Adolescent Identity Development Research Articles

Dynamics of Identity Development in Adolescence: A Decade in Review.

One of the key developmental tasks in adolescence is to develop a coherent identity. The current review addresses progress in the field of identity research between the years 2010 and 2020. Synthesizing research on the development of identity, we show that identity development during adolescence and early adulthood is characterized by both systematic maturation and substantial stability. This review discusses the role of life events and transitions for identity and the role of micro‐processes and narrative processes as a potential mechanisms of personal identity development change. It provides an overview of the linkages between identity development and developmental outcomes, specifically paying attention to within‐person processes. It additionally discusses how identity development takes place in the context of close relationships.

INSTITUTIONAL IDENTITY OF ADOLESCENTS: A THEMATIC ANALYSIS

To explore the components and factors influencing institutional identity in Pakistani adolescents, a thematic analysis approach was used to analyze the data, collected from 9 boys and 9 girls in their adolescent age that ranged between 15-17 years. These adolescents were students of grade 9-10, and were sampled from different cities of Pakistan. Thematic analysis revealed that institutional identity comprised of belongingness, personal evaluation and reputation. Analysis also revealed that peer, parents, teachers, infrastructure, curriculum, rules & regulations and extracurricular activities influence various components of institutional identity. This paper provides theoretical and practical implications for the institutional identity development of adolescents in Pakistan.

Exploring the association between community service participation and identity development among middle adolescents: a study in Hong Kong

ABSTRACT The present study examined the association between community service and identity development in middle adolescence. The quantitative component of the study was first conducted to investigate the relationships between service experience and identity status. The qualitative component followed to explore how service change their identities. The findings showed that community service duration differentiated the middle adolescents with more mature identity statuses (e.g., achievement) from those with less mature identity statuses (e.g., diffusion) after students’ gender, grade, attitude toward service and their parents’ service engagement were controlled. This study also revealed that exposure to community service was effective in facilitating adolescents’ identity development in the domains of occupation and lifestyle. High-impact practices were recommended for the future design of service programs.

“We are different, that’s a fact, but they treat us like we’re different-er”: understandings of autism and adolescent identity development

PurposeA key development in early adolescence is the active construction of individual identity; for autistic young people, integrating the idea of “being autistic” forms part of this process. The purpose of this paper is to explore identity development from a contextualist perspective, foregrounding young people’s experiences within mainstream educational settings.Design/methodology/approachA longitudinal, qualitative methodology was used: semi-structured interviews were conducted annually with 14 autistic young people, their parents and teachers between school years 6 and 9.FindingsYoung people felt different from their neurotypical peers and their acceptance of their diagnosis changed over time as they managed their developing personal and public identities. In pursuit of being treated “normally,” many camouflaged their differences at school, which sometimes involved opting out of school-based support. Adults described their own understandings of autism and discussed the responses of others in the school environment to autistic differences.Originality/valueThe influence of sociocultural discourses of autism on young people’s identity development is discussed and implications for both school based and post-diagnostic support for young people and their families explored.

The school-to-prison pipeline: a failed holding environment

The deleterious impact of the school-to-prison pipeline (STPP) on minority youth in the United States, as well as the underlying sociocultural and political factors contributing to the pipeline, are well established. While the literature provides abundant evidence about the negative impact of secondary school punitive and exclusionary disciplinary policies on students’ behavioural and academic outcomes, consideration of the relational world of the school and its subjective impact is largely absent. This article contributes an examination of the relational world of schools to the analysis of the STPP and its developmental impact on youth of colour. By applying Diamond’s (2017; 2020) object relations approach to life in secondary schools, the article exposes how the STPP undermines schools’ capacity to provide a healthy holding environment. The article demonstrates how the school functions as a failed holding environment and concludes with case examples illustrating how psychodynamically informed school-based interventions are positioned to mitigate the toxic effects of the STPP on the identity development of adolescents of colour.

