Utrecht-Management Of Identity Commitments Scale Research Articles

Identity statuses across various life domains and well-being in emerging adults

The aim of the study was to examine identity statuses in various life domains and the relationship between identity and well-being. We adopted the three-dimensional model of identity (Crocetti et al., 2008), including: in-depth exploration, commitment, and reconsideration of commitment. Moreover, in accordance with domain-specific approach (Goossens, 2001), we sought to empirically derive identity statuses in various life domains. The participants included 835 emerging adults (Mage = 21.81, SD = 2.33). We examined eight domains previously identified in qualitative research: personality characteristics, past experiences, family, friends and acquaintances, worldview, hobbies and interests, aims and plans for the future, and occupation. To measure three identity processes, we used a modified version of the Utrecht-Management of Identity Commitments Scale (Crocetti et al., 2008) and to measure well-being we used the Mental Health Continuum-Short Form (Keyes, 2013). Results indicate that, although the statuses identified in previous research were, to a large extent, replicated (except moratorium), people were classified in different statuses in different domains; thus, we conclude that talking about statuses should be limited to a given domain. Well-being was the highest in achievement statuses and the lowest in diffusion, but only in two examined domains: personality characteristics and past experience.

Revision of Utrecht-Management Identity Commitment Scale and cultural equivalence in Chinese ethnic minority

ABSTRACT To revise the Chinese version of the Utrecht-Management of Identity Commitments Scale (U-MICS) and to investigate the reliability, validity, and practicability of the scale in Chinese cultural background and Mongolian and Han ethnic cultures, a questionnaire survey was conducted among 434 college students (189 Mongolian and 245 Han) through statistical methods, such as project analysis, exploratory factor analysis, confirmatory factor analysis, and model comparison. After deleting items 5 and 6, the Chinese version of U-MICS had good structural validity and there was equivalence between Mongolian and Han subculture groups, including three subscales: commitment, in-depth exploration and reconsideration of commitment. The scale has good internal consistency reliability (0.704–0.883) and test–retest reliability (0.541–0.677). Confirmatory factor analysis showed that the model fits well. The revised U-MICS has good reliability and validity in Mongolian and Han subjects, and it is an effective measurement tool.

Peran Pengasuhan Kontrol Psikologis dan Otonomi Emosional dalam Pembentukan Identitas Remaja

The formation of adolescent identity is influenced by various factors, one of which is the role of parenting and adolescent emotional autonomy. This study aims to analyze the parental psychological control and emotional autonomy in adolescent identity formation. This study used quantitative research methods with a cross-sectional approach. The participants of this study were 480 adolescents in Surabaya aged 12-21 who were obtained by the quota sampling method. The Indonesian versions of the Utrecht-Management of Identity Commitments Scale, Psychological Control Scale-Youth Self-Report, and Emotional Autonomy Scale were used to measure identity formation, parental psychological control, and emotional autonomy. Data analysis was carried out using multiple regression and hierarchical regression. The results indicate that the mother’s psychological control predicted deep exploration, the father’s psychological control predicted commitment, whereas emotional autonomy predicted low commitment. In addition, emotional autonomy was not a moderator between parental psychological control and identity formation. These findings indicate that parental psychological control and emotional autonomy have different roles in identity formation according to the context in Indonesia.

Role of parents and friends in adolescents’ identity formation in Indonesia.

Abstract. The identity formation of adolescents in a collective society is dependent on their significant relationship with other people. Therefore, this study aims to examine the role of parents and friends in adolescents’ identity formation in Indonesia. This research was conducted using a quantitative survey method involving 489 adolescents with 142, 178, and 169 in their early, middle, and late adolescent phases ranging from 12 to 21 years. Data collection was carried out on adolescents who are currently studying in Surabaya by using the convenience sampling method. The Indonesian version of the UtrechtManagement of Identity Commitments Scale, Shortened Version of Child's Report on Parent Behavior Inventory, Friendship Quality Scale, and Caregiving Questionnaire were used to measure the dimensions of identity, parenting, friendship quality, and support-giving. The hierarchical regression analysis was used to determine the role of the dimensions of parenting, friendship quality, and support giving gradually to identity formation. The results showed that parenting, friendship quality, and support contribute to commitment (R2= 0.291), in-depth exploration (R2= 0.241), and reconsideration of commitment (R2 = 0.110). It also indicates that the adolescent's identity formation in Indonesia embraces a collective culture inseparable from authority figures and peer groups. The implication of this research is that differences in the quality and form of relationships with parents and friends can lead to differences in adolescent identity formation.Keywords: adolescents; friendship; identity formation; Indonesia; parenting.

