Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Youth and Adolescence 4/2019

24-09-2018 | Empirical Research

Friends and Education: Identity Patterns across Domains and Associations with Emotion Dysregulation and Identity Disturbance

Auteurs: Shawna Mastro Campbell, Melanie J. Zimmer-Gembeck, Amanda Duffy

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 4/2019

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

The task of identity development, which involves distinguishing who one is, and defining and articulating this to others, is a challenging developmental task for most youth. This is made even more challenging when one considers that there are multiple domains of identity development. In the current study, Australia adolescents (N = 336; aged 12–15 years, 46% male) reported their identity status commitment, exploration and reconsideration across two different domains (education and friendship). Cluster analysis was used to evaluate patterns of identity formation within and across domains, and the internalizing symptoms (low self-worth, emotion dysregulation, depressive and anxiety symptoms) and identity disturbance of clusters of youth with different identity status patterns were compared. Results revealed five clusters of committed explorers, committed non-explorers, committed reconsiders, uninvolved, and friend identifiers. Cluster comparisons revealed that, across self-worth, emotion dysregulation and identity disturbance, adolescents in the friend identifiers cluster, who reported high commitment to friendship identity and lower commitment to educational identity relative to their peers, fared worse than adolescents reporting higher than average commitment across both domains, and those reporting high reconsideration in both domains. These findings suggest that the benefit of identity commitment for emotional adjustment may depend somewhat on the domain under investigation, and that evaluating the junction and divergence of different identity domains might identify additional adolescents who are experiencing symptoms of maladjustment.

