Top

Gepubliceerd in:

28-11-2017 | Empirical Research

Reciprocal Associations between Educational Identity and Vocational Identity in Adolescence: A Three-wave Longitudinal Investigation

Auteurs: Oana Negru-Subtirica, Eleonora Ioana Pop

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 4/2018

Abstract

Education and vocation are core identity domains in adolescence. School is a normative social context in this developmental time frame and the formation of an educational identity is embedded in the goals that youth pursue in school. One of the main goals of education is to prepare young people for their future careers. Hence, educational identity should support the formation of vocational identity during adolescence. Considering the limited evidence on the longitudinal links between these two domain-specific identities, we conducted a three-wave investigation, testing the moderating role of age group, gender, and type of school. Participants (N = 1030; 59.3% female) were adolescents (M _age = 16.72 years, SD _age = 1.23, age range 14–19 years) who completed self-report measures of educational and vocational identity three times during an academic year. We underscored reciprocal associations between educational identity and vocational identity. The results indicate that strong educational commitments supported the formation of strong vocational commitments across time. Adolescents who were involved in the in-depth exploration of their educational choices also reported more vocational exploration during the school year. In turn, vocational identity processes also supported educational identity formation, especially the reconsideration of educational commitments. In terms of moderators, we underscored that vocational commitment making and vocational flexibility bolstered educational commitment only in early-to-middle adolescents. Educational in-depth exploration fostered the identification with vocational commitments only in girls. Educational reconsideration of commitment promoted vocational self-doubt only in adolescents attending work-bound high-schools. Implications for research and practice are discussed.

vorige artikel I and Us: A Longitudinal Study on the Interplay of Personal and Social Identity in Adolescence

volgende artikel Longitudinal Links Between Identity Consolidation and Psychosocial Problems in Adolescence: Using Bi-Factor Latent Change and Cross-Lagged Effect Models

We tested longitudinal measurement invariance to establish whether the tested model was invariant across the three-waves. Specifically, we compared the configural (baseline) model with the metric model, in which factor loadings were constrained to be equal across time, considering changes in fit indices (e.g., Chen 2007). As model comparisons indicated that metric invariance could be clearly established, we could reliably proceed with analyses aimed at revealing over time associations among all study variables (Little 2013).

Berzonsky, M. D. (2011). A social-cognitive perspective on identity construction. In S. J. Schwartz, K. Luyckx & V. Vignoles (Eds.), Handbook of identity theory and research (Vol. 1, pp. 55–76). London: Springer.CrossRef

Blustein, D. L. (2006). The psychology of working: A new perspective for career development, counseling, and public policy. Mahwah, NJ: Lawrence Erlbaum.

Bollen, K. A. (1989). Structural equations with latent variables.. New York, NY: Wiley. https://doi.org/10.1002/9781118619179.ch1.CrossRef

Branje, S., Laninga-Wijnen, L., Yu, R., & Meeus, W. (2014). Associations among school and friendship identity in adolescence and romantic relationships and work in emerging adulthood. Emerging Adulthood, 2, 6–16. https://doi.org/10.1177/2167696813515851.CrossRef

Brown, S. D., & Lent, R. W. (2016). Vocational psychology: Agency, equity, and well-being. Annual Review of Psychology, 67, 541–565. https://doi.org/10.1146/annurev-psych-122414-033237.CrossRefPubMed

Byrne, B. M. (2012). Structural equation modeling with Mplus: Basic concepts, applications, and programming (2nd ed.). New York, NY: Routledge.

Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14, 464–504. https://doi.org/10.1080/10705510701301834.CrossRef

Côté, J. E. (2005). Identity capital, social capital and the wider benefits of learning: Generating resources facilitative of social cohesion. London Review of Education, 3, 221–237. https://doi.org/10.1080/14748460500372382.CrossRef

Creed, P. A., Patton, W., & Hood, M. (2010). Career development and personal functioning differences between work-bound and non-work bound students. Journal of Vocational Behavior, 76, 37–41. https://doi.org/10.1016/j.jvb.2009.06.004.CrossRef

Crocetti, E. (2017). Identity formation in adolescence: The dynamic of forming and consolidating identity commitments. Child Development Perspectives, 11, 145–150. https://doi.org/10.1111/cdep.12226.CrossRef

Crocetti, E., Cieciuch, J., & Meeus, W. (2015). National and gender measurement invariance of the Utrecht-Management of Identity Commitments Scale (U-MICS): A 10-nation study with university students. Assessment, 22, 753–768. https://doi.org/10.1177/1073191115584969.CrossRefPubMed

Crocetti, E., Rubini, M., & Meeus, W. (2008). Capturing the dynamics of identity formation in various ethnic groups: Development and validation of a three-dimensional model. Journal of Adolescence, 31, 207–222. https://doi.org/10.1016/j.adolescence.2007.09.002.CrossRefPubMed

Crone, E. A., & Dahl, R. E. (2012). Understanding adolescence as a period of social-affective engagement and goal flexibility. Nature Reviews Neuroscience, 13, 636–650. https://doi.org/10.1038/nrn3313.CrossRefPubMed

Damian, L. E., Negru-Subtirica, O., Pop, E. I., & Baban, A. (2016). The costs of being the best: Consequences of academic achievement on students’ identity, perfectionism, and vocational development. In A. Montgomery & I. Kehoe (Eds.), Reimagining the purpose of schools and educational organisations (pp. 173–188). Cham, ZG: Springer. https://doi.org/10.1007/978-3-319-24699-4_13.CrossRef

Duffy, R. D., Blustein, D. L., Diemer, M. A., & Autin, K. L. (2016). The psychology of working theory. Journal of Counseling Psychology, 63, 127–148. https://doi.org/10.1037/cou0000140.CrossRefPubMed

Erikson, E. H. (1968). Identity: Youth and crisis. New York, NY: Norton. https://doi.org/10.1002/bs.3830140209

Flum, H., & Kaplan, A. (2012). Identity formation in educational settings: A contextualized view of theory and research in practice. Contemporary Educational Psychology, 37, 240–245. https://doi.org/10.1016/j.cedpsych.2012.01.003.CrossRef

Goossens, L. (2001). Global versus domain-specific statuses in identity research: A comparison of two self-report measures. Journal of Adolescence, 24, 681–699. https://doi.org/10.1006/jado.2001.0438.CrossRefPubMed

Gottfredson, L. S. (2005). Applying Gottfredson’s theory of circumscription and compromise in career guidance and counseling. In: S. D. Brown & R. T. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 71–100). Hoboken, NJ: Wiley. https://doi.org/10.10471288802.

Heckhausen, J., Chang, E. S., Greenberger, E., & Chen, C. (2013). Striving for educational and career goals during the transition after high school: What is beneficial? Journal of Youth and Adolescence, 42, 1385–1398. https://doi.org/10.1007/s10964-012-9812-5.CrossRefPubMed

Heckhausen, J., & Shane, J. (2015). Social mobility in the transition to adulthood: Educational systems, career entry, and individual agency. In L. A. Jensen (Ed.), The Oxford handbook of human development and culture (pp. 535–553). New York, NY: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199948550.001.0001.