The Assessment of Dual-Cycle Identity Models Among Secondary School Students: The Hungarian Adaptation of DIDS and U-MICS.

The aim of the present study was to evaluate the factor structure and validity of the Hungarian versions of the Dimensions for Identity Development Scale (DIDS) and Utrecht-Management of Identity Commitments Scale (U-MICS). Both models assume that the iterative process of exploring and evolving commitments occurs in two distinct cycles. The sample for testing the factor structure of DIDS consisted of 808 adolescents (357 boys and 451 girls) aged between 14 and 21 years (Mage = 16.86; SD = 1.35). The sample for testing the factor structure of U-MICS consisted of 803 adolescents (353 boys and 450 girls) aged between 14 and 21 years (Mage = 16.88; SD = 1.34). Results indicated a five factor model of DIDS in the present sample. All the five dimensions correlated as hypothesized both internally and externally. In line with previous research, six clusters emerged based on the dimensions of DIDS, including ruminative moratorium. Regarding U-MICS, results indicated a three factor model in the present sample. All the three dimensions were internally and externally correlated as hypothesized regarding both ideological and interpersonal identity domains. With regard to the identity status cluster solution, five clusters emerged in both the educational and friendship domains. We found specific variation regarding identity clusters in the two identity domains. Our results support the use of these two measurements in Hungarian context. Further, our results confirm the divergent developmental dynamics of ideological and interpersonal identity domains.

Quality of sibling relationships and identity formation: Identification processes as a mediator

Identity formation is an adolescent developmental task that continues throughout life. Its process cannot be separated from the role of the significant person for adolescents, including siblings. Therefore, this study aims to examine the identification process (modeling and de-identification) as a mediator in the relationship between sibling relationships in identity formations commitment, in-depth exploration, and reconsideration of commitment. Four hundred adolescents aged 12-21 years participated in this study. The Indonesian version of the Utrecht-Management of Identity Commitments Scale (U-MICS), the Sibling Relationship Questionnaire (SRQ), and the Sibling Influence Scale (SIS) were used to measure identity formation, sibling relationship quality, and identification process. Data analysis was performed using regression analysis and the Sobel test. The results showed that the identification process could be a mediator between the quality of sibling relationships and identity formation. Also, the differences in quality among siblings lead adolescents to take different paths of the identification process, modeling, or de-identification, which impact the process of identity formation differences. Adolescents involved in modeling can learn and imitate older siblings to achieve an optimal identity. On the other hand, adolescents involved in de-identification find it more difficult and experience more challenges in achieving an optimal identity

Étude des relations entre régulation émotionnelle (intra- et interpersonnelle), construction de l’identité et usages des jeux vidéo à l’adolescence

ObjectiveThe goal of this study is to investigate the relationships between intrapersonal and interpersonal emotion regulation processes and identity construction regarding video games use among a population of teenagers and young adults. This investigation is made considering gender differences, and is the first to do so in this field of research. MethodsAccording to the scores of the Game Addiction Scale and the game frequency scores, three groups have been formed: non-gamers (NG, n=37, mean age=19.70), non-problematic gamers (NPG, n=133, mean age=18.60) ang problematic gamers (PG, n=37, mean age=20.16). Participants full filled several questionnaires regarding identity construction: the Dimension of Identity Development Scale, the Utrecht-Management of Identity Commitments Scale, the Identity subscale of the Erikson Psychosocial Inventory Scale. Regarding emotional processes, the Positive And Negative Affect Schedule, the Difficulties in Emotion Regulation Scale, the Emotion Regulation Questionnaire for Children and Adolescents, and the Interpersonal Regulation Questionnaire were completed by our participants. ResultsResults show many relationships between emotion regulation processes (intra- and interpersonal) and identity construction processes, regardless of video game use level. Also, specificities within these processes according to video game use appear: the non-problematic gamers being the group in which we find the most significant links. Our findings also emphasize gender specificities. ConclusionOur results confirm the interdependence between both intrapersonal et interpersonal emotion regulation and identity construction. Nevertheless, it is crucial to consider gender and video game use to understand these relationships, as emotion regulation processes differ according to gender. Our results provide useful perspectives regarding psychotherapeutic caring of teenagers and young adults with problematic video game use and put the emphasis on considering gender specificities to adjust the therapeutic support. In fact, important links were found between interpersonal emotion regulation and identity especially regarding negative emotions among boys; while the relationship between negative tendency of the interpersonal emotion regulation were found only among problematic girls gamers. Therefore, therapeutical care should put the emphasis on emotion processes: intrapersonal and interpersonal regulation but also emotion conscientization and clarity, two dimensions linked strongly to identity formation. Also, therapy may integrate parents, considering their involvement in these emotion processes development. Furthermore, we can also note a partial congruence between the two scales measuring the identity construction, highlighting the importance of the joint use of these two tools.

