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Significant standardized cross-lagged paths. Cross-lagged paths marked by dashed lines are moderated by age (for vocational commitment making and vocational flexibility), gender (for educational in-depth exploration), and school-type (for educational reconsideration of commitment). For the sake of clarity, within-time correlations, stability paths, and regression paths between educational identity processes and for vocational identity processes are not reported. As we retained the model with time-invariant coefficients as the final one, we only report two time-points and the cross-lagged paths are the average of the standardized coefficients. *p < .05, **p < .01, ***p < .001
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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...
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Citations
... On the one hand, perhaps adolescents need conversational support to better understand their challenges in these areas. Related to schooling, teachers and school officials may wish to help adolescents with difficulties in navigating school-related changes and to help them make sense of these experiences in the context of their own academic identity (Negru-Subtirica & Pop, 2018). On the other hand, it is possible that adolescents did not need to make meaning of these types of events, perhaps due to low severity of the event or the event's unique, unprecedented nature. ...
Introduction
This mixed‐method longitudinal study examined American adolescents' meaning making of salient COVID‐19 pandemic events.
Method
Within phone interviews, adolescents (N = 124, Mage = 15.76 years; 46% Latine) narrated their most emotionally impactful pandemic experience at two time points ~30 days apart between July 2020 and March 2021. Narratives were coded for (1) content (i.e., event‐type, relation to the pandemic, and the valence of the event [positive or negative]), (2) linguistic markers of subjective event processing (internal state language such as positive emotion, negative emotion, and cognition words), (3) narrative meaning‐making, and (4) the outcome of adolescents' meaning‐making (i.e., their “meanings made”).
Results
About 30% of adolescents spontaneously made meaning of their experience. Negative emotion words within narratives at time 1 positively predicted meaning making at time 2. Meaning making at time 1 predicted increased use of cognition words at time 2. Meaning making themes included: recognizing the threat of COVID‐19, coping with a pandemic, and shifts in perspectives.
Discussion
Salient emotional experiences that occur during adolescence are likely to be remembered and contribute to one's life story. This work provides a window into how the COVID‐19 pandemic may have shaped adolescent development in the United States.
... In a longitudinal study of Romanian 14-to 19-year-olds, educational identity was linked to vocational identity (Negru-Subtirica & Pop, 2018). Adolescents committed to their educational path also became more committed to their vocational goals, while educational exploration supported their exploration of career goals. ...
Educational identity has been studied increasingly in the past decades since school is a structured context that shapes adolescent identity formation. Across the academic years, adolescents learn to position themselves in terms of their education and schooling, perceiving these entities as more or less relevant for their self‐formation. In this article, I analyze educational identity in the context of personal identity formation in adolescence through longitudinal studies from Japan, the Netherlands, and Romania that used the identity process approach. I also examine the role educational systems play in educational identity trajectories, outlining the limits of personal intentionality when adolescents make educational choices. In addition, I address the relations of educational identity development with two important outcomes of education: academic achievement and vocational development. I conclude that educational identity formation reflects the freedom or coercion that country‐specific educational systems teach adolescents through educational tracking and the timing of educational transitions.
... The domains that influence and are influenced by a well-established vocational identity also extend beyond the realm of work. For example, Hirschi (2012) reported a positive association between adolescent vocational identity and general well-being, while Negru-Subtirica and Pop (2018) documented evidence of a bidirectional relationship between adolescents' vocational and academic identity development. Thus, vocational identity tends to be correlated with other salient identities and influences overall psychological functioning in beneficial ways (Porfeli et al., 2011;Skorikov & Vondracek, 1998). ...
An abundance of research on self-determination theory has shown that satisfaction of basic needs for autonomy, competence, and relatedness among adolescents promotes the experience of optimal career-related outcomes such as academic motivation and engagement. However, few studies have explored how satisfaction of these needs promotes identification with particular careers, and less attention has been paid to the role of relatedness satisfaction in these developmental processes compared to autonomy and competence. We addressed these issues in the current study by examining the relationship between relatedness and identification as a research scientist. Five latent classes of scientific research identity development were identified using growth mixture modeling: (a) strong positive growth, (b) moderate positive growth, (c) weak positive growth, (d) no growth, and (e) strong negative growth. Results of logistic regression analyses indicated that need for relatedness was a significant positive predictor of membership in the strong positive growth class relative to the no growth class. Implications for identity development as a research scientist and the social and motivational influences undergirding this process are discussed.