Hirschi, A. (2012). Vocational identity trajectories: Differences in personality and development of well‐being. European Journal of Personality, 26, 2–12. https://doi.org/10.1002/per.812.CrossRef

Karaś, D., Cieciuch, J., Negru, O., & Crocetti, E. (2015). Relationships between identity and well-being in Italian, Polish, and Romanian emerging adults. Social Indicators Research, 121, 727–743. https://doi.org/10.1007/s11205-014-0668-9.CrossRef

Klimstra, T. A., Hale, III, W. W., Raaijmakers, Q. A., Branje, S. J., & Meeus, W. H. (2010). Identity formation in adolescence: Change or stability? Journal of Youth and Adolescence, 39, 150–162. https://doi.org/10.1007/s10964-009-9401-4.CrossRefPubMed

Kroger, J., Martinussen, M., & Marcia, J. E. (2010). Identity status change during adolescence and young adulthood: A meta-analysis. Journal of Adolescence, 33, 683–698. https://doi.org/10.1016/j.adolescence.CrossRefPubMed

Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 1198–1202. https://doi.org/10.1080/01621459.1988.10478722.CrossRef

Little, T. D. (2013). Longitudinal structural equation modeling. New York, NY: Guilford Press.

Luyckx, K., Goossens, L., Soenens, B., & Beyers, W. (2006). Unpacking commitment and exploration: Preliminary validation of an integrative model of late adolescent identity formation. Journal of Adolescence, 29, 361–378. https://doi.org/10.1016/j.adolescence.2005.03.008.CrossRefPubMed

Luyckx, K., Goossens, L., Soenens, B., Beyers, W., & Vansteenkiste, M. (2005). Identity statuses based on 4 rather than 2 identity dimensions: Extending and refining Marcia’s paradigm. Journal of Youth and Adolescence, 34, 605–618. https://doi.org/10.1007/s10964-005-8949-x.CrossRef

Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3, 551–558. https://doi.org/10.1037/h0023281.CrossRefPubMed

McLean, K. C., Syed, M., Yoder, A., & Greenhoot, A. F. (2016). The role of domain content in understanding identity development processes. Journal of Research on Adolescence, 26, 60–75. https://doi.org/10.1111/jora.12169.CrossRef

Meeus, W. (2011). The study of adolescent identity formation 2000-2010: A review of longitudinal research. Journal of Research on Adolescence, 21, 75–94. https://doi.org/10.1111/j.1532-7795.2010.00716.x.CrossRef

Meeus, W. (2016). Adolescent psychosocial development: A review of longitudinal models and research. Developmental Psychology, 52, 1969–1993. https://doi.org/10.1037/dev0000243.CrossRefPubMed

Muthén, L. K., & Muthén, B. O. (1998–2010). Mplus User’s Guide (6th ed.). Los Angeles, CA: Muthén & Muthén.

Negru-Subtirica, O., Pop, E. I., & Crocetti, E. (2015). Developmental trajectories and reciprocal associations between career adaptability and vocational identity: A three-wave longitudinal study with adolescents. Journal of Vocational Behavior, 88, 131–142. https://doi.org/10.1016/j.jvb.2015.03.004.CrossRef

Negru-Subtirica, O., Pop, E. I., & Crocetti, E. (2017a). A longitudinal integration of identity styles and educational identity processes in adolescence. Developmental Psychology, 53, 2127–2138. https://doi.org/10.1037/dev0000325.CrossRefPubMed

Negru-Subtirica, O., Pop, E. I., & Crocetti, E. (2017b). Good Omens? The intricate relations between educational and vocational identity in adolescence. European Journal of Developmental Psychology. https://doi.org/10.1080/17405629.2017.1313160.

Nurmi, J. E., Salmela-Aro, K., & Koivisto, P. (2002). Goal importance and related achievement beliefs and emotions during the transition from vocational school to work: Antecedents and consequences. Journal of Vocational Behavior, 60, 241–261. https://doi.org/10.1006/jvbe.2001.1866.CrossRef

Organization for Economic Cooperation and Development. (2017). Education at a glance 2017: OECD indicators. Paris: OECD.

