Abstract
In today’s advanced post-capitalist societies, consolidating identity with a view to acquiring adult roles is more complex than in the past. In Italy, the changes in the educational system are also associated with changes in the labor market characterized by lack of opportunity and instability. Therefore, young people on the threshold of university are discouraged from making long-term decisions and developing a coherent identity. The aim of the study was to explore what modalities Italian students adopt in order to cope with developmental tasks and how they proceed to negotiate and resolve identity-related concerns. The participants were 332 Italian students, balanced by gender, attending the first 2 years of university and aged 18–25. We used six self-report measures: Dimensions of Identity Development Scale; Identity Stage Resolution Index; Identity Distress Scale; Locus of Control Scale; Rosenberg Self-Esteem Scale; and Depressive Symptom Subscale and Anxiety Symptom Subscale. Participation was voluntary, and anonymity was guaranteed. Findings indicate that identity processes, identity distress and sense of adulthood are related dimensions. We find five different modalities of identity coping (clusters) that identify different subjects. These retained clusters have also an effect on psychosocial correlates. Results advance the literature linking identity, sense of adulthood and coping with developmental tasks in emerging adulthood. Findings also support previous literature suggesting that coping with identity during first years of university is an important target of prevention efforts aimed at improving academic performance and identification of developmental path, particularly for individuals who exhibit identity diffusion and distress.
Similar content being viewed by others
Notes
The National Statistics Institute is a governmental research organization. It has been present in the country since 1926; it is the main producer of official statistics supporting citizens and decision makers. It is an independent body and continually interacts with the academic and scientific worlds.
NEET refers to the English acronym: ‘Not in Education, Employment or Training’.
References
Aleni Sestito, L. (2004). Processi di formazione dell'identità in adolescenza. Napoli: Liguori.
Aleni Sestito, L., & Sica, L. S. (2010). La formazione dell’identità nella transizione dalla scuola superiore all’università: Dimensioni processuali e stili [Identity formation during the transition from high school to university: Processual dimensions and styles]. Rassegna di Psicologia, 3, 59–82.
Aleni Sestito, L., Sica, L. S., & Nasti, M. (2013). The generation of youth without work: transitions to adulthood in conditions of precariousness, unemployment and underemployment. Ricerche di Psicologia, 3, 411–444.
Aleni Sestito, L., Sica, L. S., & Ragozini, G. (2011). First years of University: Identity formation processes between confusion and consolidation. Giornale di Psicologia dello Sviluppo, 99, 22–35.
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 469–480.
Arnett, J. J. (2004). Emerging adulthood: The winding road from the late teens through the twenties. New York: Oxford University Press.
Arnett, J. J. (2007). Emerging adulthood: What is it, and what is it good for? Child Development Perspectives, 1(2), 68–73. doi:10.1111/j.1750-8606.2007.00016.x.
Bauman, Z. (1998). Postmodernity and its discontents. London: Polity Press.
Berman, S. L., Montgomery, M. J., & Kurtines, W. M. (2004). The development and validation of a measure of identity distress. Identity: An International Journal of Theory and Research, 4, 1–8.
Birmaher, B., Khetarpal, S., Brent, D., Cully, M., Balach, L., Kaufman, J., et al. (1997). The screen for child anxiety related emotional disorders (SCARED): Scale construction and psychometric characteristics. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 545–553. doi:10.1097/00004583-199704000-00018.
Boeri, T., & Galasso, V. (2007). Contro i giovani: Come l’Italia sta tradendo le nuove generazioni. Milano: Mondadori.
Born, A. (2007). Well-diffused? Identity diffusion and well-being in emerging adulthood. In M. Watzlawik & A. Born (Eds.), Capturing identity: Quantitative and qualitative methods (pp. 149–162). Lanham, MD: University Press of America.
Bosma, H. A. (1992). Identity in adolescence: Managing commitments. In G. R. Adams, T. P. Gulotta, & R. Montmayor (Eds.), Adolescent identity formation (pp. 91–121). Newbury Park, CA: Sage.
Bosma, H. A., & Kunnen, E. S. (2001). Determinants and mechanisms in ego identity development: A review and synthesis. Developmental Review, 21, 39–66. doi:10.1006/drev.2000.0514.
Bosma, H. A., & Kunnen, E. S. (2008). Identity-in-context and identity development-in-context are two different things. Journal of Adolescence, 31, 281–289.
