Abstract
Relevance. The digital technology-mediated self-simulation refers to the virtual identity but the basis of this psychological mechanism remains unknown. Scientists study the impact of digital experiences on virtual identity, yet no study has been conducted to capture the statuses as a complex entity in adolescence. We have researched virtual identity statuses relying on E. Erikson’s conceptualizations of the adolescent developmental task of identity development which was operationalized by J. Marcia into four identity statuses (identity achieved, moratorium, foreclosure, diffusion), and on D. Matteson’s modeling of these variables into quadrants formed by -axis integration of exploration and commitment. Purpose of the study. The current study explores virtual identity statuses of development in digital environments in adolescence, with the aim of introducing a psychometric model of virtual identity. Research Methods and Sampling. This study applied an original Virtual Identity Status Inventory (VISI) designed by us to Russian adolescences aged to . Main results. Exploratory factorial analysis (principal component analysis and alpha factor analysis) and confi rmatory factor analysis (χ/df=.; ρ=.; RMSEA=.; CFI=.) pointed out that the VISI presented a three-factor structure. These factors are: virtual identity achieved, virtual identity foreclosure and virtual identity diffusion. The measure has the internal consistency (Cronbach’s α=.) and stability in time (ρ=.). Age associated with the virtual identity status in such a way that the late adolescences reported higher levels of foreclosure-propensity ratings (ρ=.) and diffusion-propensity ratings (ρ=.). Therefore, late adolescents are less independent and less sure in virtual self-identity than the middle adolescents. In conclusion, the VISI is a valid and reliable instrument of investigation of the virtual identity phenomenon in adolescent development.
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