Social Appearance Anxiety and Dimensions of Identity as Predictors of Friendship Quality among Adolescents

The purpose of the current study was to investigate the relationships between social appearance anxiety, dimensions of identity, and friendship quality among adolescents. The sample of the research consisted of 285 adolescents (163 female and 122 male) attending Anatolian High School. The current study was conducted by correlational research design. The instruments of the study were The Utrecht-Management of Identity Commitments Scale (U-MICS), The Friendship Quality Scale, and The Social Appearance Anxiety Scale. The analyses of the study carried out by SPSS 23.0 program. The study finding showed that friendship quality was negatively associated with social appearance anxiety, and positively associated with commitment and in-depth exploration. Also, the results showed that commitment and social appearance anxiety significantly predicted the level of friendship quality. The theoretical and practical implications of these findings were discussed.

Adapting the Utrecht‐Management of Identity Commitments Scale to assess engineering identity formation

AbstractBackgroundEngineering identity is associated with students' academic success and retention in engineering programs. However, there is a lack of psychometrically evaluated measures for assessing engineering identity formation.PurposeThis cross‐sectional study aimed to adapt the Utrecht‐Management of Identity Commitments Scale (U‐MICS) to assess engineering identity formation and evaluate its factor structure, reliability, and associations with demographic characteristics of engineering students.Design/MethodSurvey data were collected from 237 engineering students. Confirmatory factor analysis (CFA) was performed to examine the factor structure of the U‐MICS. Multiple indicators multiple causes (MIMIC) analysis was performed to investigate how demographic characteristics of engineering students related to the latent variables underlying the U‐MICS.ResultsCFA supported the hypothesized three‐dimensional model of identity formation (i.e., commitment, in‐depth exploration, and reconsideration of commitment) after excluding one item originally designed for assessing in‐depth exploration. Good internal consistencies were found for each subscale (Cronbach's α = .72–.88). MIMIC analysis showed mean differences in the commitment factor and the in‐depth exploration factor by undergraduate classification and mean differences in the reconsideration of commitment factor by race/ethnicity, but no differences in the three latent factors by gender and transfer status.ConclusionsThe U‐MICS may be a viable measure to assess engineering identity formation. This measure can help researchers gauge how engineering students develop, validate, and revise their commitment to pursue an engineering degree.

The Utrecht-Management of Identity Commitments Scale (U-MICS)

Abstract. The current study proposed the adaptation of the Utrecht-Management of Identity Commitments Scale (U-MICS) to the religious domain as an instrument to measure both individuals’ religious identity formation processes (when a variable-centered approach is adopted) and religious identity statuses (when a person-centered approach is adopted). The scale has been tested on a sample of 727 Italian participants aged 13–65 years, by collecting evidence of score structure, convergent, and criterion-related validity. Regarding the score structure validity, we confirmed that religious identity formation consists of three processes (commitment, in-depth exploration, reconsideration of commitment) and that, by using these scores, individuals can be placed into five different religious identity clusters (achievement, diffusion, foreclosure, moratorium, searching moratorium). As to the convergent and criterion-related validity, we tested the relationship that the three factors (religious identity formation processes) and the five clusters (religious identity statuses) have with religiousness and subjective well-being, respectively. Results indicate that the instrument is a promising tool to measure religious identity. Future studies should test this scale in other countries and with people from diverse religious traditions.

In the Eye of the Beholder: Effects of Parent-reported Parenting and Adolescent-reported Parenting on Identity among German and Zambian Adolescents

ABSTRACT While a substantial number of studies have shown that perceived parenting plays an important role in identity formation, research employing a multi-informant and cross-cultural approach is still lacking. Attempting to fill this gap, we hypothesized that adolescent-reported parenting mediates the link between parent-reported parenting and identity dimensions (i.e., commitment, in-depth exploration, and reconsideration of commitment) in German and Zambian samples. In total, 731 adolescents (n Zambia = 244; M Age = 14.68; 47% female) and their parents (M Age = 45.55; 82% female) completed questionnaires on parenting (Alabama Parenting Questionnaire) and identity (Utrecht-Management of Identity Commitments Scale; adolescents only). Regarding positive parenting, in both the German and the Zambian sample, an indirect effect of parent-reported parenting via adolescent-reported parenting on commitment, in-depth exploration, and reconsideration of commitment was found. For negative parenting, there were indirect effects on in-depth exploration and reconsideration of commitment, but no indirect effect was found for commitment. Taken together, our results suggest that adolescents’ subjective experience of parenting represents the significant element that impacts adolescents’ identity formation.