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Literatuur
go back to reference American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders, (DSM-5®). Washington, DC: American Psychiatric Pub. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders, (DSM-5®). Washington, DC: American Psychiatric Pub.
go back to reference Angold, A., Costello, E. J., Messer, S. C., Pickles, A., Winder, F., & Silver, D. (1995). Development of a short questionnaire for use in epidemiological studies of depression in children and adolescents. International Journal of Methods in Psychiatric Research, 5, 237–249. Angold, A., Costello, E. J., Messer, S. C., Pickles, A., Winder, F., & Silver, D. (1995). Development of a short questionnaire for use in epidemiological studies of depression in children and adolescents. International Journal of Methods in Psychiatric Research, 5, 237–249.
go back to reference Bender, D. S., & Skodol, A. E. (2007). Borderline personality as a self-other representational disturbance. Journal of Personality Disorders, 21, 500–517. 195241578?accountid=14543. CrossRefPubMed Bender, D. S., & Skodol, A. E. (2007). Borderline personality as a self-other representational disturbance. Journal of Personality Disorders, 21, 500–517. 195241578?accountid=14543. CrossRefPubMed
go back to reference Bergman, L. R., Magnusson, D., & El-Khouri, B. M. (2003). Studying individual development in an interindividual context: a person-oriented approach. New York: Psychology Press. CrossRef Bergman, L. R., Magnusson, D., & El-Khouri, B. M. (2003). Studying individual development in an interindividual context: a person-oriented approach. New York: Psychology Press. CrossRef
go back to reference Cicchetti, D., & Rogosch, F. A. (1996). Equifnality and multifinality in developmental psychopathology. Development and Psychopathology, 8, 597–600. CrossRef Cicchetti, D., & Rogosch, F. A. (1996). Equifnality and multifinality in developmental psychopathology. Development and Psychopathology, 8, 597–600. CrossRef
go back to reference Crocetti, E., & Meeus, W. (2015). The identity statuses: strengths of a person-centered approach. In K. C. McLean & M. Syed (Eds.), The oxford handbook of identity development (pp. 97–114). New York: Oxford University Press. Crocetti, E., & Meeus, W. (2015). The identity statuses: strengths of a person-centered approach. In K. C. McLean & M. Syed (Eds.), The oxford handbook of identity development (pp. 97–114). New York: Oxford University Press.
go back to reference Erikson, E. H. (1968). Identitiy, youth and crisis. New York: Norton. Erikson, E. H. (1968). Identitiy, youth and crisis. New York: Norton.
go back to reference Gore, P. A. (2000). Cluster Analysis. In H. E. Tinsley & S. D. Brown (Eds.), Handbook of applied multivariate statistics and mathematical modeling (pp. 297–321). San Diego: Academic Press. CrossRef Gore, P. A. (2000). Cluster Analysis. In H. E. Tinsley & S. D. Brown (Eds.), Handbook of applied multivariate statistics and mathematical modeling (pp. 297–321). San Diego: Academic Press. CrossRef
go back to reference Harter, S. (2012). Self-perception profile for adolescents: Manual and questionnaires. Denver, CO: University of Denver. Harter, S. (2012). Self-perception profile for adolescents: Manual and questionnaires. Denver, CO: University of Denver.
go back to reference Herr, N.R., Hughes, C.D., Neacsiu, A.D., & Rosenthal, M.Z. (2014). Development and validation of the borderline identity disturbance self-report. Manuscript submitted for publication. Herr, N.R., Hughes, C.D., Neacsiu, A.D., & Rosenthal, M.Z. (2014). Development and validation of the borderline identity disturbance self-report. Manuscript submitted for publication.
go back to reference Josselson, R., & Flum, H. (2015). Identity status: on refinding the people. In K. C. McLean & M. Syed (Eds.), The Oxford handbook of identity development (pp. 132–146). New York: Oxford University Press. Josselson, R., & Flum, H. (2015). Identity status: on refinding the people. In K. C. McLean & M. Syed (Eds.), The Oxford handbook of identity development (pp. 132–146). New York: Oxford University Press.
go back to reference Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3, 551–558. CrossRefPubMed Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3, 551–558. CrossRefPubMed
go back to reference Meeus, W., (2001). A three-dimensional measure of identity: The Utrecht-management of identity commitments Scale (U-MICS). Unpublished Manuscript, Research Centre Adolescent Development, Utrecht University, The Netherlands. Meeus, W., (2001). A three-dimensional measure of identity: The Utrecht-management of identity commitments Scale (U-MICS). Unpublished Manuscript, Research Centre Adolescent Development, Utrecht University, The Netherlands.
go back to reference Syed, M., & McLean, K. C. (2015). The future of identity development research: reflections, tensions, and challenges. In K. C. McLean & M. Syed (Eds.), The Oxford handbook of identity development (pp. 132–146). New York: Oxford University Press. Syed, M., & McLean, K. C. (2015). The future of identity development research: reflections, tensions, and challenges. In K. C. McLean & M. Syed (Eds.), The Oxford handbook of identity development (pp. 132–146). New York: Oxford University Press.
go back to reference Twenge, J.M. (2017). IGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy--and completely unprepared for adulthood--and what that means for the rest of us. Simon and Schuster. Twenge, J.M. (2017). IGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy--and completely unprepared for adulthood--and what that means for the rest of us. Simon and Schuster.
go back to reference Waterman, A. S. (2015). Identity as internal processes: How the “i” comes to define the “me.”. In K. C. McLean & M. Syed (Eds.), The Oxford handbook of identity development (pp. 195–209). New York: Oxford University Press. Waterman, A. S. (2015). Identity as internal processes: How the “i” comes to define the “me.”. In K. C. McLean & M. Syed (Eds.), The Oxford handbook of identity development (pp. 195–209). New York: Oxford University Press.
go back to reference Zimmer-Gembeck, M. J., & Mortimer, J. T. (2006). Selection processes and vocational development: a multi-method approach. Advances in Life Course Research, 11, 121–148. 0.1016/S1040-2608(06)11005-9. CrossRef Zimmer-Gembeck, M. J., & Mortimer, J. T. (2006). Selection processes and vocational development: a multi-method approach. Advances in Life Course Research, 11, 121–148. 0.1016/S1040-2608(06)11005-9. CrossRef
Metagegevens
Titel
Friends and Education: Identity Patterns across Domains and Associations with Emotion Dysregulation and Identity Disturbance
Auteurs
Shawna Mastro Campbell
Melanie J. Zimmer-Gembeck
Amanda Duffy
Publicatiedatum
24-09-2018
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 4/2019
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-018-0924-4