Psychometric Properties of the Italian Version of the Assessment of Identity Development in Adolescence (AIDA)

ABSTRACT Identity diffusion is a core element of the borderline personality organization. A valid and reliable assessment tool is needed to identify at-risk adolescents in the Italian context. In this study, we investigated the psychometric properties of the Assessment of Identity Development in Adolescence (AIDA), a self-report questionnaire designed to assess identity diffusion vs. identity integration, in an Italian sample (N = 1,102) of clinical and nonclinical adolescents. Explorative structural equation modeling supported the expected bi-factor structure with one general factor and six descriptive factors. Scale reliability was good, with Cronbach’s α = .94 for the AIDA total scale. The results supported convergent validity with measures of borderline personality features as well as discriminant validity with identity dimensions in ideological and interpersonal domains. The AIDA total score identity diffusion differed highly significantly and with a large effect size between the general population sample and patients diagnosed with borderline personality disorder (n= 55). The Italian version of the AIDA proved to be a valid and reliable measure to assess adolescents’ identity pathology within the Italian context.

Relating Profiles of Ethnic-Racial Identity Process and Content to the Academic and Psychological Adjustment of Black and Latinx Adolescents.

Ethnic-racial identity (i.e., individuals' beliefs about their ethnic-racial group membership and the processes through which they develop those beliefs) is a developmental competency that can promote adolescents' adjustment; however, the extant literature has largely focused on how distinct dimensions of ethnic-racial identity are associated with adjustment (i.e., variable-centered approaches), potentially obscuring a more holistic understanding of this developmental competency. The current study utilized latent profile analysis, a person-centered approach, to examine profiles of ethnic-racial identity among Black (n = 325; Mage = 15.94, SD = 1.14) and Latinx (n = 370; Mage = 16.13, SD = 1.10) adolescents as well as links between profile membership and adjustment. Three ethnic-racial identity profiles emerged: Diffuse & Low Regard (n = 55; lower development, lower self-concept); Diffuse & High Regard (n = 160; lower development, higher self-concept); and Developed & Idealized (n = 477; higher development, higher self-concept). The profile highest in ethnic-racial identity across all indicators reported the highest levels of adjustment. The findings highlight the synergistic benefits of ethnic-racial identity development and positive self-concept for adolescents' psychosocial and academic adjustment.

Resistance Capital: Cultural Activism as a Gateway to College Persistence for Minority and First-Generation Students

This study provides a novel contribution by connecting two sets of literature, school engagement and multicultural university centers, in relation to late adolescent development. The aims of this mixed-method study were to: (a) quantitatively explore the relationship between student perceived cultural leadership experience and support within a multicultural center in relation to school engagement and (b) qualitatively address additional facilitators and barriers. Participants consisted of 134 college students, predominantly identifying as Latino/Hispanic (35.1%), Black/African American (34.3%), or Asian-Pacific Islander (23.9%), and first-generation (60.4%). Qualitative focus groups and a photovoice project engaged a subset of participants ( n = 57, n = 7, respectively). Regression analysis indicated youth voice, supportive staff relationships, and peer support were significant positive predictors of students’ perceived engagement within the multicultural center, however, some but not all of these predictors transferred toward sentiments of school engagement. Qualitative sources elucidated additional factors bolstering student engagement. Social, cultural, and resistance capitals were identified as key protective factors in relation to student perseverance. Findings also indicated institutional barriers against student engagement including a lack of cultural and ethnic representation throughout multiple levels of the university. Implications for expanding conceptions of social capital within late adolescent identity development theory are discussed.

Ethnic Identity among Second-Generation Vietnamese American Adolescents

Prior research shows that minority youths face many challenges as they develop their ethnic identity. These challenges include cultural conflicts (between home and school), language conflicts, and intergenerational conflicts. These conflicts may cause negative impacts on adolescents’ self-identification, mental health, behavioral patterns, and tensions in family relationships. This qualitative study examines the development of ethnic identity in second-generation Vietnamese American adolescents. Data collection took place in the form of focus groups, individual interviews, observations, and free listing of eleven Vietnamese American adolescents and two parents at their homes and at a Buddhist youth program. The results suggest that within a structured youth program that validates their individuality, ethnic minority youths can develop a healthy sense of ethnic identity; and in the process, socio-cultural and intergenerational conflicts can be mitigated.