Collin, A., & Guichard, J. (2010). Constructing self in career theory and counseling interventions. In P. J. Hartung & L. M. Subich (Eds.), Constructing self in work and career (pp. 89–106). Washington, DC: APA books.
Côté, J. (1996). Sociological perspectives on identity formation: The culture-identity link and identity capital. Journal of Adolescence, 19, 417–428. doi:10.1006/jado.1996.0040.
Côté, J. E. (1997). An empirical test of the identity capital model. Journal of Adolescence, 20, 421–437.
Côté, J. (2002). The role of identity capital in the transition to adulthood: The individualization thesis examined. Journal of Youth Studies, 5, 117–134. doi:10.1080/13676260220134403.
Côté, J., & Bynner, J. (2008). Changes in the transition to adulthood in the UK and Canada: The role of structure and agency in emerging adulthood. Journal of Youth Studies, 11(3), 251–268. doi:10.1080/13676260801946464.
Côté, J. E., & Levine, C. G. (2002). Identity formation, agency, and culture: A social psychological synthesis. Mahwah, NJ: Lawrence Erlbaum.
Crocetti, E., Hale, W. W, I. I. I., Fermani, A., Raaijmakers, Q., & Meeus, W. (2009). Psychometric properties of the screen for child anxiety related emotional disorders (SCARED) in the general Italian adolescent population: A validation and a comparison between Italy and The Netherlands. Journal of Anxiety Disorders, 23, 824–829. doi:10.1016/j.janxdis.2009.04.003.
Crocetti, E., Luyckx, K., Scrignaro, M., & Sica, L. S. (2011). Identity formation in Italian emerging adults: A cluster-analytic approach and associations with psychosocial functioning. European Journal of Developmental Psychology, 8, 558–572. doi:10.1080/17405629.2011.576858.
Crocetti, E., Rabaglietti, E., & Sica, L. S. (2012a). Personal identity in Italy. New Directions for Child and Adolescent Development, 138, 87–102. doi:10.1002/cad.20023.
Crocetti, E., Scrignaro, M., Sica, L. S., & Magrin, M. E. (2012b). Correlates of identity configurations: Three studies with adolescent and emerging adult cohorts. Journal of Youth and Adolescence, 41, 732–748. doi:10.1007/s10964-011-9702-2.
Dell’Erba, G. L. (1999). La valutazione dello stato sintomatologico con il Psychopathological Symptoms Index: Aspetti metrici e clinici [Evaluation of the symptomatological status through the Psychopathological Symptoms Index: Psychometric and clinical issues]. Psicologia Europea, 3, 21.
Derogatis, L. R. (1983). SCL90: Administration, scoring and procedures manual for the revised version. Baltimore: Clinical Psychometric Research.
Donaldson, D., Prinstein, M. J., Danovsky, M., & Spirito, A. (2000). Patterns of children’s coping with life: Implications for clinicians. American Journal of Orthopsychiatry, 70, 351–359.
du Bois-Reymond, M., Chisholm, L. (Eds). (2006). The Modernization of Youth Transitions in Europe. New Directions for Child and Adolescent Development, 113.
Erikson, E. H. (1959). Identity and the life cycle. New York: International University Press.
Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
Erikson, E. H. (1980). Identity and the life cycle: Areissue. New York: Norton.
Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Stanford: University Press.
Guichard, J., Pouyaud, J., de Calan, C., & Dumora, B. (2012). Identity construction and career development interventions with emerging adults. Journal of Vocational Behavior, 81(1), 52–58. doi:10.1016/j.jvb.2012.04.004.
Havighurst, R. J. (1953). Human development and education. New York: Longman.
Hendry, L. H., & Kloep, M. (2002). Lifespan development: Resources. Challenges and Risks, London: Thomson Learning.
Iezzi, M., & Mastrobuoni, T. (2010). Gioventù sprecata: Perché in Italia si fatica a diventare grandi. Bari: Laterza.
Kelly, K. R., & Pulver, C. A. (2003). Refining measurement of career indecision types: A validity study. Journal of Counseling and Development, 81, 445–453.
Kovacs, M. (1985). The children’s depression inventory. Psychopharmacology Bulletin, 21, 995–998.
