大学生自我同一性与亲子依恋、因果取向之间的关系

通过对536名大学生的问卷调查,考察了大学生的自我同一性状态与亲子依恋、因果取向之间的关系。结果表明:良好的亲子依恋有利于大学生的自我同一性形成,使大学生更可能处于同一性获得状态,避免同一性扩散。除直接影响外,亲子依恋以因果取向中的自主取向和非个人取向为中介对同一性状态产生重要的间接影响,从而揭示了亲子依恋对大学生自我同一性发挥影响的作用方式。     

大学生亲子依恋、分离-个体化与自我同一性状态之间的关系

通过对1131名大学生的问卷调查,运用结构方程模型技术考察了亲子依恋、分离-个体化与大学生自我同一性状态之间的关系。结果表明：（1）良好的亲子依恋可较强地正向预测大学生的积极分离-个体化,同时较强地负向预测消极分离-个体化;（2）亲子依恋除对同一性早闭状态有直接的正向预测作用外,对其他三种同一性状态的影响均以积极分离-个体化和消极分离-个体化为中介实现的。亲子依恋和分离-个体化两方面相结合形成了积极的亲子关系环境,有利于大学生自我同一性的形成。     

Identity and death anxiety

Sixty-three male Caucasian undergraduates were involved in a study examining possible relationships between death anxiety and Erikson's concept of ego identity. Participants were administered Marcia's Ego Identity Status Interview and Templar's Death Anxiety Scale (DAS) in counterbalanced order. A one-way analysis of variance revealed a significant main effect of ego identity status on DAS scores. One identity status, moratorium, was associated with significantly higher DAS scores than the other three statuses. Diffusion, foreclosure, and achievement statuses did not significantly differ on DAS scores.     

Identity Development in Adulthood: A Longitudinal Study

Identity status interviews involving five domains of life (religious beliefs, political ideology, occupational career, intimate relationships, and lifestyle) were conducted with 249 women and men at ages 27 and 36. The results on overall identity and domain-specific identities confirmed our general hypothesis as to the strengthening of the commitment process: (1) stability was higher in the identity statuses involving commitment (identity achievement and foreclosure) than in the statuses not involving commitment (identity diffusion and moratorium); (2) an increase in the salience of identity domains could be attributed to an increase in the commitment process; (3) transitions into identity statuses involving commitment were more frequent than transitions into statuses not involving commitment; indicating that both identity achievement and foreclosure might be end points of identity development. It was concluded that the results pointed to identity development in adulthood rather than to a random fluctuation in identity statuses over time.     

Female identity development and self-reflection in late adolescence

The primary aim of this study was to assess whether the capacity for self-reflection in late adolescent females is related to their level of identity development. It was hypothesized that females characterized by advanced identity status (either identity achievement or moratorium) would exhibit a greater capacity for self-reflection than those characterized by less advanced identity status (foreclosure or diffusion). Of 85 subjects who met the criteria for this study (female college students in the New York City area), 32 fit purely into one of four identity statuses; among this latter group, a t test revealed a significantly higher degree of self-reflection for the advanced identity status subjects. Implications for the psychology of identity are discussed.     

Identity formation and parent‐child value congruence in adolescence

We examine relations between identity formation and parent‐child value congruence. A total of 267 adolescents reported their own values and the values they perceive their parents to hold, and parents reported their values for their children. We measured identity formation by location in one of the four Marcia (1966) identity statuses (diffusion, foreclosure, moratorium and achievement). Adolescents in the two statuses characterized by exploration, achievement and moratorium, perceived their parents' values more accurately. Adolescents in the two high‐commitment statuses, achievement and foreclosure, were more accepting of the values they perceived their parents to hold. The four identity statuses did not differ in level of parent‐child value congruence. Implications for the process of value achievement are discussed.     

Adolescent identity formation: a Swedish study of identity status using the EOM-EIS-II

The aim of this study was to examine ego identity status among Swedish adolescents using the EOM-EIS-II. Identity status scores and distributions were examined for 222 (108 female, 114 male) Swedish high school students. Identity status differences were found between genders. There was a greater likelihood of female adolescents being categorized as moratoriums than were males, and there was a greater likelihood of males being categorized as diffusions than were females. Statistically significant differences were found between genders on the following subscales: moratorium, foreclosure, and diffusion. No statistically significant differences were found between females and males on the identity achievement subscale. To achieve a preliminary construct validation of the results from the EOM-EIS-II, four of the 222 participants were also assessed using Marcia's identity status interview. A fairly good accordance between the interview assessment of identity status and the EOM-EIS-II assessment were found. Interview results showed differences between the interviewers on each subscale (IA, M, F, and D). The same differences were detected on three of four subscales when assessing these individuals' identity statuses using the EOM-EIS-II.     