Utrecht-Management of Identity Commitments Scale (U-MICS): Greek adaptation and measurement invariance across time and ethnic groups

ABSTRACT The Utrecht-Management of Identity Commitments Scale (U-MICS) is one of the most-commonly used self-report scales to assess personal identity in studies of developmental processes. While it has been translated and validated in many countries around the world, evidence of its applicability in Greek is absent. The purpose of this study was to examine the factor structure of the Greek version of the U-MICS, and to test its measurement invariance across time and across ethnic groups living in Greece. Using data from 811 adolescents (M age = 12.57, SD age = 0.49 at Wave 1, 45.9% girls, 47.1% immigrant), Confirmatory Factor Analyses on the Greek U-MICS supported its well-established three-factor structure. Even though testing invariance of the educational U-MICS showed mixed results, the factor structure and the measurement properties of the interpersonal U-MICS were found to be comparable across ethnic groups, and across three years of junior high school. Finally, the bivariate associations of the three dimensions of the U-MICS with indices of adaptation (self-esteem, and emotional symptoms) partially supported the convergent validity of the scale. This study adds to the existing pool of studies supporting the applicability of the U-MICS in different languages and ethnic groups.

The Role of Cultural Orientation in Adolescent Identity Formation: Self-Construal as a Mediator

Cultural context has become one of the key factors in identity formation. Differences in cultural orientation cause differences in self-construal which influence identity formation. This research examined the role of self-construal as a mediator of the role cultural orientation in identity formation. This study recruited 569 participants aged 18-21 years old. The Utrecht-Management of Identity Commitments Scale, Culture Orientation Scale, and Self-Construal Scale were used to measure identity formation, cultural orientation, and self-construal. The results indicated that interdependent self-construal could mediate the role cultural orientation in identity formation and that significant others are important in identity formation.

Modeling the Relationship Between Organizational Trust, Job Performance, Identity and Organizational Identification

Purpose – Organizational trust and job performance are important variables for hospitals, employees and patients. Numerous studies emphasize the critical role of organizational trust and employee performance in enhancing organizational performance. The primary aim of the study is to examine the effect of organizational identification and identity on organizational trust, and, as a secondary aim, to investigate the effects of organizational trust, organizational identification and identity on job performance Design/methodology/approach – This cross-sectional study was carried out in three public health institutions providing different types of services in a city in Turkey between 02.02.2017 and 02.03.2017. The participants were 649 health professionals. Data were collected using a personal information form, the organizational trust scale, the job performance scale, the Utrecht-Management of Identity Commitments Scale (U-MICS), and the organizational identification scale. The correlation coefficients between the variables were calculated. Determinants of organizational trust and job performance were examined using Structural Equality Models (SEM). Findings – A path analysis was performed for the model established with SEM. Organizational identification and identity variables were found to be significant predictors of organizational trust. Also, organizational identification and identity were also important variables affecting job performance. Discussion – The findings of the study reveal how important it is for the employee to identify with the organization and to establish a permanent identity in the increase of trust level. A gradual decrease in the feeling of satisfaction with existing commitment can adversely affect employee trust. Higher perception of organizational identification and identity can have a positive impact on job performance.

Identity dimensions and self-esteem as predictors of school attachment in adolescence period

The aim of this study is to investigate whether identity dimensions and self-esteem significantly predict the level of school attachment. The study group consisted of 185 female (62.7%) and 110 male (37.3%) who were studying at High School in Usak province and they accepted to participate in the study as voluntary. Utrecht-Management of Identity Commitments Scale, School Attachment Scale for Children and Adolescents and Rosenberg Self-esteem Scale were used to collect data. According to regression analysis results identity dimensions and self-esteem significantly predicted attachment to school, attachment to teacher and attachment to friend. Cultural, educational, artistic and sportive activities should be planned to enable students to realize their potential for a healthy identity development and self-esteem.

