Dimensions Of Identity Development Scale Research Articles

The mediating role of positive body image between friendship qualities, well-being strategies and identity development among adolescents

AbstractThis study aimed to explore the mediating role of body image in the association between The utilization of strategies aimed at enhancing subjective well-being, friendship qualities, and identity development. The participants consisted of 270 early adolescents, comprising 157 girls (58.15%) and 113 boys (41.85%). Data were collected using several scales, including the “Body Appreciation Scale,” “Subjective Well-Being Increasing Strategies Scale for Adolescents,” “Friendship Qualities Scale,” and “The Dimensions of Identity Development Scale.” Two-stage structural equation modeling was employed to analyze the gathered data. The findings indicated a positive model of identity development in adolescents, highlighting that subjective well-being increasing strategies contribute positively to identity development, and this relationship is mediated by positive body image. Furthermore, the study found that positive body image also mediates the association between adolescents’ identity development and the establishment of quality friendships.

Identity Status as a Moderator of the Relationship between Belonging to Religious Communities and Religious Coping in a Group of Young Polish Catholic Girls and Boys

The present study aims to test the importance of belonging to religious communities to the frequency of using religious strategies for coping with stress, taking into account the moderating role of identity status and gender. This study used Polish adaptations of two questionnaires: The Religious Coping Questionnaire and the Dimensions of Identity Development Scale. Participants in this study were adolescent and young adult Polish Catholic girls and boys, belonging and not belonging to religious communities. The survey was carried out using the pencil–paper method on a sample of 407 young people with varying degrees of involvement in religious practice. A multivariate analysis of variance showed that the frequency of using positive religious coping strategies differs significantly between groups of people belonging to and not belonging to a religious community. As a result of the study, the interaction of the variable belonging to a religious community and the variable identity status in deciding on the frequency of using positive religious strategies for coping with stress was recognized (F = 2.448; p = 0.033). However, the interaction of these variables with gender did not reach the level of statistical significance (F = 0.655; p = 0.658). Multiple regression analysis indicates that the identity dimension Identification with Commitment explains 14.7% of the frequency of using the Cooperation with God strategy. Belonging to religious communities is significant for the frequency of use of selected religious coping strategies and the intensity of all dimensions of identity development. The results of the statistical analysis showed that identity status is a moderator of the relationship between belonging to religious communities and the intensity of positive religious coping strategies. It was found that the frequency of use of religious coping strategies and the intensity of identity dimensions differed between Polish Catholic girls and boys.

Identity development and adjustment during emerging adulthood from a gender perspective.

Identity development is a key task during emerging adulthood. The goals of the present study are to validate the Spanish version of the Dimensions of Identity Development Scale (DIDS) and to explore the relationship between identity dimensions and adjustment (flourishing and distress), from a gender perspective. The sample comprised 1502 Spanish university students (60.1% women). The results reveal that the DIDS is valid in the Spanish context and that significant gender differences were observed in some dimensions of identity development, with men scoring higher for identification with commitment and women scoring higher for exploration in depth and ruminative exploration. Finally, both dimensions of commitment and ruminative exploration had a stronger effect on men's than on women's adjustment, suggesting that the integration of the self has more impact on men's outcomes than on women's. These findings highlight the need to include the gender perspective in all future research in order to gain deeper insight into the relationship between the identity development process and adjustment during emerging adulthood.

The role of psychological flexibility and socioeconomic status in adolescent identity development

This study examined the roles of psychological flexibility and socioeconomic status (SES) in adolescents' identity development during the transition from lower secondary school to upper secondary education. Psychological flexibility was measured using the Avoidance and Fusion Questionnaire (AFQ-8; Greco et al., 2008) and identity processes were measured with the Dimensions of Identity Development Scale (DIDS; Luyckx et al., 2008). SES was assessed using the educational level of the highest-educated parent. The sample comprised 885 adolescents who answered surveys in Grade 9, as well as in the first and third year of upper secondary education. The results showed, first, that psychological flexibility was both concurrently and prospectively related to adolescents' identity formation (exploration in breadth and commitment making) as well as to their identity evaluation (exploration in depth, identification with commitment, ruminative exploration) processes. Second, the higher SES adolescents had, the more they had exploration in breadth and exploration in depth in the first year of upper secondary education. Thirdly, associations of psychological flexibility with commitment making and identification with commitments were stronger for adolescents with a higher SES than for adolescents with lower SES. The results suggest that psychological flexibility may play a key role in adolescents’ identity development during critical educational transitions.

