scholarly journals Bringing Identity Content to the Fore: Links to Identity Development Processes

2019 ◽  
Author(s):  
Kate C. McLean ◽  
Moin Syed ◽  
Hannah Shucard
Keyword(s):  
Identity Development ◽  
Emerging Adults ◽  
Meaning Making ◽  
Identity Exploration ◽  
Family Identity ◽  
Family Romance ◽  
Identity Processes ◽  
College Going ◽  
Content Domain ◽  
Development Processes

In the present study we examined the role of identity content in relation to identity processes in a sample of college-going emerging adults (n = 255). Participants reported eight narratives each (n = 2040 narratives) in response to prompts for specific identity content domains (occupation, values, politics, religion, family, romance, friends, sex roles), and completed survey measures of identity exploration and commitment. Narratives were coded for content and meaning-making. In general, participants reported the content requested, but were less likely to do so in certain domains (e.g., religion) than others (e.g., family). Identity processes varied by content domain, suggesting that identity contents may require different forms of processing. Results reveal the importance of examining identity content for a fuller understanding of identity development.

scholarly journals Identity Processes in Ladakhi Emerging Adults: Testing the Dimensions of Identity Development Scale in an Indigenous Himalayan Population

2018 ◽  
Vol 7 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Simon Ozer ◽  
Alan Meca ◽  
Seth J. Schwartz
Keyword(s):  
Identity Development ◽  
Emerging Adults ◽  
Indigenous Population ◽  
Theoretical Foundation ◽  
Identity Work ◽  
Sociocultural Context ◽  
Identity Exploration ◽  
Identity Processes ◽  
Identity Model ◽  
The Individual

Identity research has flourished in recent years based on the theoretical foundation proposed by Erikson. Identity development is generally conceptualized as a process occurring through an interplay between the individual and her or his social context. Consequently, one of the challenges facing identity research is to become more culturally sensitive—that is, to examine whether models and theories of identity work as expected in various cultural contexts. Luyckx et al.’s (2008) identity model proposes five identity exploration and commitment processes, and a survey instrument was developed to assess these processes. The current study tests this Dimensions of Identity Development Scale (DIDS) in an indigenous population of emerging adults from Ladakh. Results confirm the central dimensions of identity exploration and commitment. However, the original DIDS structure was not identically replicated in this population, suggesting that identity models should be developed or adapted to the specific sociocultural context.

scholarly journals Identity Development in the Domains of Future Plans/Goals and Values in Georgian Emerging Adults and Their Association With Adult and Societal Identity Resolution

2019 ◽  
Vol 8 (5) ◽  
pp. 397-403 ◽  
Author(s):  
Nino Skhirtladze ◽  
Nino Javakhishvili ◽  
Seth J. Schwartz ◽  
Koen Luyckx
Keyword(s):  
Young Adults ◽  
Identity Development ◽  
Emerging Adults ◽  
Cultural Context ◽  
Cycle Model ◽  
Identity Exploration ◽  
Identity Resolution ◽  
Identity Processes ◽  
Dual Cycle ◽  
Future Plans

Identity development unfolds in different domains within a given cultural context. In the present study, we examined the relations among identity processes in future plans and goals and values domains, based on the dual-cycle model of identity development, and their association with adult and societal identity resolution. The sample for our study consisted of 288 Georgian young adults (39% male). Participants completed measures of identity exploration and commitment processes in the future plans/goals and values domains as well as measures of adult and societal identity resolution. Results based on between-domain correlations and mean-level differences indicated that identity processes in future plans/goals and value domains unfold differently in Georgian emerging adults. Associations of two domain identity processes with adult and societal identity resolution also revealed some differences. We attempt to explain these differences by referring to cultural context and age.

