Abstract
Background: Understanding how contextual elements within educational environments relate to identity formation can help educators design experiences intended to support identity formation processes. Purpose: This study examined identity formation among students enrolled in immersion semester high schools and how contextual elements and identity formation actions influence identity formation process profiles. Methodology: Data were collected from middle to late adolescents using the Dimensions of Identity Development Scale, and analyzed using latent profile analysis, crosstabulation, and regression. Conclusions: The findings showed that thinking about values and beliefs in school is related to increased identity exploration and that the teacher–student relationship and novelty in these contexts facilitates thinking about values and beliefs. Students prone to rumination may particularly benefit from the supportive environment, which can increase the likelihood that they discuss their values and beliefs. Implications: Experiential educators working with middle to late adolescents who want to help their participants engage in identity formation should prioritize teacher–student relationships, novel experiences, and a supportive community.
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