The Relationship between Smartphone Addiction and Identity Development among Adolescents

Smartphone addiction has negative consequences on adolescents. The main developmental task of adolescence is the formation of ego-identity. Little is awareness of the role of smartphone addiction in ego-identity during adolescence. The study intends to examine the relationship between smartphone addiction and dimensions of identity development. For this purpose, the effects of smartphone addiction on identity dimensions were analysed using path analysis. The sample consisted of 403 high school students aged between 13 and 18 years. The Dimensions of Identity Development Scale and Smartphone Addiction Scale Short Form were used as data gathering instruments. As a result of the analysis, it was determined that smartphone addiction negatively predicted identification commitment, commitment making and exploration breadth from the dimensions of identity development. In addition, it was found that smartphone addiction positively predicted ruminative identity exploration. With the model presented in this study, the connection between smartphone addiction and identity development was determined and it was concluded that adolescents' smartphone addiction plays an important role in identity development. The results obtained were discussed within the framework of the literature. Suggestions were made to researchers and practitioners.

Dimensions of Identity Development Scale: Confirmatory factor analysis, gender invariance, and external validity of the Persian version.

The present study was conducted to examine the psychometric properties and gender invariance of the Iranian version of the Dimensions of Identity Development Scale (DIDS). A total of 1453 adolescents (50.8% female; 14-18 years old, mean = 15.48) participated in a cross-sectional study and completed the DIDS and the Youth Self-Report of behavior problems. The Confirmatory Factor Analysis supported the six-factor model of the DIDS, echoing past studies showing the original 5th factor (Exploration in Depth) being divided into Exploration in Depth and Reconsidering the Commitment. The invariance testing showed comparable measurement properties of the DIDS across males and females (strict measurement invariance). Further, behavior problems were associated positively with Ruminative Exploration and negatively with Commitment Making, Identification with Commitments, Exploration in Depth, and Reconsideration of Commitments, whereas the opposite was true for academic performance. A six-factor DIDS was shown to be a valid and reliable measure for the assessment of identity development dimensions among Iranian adolescents. Future studies in the Iranian context evaluating the identity clusters derived from identity dimensions and their gender differences are warranted.

Процессуальные характеристики родительской идентичности у мужчин-отцов и мужчин, не имеющих детей

<p>In the paper we present the analysis of the processes of parental identity among men without children and fathers. In the background of the growing multifactorial influences of modern society and the multitasking of modern man, it is extremely important to identify the processes of personal identity that allow a person to find his or her place in the world. Various transformations of parenting bring actuality to the studies of parental identity processes, which may help in effective performing in parental roles. We studied the specifics of parental identity processes among men. We used descriptive characteristics, Student's t-test, and correlation analysis. The study involved 97 men (60% without children, 40% of fathers) aged 17 to 44 years (M = 26,44; SD = 11,14). We used Caregiving and Breadwinning Identity and Reflected Appraisal Inventory (J. Pleck and colleagues), test of statuses and structure of ego-identity (E. L. Soldatova), Dimensions of Identity Development Scale (DIDS) (K. Luyckx and colleagues), Identity Stage Resolution Index (ISRI) (J. E. Cote), the Utrecht scale for studying identity processes-Parent identity (U-MICS-PI) (modification by K. Piotrowski) and test of life-meaningful orientations (D. A. Leontiev). Parental identity in men is formed even before the birth of a child and before interacting with him or her. Parental identity is interrelated with identity processes, such as: commitment making, and all exploration processes. There is a significant relationship between parental identity and processes such as commitment and exploration.</p>