The Struggle to Find Meaning: A Mixed Methodology Study on Meaning-Making and Identity

2019 ◽  
Vol 8 (5) ◽  
pp. 367-372 ◽  
Author(s):  
Bogdan Glavan ◽  
Oana Negru-Subtirica ◽  
Oana Benga
Keyword(s):  
Identity Development ◽  
University Students ◽  
Emerging Adults ◽  
Life Story ◽  
Meaning Making ◽  
Mixed Methodology ◽  
Stressful Situation ◽  
Important Goal ◽  
Identity Processes ◽  
Complex Forms

Recent reviews underscored the need for a better link between different identity models in order to enhance our knowledge of identity development. In the present study, we used a mixed methodology design to investigate how the integration of process-oriented and narrative life-story approaches can be used to better understand the complexity of identity pursuits. Participants were 84 Romanian emerging adults ( M age = 23.24 years; SD age = 2.11 years, 72.6% female, 71.4% university students). Results showed significant differences in identity processes among emerging adults based on their levels of meaning-making. More specifically, in a stressful situation of disengaging from a personal important goal, emerging adults who derived more complex forms of meaning-making reported higher levels of ruminative exploration and lower levels of commitment making. By integrating these approaches of identity, the study nuances how meaning-making might be related to identity processes.

Global Versus Domain-Specific Identity Processes

2017 ◽  
Vol 6 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Rimantas Vosylis ◽  
Rasa Erentaitė ◽  
Elisabetta Crocetti
Keyword(s):  
Identity Development ◽  
Emerging Adults ◽  
Three Dimensional ◽  
Three Dimensional Model ◽  
Global Identity ◽  
Domain Specific ◽  
Identity Processes ◽  
Versus Domain ◽  
Specific Assessment ◽  
Specific Identity

The current study contributes to the ongoing discussion about validity and utility of global and domain-specific assessment of identity processes in emerging adulthood (EA) by using a three-dimensional model of identity development and examining four identity domains (best friend, education, occupation, and partner). The links between global and domain-specific identity processes and main features of EA are analyzed in the Eastern European context, which is largely underrepresented in studies on identity development. Participants were 1,217 (49.9% females) emerging adults aged between 20 and 31 years ( Mage = 25.89, SDage = 3.51). This study showed that global identity processes only partly explain domain-specific ones and that domain-specific processes have unique links with features of EA. Taken together, this study shows that consideration of different life domains to measure identity processes is essential, since identity development in friendship, partnership education, and work domains can have different associations with outcomes of interest.

scholarly journals The Role of Domain Content in Understanding Identity Development Processes

2019 ◽  
Author(s):  
Kate C. McLean ◽  
Moin Syed ◽  
Alisha Yoder ◽  
Andrea Greenhoot
Keyword(s):  
Identity Development ◽  
Narrative Identity ◽  
Personal Narratives ◽  
Identity Status ◽  
Identity Statuses ◽  
Narrative Approaches ◽  
Identity Processes ◽  
Development Processes ◽  
Existential Concerns

The current studies examined the importance of domain content in the processes of identity development using two approaches – narrative and status. We examined personal narratives for identity domain content, the co-occurrence of different contents, and the relations between content and processes, using two approaches to identity – status and narrative. Across two studies, 762 participants (average age = 19 years), and 2214 narratives, traditional ideological and interpersonal status domains were present, but so was a novel domain: existential concerns. Narrative identity processes were more frequent in narratives with multiple contents, and relations between identity statuses processes and narrative processes were modest. We discuss theoretical implications, the importance of examining content, and the utility of narrative approaches for doing so.

scholarly journals Applying the Master Narrative Framework to Gender Identity in Emerging Adulthood

2019 ◽  
Author(s):  
Kate C. McLean ◽  
Hannah Shucard ◽  
Moin Syed
Keyword(s):  
Identity Development ◽  
Gender Equality ◽  
Personal Identity ◽  
Personal Narratives ◽  
Master Narrative ◽  
Identity Exploration ◽  
Discourse Processes ◽  
Content Domain ◽  
Narrative Framework ◽  
Cultural Components

We applied a novel framework to identity development, capturing both content and process, and personal and cultural components of identity in the content domain of gender. We examined master (and alternative) narratives: ubiquitous, powerful cultural stories with which individuals negotiate in constructing personal identity. Study 1 was a quantitative investigation of personal narratives about gender (n = 245); Study 2 was a qualitative study of discourse processes concerning gender roles (n = 12). Employing three approaches to identity development (status, narrative, and discursive) in a mixed methods-design, we found that most individuals position themselves around a newer, alternative narrative about gender equality. However, in social interactions this narrative got less airtime, in favor of narratives representing either traditional views, or gender equality. Further, those who were exploring their identities were more likely to employ the less traditional narrative, suggesting a link between changing master narratives and personal identity exploration.