Catholic education at the coalface of a kaleidoscope of identities

ABSTRACT Globalisation, migration, socio-political shifts, and access to the internet are increasing the religious and belief diversity of Irish society. This flux presents challenges for young people who are endeavouring to establish a secure identity. The focus of this research was to understand how the identity development of post-primary students of minority faith or worldview, is impacted by attending a school with a Catholic ethos. The research methodology was qualitative. To provide an opportunity for students to voice their experiences, 18 post-primary students of minority faith or worldview were interviewed. Thematic analysis was used to identify the findings. Reflecting on an interpretivist paradigm, the epistemology which underpinned this research was constructivism. While theories of adolescent moral and identity development alongside theories of othering, conformity, and agency supported the research study. The findings report some students struggled to find a secure identity due to conflicting societal, school, peer, and family beliefs. Perceived negative stereotyping of their beliefs created feelings of otherness with implications for students’ self-esteem. Students’ sense of belonging and well-being was impacted on by Catholic-centric school practices combined with current provision to ‘opt-out’ from Religious Education classes. However, the research also found human agency resulted in a kaleidoscope of student responses to the inherent challenges of adolescent identity development.

Bullying Victimization: Investigating the Unique Contribution of Homophobic Bias on Adolescent Non-suicidal Self-injury and the Buffering Role of School Support

Research on bullying victimization has expanded to specific forms of harassment based on discriminatory bias, which involve aggressive behavior targeting an individual's identity characteristics, such as sexual orientation and/or gender expression. Recent studies have documented elevated health risks associated with victimization based on homophobic bias, above and beyond general victimization. The aim of the current study was to test the unique contribution of homophobic victimization on adolescent non-suicidal self-injury (NSSI) and to analyze the buffering role of teachers and classmates support. Participants were 770 adolescents (55.5% females; Mage = 15.35, SD = 1.62) enrolled in Italian public schools in grade nine (N = 483) and 12 (N = 287). All measures were collected during Spring 2016 using self-reported questionnaires. Zero-inflated Poisson regression analyses suggested that homophobic victimization had a unique contribution on NSSI frequency of engagement once initiated, but not on the probability of engaging in NSSI at least once. High classmates support was negatively associated with adolescents’ engagement in NSSI. Furthermore, higher levels of classmates support were associated with a lower NSSI frequency only for youth who reported low levels of homophobic victimization. In contrast, the association between classmates support and NSSI frequency was nonsignificant when youth reported high levels of homophobic victimization. No significant effects were found for teachers support. Overall, our findings underscore the need to address the serious concern of homophobic victimization within schools and the importance of promoting healthy and positive identity development in adolescence.

Identity and belonging: refugee youth and their parents’ perception of being Australian

ABSTRACT People from refugee backgrounds can experience identity issues living between two cultures. Identity development for adolescents and youth, is further complicated by simultaneously having to navigate between childhood and adulthood, and expectations of parents, ethnic community, and host society. Objective: This study with refugee-background youth and adults, explored participants’ perceptions of being Australian and their sense of belonging, after migrating to Australia. Method: Study sample included a multiethnic sample of 79 participants: 46 refugee background youth, 15-26 years and 33 parents or significant family members residing in South Australia. Participants had migrated to Australia from the Middle East, South Asia, or Africa, between 1 and 15 years ago. We used a semi-structured interview protocol and data-based thematic analysis to collect and analyse individual interviews. Results: We identified the themes of acceptance, ambivalence, confusion, and rejection of an Australian identity in both youth and parent interviews, although youth interviews were more eloquent and nuanced. While most participants accepted an Australian identity and considered Australia their “home” for reasons of safety, opportunities and support available to them, others opted for a dual identity combining elements from Australia and heritage country. A few participants rejected an Australian identity but still considered Australia “home”. KEY POINTS What is known about this topic: Refugee-background people generally do not settle in the same way as other migrants due to pre-migration trauma and stressors associated with the resettlement process. The sociocultural and psychological challenges of negotiating acculturation are another important factors impacting on settlement outcomes for refugee-background migrants. Acculturation entails a degree of identity uncertainty, conflict and the need for identity reconstruction. What is new about the topic: Identity development and reconstruction presented on a continuum from acceptance of an Australian identity including a dual identity, ambivalence and confusion, to rejection of an Australian identity. The vast majority of refugee-background youth and parents considered themselves “Australian” and that Australia was their “home”. The perceptions of racism and discrimination affected participants’ identity development and reconstruction after resettlement although their resettlement outcomes appear to be minimally impacted.