... 1 A large number of the goals young people create and pursue in this period revolve around the domains of education and vocation. 2 An educational institution is considered a dominant social context for adolescents as they learn and set future goals, thus developing themselves in that setting. 3 The major goal of education is to develop the overall personality of an individual and prepare him or her for future work and life, by making them able to internalize the association between education and work to learn basic skills for a better future. ...
... Educational identity refers to the aims and ideals that people research and then pursue in the educational realm. 2 The three-factor identity model reflects this domain of identity in the field of education. 6 This approach conceptualizes identity development as the interaction of three interrelated educational identity processes: commitment, in-depth investigation, and rethinking of commitment. ...
... These processes coexist in the dynamic of two identity cycles: the identity formation cycle, which creates strong educational commitments by abandoning goals that are no longer satisfactory, and the identity maintenance cycle, which strengthens current educational commitments through in-depth exploratory pursuits. 2,7,8 The research on educational identity shows that it plays a significant role in the adaptive development of adolescents. 9 Strong educational commitments and educational identity are positively associated with high levels of wellbeing among adolescents. ...
Introduction
Education and vocation are crucial to one’s identity. The current study aimed to see the association between educational identity and career identity development among Chinese PE students. The mediating effect of self-efficacy on educational identity and career identity was explored. Further, the study intended to see the moderating role of gender for the mediating effect of self-efficacy between educational identity and career identity development.
Methods
A total of 369 (age range= 16–22) Chinese PE students were recruited as participants in the study. There were 180 (48.8%) males and 189 (51.2%) females in the sample. Hayes process model 58 was applied to develop a moderated mediation model.
Results
The results reported that there was a significant positive association between educational identity with self-efficacy and career identity. However, self-efficacy was not related to career identity. Further, self-efficacy did not play a mediating role between educational identity and career identity development. On the other hand, gender significantly moderated the mediating effect of self-efficacy between educational identity and career identity development.
Discussion
The study suggests that individuals who have a strong sense of educational identity are more likely to possess higher levels of self-efficacy and a clearer understanding of their career goals. However, it is notable that self-efficacy did not directly impact career identity, suggesting the presence of other factors influencing this aspect of identity formation. Interestingly, moderating role of gender suggests that the influence of self-efficacy on career identity development may vary depending on one’s gender, highlighting the importance of considering gender-specific factors in career-related interventions and counseling programs. The practical and theoretical implications of the study are discussed.
Implications
The practical implications of this study suggest the importance of educational identity, the need for comprehensive career counseling interventions, and the consideration of gender-specific factors. The theoretical implications contribute to identity development theory, mediation and moderation frameworks, and cross-cultural research on career identity.
... PCO also was related to student attachment to their university via these two career meta-competencies. In contrast, young people who are more disengaged from their identity express self-doubt and discontent with their current career choices and consider changing their educational institutions (Japutra et al., 2016;Negru-Subtirica & Pop, 2018). This result suggests that vocational identity awareness that arises from a PCO leads to better personal outcomes and strengthens institutional commitment. ...
Protean career processes of vocational identity awareness, career adaptability, and career agency have been hypothesized to mediate the relationships between protean career orientation and career-related outcomes. To date, the role of these process mechanisms has not been assessed directly in young adults, and little attention has been paid to educational outcomes, which are important career-related goals for young people on the way to their desired career. To address this gap, we tested this indirect-effects model in a sample of young adult undergraduates (N = 396; Mage = 20.19, SD = 2.99; 72.2% women) and included career-related goals (perceived future employability, educational performance, and commitment) as outcomes. Identity awareness and career adaptability partially explained the relationship between protean career orientation and perceived future employability and completely explained the relationships with educational performance and commitment. Contrary to protean career theory, there were no significant indirect paths via career agency to any of the outcomes.
... One of the key tasks adolescents face is to develop their educational identity [18,19]. Educational identity refers to the goals and choices adolescents delineate and consider, related to their educational context [20]. According to the three-factor identity model [21,22], adolescents can develop their educational identity through a dynamic and iterative process, based on the interplay among commitment, in-depth exploration, and reconsideration of commitment. ...
