Abstract
To examine the extent to which age differences in identity exploration and commitment reflect specific age-graded institutional transitions, we collected data from 64 7th graders and 67 9th graders from a secondary school, and 67 10th graders and 55 11th graders from a senior high school. The participants completed the Exploration and Commitment Questionnaire, which included items related to their future education, occupation, and family. The results suggested that adolescents' identity exploration and commitment seem to reflect the institutional transitions they currently face. For example, the levels of exploration and commitment related to future education and occupation were higher among those who were facing the transition from junior to senior high school than among other age groups. However, exploration and commitment concerning a future family showed a linear increase with age. The results further showed that although girls explored more family-related issues than did boys, education and occupatio...
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