Procrastination among students of Polish universities. Protective and predisposing factors

IntroductionProcrastination is a widely recognized phenomenon that can be defined as a tendency to delay important life activities and decisions. This seems to be a common issue among schoolchildren and students, however is not limited to those populations and may also be observed among other social groups. Research shows that the indices of the occurence of procrastination may reach even as much as 20-25% of the total population. However, the frequency of the phenomenon seems to be considerably higher among academic environment.ObjectivesWe sought to investigate the association between the phenomenon of procrastination and the individual’s resiliency, sense of coherence and the development of the identity.MethodsA web-based questionnaire study was performed on a random sample of Polish students of various fields of study, aged 18-30 years. A 131-item questionnaire was built based on an original questionnaire and four standardized tools for the assessment of procrastination tendencies, resiliency, sense of coherence and the development of the identity (polish-Kwestionariusz Zwlekania-KZ), the Sense of Coherence Questionnaire-SOC-29, the Ego Resiliency Scale, The Dimensions of Identity Development Scale- DIDS).ResultsThis questionnaire study included 294 participants, median age 22 (IQR=21-24). Mature forms of identity development (meaning the commitment making (CM) and identification with commitment (IC)) correlated negatively with the occurence of procrastination (R=-0,186, p<0.005 for CM; R=-0.288, p<0.05 for IC). Ruminative exploration (RE) correlated positively with tendency to procrastinate (R=0.218, p<0.05). Procrastination correlated negatively with the resiliency evaluation (R=-0.229, p<0.05) and the optimal regulation(OR) assessment (R=-0.255, p<0.05). All the SOC-29 domains along with its total score correlated negatively with the tendency to procrastinate (p<0.05 for all).ConclusionsBased on the conducted study, there seem to be measurable psychological benefits regarding the individual’s personal performance resulting from a proper psychoeducation in the field of procrastination.Disclosure of InterestNone Declared

Experiential Education Programs: Fertile Environments for Identity Formation

Background: Understanding how contextual elements within educational environments relate to identity formation can help educators design experiences intended to support identity formation processes. Purpose: This study examined identity formation among students enrolled in immersion semester high schools and how contextual elements and identity formation actions influence identity formation process profiles. Methodology: Data were collected from middle to late adolescents using the Dimensions of Identity Development Scale, and analyzed using latent profile analysis, crosstabulation, and regression. Conclusions: The findings showed that thinking about values and beliefs in school is related to increased identity exploration and that the teacher–student relationship and novelty in these contexts facilitates thinking about values and beliefs. Students prone to rumination may particularly benefit from the supportive environment, which can increase the likelihood that they discuss their values and beliefs. Implications: Experiential educators working with middle to late adolescents who want to help their participants engage in identity formation should prioritize teacher–student relationships, novel experiences, and a supportive community.

Wydarzenia indywidualne i społeczne a wymiary tożsamości osobistej – badania empiryczne

The article presents research findings that show how the dimensions of personal identity and human beliefs, emotions and values change in the context of individual or social events. The study tried to find an answer to the research question: What is the relationship between the dimension of personal identity and the social and individual experiences? The study involved 142 people, including 82 women and 60 men. The Dimensions of Identity Development Scale (DIDS) by Luyckx et al., in the Polish adaptation of Brzezinski and Piotrowski, was used to measure identity dimensions. The study was conducted in Poland. The thesis was that a single event has a greater impact on personal identity change than a social event. It has been shown that the quantity of social change influences the changes within the dimension of personal identity Ruminate Exploration more strongly, while the perception of an individual event by its nature has more influence on personal identity than the social event, especially in the dimension Identification with Obligation. The results may be relevant to clinical practice to understand the impact of different life events on a person’s development or regression with respect to his or her long-term decisions and goals.

