Assessing the Fidelity of STEM Professional Identity Statuses using Cut-Off Scores for Small Populations

Set amidst the backdrop of concerns related to the entry of students to Science, Technology, Engineering, and Mathematics (STEM) careers, this study seeks to understand the Professional STEM Identity status of STEM undergraduate students and STEM professionals. This study utilizes a cross-sectional research design to compare participant scores in the categories of affirmation, in-depth exploration, practices, commitment, and reconsideration of commitment in the Professional Identity Status Questionnaire (PISQ-5d). Cluster analysis was performed on the scores to indicate five Professional STEM Identity statuses: achievement status, foreclosure status, moratorium status, searching moratorium status, and diffused status. We initially envisaged that those in STEM careers would have more established STEM identities reflected in higher numbers in an achievement status category; however, this was not the case. These findings raise questions about the dominant approaches used in career guidance for STEM. We conclude that a more fluid and less fixed understanding of Professional STEM Identity may better guide research in the area of STEM and inform institutions that encourage strong affinities to particular STEM careers.

The present study examined the psychometric properties of the Dutch and Italian versions of the Utrecht-Management of Identity Commitments Scale (U-MICS) in large community samples of adolescents from Italy (N = 1,975) and The Netherlands (N = 1,521). Confirmatory factor analyses indicated that the three-factor model, consisting of commitment, in-depth exploration, and reconsideration of commitment, provided a better fit to the data than alternative one- and two-factor models. The three-factor model fit equivalently across sex and across age groups (early and middle adolescents). Furthermore, we demonstrated cross-national equivalence of the factor structure of the U-MICS. Additionally, results indicated that the latent means for commitment were higher in the Dutch sample, while latent means for both in-depth exploration and reconsideration of commitment were substantially higher in the Italian sample. The three identity processes were found to be meaningfully related to measures of self-concept, psychosocial problems, and parent-adolescent relations in both countries. These findings suggest that the U-MICS is a reliable tool for assessing identity processes in Italian and Dutch adolescents.

The study aimed to verify whether parents at different stages of parenthood differ in the intensity of three identity processes in the parental domain: commitment, in-depth exploration, and reconsideration of commitment. We also examined whether there were differences between men and women in this context. We jointly analyzed results from seven independent cross-sectional samples examined between 2017 and 2022 in Poland. A total of 5454 parents aged 18 to 59 participated in the studies at different stages of parenthood: up to 3 years after becoming a parent, being a parent for 4 to 7 years, being a parent for 8 to 12 years, being a parent for 13 to 20 years and being a parent for 21 years or more. Parents at different stages of parenthood were found to have significantly different levels of in-depth exploration and reconsideration of commitment. The results suggest that in the first years of parenthood, parents experience a relatively high in-depth exploration and reconsideration of commitment, which may decrease over time. The analyses also indicated that women are characterized by higher levels of in-depth exploration than men at each stage of parenthood. Men, on the other hand, experience stronger identity uncertainty related to the parental role.

Contemporary conceptualisations describe identity development as a process of in-depth exploration of one’s identity, making firm commitments, and possible reconsideration of these commitments, which youth engage in when forming their educational and their friendship identities (i.e., three-factor model; Meeus 1996, Crocetti, Rubini & Meeus, 2008b). Forming an identity, when defined in this way, is a prominent task of adolescence and young adulthood. During these years, the central identity question, "Who am I?", becomes especially relevant as a young person transitions from childhood to adulthood. Forming a coherent identity provides an individual security and stability, however, defining a clear understanding of the self and articulating this to others can be a distressing challenge for some youth. In the 1960s, developmental scientists such as Erikson (1963; 1968) and Marcia (1966) described the intrapersonal conflict that can occur when exploring and committing to adult roles that are relevant to both the self and the wider society. Identity is also relevant to clinical psychology, which has focused on identity disturbance, defined as an unstable sense of self that involves sudden changes in self-image and feelings of emptiness and negative self-evaluation (APA, 2013). This is most notably described as a symptom of borderline personality disorder. Despite these two streams of study involving a central theme of identity, they have remained fairly separate areas of research investigation. Founded in a developmental psychopathological framework, which places importance on the simultaneous consideration of typical and atypical development (Cicchetti & Rogosch, 1996), the aims of this research were to clarify the contributions of the identity processes of commitment, exploration, and reconsideration (in two age-relevant domains, education/ideological identity and friendship/interpersonal identity), identity disturbance, and self-regulatory deficits (emotion dysregulation and intolerance of uncertainty) in the presence of symptoms of maladjustment, including symptoms of depression and anxiety, symptoms of borderline personality disorder, and aggression. Four studies were conducted. Study 1 included 336 Australian adolescents aged 12-15 years, while Studies 2-4 were conducted with 505 youth aged 12-20 years recruited from a large high school, a first-year university course, and community mental health centres. Study 1 tested associations of typical identity processes with identity disturbance and symptoms of maladjustment (low self-worth, depression, social anxiety, emotion dysregulation, and identity disturbance), using person-level analyses to identify clusters of adolescents based on their levels of commitment, in-depth exploration, and reconsideration of commitment. Study 2 examined the relationship between in-depth identity exploration and symptoms of mental health disorders (borderline personality features, depressive symptoms, and social anxiety symptoms), by considering the moderating roles of identity commitment, emotion dysregulation, and intolerance of uncertainty. Study 3 focussed on testing the unique associations of typical identity processes and identity disturbance with mental health symptoms of depression and social anxiety, and relational and overt aggression. Lastly, Study 4 was a closer examination of the correlates of adolescent identity disturbance and borderline personality features, considering four criteria for identity disturbance described in the DSM-5 (an unstable self, negative view of self, emptiness, and dissociation), as well as typical identity processes as potential correlates. Three general conclusions are drawn from the results of this program of research: 1) identity disturbance is important to consider when evaluating identity formation during adolescence as typical perspectives may miss youth experiencing severe identity distress; 2) aspects of identity formation can serve as indicators of identity formation distress that is of clinical concern (such as low commitment to self-driven education identity, or feelings of emptiness); and 3) identity formation distress may be a transdiagnostic feature of psychopathology in youth. Theoretical, methodological, and practical implications are discussed. Identity formation difficulties are potential pathways to the development of psychopathology in youth that warrant more investigation, including longitudinal investigations to determine the impacts of identity distress over the course of development. However, the current program of research provides a foundation from which to better identify adolescents at risk of developing psychopathology, and hence promote adaptive mental health and well-being.