Kraus, W. (2007). The narrative negotiation of idenitty and belonging. In M. Bamberg (Ed.), Narrative: State of the art (pp. 123–132). Amsterdam and Philadelphia: John Benjamins.
Kraus, W., & e Mitzscherlich, B. (1995). Identity diffusion as cultural adaptation. European Journal of Pediatrics, 154(8), 65–72.
Kroger, J. (2007). Identity development: Adolescence through adulthood. Thousand Oaks, CA: SAGE Publications.
Kunnen, E. S. (2009). Qualitative and quantitative aspects of commitment development in psychology students. Journal of Adolescence, 32, 567–584.
Larson, R. (2011). Adolescents’ conscious processes of developing regulation: Learning to appraise challenges. In R. M. Lerner, J. V. Lerner, E. P. Bowers, S. Lewin-Bizan, S. Gestsdottir, & J. B. Urban (Eds.), Thriving in childhood and adolescence: The role of self regulation processes: New Directions for Child and Adolescent Development. San Francisco: Jossey-Bass. No. 134.
Lebart, L., Morineau, A., Lambert T., and Pleuvret, P. (1994). SPAD-N. versión 2.5, Système Portable d′Analyse des Données Numériques. Saint Mande, France: Centre International de Statistique et d′Informatique Appliquées.
Livi Bacci, M. (2008). Avanti giovani, alla riscossa:Come uscire dalla crisi giovanile in Italia. Bologna: Il Mulino.
Luyckx, K., Goossens, L., Soenens, B., & Beyers, W. (2006). Unpacking commitment and exploration: Validation of an integrative model of adolescent identity formation. Journal of Adolescence, 29, 361–378. doi:10.1016/j.adolescence.2005.03.008.
Luyckx, K., Schwartz, S. J., Berzonsky, M. D., Soenens, B., Vansteenkiste, M., Smits, I., et al. (2008a). Capturing ruminative exploration: Extending the four-dimensional model of identity formation in late adolescence. Journal of Research in Personality, 42, 58–82. doi:10.1016/j.jrp.2007.04.004.
Luyckx, K., Schwartz, S. J., Goossens, L., & Soenens, B. (2008b). The relationship between identity development and adjustment in the transition to adulthood: Variable-centered and person-centered approaches. Journal of Research on Adolescence, 18, 595–619.
Marcia, J. E. (1966). Development and validation of ego identity status. Journal of Personality and Social Psychology, 3, 551–558. doi:10.1037/h0023281.
Marcia, J. E. (1989). Identity diffusion differentiated. In M. A. Luszcz & T. Nettelbeck (Eds.), Psychological development: Perspectives across the life-span (pp. 123–137). Dordrecht: Elsevier.
Marcia, J. E., Waterman, A. S., Matteson, D. R., Archer, S. L., & Orlofsky, J. L. (Eds.). (1993). Ego identity: A handbook for psychosocial research. New York: Springer.
Meeus, W. (1996). Studies on identity development in adolescence: An overview of research and some new data. Journal of Youth and Adolescence, 25, 569–598.
Meeus, W., Iedema, J., Helsen, M., & Vollebergh, W. (1999). Patterns of adolescent identity development: Review of literature and longitudinal analysis. Developmental Review, 19, 419–461. doi:10.1006/drev.1999.0483.
Meeus, W., Iedema, J., & Maassen, G. H. (2002). Commitment and exploration as mechanisms of identity formation. Psychological Reports, 90, 771–785.
Meeus, W., van de Schoot, R., Keijsers, L., Schwartz, S. J., & Branje, S. (2010). On the progression and stability of adolescent identity formation: A five-wave longitudinal study in early-to-middle and middle-to-late adolescence. Child Development, 81, 1565–1581. doi:10.1111/j.1467-8624.2010.01492.x.
Montgomery, M. J., & Côté, J. E. (2003). College as a transition to adulthood. In G. R. Adams & M. D. Berzonsky (Eds.), Blackwell handbook of adolescence (pp. 149–172). Malden, MA: Blackwell.
Nelson, L. J., & Barry, C. M. (2005). Distinguishing features of emerging adulthood: The role of self-classification as an adult. Journal of Adolescent Research, 20, 242–262. doi:10.1177/0743558404273074.
