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Nieuwe ontwikkelingen in onderzoek naar identiteitsvorming
Abstract
Dit artikel biedt een overzicht van nieuwe ontwikkelingen binnen het onderzoek naar identiteit, dat tot op heden vooral wordt
uitgevoerd binnen het kader van het model van Marcia. Kritieken wijzen echter op het gebrek aan een gecontextualiseerd en
procesmatig perspectief op identiteit in dit model. Recente onderzoeken komen tegemoet aan deze lacune door de contextuele
determinanten (zoals bijvoorbeeld opvoedingsstijl) van identiteit na te gaan en door identiteitsontwikkeling gedurende langere
tijd te bestuderen. Daarnaast worden nieuwe modellen voorgesteld waarin identiteitsvorming expliciet als een proces-in-context
wordt geconceptualiseerd. Enkele praktische implicaties van één van deze modellen, namelijk Berzonsky's theorie over identiteitsstijlen,
worden besproken.
identity-adolescence-theories
... De meeste studiekeuzetaken vereisen grondige reflectie en een diepgaand aftoetsen van mogelijkheden en informatie in het licht van persoonlijke interesses en doelen. Het hoeft dan ook niet te verbazen dat ontwikkelingspsychologen het studiekeuzeproces van leerlingen bekijken vanuit de ruimere ontwikkelingstaak van identiteitsontwikkeling. Leerlingen in het secundair onderwijs zijn volop bezig hun identiteit uit te bouwen (4,5). Ze gaan op zoek naar welke interesses, doelen en waarden richting aan hun leven kunnen geven. ...
... Based on these two dimensions, people can be assigned to one of four identity statuses: achievement (high exploration/high commitment), moratorium (high exploration/low commitment), foreclosure (low exploration/high commitment), and diffusion (low exploration/ low commitment). According to Côté and Levine (1988), Marcia overemphasized the commitment aspect, suggesting that there is something like a fully achieved identity (Bosma & Kunnen, 2001;Soenens & Luyckx, 2003). However, Erikson (1968) stressed that identity development is a never-ending and dynamic developmental process. ...
This study examined the intervening role of empathy in the relations between identity styles (i.e., information-oriented, normative, and diffuse-avoidant styles), and interpersonal behaviors (i.e., prosocial behavior, self-and other-oriented helping, and physical and relational aggression). In a sample of 341 emerging adults, it was found that an information-oriented style relates to a more adaptive pattern of interpersonal behaviors whereas a normative or a diffuse-avoidant identity style relate to a more maladaptive pattern of interpersonal behaviors. Empathy played an intervening role between the information-oriented style and interpersonal behavior, and between the diffuse-avoidant style and interpersonal behavior. However, empathy did not intervene between the normative style and interpersonal behavior. Implications for future research are discussed.
This paper lays the groundwork for understanding identity formation in an interdisciplinary fashion by addressing the problem of how culture and identity are interrelated. I attempt to resolve this problem by framing the “culture–identity link” with concepts representing three social-structural periods at three levels of analysis (the macro, micro, and psychological). The concept of “identity capital” is derived from this framework, depicting how individuals can negotiate life passages in an increasingly individualistic, complex and chaotic world. These formulations place existing research in a broad perspective and suggest avenues for future work.
The four personality outcomes classified by Mar-cia 's idenltity-status paradigm are conceptualized in terms of three styles of per sonial pr-oblem solvilng atid decision making: (a) An Information Orientation involves actively sear-chingfor, elaborating, and evaluating issue-relevant iniformation; (b) A Normative Orientation focuses on internalized conventions, standards, and expectations; (c) A Diffuse Orientation is characterized by avoiding or procrastinating until the affective cues in a given situation dictate behavioral reactions. Thie validity of a self-report measure of these styles was examined in two studies. The results indicated that the style measures were related to identity-status scores and other personality measures in a theoretically conisistent fashioni. The findin7gs suggest thal a style conceptualization of identity may be useful, especially in the context of life-span identity crises.
A process model for conceptualizing identity formation that is developmental, contextual, and life-span in scope is proposed. The framework is consistent with an Eriksonian approach to identity but focuses more specifically on the process of identity exploration. The framework consists of four major components: individual characteristics brought to bear on the identity process, contexts of development, the identity process in specific domains (e.g., occupation, ideology, values, relationships), and interdependencies among the identity domains. Current research in each area is briefly reviewed, and recommendations for future research are outlined.
