Abstract
The purpose of this study was to evaluate the factor structure and convergent and discriminant validity of scores on an Italian translation of the Revised Identity Style Inventory (ISI-5) with samples of 237 adolescents (50 males, Mage = 18.04, SD = .86) and 268 university students (42 males, Mage = 22.71, SD = 3.70). Confirmatory Factor Analysis indicated that a three-factor solution provided a good fit, which was invariant across age and sex groups. The theoretically relationships between scores on the ISI and scores on measures of reasoning and identity processes, identity commitment, and social desirability were partially consistent, thus further studies are needed to give more evidence to the convergent and discriminant validity.
Highlights
According to Erikson (1968), lifespan model of psychosocial development forming a coherent and stable sense of identity is the major developmental task that adolescents face. Berzonsky’s (1988, 1990) social-cognitive model postulates that there are stylistic differences in how adolescents approach or attempt to evade the task of forming, maintaining, and/or revising their sense of identity
Univariate analyses indicated that university students had higher informational scores (M = 35.88; SD = 4.59) than adolescents (M = 34.26; SD = 5.34), F(1, 504) = 7.33, p = 0.007, η2 = 0.014, but lower diffuse–avoidant scores (M = 18.59 SD = 6.27 versus M = 19.48; SD = 5.50, respectively), F(1, 504) = 3.90, p = 0.049, η2 = 0.008
The pattern of convergent-validity coefficients was consistent with expectations based on identity style theory
Summary
According to Erikson (1968), lifespan model of psychosocial development forming a coherent and stable sense of identity is the major developmental task that adolescents face. Berzonsky’s (1988, 1990) social-cognitive model postulates that there are stylistic differences in how adolescents approach or attempt to evade the task of forming, maintaining, and/or revising their sense of identity. Berzonsky’s (1988, 1990) social-cognitive model postulates that there are stylistic differences in how adolescents approach or attempt to evade the task of forming, maintaining, and/or revising their sense of identity. Youth with a Diffuse–avoidant Identity Style procrastinate and attempt to delay dealing with identity conflicts and problems as long as possible. When they have to act and make choices their behavior is influenced mainly by situational demands and consequences rather than informed reasons or normative standards (Berzonsky and Ferrari, 2009). A diffuse– avoidant style is related to weak commitments and goals, self-handicapping behaviors, hedonistic values, and an external locus of control (Berzonsky and Ferrari, 1996, 2009)
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