Tożsamość i (non)konformizm młodzieży z Ochotniczych Hufców Pracy

The article presents an analysis of the results of own research on the state of identity dimensions, identity styles and (non)conformism of youth living in the Voluntary Labor Corps. This is an important issue due to the need to update the diagnosis and individualize interventions in this group of young people. Three questionnaires were used in the study: the Dimensions of Identity Development Scale (DIDS), the Identity Style Inventory (ISI-5) and the Creative Behavior Questionnaire (KANH III). The results of 60 girls and boys aged 16 to 18 were analyzed. Statistical analysis allows for the formulation of the following conclusions. Boys and girls did not differ in terms of their identity styles, while in terms of identity dimensions, boys achieved higher scores in terms on identity dimensions, such as Exploration in Breadth, Ruminative Exploration, Identification with Commitment, and Commitment. Moreover, girls have a higher level of (non)conformism than boys, which may suggest their greater inclination to take actions aimed at gaining attention, not always in a manner consistent with existing social rules and norms. The conducted research provides pedagogues and educators with knowledge supporting the accuracy and usefulness of activities aimed at increasing the quality of life’s start in adulthood of young people staying in the Voluntary Labor Corps.

An item response theory analysis of two frequently used measures of identity development.

Identity development-exploring options and making commitments-is an important process related to human functioning across the lifespan. An accurate understanding of identity development processes requires precise measures, but commonly used questionnaires have not been subject to intensive psychometric analyses. We investigated the psychometric properties of two such measures, the Utrecht Management of Identity Commitments Scale and the Dimensions of Identity Development Scale. Previous analyses have treated the response scales as interval rather than ordinal, which may not be reasonable given the measures' Likert-type response scales. Accordingly, we evaluated their measurement precision by conducting multidimensional item response theory analyses of data from six studies of secondary and postsecondary students in The Netherlands and the United States (total N = 4,844; 36.00% boys/men, 63.07% girls/women; 0.02% nonbinary or missing gender data; 62.39% completed the measure in Dutch, 37.61% in English; 52.66% postsecondary school; 47.34% secondary school; racial, ethnic, and nationality information varied across studies). Graded response models showed that a limited range of the latent attributes was precisely measured, and the quality of items varied considerably. The measures functioned mostly similarly between gender groups, but there was substantial differential item functioning based on school level and language of the measure. We originally sought to create shortened versions, but the shortened versions provided no improvement over the low quality of the longer versions. Our analyses suggest that reflection on what these identity processes entail is needed, to develop new items that address different manifestations of the attributes under consideration. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Становление родительской идентичности у молодых мужчин и женщин, не имеющих детей

Goal. We have studied the specifics of parental identity processes of young men and women without children. We provide the results of empirical study obtained from the sample of male and female students of Kemerovo state university. Method. Participants (N=163) were at the age 17—33 years old (M=19,32; SD=2,50) and 63% were young women. We used Caregiving and Breadwinning Identity and Reflected Appraisal Inventory (J. Pleck and colleagues), test of statuses and structure of ego-identity (E.L. Soldatova), Dimensions of Identity Development Scale (DIDS) (K. Luyckx and colleagues), Identity Stage Resolution Index (ISRI) (J.E. Cote) and test of life-meaningful orientations (D.A. Leontiev). Results and conclusions. We obtained some differences in the processes and content characteristics of parental identity among men and women without children. Male participants demonstrate lower level of commitment making and identification with commitment than women. Among men exploration in breadth and ruminative explorations are higher than among women. However, exploration in depth is higher in women. In contrast to women, men are characterized by the search for parental identity, related to the relationship with the father and the relationship to children.