Identity Status,Gender, and Social Comparison Among Young Adults

The aim of this study was to investigate identity status globally and across identity domains among young Swedish adult women and men. Also, potential differences in social comparison among identity statuses were evaluated. The results showed that most of the 124 participants (50% women, M_age 33.29 years) were assigned to an achieved global identity and had made identity-defining commitments across domains. Gender differences in identity status were found in the occupational and parenthood domains. In addition, differences in social comparison orientation were found only in the parenthood domain, whereas those assigned to moratorium scored higher in social comparison than did those assigned to foreclosure and diffusion. These results bring important knowledge to our understanding of identity during young adulthood.     

Parental, peer, and teacher influences on the social behavior of Hong Kong Chinese adolescents

Intensive interviews and self-report questionnaires were used to investigate parental, peer, and teacher influences on the prosocial and antisocial behaviors of Hong Kong Chinese adolescents. Students came from 5 academically different high schools. Results indicated that perceived parental influence was positively associated with frequency of prosocial behavior and negatively associated with frequency of delinquent behavior. Students with good relationships with their parents and peers showed lower frequencies of antisocial behaviors than did students with bad relationships. Adolescents in different identity statuses (achievement, moratorium, foreclosure, diffusion; E. H. Erikson, 1968) showed different patterns of prosocial and antisocial behaviors. For example, adolescents in the identity achievement group exhibited high frequencies of prosocial behaviors and low frequencies of antisocial behaviors, but those in the identity moratorium group exhibited quite high frequencies of both prosocial and antisocial behaviors.     

Parental,Peer, and Teacher Influences on the Social Behavior of Hong Kong Chinese Adolescents

Intensive interviews and self-report questionnaires were used to investigate parental, peer, and teacher influences on the prosocial and antisocial behaviors of Hong Kong Chinese adolescents. Students came from 5 academically different high schools. Results indicated that perceived parental influence was positively associated with frequency of prosocial behavior and negatively associated with frequency of delinquent behavior. Students with good relationships with their parents and peers showed lower frequencies of antisocial behaviors than did students with bad relationships. Adolescents in different identity statuses (achievement, moratorium, foreclosure, diffusion; E. H. Erikson, 1968) showed different patterns of prosocial and antisocial behaviors. For example, adolescents in the identity achievement group exhibited high frequencies of prosocial behaviors and low frequencies of antisocial behaviors, but those in the identity moratorium group exhibited quite high frequencies of both prosocial and antisocial behaviors.     

Vocational identity trajectories: Differences in personality and development of well‐being

This person‐centred study investigated the longitudinal patterns of vocational identity development in relation to personality, the development of well‐being, gender, nationality and the attended school track among two cohorts of Swiss adolescents in 8th or 9th grade (N = 269) and in 11th or 12th grade (N = 230). The results confirmed the existence of four identity statuses, namely, achievement, foreclosure, moratorium and diffusion. Forty‐two per cent of students showed progressive patterns of identity development, while 37% remained in their identity status over time. Students with different statuses and status change patterns differed significantly in their personality traits. Higher neuroticism related to the emergence of identity exploration over time, while conscientiousness related to maintaining or achieving a sense of identity commitment in terms of achievement or foreclosure. Controlling for the effects of socio‐demographics and personality traits, students who reached or maintained a state characterized by identity clarity and commitment showed a relative increase in life satisfaction, while those entering a state of identity crisis or exploration showed a decrease in life satisfaction. Copyright © 2011 John Wiley & Sons, Ltd.     

Identity formation in Italian emerging adults: A cluster-analytic approach and associations with psychosocial functioning

The present study examined identity formation in Italian emerging adults using an integrative identity model including commitment making, identification with commitment, exploration in depth, exploration in breadth, and ruminative exploration. Participants were 1,130 university students, aged 18–30 years. In line with previous research, results indicated that, by means of cluster analysis, six identity statuses could be derived: achievement, foreclosure, moratorium, diffused diffusion, carefree diffusion, and undifferentiated. Each of these identity statuses exhibited a distinct profile in terms of self-esteem, anxiety, depression, and need satisfaction. Suggestions for future research and limitations are discussed.     

Family Structure: Its Effects on Adolescent Attachment and Identity Formation

This quantitative study examines the association between family structure, attachment, and identity formation. Results partially support the hypotheses and indicate that unresolved spouse conflict is associated with low levels of attachment in adolescents and attachment to father is linked to identity achieved and the diffused identity status. Lastly, parental coalition was inversely related to the moratorium and diffused identity statuses. These findings support a link between parent/adolescent relationships and the identity formation process. Directions for future research and clinical implications are also discussed.     

