Diverse-and-Dynamic Pathways in Educational and Interpersonal Identity Formation during Adolescence: Longitudinal Links With Psychosocial Functioning

• Hatano, Kai ^[1] ; Sugimura, Kazumi ^[2] ; Crocetti, Elisabetta ^[3] ; Meeus, Wim H.J. ^[4]
  1. [1] Osaka Prefecture University

     Osaka Prefecture University

     Sakai Ku, Japón

     
  2. [2] Hiroshima University

     Hiroshima University

     Naka-ku, Japón

     
  3. [3] University of Bologna

     University of Bologna

     Bolonia, Italia

     
  4. [4] Utrecht University

     Utrecht University

     Países Bajos

     

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• Localización: Child development, ISSN 0009-3920, Vol. 91, Nº. 4, 2020, págs. 1203-1218
• Idioma: inglés
• DOI: 10.1111/cdev.13301
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study aimed to examine the relations between educational and interpersonal identity trajectories and psychosocial functioning based on a three-factor identity process model. A total of 968 Japanese adolescents including 13- and 16-years-olds (49.7% female) participated in a four-wave longitudinal study. Latent class growth analysis extracted five identity trajectories in each educational and interpersonal identity domain and revealed (a) high prevalence of low commitment identity trajectories, (b) absence of the closure trajectory, and (c) changeable identity trajectories that have not been identified in Western context (i.e., the Netherlands). Furthermore, a latent change model revealed dynamic relations between identity trajectories and psychosocial functioning. These findings provide critical insights into the diverse and dynamic pathways of identity formation during adolescence in Japan.