Abstract
The Utrecht-Management of Identity Commitments Scale (U-MICS) has already been validated in nine languages and has had a major scientific impact. Thus, the aim of this study was to validate this instrument in its Spanish version, one of the most important languages in the world. We analyzed the psychometric properties of the scale, applied to a sample of 378 students of the Faculty of Education at the University of Cordoba. The scale consists of 13 items, divided into three dimensions of the process of identity: commitments, in-depth exploration, and reconsideration of the commitments. In this report, the factorial three-dimensional model of process identity is confirmed and shows that the instrument is reliable for measuring the educational, social or global identity of the individual.
Highlights
Identity development is a process of change that is carried out throughout life, with adolescence serving as one of the most important stages (Erikson, 1950; Schwartz et al, 2011; Zimmermann et al, 2012), since it is the period of transition to adulthood, during which formal operational thought begins and physical, psychosocial, sexual, and cultural growth occurs for the development of autonomy in the individual (Zacarés González et al, 2009; Crocetti et al, 2010; Kłym and Cieciuch, 2015)
Marcia (1966) creates a model of categorization of the identity process based on the exploration and commitments of the adolescent (Berzonsky, 2008; Crocetti et al, 2008, 2010, 2012; Zacarés González et al, 2009)
Exploration is understood as the active search performed by the individual, and the possible alternatives can be chosen before making any decision based on beliefs, opinions, ideology, or goals
Summary
Identity development is a process of change that is carried out throughout life, with adolescence serving as one of the most important stages (Erikson, 1950; Schwartz et al, 2011; Zimmermann et al, 2012), since it is the period of transition to adulthood, during which formal operational thought begins and physical, psychosocial, sexual, and cultural growth occurs for the development of autonomy in the individual (Zacarés González et al, 2009; Crocetti et al, 2010; Kłym and Cieciuch, 2015). Erikson’s (1950, 1968) theory of identity argues that, in adolescence, the individual initiates the process of searching for his own identity. From this theory, Marcia (1966) creates a model of categorization of the identity process based on the exploration and commitments of the adolescent (Berzonsky, 2008; Crocetti et al, 2008, 2010, 2012; Zacarés González et al, 2009). Exploration is understood as the active search performed by the individual, and the possible alternatives can be chosen before making any decision based on beliefs, opinions, ideology, or goals. The commitments composed of the decisions made at certain points of identity, such as the profession, religion, ideology, etc
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