Pop, E. I., Negru-Subtirica, O., Crocetti, E., Opre, A., & Meeus, W. (2016). On the interplay between academic achievement and educational identity: A longitudinal study. Journal of Adolescence, 47, 135–144. https://doi.org/10.1016/j.adolescence.2015.11.004.CrossRefPubMed

Porfeli, E. J., Lee, B., Vondracek, F. W., & Weigold, I. K. (2011). A multi-dimensional measure of vocational identity status. Journal of Adolescence, 34, 853–871. https://doi.org/10.1016/j.adolescence.2011.02.001.CrossRefPubMed

Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66, 507–514. https://doi.org/10.1007/BF02296192.CrossRef

Schachter, E. P., & Rich., Y. (2011). Identity education: A new conceptual framework for researchers and practitioners. Educational Psychologist, 46, 222–238. https://doi.org/10.1080/00461520.2011.614509.CrossRef

Skorikov, V. B., & Vondracek, F. W. (2007). Vocational identity. In B. Skorikov & W. Patton (Eds.), Career development in childhood and adolescence (pp. 143–168). Rotterdam, The Netherlands: Sense.

Skorikov, V. B., & Vondracek, F. W. (2011). Occupational identity. In S. J. Schwartz, K. Luyckx & V. L. Vignoles (Eds.), Handbook of identity theory and research (pp. 693–714). New York, NY: Springer. https://doi.org/10.1007/978-1-4419-7988-9 CrossRef

Solomontos-Kountouri, O., & Hurry, J. (2008). Political, religious and occupational identities in context: Placing identity status paradigm in context. Journal of Adolescence, 31, 241–258. https://doi.org/10.1016/j.adolescence.2007.11.006.CrossRefPubMed

Stephen, J., Fraser, E., & Marcia, J. E. (1992). Moratorium-achievement (MAMA) cycles in lifespan identity development: Value orientations and reasoning system correlates. Journal of Adolescence, 15, 283–300. https://doi.org/10.1016/0140-1971(92)90031-Y.CrossRefPubMed

Vosylis, R., Erentaitė, R., & Crocetti, E. (2017). Global versus domain-specific identity processes: Which domains are more relevant for emerging adults? Emerging Adulthood. https://doi.org/10.1177/2167696817694698.

Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140, 1174–1204. https://doi.org/10.1037/a0036620.CrossRefPubMed

Yeager, D. S., Bundick, M. J., & Johnson, R. (2012). The role of future work goal motives in adolescent identity development: A longitudinal mixed-methods investigation. Contemporary Educational Psychology, 37, 206–217. https://doi.org/10.1016/j.cedpsych.2012.01.004.CrossRef

Yip, T., & Fuligni, A. J. (2002). Daily variation in ethnic identity, ethnic behaviors, and psychological well–being among American adolescents of Chinese descent. Child Development, 73, 1557–1572. https://doi.org/10.1111/1467-8624.00490.CrossRefPubMed

Zimmer-Gembeck, M. J., & Mortimer, J. T. (2006). Adolescent work, vocational development, and education. Review of Educational Research, 76, 537–566. https://doi.org/10.3102/00346543076004537.CrossRefPubMedPubMedCentral

Titel: Reciprocal Associations between Educational Identity and Vocational Identity in Adolescence: A Three-wave Longitudinal Investigation
Auteurs: Oana Negru-Subtirica
Eleonora Ioana Pop
Publicatiedatum: 28-11-2017
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 4/2018
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-017-0789-y

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 4/2018

Growth in Adolescent Self-Regulation and Impact on Sexual Risk-Taking: A Curve-of-Factors Analysis

A Cross-Cultural Perspective on the Relationships between Emotional Separation, Parental Trust, and Identity in Adolescents

Trajectories of Identity Formation Modes and Their Personality Context in Adolescence

How is Civic Engagement Related to Personal Identity and Social Identity in Late Adolescents and Emerging Adults? A Person-Oriented Approach

The Moderating Role of Spirituality in the Association between Stress and Substance Use among Adolescents: Differences by Gender

Longitudinal Links Between Identity Consolidation and Psychosocial Problems in Adolescence: Using Bi-Factor Latent Change and Cross-Lagged Effect Models