Nigro, G. (1983). Contributo alla taratura italiana della Scala di Controllo Interno-Esterno di Rotter [Contribution to the Italian validation of internal/external locus of control scale by Rotter]. Bollettino di psicologia applicata, 168, 29–41.
Prezza, M., Trombaccia, L., & Armento, F. (1997). La scala dell’autostima di Rosenberg: traduzione e validazione italiana [The self-esteem scale by Rosenberg: Italian validation]. Bollettino di Psicologia Applicata, 223, 35–44.
Reifman, A., Arnett, J. J., & Colwell, M. J. (2007). Emerging adulthood: Theory, assessment, and application. Journal of Youth Development. doi:10.13072/midss.437.
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
Rotter J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, General and Applied, 80, 1, (N. 609).
Savickas, M. L. (2005). The theory and practice of career construction. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 42–70). Hoboken, NJ: Wiley.
Schulenberg, J. E., Sameroff, A. J., & Cicchetti, D. (2004). The transition to adulthood as a critical juncture in the course of psychopathology and mental health. Development and Psychopathology, 16, 799–806. doi:10.1017/S0954579404040015.
Schwartz, S. J. (2001). The evolution of Eriksonian and neo-Eriksonian identity theory and research: A review and integration. Identity: An International Journal of Theory and Research, 1, 7–58.
Schwartz, S. J. (2007). The structure of identity consolidation: Multiple correlated constructs or one superordinate construct? Identity: An International Journal of Theory and Research, 7, 27–49. doi:10.1080/15283480701319583.
Schwartz, S. J., Coatsworth, J. D., Pantin, H., Prado, G., Sharp, E. H., & Szapocznik, J. (2006). The role of ecodevelopmental context and self-concept in depressive and externalizing symptoms in Hispanic adolescents. International Journal of Behavioral Development, 30, 359–370. doi:10.1177/0165025406066779.
Schwartz, S. J., Côté, J. E., & Arnett, J. J. (2005). Identity and agency in emerging adulthood: Two developmental routes in the individualization process. Youth and Society, 37, 201–229. doi:10.1177/0044118X05275965.
Schwartz, S. J., Forthun, L. F., Ravert, R. D., Zamboanga, B. L., Rodriguez, L., Umaña-Taylor, A. J., et al. (2010). The protective role of identity consolidation against health risk behaviors in college-attending emerging adults. American Journal of Health Behavior, 34, 214–224.
Schwartz, S., Luyckx, K., Beyers, W., Soenens, B., Zamboanga, B., Forthun, L., et al. (2011). Examining the light and dark sides of emerging adults’ identity: A study of identity status differences in positive and negative psychosocial functioning. Journal of Youth and Adolescence, 40, 839–859. doi:10.1007/s10964-010-9606-6.
Seginer, R. (2009). Future orientation: Developmental and ecological perspectives. New York: Springer.
Sica, L. (2009). Adolescents in different contexts: The exploration of identity through possible selves. Cognition, Brain, Behaviour: An Interdisciplinary Journal, 13(3), 221–252.
SPAD pour Windows Version 5.0. Paris-France: CISIA-CERESTA.
Trapnell, P. D., & Campbell, J. D. (1999). Private self-consciousness and the five-factor model of personality: Distinguishing rumination from reflection. Journal of Personality and Social Psychology, 76, 284–304. doi:10.1037/0022-3514.76.2.28.
Williamson, D., Birmaher, B., Ryan, N., Shiffrin, T., Lusky, J., Protopapa, J., et al. (2003). The stressful life events schedule for children and adolescents: Development and validation. Psychiatry Research, 119, 225–241. doi:10.1016/S0165-1781(03)00134-3.
Winter, M. G., & Yaffe, M. (2000). First year student adjustment to university life as a function of relationship with parents. Journal of Adolescent Research, 15, 19–37.
Zimmer-Gembeck, M. J., & Skinner, E. A. (2011). The development of coping across childhood and adolescence: An integrative review and critique of research. International Journal of Behavioral Development, 35, 1–17. doi:10.1177/0165025410384923.
Conflict of interest
The authors declare that they have no conflict of interest.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Sica, L.S., Aleni Sestito, L. & Ragozini, G. Identity Coping in the First Years of University: Identity Diffusion, Adjustment and Identity Distress. J Adult Dev 21, 159–172 (2014). https://doi.org/10.1007/s10804-014-9188-8
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10804-014-9188-8