Особенности родительской идентичности российских мужчин и женщин

The relevance of the study of parental identity is determined by the current state of society, as well as a significant social demand for the study of internal determinants of parenthood, stuffing of the psychological and pedagogical context, patterns, dynamic transformations, and developing ways to develop the parental identity.We studied the specifics of parental identity processes among Russian fathers and mothers. We present the results of empirical study obtained on a sample of men and women who are Russian-speaking residents of Russia. The study involved respondents (N=721) aged 25 to 56 years (M=35,4; SD=2,66), of which 44% were female. We used Caregiving and Breadwinning Identity and Reflected Appraisal Inventory (J. Pleck and colleagues), test of statuses and structure of ego-identity (E.L. Soldatova), Dimensions of Identity Development Scale (DIDS) (K. Luyckx and colleagues), Identity Stage Resolution Index (ISRI) (J.E. Cote) and its modification for parental identity, the Utrecht scale for studying identity processes-Parent identity (U-MICS-PI) (modification by K. Piotrowski) and test of life-meaningful orientations (D.A. Leontiev). We hypothesized that there were some differences in the processes and content characteristics of the parental identity of Russian men and women. Fathers were found to appraise higher their identity, breadwinning identity, their maturity, and demonstrate higher scores for identity processes such as exploration in breadth and exploration in depth, reconsideration of commitment and identification with commitment; and lower scores for caregiving identity, parental identity and the processes of commitment making and ruminative exploration. In the factor structure of parental identity, in addition to two factors common to men and women that describe the sense of identity and meaningfulness of life, men also identify factors that characterize the age-related transformations of parenthood and the exploration and commitment for fathering. For the first time, we studied the processes of the parental identity of Russian men and women.

Identity Development during Student Exchange: A Longitudinal Multilevel Analysis of Identity Processes in Emerging Adults

ABSTRACT This study investigated how the changes in cultural context experienced during a university exchange program influenced key identity processes of exploration and commitment in emerging adults. Australian (N = 203) and French (N = 233) participants completed the Dimensions of Identity Development Scale before, during, and directly after their exchange. For both Australian and French participants, longitudinal multilevel models demonstrated that exchange supported increases in identity commitment and exploration in breadth while simultaneously decreasing ruminative exploration, although there was significant individual variability in rates of change. Cultural distance and previous travel experience had little influence on how much identity change occurred. The findings show that exchange experiences promote positive identity development for emerging adults, presenting new possibilities for identity interventions.

Examining Adolescent Identity Formation Processes in Immersion Semester High Schools

ABSTRACT The study investigated four aims that focused on the relationship between immersion semester high schools, identity formation processes, and contextual factors. Participants included students attending an immersion semester high school and students in a waitlist comparison group who would attend an immersion semester high school. Both groups completed a Pre/Post Semester Survey that assessed identity formation processes (using the Dimensions of Identity Development Scale, DIDS) and contextual variables, and Daily Activity Surveys that assessed how much a student thought about their values and beliefs and the presence of contextual variables in identified daily activities. We found that students at immersion semester high schools reported significant increases in the intensity of their identity formation processes in contrast to the waitlist comparison group, and that the context at immersion semester high schools differed significantly from the context for the waitlist comparison group. Students at immersion semester high schools thought significantly more about their values and beliefs, and regardless of group, thinking about one’s values and beliefs was related to contextual factors, such as the role of the teacher, sense of belonging, opportunities for reflection, and the meaningfulness of the experience.

Testing a process-oriented model of identity development in South Korean young adults

The five-dimensional process-oriented model of identity development delineates the formation and evaluation cycles of identity and includes ruminative exploration. In South Korea, individualistic and collectivistic cultures coexist, and such culture may influence the identity development process of young adults. However, identity development in Korean young adults has not been studied abundantly. In particular, the five-dimensional model of identity has never been used to study a Korean sample. In the present study, we tested the applicability of the five-dimensional model of identity with South Korean young adults between ages 19 and 25 (N = 548; Mage = 22.72; SDage = 1.93; 44.2% men). Specifically, we examined the measurement model of the Dimensions of Identity Development Scale (DIDS) and nomological net of the identity dimensions. Further, we conducted a cluster analysis to derive identity statuses. Results indicated that the five-factor model of the DIDS could be applied in our sample. The identity dimensions were related to each other and with external variables in ways that were mostly consistent with previous studies. Exploration in breadth and exploration in depth’s relations with commitment making, identification with commitment, and psychosocial functioning, which have not been consistent in previous studies, were positive. Finally, we identified five identity status clusters that resembled statuses identified in previous studies, but further research would be needed to ensure comparability.