Identity formation is the core developmental task during adolescence, yet research in sub-Saharan Africa is limited. We examined identity statuses in German and Zambian adolescents (N = 941; n Zambia = 395; M Age = 14.75; 47% female) using three identity dimensions: commitment, in-depth exploration, and reconsideration of commitment. We hypothesized that among both samples a) five identity statuses (achievement, early closure, moratorium, searching moratorium, and diffusion) are found and b) identity status profiles are comparable in terms of psychosocial functioning. The results largely confirmed these hypotheses, however, indicating that early closure and searching moratorium statuses seemed more adaptive for Zambian adolescents, whereas the diffusion status seemed more adaptive for German adolescents. Implications, including the need for further cross-cultural research, are discussed.

We used three identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) from a recently developed model of identity formation to derive empirically identity statuses in a sample of 1952 early and middle adolescents. By means of cluster analysis, we identified five statuses: achievement, foreclosure, moratorium, searching moratorium, and diffusion. Specifically, we found an intra-status differentiation within moratorium, unraveling the positive and negative facets of this status documented in prior literature. The five clusters could be meaningfully distinguished on a number of variables, such as personality features, psychosocial problems, and parental relationships. These findings indicated that a valid distinction in identity statuses could be made in early and middle adolescence. Finally, age and ethnic background strongly affected the distribution of the participants among the five identity statuses. Implications and suggestions for future research are discussed.

Capturing the dynamics of identity formation in various ethnic groups: Development and validation of a three-dimensional model

The aim of the study was to examine identity statuses in various life domains and the relationship between identity and well-being. We adopted the three-dimensional model of identity (Crocetti et al., 2008), including: in-depth exploration, commitment, and reconsideration of commitment. Moreover, in accordance with domain-specific approach (Goossens, 2001), we sought to empirically derive identity statuses in various life domains. The participants included 835 emerging adults (Mage = 21.81, SD = 2.33). We examined eight domains previously identified in qualitative research: personality characteristics, past experiences, family, friends and acquaintances, worldview, hobbies and interests, aims and plans for the future, and occupation. To measure three identity processes, we used a modified version of the Utrecht-Management of Identity Commitments Scale (Crocetti et al., 2008) and to measure well-being we used the Mental Health Continuum-Short Form (Keyes, 2013). Results indicate that, although the statuses identified in previous research were, to a large extent, replicated (except moratorium), people were classified in different statuses in different domains; thus, we conclude that talking about statuses should be limited to a given domain. Well-being was the highest in achievement statuses and the lowest in diffusion, but only in two examined domains: personality characteristics and past experience.

Whilst there is an emerging literature concerning social comparisons on social networking sites (SNSs), very little is known about the extent to which such behaviours inform adolescent identity. Drawing upon the three-factor model of identity development (Crocetti, Rubini & Meeus, 2008), this study seeks to determine the relationship between Instagram comparisons of ability and opinion and three identity processes: commitment, in-depth exploration, and reconsideration of commitment. 177 British adolescents responded to a paper survey (Mage = 15.45; Female, 54.8%) between December 2018 and February 2019. Instagram social comparisons of ability were positively associated with commitment and in-depth exploration, whilst their relationship with reconsideration of commitment was moderated by gender. In contrast, Instagram social comparisons of opinion were positively related with in-depth exploration and reconsideration of commitment. Findings suggest that although both forms of social comparison behaviour may evoke adolescents to explore their identity, Instagram social comparisons of ability may have less maladaptive identity implications for adolescent males.