Adolescents’ school experience can be developmentally related to adolescents’ sleep. This study aimed to understand how sleep patterns (i.e., sleep duration and sleep-schedule) and weekend sleep-recovery strategies (i.e., social jetlag and weekend catch-up sleep) are associated with adolescents’ school experience (i.e., educational identity and school performance). Moreover, the differences in the school experiences between adolescents with different numbers of weekend-sleep-recovery strategies were assessed. For this purpose, 542 Italian adolescents (55.2% females, mean age 15.6 years) wore an actigraph for one week. After the actigraphic assessment, questionnaires on educational identity and school performance were administered. Results showed that short sleep-duration, later bedtime during weekdays and weekends, and a higher amount of social jetlag were negatively associated with school performance. Furthermore, adolescents who did not use any sleep-recovery strategy during the weekend presented lower levels of educational in-depth exploration compared to adolescents with higher levels of catch-up sleep but not social jetlag. These data pointed out a potentially detrimental role of social jetlag on school performance and differences in identity processes between adolescents who used and those who did not use sleep-recovery strategies, which could affect adolescents’ psychosocial adjustment.
... بوده روبرو متدددی های ( ) تحصیلی هدایت جای به تحمیلی هدایت و تحصیلی عملکرد سنگی نه و ، ( ) می که است مشکالتی و موانع جمله ا ، پژوهو به باتوجه توان آن به گرفته صورت های ها کرد. اشاره گوناگونی عوامل تأثیر تحت افراد که آنجایی ا می خاص رشته یک انتخاب به دست به ورود ا پیو عوامل ای تأثیر تحت لذا نند، دانشگاه، می بوجود افراد در تحصیلی رشته یک ا گوناگونی انتظارات که آید می دانشگاه در دانشجویان تجربیات و انتظارات میان اختالف -پیو تواند رشته در ماندگاری و تحصیلی رشته ا رضایت کننده بینی باشد ( دانو که می دنبال را خود لی ش و تحصیلی تصمیمات و اهداف مانی ان آمو توانایی عالیق، ا روشنی شناخت که کنند و خود استددادهای و هم واقع آگاهی چنی گرایانه مهارت و کار دنیای به ننبت ای انتخاب دادن ارتباط به قادر و نداشته آن موردنیا های به خود تحصیلی های نینتند لی ش آینده (Babarović, Dević, & Blažev, 2020;Negru-Subtirica & Pop, 2018 ) . دانشجویان که آن به توجه با بنابرای مان سا در اصلی عنصر بدنوان جامده مختلف های می گرفته نظر در شوند، می آن، به عالقه و تحصیلی رشته ا آگاهی نداشت به منجر تواند شود انتظارات و ها نیا با افراد ل ش آینده میان تهابق عدم ( ) سال دانشجویان نظرات مقاینه با پایی سال دانشجویان دیدگاه دادند، نشان مختلف های عمده بصورت تر می کاهو تحصیلی رشته ا رضایت و شده منفی آنان دیدگاه تحصیلی، رشته ا بیشتر شناخت و تحصیلی ترم افزایو با تدریج به و مثبت -هم یابد. ...
The present study aimed to identify the harms of the educational-vocational guidance of students of University of Tehran with a mixed-methods approach. In the first part the level of academic major satisfaction was compared with a quantitative approach which was applied in terms of purpose and a descriptive survey in terms of method. The population of the study included all bachelor, master and doctoral students of the University of Tehran in four departments of engineering, experimental sciences, humanities and basic sciences that a sample was selected by non-randomly convenience strategies with a volume of 361 people who answered the Nauta’s Academic Major Satisfaction questionnaire. The results showed that there is no significant difference between academic major satisfaction according to the variables of gender, grade and having the experience of changing major. However, there was a significant difference between students studying in different semesters and departments. The second part was conducted with a qualitative approach using phenomenological method in order to identify the negative consequences of undesirable educational-vocational guidance and the ways of facing with consequences. Research data were collected by semi-structured interviews with 25 students and graduates of University of Tehran who were selected by purposeful method. Findings showed that the negative consequences were classified into 25 sub-themes and six general themes of educational, psychological, family, economic, individual-social and physical consequences. Moreover, by extracting 11 sub-themes, it was shown that individuals did a variety of activities, including academic, social, vocational, adaptive and coping activities in order to reduce the consequences.
