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Diffusion within Marcia's identity-status paradigm: Does it foreshadow academic problems?

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Abstract

The present investigation attempted to ascertain longitudinally whether diffuseness about academic goals and plans would predict subsequent underachievement. Identity-status interviews were administered to 98 firstsemester college students. Their grade point averages (GPA) were obtained for their first six semesters in college. SAT and conceptual-level scores were used to generate predicted GPAs. Underachievement was operationally defined as a positive discrepancy between predicted-minus-observed GPA: underachievement=predicted observed GPA. Evidence for the hypothesized relationship between diffusion and academic underachievement was not found. To the contrary, Diffusions during their freshman year showed a tendency for relativeoverachievement (predicted observed GPA). The possibility of heterogeneity within Marcia's diffusion status was considered. Some diffuselike individuals may see their current lack of commitment and concern as a hiatus, whereas others may be truly unconcerned and myopic about their lives. A significant association between foreclosure and underachievement was found when the subjects were freshmen. This relationship was not replicated with an independent sample of 90 high school students. A post hoc interpretation focused on differences between transient and long-term Foreclosures and the role that the college environment may potentially play in instigating personal identity crises. The need for longitudinal tests on this account is underscored.

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Authors and Affiliations

  1. State University of New York, 13045, Cortland, New York

    Michael D. Berzonsky (Professor of Psychology)

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  1. Michael D. Berzonsky
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This research was supported by a grant from NIMH. The manuscript was prepared while the author was a visiting professor at the University of Florida.

He received his Ph. D. from the University of Toronto. Research interests include adolescent personality and cognitive development, and social cognitive development over the lifespan.

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Berzonsky, M.D. Diffusion within Marcia's identity-status paradigm: Does it foreshadow academic problems?. J Youth Adolescence 14, 527–538 (1985). https://doi.org/10.1007/BF02139525

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  • DOI: https://doi.org/10.1007/BF02139525

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