Χρήση του διαδικτύου στην αναδυόμενη ενηλικίωση: Σχέσεις με την ικανοποίηση από τη ζωή, την ανάπτυξη της ταυτότητας και τον τύπο δεσμού

Over the past two decades, internet use has been increased significantly worldwide. The present study aims at examining the associations between internet use in emerging adulthood and crucial developmental dimensions during this age period, namely life satisfaction, identity development, and attachment style. Previous studies have shown that there is a high risk of excessive internet use during emerging adulthood. Five hundred men and women aged 18 to 25 years participated in the study. They completed (a) The Internet Addiction Test (Young, 1998), (b) The Life Satisfaction Scale (Diener et al.,, 1985), (c) The Dimensions of Identity Development Scale (Luyckx et al., 2008), and (d) The Relationship Scales Questionnaire (Griffin & Bartholomew, 1994). Hours of daily use, specific online activities and socio-demographic variables were also assessed. The results of the research showed that the excessive use of the internet is significantly related to hours of daily use and to specific online activities. Men made significantly more use of the internet than women. Those who were not satisfied with their current life conditions, were engaged in exploration in breadth, ruminative exploration and avoided or felt uncomfortable with close interpersonal relationships, were more likely to resort to excessive internet use. These results have implications for future studies regarding excessive internet use in relation to young people’s quality of life.

Διερεύνηση των σχέσεων της διαμόρφωσης ταυτότητας και των συμπτωμάτων ψυχοπαθολογίας σε αναδυόμενους ενήλικες

The current research aims to investigate the relationship between identity formation processes and the manifestation of symptoms of general distress in emerging adults. For the purpose of the study, 237 university students from five Universities in Greece, aged from 18 to 25, completed the following questionnaires: Dimensions of Identity Development Scale (DIDS), Symptom Checklist 90 – Revised (SCL – 90 – R) and a demographics questionnaire. The results showed that ruminative exploration and identification with commitment can significantly predict the intensity of distress symptoms. As hypothesized, significant, positive correlations emerged between the identity commitment dimensions, as well as among the identity exploration dimensions. As expected, the identity commitment dimensions were negatively correlated with ruminative exploration. However, their correlation with in-depth exploration was found negative, whereas with in-breadth exploration was found insignificant. Significant differences were observed in the levels of commitment making and ruminative exploration in regard to participants’ type of accommodation, financial status and financial independence. Most scales showed overall good reliability, with the exception of in-depth exploration, the reliability of which was found questionable.

A Closer Look at Economic Context in Identity Distress, Identity Development, and Adjustment to University

ABSTRACT In this study, national rates of youth unemployment were used as a proxy for economic disruption and stability in Spain and Canada, respectively. Identity distress was examined in relation to identity processes, and adjustment to college among university students in these contexts. Students in Spain (N = 95, Mage = 19.3, (1.6); mdn = 19 years; 86% female) and Canada (N = 331; Mage = 19.6 (2.2); mdn = 19 years; 82% female) completed the Identity Distress Scale, Dimensions of Identity Development Scale, and Student Adjustment to College Questionnaire. Overall predicted relationships were supported across the variables. As expected, elevated identity distress was found among Spanish students. Economic context moderated relationships between (1) ruminative exploration and academic adjustment and (2) identity distress and personal-emotional adjustment both with a greater magnitude of association for students in the stable economic context, respectively. Moderated mediation showed that context moderated indirect effects of ruminative exploration through identity distress on personal-emotional adjustment. The findings indicated a certain resilience in dealing with the contextual stressor among students in Spain whereas those in the stable economic context appear to conform more closely to a typical progression of identity development. Implications for research and intervention are discussed.