The role of coping strategies in interpersonal identity development of war-affected immigrant adolescents.

Increasing immigration around the world has affected the lives of children and adolescents. The ability to cope with the stress of migration and adaptation to a new culture likely is an important protective factor for optimal identity development under these conditions. The present study examined the role of coping strategies in interpersonal identity development among immigrant adolescents. The sample consisted of 93 (43% females) first-generation immigrant adolescents who migrated to Turkey due to war in their home countries. They have been living in the suburbs in Ankara and attending regular public schools. A two-wave longitudinal design was employed with a 4-month interval between waves. Identity development was measured using the Utrecht-Management of Identity Commitments Scale focusing on the dimensions commitment, in-depth exploration, and reconsideration of commitment in the domain of interpersonal relations. The coping strategies problem-solving, social support seeking, and avoidance were assessed with the Coping Strategies Scale. Results showed that none of the identity dimensions significantly predicted the use of specific coping strategies. However, different coping strategies predicted relative change in some identity dimensions. These results are discussed in light of previous findings on associations between identity development and coping strategies in different populations, and the difficulties associated with being an immigrant.

Digital Media as a Medium for Adolescent Identity Development

The aim of the present study was to examine the interrelationships between adolescent media activity, adaptive or maladaptive cognitions related to media use, and identity development processing styles. Participating in the study were 359 adolescents (47% males and 53% females), ages 11–18 years (mean age 14.52, SD 2.24). They completed the Media Activity Form—Youth Self-Report (Achenbach, T. (2018). Media Activity Form – Youth Self-Report. A self-report questionnaire developed by T. Achenbach, University of New Hampshire, New Hampshire, USA, for purposes of media activity research.), and the Identity Style Inventory ( Berzonsky et al., Psychological Assessment 25:893–904, 2013). The results showed negative associations between informational identity processing style and time spent gaming, as well as negative associations with time spent communicating via digital media. Informational identity processing style was positively associated with adaptive media-related cognitions, such as schoolwork benefits from media use. Normative identity processing style was negatively associated with time spend using media for schoolwork or for communicating. Diffuse—avoidant identity processing style was positively associated with time spent gaming, and positively associated with ratings of preoccupation with being on media. The results are discussed in regard to practical implications and recommendations for educators and counselors of adolescents.

Study Protocol of a Distance Learning Intervention to Support Social Emotional Learning and Identity Development for Adolescents Using Interactive Mobile Technology.

Background: The maturational period from age 10 to 14—often referred to as very young adolescents (VYAs)—represents a dynamic period of learning and neurobehavioral development as individuals transition from childhood to adolescence. This developmental period presents a window of opportunity for strategic investment to improve trajectories of health, education and well-being among young people. More specifically, neurodevelopmental changes during pubertal maturation influence neural circuitry involved in processing emotions, risks, rewards and social relationships. Technology can be leveraged to create social emotional learning experiences for VYAs and provide opportunities for flexible, distance learning in low-income countries. The aim of this study protocol is to detail how insights from developmental science can be used to inform the intervention design, implementation and evaluation of a distance learning, social emotional learning intervention for VYAs.Methods: This study will be delivered to 500 VYAs in Temeke District, Dar es salaam. Study participants will watch culturally-relevant, animated videos on social emotional mindsets and skills and content will be paired with experiential learning activities over a period of 10 weeks. A nested smart-phone based study will practice learning social emotional skills and mindsets through engagement with multi-media material via the WhatsApp messenger application. Surveys and in-depth interviews will be administered to adolescents, their parents/caregivers and teachers before and after the intervention to evaluate the effect of the intervention on study outcomes.Discussion: This study is among the first to provide results on how to effectively design a distance-learning intervention to promote social emotional learning and identity development within a low-resource context. The findings will provide substantial evidence to inform new intervention approaches that are effective in low-resource contexts and strategies to reach scale among similar programs invested in leveraging technology to support adolescent health and development.Clinical Trial registration: Study registered with ClinicalTrials.gov. Identifier number NCT0445807.

The Relations Between Identity Disturbances, Borderline Features, Internalizing Disorders, and Suicidality in Inpatient Adolescents.