Validation of the Arabic and Hebrew versions of the Utrecht-Management of Identity Commitments Scale (U-MICS)

IntroductionThe Utrecht-Management of Identity Commitments Scale (U-MICS; Crocetti, Rubini, & Meeus, 2008) is a self-report scale that can be applied to measure three identity processes (commitment, in-depth exploration, and reconsideration of commitment) in specific domains. The current study was aimed at testing the applicability of the U-MICS in two new languages: Arabic and Hebrew. Specifically, we (a) tested the fit of the three-factor structure; (b) examined measurement invariance of the Arabic and Hebrew versions; and (c) investigated convergent validity by relating the identity processes (commitment, in-depth exploration, and reconsideration of commitment) to multiple indicators of psychosocial adjustment (self-esteem, prosocial behaviors, and delinquency). MethodsParticipants were 314 Arab and 386 Jewish adolescents living in Israel (N = 770; 54.7% girls; Mage = 13.79, SDage = 0.51, age-range = 12–15). Assessments of identity processes, self-esteem, and delinquency were collected using self-report measures, while prosocial behaviors were measured through peer nominations. ResultsThe results highlighted that (a) the three-factor model fit the data excellently in the total sample as well as in Arab and Jewish samples; (b) hierarchical levels of measurement invariance (configural, metric, and scalar), as well as invariance of covariances, could be clearly established; and (c) convergent validity was demonstrated by showing meaningful associations between identity processes and indicators of psychosocial functioning. ConclusionsThis study indicates that the U-MICS is a reliable instrument for assessing identity processes in Arabic and Hebrew-speaking adolescents.

How negative parenting might hamper identity development: spontaneous aggressiveness and personal belief in a just world

ABSTRACTBased on studies indicating that identity formation is shaped by perceived negative parenting and personal factors, we hypothesized that negative parenting relates to adolescents’ self-reported spontaneous aggressiveness and their personal belief in a just world and consequently, is associated with problems developing a firm meaningful interpersonal identity. In a series of four studies, we gathered data from 807 German students aged between 13 and 18 years by using two well-validated methods for measuring of identity development (i.e., Extended Objective Measure of Ego Identity Status, Study 1; Utrecht-Management of Identity Commitments Scale, Studies 2/4). Analyses revealed an indirect link of negative parenting on facets of identity development via spontaneous aggressiveness (Studies 1 and 2). Based on findings that negative parenting was associated with spontaneous aggressiveness via personal belief in a just world (Study 3), analyses conducted in Study 4 indicate a two-staged indirect link of negative parenting on facets of identity development through personal belief in a just world and spontaneous aggressiveness. Above all, problems in the development of and satisfaction with personal meaningful identity commitments could be verified. Implications for research on interpersonal identity formation are discussed.

Utrecht-Management of Identity Commitments Scale: Validation in Spanish University Students.

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.

Adaptation of the Utrecht-Management of Identity Commitments Scale (U-MICS) to the measurement of the parental identity domain.

The present studies examined the psychometric properties of the Utrecht-Management of Identity Commitments Scale (U-MICS) adapted to the measurement of identity formation in the parental identity domain. As the parental identity domain has only been studied within the neo-Eriksonian approach to a very limited extent, the aim of these studies was to prepare a short, valid and reliable tool for the measurement of parental identity in order to fill this gap. The associations of commitment, in-depth exploration and reconsideration of commitment in the parental domain with well-being and with other identity constructs were analyzed. The results showed that parental identity formation is associated with mothers' satisfaction with life and trait anxiety and with identity formation in other areas as well. The initial results suggest that the adapted version of the U-MICS is a valid and reliable measure that can be used in future studies on parental identity formation.

Relationships between identity domains and life satisfaction in minority and majority youth in Albania, Bulgaria, Czech Republic, Kosovo, and Romania

The purpose of this study was to examine relationships between identity domains (educational and relational identity) and life satisfaction in a cross-national perspective, by targeting minority (Roma) and majority youth in Albania, Bulgaria, Czech Republic, Kosovo, and Romania. Based on the three-factor identity formation model, we investigated the interplay between three identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) and life satisfaction. Participants were 1860 adolescents aged 12–19 years from Albania (n = 350), Bulgaria (n = 398), the Czech Republic (n = 293), Kosovo (n = 542), and Romania (n = 277). They completed self-reports of the Utrecht-Management of Identity Commitments Scale (U-MICS) and the Life Satisfaction Scale (SWLS). We adopted a structural equation modelling approach to test (a) measurement invariance of identity and life satisfaction models across groups and (b) associations between identity domains (educational and relational) and life satisfaction. Findings indicated measurement invariance for identity and life satisfaction measures across cultural groups. In the total sample, life satisfaction was consistently associated with high commitment, high in-depth exploration, and low reconsideration of commitment in the educational identity domain. Sample-specific associations highlighted important cultural differences. Implications of these findings for identity and well-being in minority and mainstream youth across the countries under investigation are discussed.