... Finally, as noted by Schwartz et al. (2015), there has been substantive disagreement whether identity should be studied broadly or across specific domains. Indeed, sometimes tangential to the broader identity literature, entire fields have emerged on specific identity domains such as moral identity (Hardy & Carlo, 2011), ethnic/racial identity (e.g., Umana-Taylor et al., 2014), national identity (e.g., Meca et al., 2020a), athletic identity (e.g., Meca et al., 2021a), and educational identity (Negru-Subtirica & Pop, 2018) to name a few. Whereas for young adolescents' identity may be less well differentiated across domains, that may not be the case for older adolescents and emerging adults whose identity development often operates in multiple domains (Azmitia et al., 2008) and are tasked with identity integration, or bringing together disparate parts of one's self into a coherent whole (Syed & McLean, 2015). ...
The establishment of a coherent sense of self and identity represents a central developmental task of adolescence and emerging adulthood that has been increasingly conceptualized as a “steering mechanism” that guides one's life pathways and decisions. However, although identity development often involves navigating a period of identity uncertainty, prolonged and/or severe identity distress can interfere with normal adaptive functioning. Unsurprisingly, an extensive body of research has indicated that the ability to establish an integrated sense of self is associated with the greatest levels of well-being and the lowest levels of internalizing symptoms. This current chapter serves as a review of the link between identity and health among adolescent and emerging adult populations. Towards that end, we begin by providing an overview of identity theory and contextualize identity development within adolescence and young adulthood. Next, we provide a narrative review of research documenting the association between identity and adolescent health. Finally, we conclude by reviewing the research on identity-focused intervention programs and highlight important future directions.
... A salient identity domain for late adolescents is that of education. Educational identity comprises goals, values, and choices that people define, endorse, and follow in their educational context (Negru-Subtirica & Pop, 2018). School is an important social context where adolescents spend a considerable amount of time and develop their own identity in conjunction with continuous interactions with diverse others (Benner et al., 2015). ...
... Gaining more knowledge on this aspect is of utmost importance in planning tailored interventions to promote positive intergroup relations. Specifically, educational identity processes were chosen as a parsimonious construct at the intersection between individual and socio-contextual factors, and in light of the importance attributed to school during this life stage (Negru-Subtirica & Pop, 2018), especially for the development of adolescents' identity (see Verhoeven et al., 2019), positive intergroup experiences and attitudes (Schachner et al., 2016;Schwarzenthal et al., 2020). We found that adolescents who at the beginning of the study engaged in in-depth exploration of their commitment in the educational domain to a higher extent were more likely to fall into the low rather than the moderate prejudice group for both cognitive and affective components and were less likely to fall in the high rather than the moderate prejudice group, although this was true only for the affective dimension of ethnic prejudice. ...
Studying how attitudes develop in the transition from late adolescence to emerging adulthood offers unique insights into future generations’ perceptions of society and of others. However, findings on ethnic prejudice during this life period are mixed. The current research aims to examine the development of affective and cognitive ethnic prejudice, adopting a person-centered approach. Furthermore, it examines the associations between educational identity processes and prejudice. A sample of 297 Italian adolescents (Mage = 17.48, SDage = 0.79, 37.8% males) participated in a five-wave longitudinal study. At the mean level, cognitive prejudice decreased slightly over time, while affective prejudice remained stable. Additionally, rank-order stability coefficients were high (r ≥ .526). Moreover, for each dimension of prejudice (i.e., cognitive and affective) taken separately, three groups of participants were identified based on their high, moderate, or low scores, respectively. Finally, higher levels of educational identity in-depth exploration at baseline significantly increased the chances of adolescents falling into the low rather than the moderate group for both cognitive and affective prejudice. Conversely, it significantly reduced the chances of being in the high compared to the moderate group for affective prejudice. This study highlights the importance of considering multiple components of prejudice and their reciprocal associations with identity processes to identify at-risk segments of the adolescent and emerging adult populations.
... Identity development research utilizes process-oriented approaches to explain how the content of identity is formed through identity processes, in different life domains (Karaś et al., 2018;Negru-Subtirica & Pop, 2018). According to the three-factor identity model, people make a commitment in the form of a goal which they then explore in depth. ...
For first-year university students developing and expressing themselves as learners is key for their future academic success. How students relate to the act of studying on a day-to-day basis represents a concrete here-and-now expression of their learner identity. First-year students need to gain the ability to self-regulate their goal pursuit by knowing what goals to engage with and pursue, but also recognize when disengagement from goals is appropriate. The present exploratory study attempts to connect action crises, motivation, micro-level learner identity, and goal disengagement in the context of academic learning. The main results indicated that after disengagement, students’ controlled motivation for the following goal increased. The intensity of action crises predicted an increased commitment to studying and autonomous motivation for the following study goal.