Whilst there is an emerging literature concerning social comparisons on social networking sites (SNSs), very little is known about the extent to which such behaviours inform adolescent identity. Drawing upon the three-factor model of identity development (Crocetti, Rubini & Meeus, 2008), this study seeks to determine the relationship between Instagram comparisons of ability and opinion and three identity processes: commitment, in-depth exploration, and reconsideration of commitment. 177 British adolescents responded to a paper survey (Mage = 15.45; Female, 54.8%) between December 2018 and February 2019. Instagram social comparisons of ability were positively associated with commitment and in-depth exploration, whilst their relationship with reconsideration of commitment was moderated by gender. In contrast, Instagram social comparisons of opinion were positively related with in-depth exploration and reconsideration of commitment. Findings suggest that although both forms of social comparison behaviour may evoke adolescents to explore their identity, Instagram social comparisons of ability may have less maladaptive identity implications for adolescent males.

The Utrecht-Management of Identity Commitments Scale (U-MICS) is a widely applied identity measure. It is used to assess the identity processes encompassed in the three-factor identity model (commitment, in-depth exploration, and reconsideration of commitment). The purpose of this study was to validate the Serbian version of the U-MICS in an adult population. Participants were 375 (73.3% females) Serbian adults aged from 18 to 65 years (M age = 33.75, SD age = 8.92). They completed the U-MICS along with self-reports of self-esteem and life satisfaction. The results of Confirmatory Factor Analyses indicated that the three-factor model fit the data very well and better than alternative one- and two-factor models. Furthermore, hierarchical levels of measurement invariance (configural, metric, and scalar) in sex and age groups could be established. Finally, convergent validity was demonstrated by showing meaningful associations between identity processes and indicators of psychosocial functioning (i.e., self-esteem and life satisfaction). This study documents the psychometric properties of the Serbian version of the U-MICS in a population of adults.

Identity formation in adolescent and emerging adult regular players of massively multiplayer online role-playing games (MMORPG)

While a substantial number of studies have shown that perceived parenting plays an important role in identity formation, research employing a multi-informant and cross-cultural approach is still lacking. Attempting to fill this gap, we hypothesized that adolescent-reported parenting mediates the link between parent-reported parenting and identity dimensions (i.e., commitment, in-depth exploration, and reconsideration of commitment) in German and Zambian samples. In total, 731 adolescents (n Zambia = 244; M Age = 14.68; 47% female) and their parents (M Age = 45.55; 82% female) completed questionnaires on parenting (Alabama Parenting Questionnaire) and identity (Utrecht-Management of Identity Commitments Scale; adolescents only). Regarding positive parenting, in both the German and the Zambian sample, an indirect effect of parent-reported parenting via adolescent-reported parenting on commitment, in-depth exploration, and reconsideration of commitment was found. For negative parenting, there were indirect effects on in-depth exploration and reconsideration of commitment, but no indirect effect was found for commitment. Taken together, our results suggest that adolescents’ subjective experience of parenting represents the significant element that impacts adolescents’ identity formation.

Parental identity formation may be a factor of the utmost importance in helping us to understand the mechanisms of adaptation to parenthood. However, our knowledge regarding the processes involved in the development of parental identity is very limited. In the present study the relationships between three dimensions of parental identity (commitment, in-depth exploration, reconsideration of commitment), and two trait-like characteristics that determine the quality of family life, i.e. romantic adult attachment and perfectionism were analyzed. 206 mothers aged 22 to 40 participated in the study (M = 33.33, SD = 3.68). The results revealed that a high level in anxious attachment, avoidant attachment and maladaptive aspects of perfectionism (other-oriented and socially-prescribed perfectionism) positively correlate with a low level of parental identity commitment and a high level of reconsideration of parental commitment. Regression analysis revealed that especially attachment-related anxiety and other-oriented perfectionism can be treated as independent, specific predictors of an increased crisis of parental identity.

The current study investigated the components of gender identity development using a neo-Eriksonian process model. We aimed to derive and validate the distinct combinations of commitment, in-depth exploration, and reconsideration of commitment that characterise different states of self-understanding (identity statuses) experienced by transgender individuals in relation to their gender. To do so, we used two-stage clustering to categorise 354 transmasculine respondents on the Utrecht-Management of Identity Commitments Scale, expecting to produce statuses consistent with the theoretical solution of Crocetti and colleagues (2008). Partially supporting the hypotheses, we found that a four-cluster solution comprising Achievement, Closure, Moratorium, and Diffusion optimally captured transgender identity development, consistent with findings in lesbian and gay identity development by Kranz and Pierrard (2018). The current statuses related differentially to identity functions and elements of positive transgender identity which further supports their validity. These findings suggest that the experience of gender identity development for transgender people can be partitioned into meaningful statuses characterised by unique features.