The spatial integration of adolescent identity: its relation to age, education, and subjective well-being.

Abstract

A sense of being the same person through time and social contexts is a central characteristic of identity formation. The spatial integration of identity was investigated in three groups of high school students differing in age and/or educational level. The 294 adolescents chose and ranked personally revealing identity contexts, described their general and context-specific identities, and indicated their subjective sense of well-being. With increasing age and educational level adolescents chose an increasing number of identity contexts. Context-specific identities were found on average to be closely interwoven. There was a positive linear relationship between spatial integration and subjective well-being. The conclusion is that age and education promote the extension of adolescents' identity horizons, provided that their spatial integration is solid enough to absorb the downward effect of a new identity context. A comparison between spatial integration and two measures of exploration and commitment showed that spatial integration is a relatively powerful measure of adolescent identity.