The years of late adulthood have attracted little direct research on themes of identity formation, revision, and maintenance. An overview of current identity research during late adulthood is presented. The extension of Marcia's identity status interview into the years of late adulthood is discussed, and modifications for its use are suggested. On the basis of qualitative analyses of 14 individual life histories, identity exploration and commitment variables of late adulthood are identified. Identity processes of reintegration, rebalancing, readjustment, refinement, and maintenance of continuity are detailed, and identity contents of life-style, family/social network commitments, and life meanings are identified as important domains of identity during late adulthood.
This study examined the relation between identity styles and employment among 203 female public assistance recipients. Respondents provided employment and public assistance histories and were categorized into three preferred identity style orientations using the Identity Style Inventory (Berzonsky, 1992): informational (active searching and evaluation of information prior to decision making), normative (a passive approach to decision making relying upon the opinions of significant others), and diffuse/avoidant (decision making characterized by procrastination and avoidance). Information- and normative-oriented respondents reported over 1 year of public assistance (15.05 and 14.21 months, respectively), whereas the diffuse/avoidant-oriented respondents reported over 3 years (37.20 months) of assistance. Diffuse/avoidant-oriented respondents also reported changing jobs more frequently during the previous 12 months than information- and normative-oriented respondents, although no differences were found among the groups in total months employed. Results indicate that public assistance recipients differ in their identity styles; blanket interventions for employment skills will likely be less effective than those tailored to meet specific psychosocial needs.
This paper presents critical arguments which challenge the assumption that the identity status paradigm, as formulated by James Marcia, appropriately conceptualizes and operationalizes Erik Erikson's theory of ego identity formulation. We discuss Marcia's conceptualization of the identity stage, indicating ways in which it diverges from Erikson's theory, how a number of Eriksonian concepts are not integrated into the paradigm, and how some ostensibly “Eriksonian” terminology used by Marcia is inappropriate and constitutes an impediment to the theoretical interpretation of empirical research in Eriksonian terms. In concluding our analysis of the identity status paradigm we attempt to demonstrate the extent to which it is interpretable in Eriksonian terms and go on to suggest why an interdisciplinary approach is necessary to fully understand ego identity formation. Finally, we raise a number of questions about the nature of the identity crisis that we believe investigators must confront if research in this area is to become sensitive to the difficulties involved in making claims of cross-cultural and transhistorical validity.
Expanding on the identity status paradigm, this investigation uses 3 forms of identity styles (diffuse-avoidance, normative, and informational) to assess the association among identity and maladjustment. A sample of 2,001 junior and senior high school students in Calgary and Edmonton, Canada completed a self-report that included, among other questions, items assessing the 3 identity styles and degree of adjustment or maladjustment in conduct, hyperactivity, and emotional states. Avariety of analyses indicate that adolescents who are escaping identity formation through a diffuse-avoidance identity style are more likely to manifest conduct and hyperactivity disorders. In contrast, adolescents who establish commitments from prior generations through a normative-identity style, or who engage in an active informational-identity style, are less likely to manifest conduct and hyperactivity problem behavior. Few gender or age differences were observed, suggesting that the technique applied here can be useful with both genders and all ages of adolescents. This study is an initial investigation of contemporary adolescents attempts to escape the self.
A cohort-sequential study was used to assess family and university environments on identity formation and ego strength. A sample of 294 university students entering school in 1994 and 1995 was assessed in the first and second years. Mailed surveys were completed to assess expressiveness and cohesion in the family, intellectual and supportive activity in academic departments, frequency of critical and analytic teaching in courses, and measures of avoidance decision making, dialectic thinking, identity diffusion and identity achievement, and the ego strength of fidelity. Few developmental changes in any of the variables were observed across the 2 years. However, intellectual and supportive academic departments and democratic family life predicted ego strength. Likewise, the effect of intellectual and supportive academic departments on psychosocial functioning was mediated by information management strategies and the use of dialect thought. The evidence suggests that future research should include both direct effects through perceived environments and indirect effects of the environment through mediating social cognitions.