scholarly journals Identity Distress Throughout Adolescence and Emerging Adulthood: Age Trends and Associations With Exploration and Commitment Processes

2019 ◽  
Vol 8 (5) ◽  
pp. 333-343 ◽  
Author(s):  
Nina Palmeroni ◽  
Laurence Claes ◽  
Margaux Verschueren ◽  
Annabel Bogaerts ◽  
Tinne Buelens ◽  
...  
Keyword(s):  
Emerging Adulthood ◽  
Identity Formation ◽  
Emerging Adults ◽  
Future Research ◽  
Identity Exploration ◽  
Identity Processes ◽  
Age Trends

The process of identity formation can cause a considerable amount of distress leading to pathological forms of identity distress. The present study examined age trends in identity distress and associations with identity exploration and commitment in a sample of 2,286 Flemish adolescents and emerging adults (14–30 years, 55.7% females). Important and theoretically meaningful age trends in identity distress were uncovered. More specifically, identity distress demonstrated a curvilinear trend with the highest levels of distress occurring in emerging adulthood. Concerning the associations between identity distress and identity processes, we found differences among the age periods studied. Identity distress was especially positively related to exploration in breadth and negatively to commitment making in the late 20s, but less so in adolescence and the early 20s. In sum, these results provide important insights into identity distress throughout adolescence and emerging adulthood. Theoretical implications, limitations, and suggestions for future research are discussed.

The Role of Financial Identity Processes in Financial Behaviors and Financial Well-Being

2021 ◽  
pp. 216769682110161
Author(s):  
Rimantas Vosylis ◽  
Angela Sorgente ◽  
Margherita Lanz
Keyword(s):  
Identity Development ◽  
Emerging Adulthood ◽  
Identity Formation ◽  
Emerging Adults ◽  
Factor Model ◽  
Well Being ◽  
Financial Behaviors ◽  
Identity Processes ◽  
Study Results ◽  
Financial Identity

Financial identity formed during emerging adulthood is important for the regulation of youth financial behaviors, decisions, and long-term financial goals. This three-wave short-term longitudinal study investigates how youth develop a distinct manner of approaching and managing personal finances and reveals the structure and dynamics of financial identity development during emerging adulthood. Using the cross-lagged panel model analysis, it also investigates longitudinal reciprocal associations between financial identity processes, financial behaviors, and financial well-being of emerging adults. The sample consists of 533 Lithuanian higher education students (56.8% women; M age = 18.93, SD age = 0.71) who took part in three assessment waves. The findings support the use of the three-factor model of financial identity formation and show that financial identity formation is shaped by emerging adults’ financial situation and contribute to the formation of financial behaviors and financial well-being. Practical implications of study results are also discussed.

scholarly journals Identity Development and Major Choice Among Underrepresented Students Interested in STEM Majors: A Longitudinal Qualitative Analysis

2021 ◽  
pp. 216769682110155
Author(s):  
Kate C. McLean ◽  
Isabella M. Koepf ◽  
Jennifer P. Lilgendahl
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Emerging Adults ◽  
Psychological Functioning ◽  
Underrepresented Students ◽  
Well Being ◽  
Major Choice ◽  
Stem Majors ◽  
College Going ◽  
Degree Of Certainty

The present study employed a narrative identity analysis to the examination of identity development in relation to major choice for college-going emerging adults. We focused on underrepresented minorities (URMs) who expressed an interest in Science Technology Engineering and Math (STEM) majors. In a qualitative, longitudinal, case-based study of URMs at two different campuses ( n = 26), we followed their development through college over 4 years, engaging in a comprehensive analysis of their experiences, including individual differences in pathways of identity formation. Results revealed five trajectories of development that focused on the degree of certainty in major and career choice, and general psychological functioning and identity integration. Implications include the need to examine a diversity of experiences to understand the “whole person,” which includes attending to motivations and psychological well-being, along with experiences in the classroom.

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