The Relation between Multiple Living Environment Profiles and Adolescent Self-Identity: a Person-Centered Approach

Abstract

Theoretical and empirical evidence illustrates that family and school are the important living environments for adolescent self-identity development. The current study aimed to use the latent profile analysis, a person-centered approach, to test the relation between multiple family and school environment profiles and adolescent self-identity. In the current study, we surveyed 1030 7th-grade students (478 girls, Mage = 12.56 ± 0.33 years) from 26 classes in one junior high school in a moderate-size inland China city. Participants completed questionnaires on 8 living environmental indicators and 6 self-identity indicators. Results showed that four environment profiles were identified: High Family/High School Living Environment (HF/HS LE) (n = 384), Moderate Family/Moderate School Living Environment (MF/MS LE) (n = 377), Moderate Family/Low School Living Environment (MF/LS LE) (n = 151), and Low Family/Low School Living Environment (LF/LS LE) (n = 118). Students in HF/HS LE reported the highest scores and students in LF/LS LE reported the lowest scores on commitment and in-depth exploration in both educational and relational domains. The present study highlighted the important compensatory impacts of school environment on students with disadvantageous family environment. Limitations and implications were discussed.