Previous studies have demonstrated positive associations between identity disturbances and suicidality in adolescents; however, mechanisms underlying these relationships are not well understood. The authors propose that borderline features and various internalizing disorders may mediate these relations. The aim of this study was to test a multiple mediation model of the associations between these constructs using structural equation modeling. Ninety-six inpatient adolescents aged 12-17 years completed the Assessment of Identity Development in Adolescents, the Childhood Interview for DSM-IV Borderline Personality Disorder, the Youth Self-Report, and the Columbia-Suicide Severity Rating Scale. Findings partly confirmed the theoretical model. Borderline features mediated the positive effect of identity disturbances on suicidal ideation severity. Mediations of withdrawn/depression and anxiety/depression on the effect of identity disruption on suicidal ideation intensity were demonstrated. Identity disruptions and borderline and depressive symptoms could be possible targets for interventions for youth experiencing suicidal ideation.

Who Am I: Considerations for Adolescent Development During A Pandemic

Adolescence is a unique time in which cognitive, affective, and social abilities are at critical periods of development. The result is the discovery of “Who Am I?” or adolescent identity development. Identity development during adolescence includes determining one’s values and creating meaning in life, as well as integrating how one is viewed by others and identifying contradictions among these perspectives. By developing an identity that integrates various features of their sense of self, adolescents can better interpret their life experiences, therefore improving their general well-being and health [1]. There are several aspects of adolescent identity development, including participation in sociocultural contexts such as home, school, or work, internal and psychological processes of exploring aspects of identity, and social group membership [2].

Validating measurement tools for mentalization, emotion regulation difficulties and identity diffusion among Finnish adolescents

Mentalization, emotion regulation, and identity diffusion are theoretically and clinically important transdiagnostic psychological constructs that contribute to mental health. In order to advance meaningful empirical research on these constructs, we need measures that are well tested. In this study, we used confirmatory factor analysis to assess the reliability and construct validity of the Mentalization Questionnaire (MZQ), different versions of the Difficulties in Emotion Regulation Scale (DERS), and the Assessment of Identity Development and Identity Diffusion in Adolescence (AIDA) with data from a general population of Finnish adolescents (N = 360). For MZQ, the factor structure and validity of the subscales were not confirmed. For DERS, a short version, that did not include the lack of emotional awareness subscale was the most coherent and recommendable version of the measure, with a good degree of reliability and a reasonable indication of the convergent and discriminative validity between the subscales. For AIDA, the factor structure was confirmed, but when using this measure for research purposes, it should be taken into account that reverse coding items may affect the factor structure by creating a method factor. The reliability of the AIDA was acceptable, but some of the subscales showed poor convergent and discriminative validity.

Factor Structure of the Vocational Identity Status Assessment (VISA) in University, Liberal Arts, and Community College Students

The Vocational Identity Status Assessment (VISA) measures vocational identity development in adolescents and emerging adults. Although the initial six-factor structure has been confirmed, there have not yet been studies assessing other plausible factor structures. Additionally, the VISA has not previously been examined in some major types of institutions of higher education in the United States. The current study assessed five potential factor structures for the VISA in three college student samples: 857 from a large public university, 196 from a small, private, minority-majority liberal arts college, and 320 from a community college. The six-factor structure was the best-fitting model of the ones examined and showed evidence of multigroup invariance up to the strict level. There were notable latent mean differences across samples, as well as frequency differences for vocational identity statuses. These findings have implications for the appropriate modeling of the VISA and its use within diverse college student samples.

Language, Culture, and Identity Development in Adolescence: A Case Study of a Sixteen-Year-Old Multilingual Boy

A language learner has a complex social identity, which should be understood in a larger social context and interactions. The current study aimed to investigate the relationship between language and identity development through narrative inquiry. The participant of this case study is a sixteen-year-old Korean boy who speaks three languages and has been educated in the United States from kindergarten to high school. The results indicate that the child, who was exposed to multiple languages and raised by a family of immigrants, identifies himself in between different languages and cultures. Additionally, the linguistic and cultural identity of the participant was found to have influenced his heritage language maintenance. Finally, it was found that socio-cultural awareness of linguistic and cultural diversity impacted his multilingual competency during his adolescence.