for deviance) psychosocial functioning, as well the extent to which these relationships were mediated by identity confusion. A multi-ethnic sample of 905 White, Black, and Hispanic university students completed measures of personal and ethnic identity exploration, as well as of adaptive and maladaptive psychosocial functioning. Current personal identity exploration was negatively associated with adaptive psychosocial functioning and was positively associated with anxiety, depression, and impulsivity. An opposite pattern of relationships emerged for past personal identity exploration. All these relationships were mediated by identity confusion — positively for current exploration and negatively for past exploration. Ethnic identity exploration was not directly associated with psychosocial functioning and evidenced only a weak association through identity confusion. These findings were consistent across gender and across the three ethnic groups studied. Implications for identity theory, research, and intervention are discussed.

Positive Bicultural Identity Development Curriculum: A Pilot Evaluation

2019 ◽  
Vol 41 (3) ◽  
pp. 131-139
Author(s):  
Margaret Bishop ◽  
Galina Melamed ◽  
Susan Stone
Keyword(s):  
Middle School Students ◽  
Identity Development ◽  
Psychosocial Functioning ◽  
Large Body ◽  
Bicultural Identity ◽  
Identity Integration ◽  
School Students ◽  
Rigorous Evaluation ◽  
Bicultural Identity Integration ◽  
Initial Support

Abstract Although a large body of research demonstrates a positive relationship between bicultural identity integration (BII) (that is, having a harmonious and blended bicultural identity) and psychosocial functioning, much less research focuses on approaches to promote this integration, particularly among early adolescents. This study describes the Positive Bicultural Identity Development Curriculum developed for middle school students ranging in age from 12 through 14 and presents results of a pilot evaluation. Between pre- and post-curriculum, the seven participants reported increased BII, and facilitator ratings showed increases in bicultural identity certainty. Post-curriculum facilitator ratings also indicated bicultural identity growth. Parents or guardians and teachers perceived similar changes in participants. This study provides initial support for the utility of the intervention and its promise for more rigorous evaluation.

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