Is women's identity achievement associated with the expression of generativity? Examining identity and generativity in multiple roles

We hypothesized that the degree to which middl-aged mothers are identity-achieved is related both to their well-being and their generativity. A unique feature of this research is the examination of identity and generativity separately in the context of specific role domains. Although midlife women reported significantly lower moratorium and higher diffusion than did college women, reports of identity achievement did not differ between the two samples. Identity achievement was, however, more consistently associated with midlife women's positive well-being than foreclosure, moratorium, or diffusion. While global measures of identity and generativity were not related, significant relationships were observed when identity and generativity were measured separately in the context of specific role domains.     

Identity Statuses and Event-Focused Narratives at University Starting Point in Italy

The purpose of this study was to explore in greater depth the identity formation processes in Italian university students starting from previous studies that have provided support for a “postponed Identity”. Given the particular socio-economic difficulties of the Italian context, especially occupational uncertainty, this study assumes that the years of university for Italian students are rather like a time of standby, a period when students are allowed to remain in moratorium (institutionalized) or diffusion statuses and disengage from tasks related to personal and professional identity consolidation. For this purpose, the study focuses initially on the person-centred approach by measuring identity statuses in students attending the first 2 years of university and in students attending the fourth and fifth years of university. Subsequently, it focuses on the first 2 years of university through an event-focused approach, exploring narrative accounts of memorable daily life events perceived as important for identity construction, and to deepen our understanding of the subjective dimension of personal changes. Based on five identity dimensions, the cluster analysis indicated that six identity statuses could be extracted for both students groups: achievement, foreclosure, moratorium, diffused diffusion, carefree diffusion and undifferentiated. Each of these clusters revealed a distinct profile in terms of narrative universes of meaning. The study explored associations between narratives, reflecting a particular focus on the identity content and identity statuses. Suggestions for future research and limitations are discussed.     

Motive congruence and interpersonal identity status

This article examines the relationship between interpersonal ego identity formation and congruence of self-attributed and implicit affiliation motives. A TAT-type picture-story test, the Personality Research Form, and the Extended Objective Measure of Ego Identity Status were administered to 177 participants to assess data on affiliation motivation and interpersonal identity formation. According to a scoring system developed by Winter, the picture stories were coded for need for Affiliation. Analyses revealed that motive congruence is significantly associated with participants' level of identity achievement and identity foreclosure in the interpersonal domain. Such a relationship could not be identified for identity diffusion and moratorium.     

Developmental status and AIDS attitudes in adolescence.

We postulated that among adolescents and young adults, the development of consistent and responsible attitudes with respect to acquired immunodeficiency syndrome (AIDS) precautions would follow a pattern similar to that of the development of a sense of identity. Late-adolescent trainee teachers and nurses (N = 262) were administered identity and intimacy measures and a questionnaire measuring attitudes toward and knowledge of AIDS prevention. Attitudes were shown to be conceptually complex, with dimensions expressing the identity statuses of diffusion, foreclosure, moratorium, and achievement. Few relationships were found between AIDS attitudes and sex, course, measures of identity, or intimacy. However, attitudes toward AIDS precautions and identity status were predictive of future intention to use a condom. Intimacy level was negatively related to such an intention, suggesting that those in steady relationships may not recognize the need for AIDS protection.     

The function of wisdom dimensions in ego‐identity development among Chinese university students

This study investigates the relationship between wisdom and ego‐identity among university students in China. Using Marcia's ego‐identity statuses and Ardelt's wisdom dimensions as the theoretical and conceptual framework, the study investigates 356 university students in China. After exploratory and confirmatory factor analyses, four factors from wisdom and five factors from ego‐identity were retrieved. A structural equation model was then conducted to analyse the relationships. The findings were: (1) among wisdom dimensions, cognitive, and reflective wisdom, especially perspective‐taking best predicted achievement, (2) all three dimensions of wisdom predicted moratorium, but reflective wisdom was the most pronounced predictor, (3) all three dimensions of wisdom predicted diffusion, but resentment items from reflective wisdom were the most pronounced predictors, and (4) gender was a significant predictor of ego‐identity achievement and diffusion. These findings suggest that efforts to build reflective wisdom might contribute to healthier ego‐identity formation.     

大学生自我同一性状态与“大五”人格、因果取向的关系

通过对536名大学生的问卷调查,采用结构方程模型考察了大学生的自我同一性状态与"大五"人格、因果取向之间的关系。结果发现,(1)"大五"人格和因果取向均是大学生自我同一性状态的重要预测因素,能在较大程度上解释大学生所处自我同一性状态(特别是同一性获得状态和扩散状态)上的差异;(2)因果取向在"大五"人格对自我同一性状态的影响中起重要的中介作用。