The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Koen Luyckx - One of the best experts on this subject based on the ideXlab platform.
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non suicidal self injury in adolescents prevalence and associations with Identity Formation above and beyond depression
Personality and Individual Differences, 2014Co-Authors: Laurence Claes, Koen Luyckx, Patricia BijttebierAbstract:Non-suicidal self-injury (NSSI), a highly prevalent behaviour in adolescents, refers to the direct destruction of one's body tissue without suicidal intent. Given that Identity Formation is an important developmental task during adolescence, we investigate whether (problems with) Identity Formation are related to NSSI above and beyond age, gender, and depression. We assessed 532 high school students by means of the Self-Harm Inventory, the Erikson Psychosocial Stage Inventory, and the Child Depression Inventory. Our findings indicated that 26.5% of adolescents engaged in at least one form of NSSI, with no significant difference between boys and girls. Correlational analysis showed that NSSI was negatively related to Identity synthesis and positively related to depression and Identity confusion. Finally, Identity confusion was able to explain additional variance in the presence/absence of NSSI above and beyond depression, age, and gender. Given that NSSI may constitute a means to deal with Identity confusion, therapists should take this developmental task into account when developing prevention and intervention programs.
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personality traits and educational Identity Formation in late adolescents longitudinal associations and academic progress
Journal of Youth and Adolescence, 2012Co-Authors: Theo A Klimstra, Wim Meeus, Koen Luyckx, Veerle Germeijs, Luc GoossensAbstract:Changes in personality traits in late adolescence and young adulthood are believed to co-occur with changes in Identity, but little research is available that supports this hypothesis. The present study addressed this relatively understudied area of research by examining longitudinal associations of Big Five personality traits (i.e., Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) with dimensions of Identity Formation (i.e., identification with commitment and exploration in depth) in the domain of education. For this purpose, we used four annual waves of longitudinal data on 485 Belgian late adolescents (87.4% female; mean age at T1 = 18.6 years) covering a 3-year period. Multivariate growth models revealed that changes in Big Five personality traits were related to changes in identification with commitment and exploration in depth. Cross-lagged panel models uncovered that, except for Openness, all Big Five traits predicted educational Identity dimensions. Educational Identity dimensions only predicted Neuroticism. In addition, adolescents with higher levels on the personality trait of Conscientiousness faced fewer study delays. In sum, the present study adds to the growing literature that explores the antecedents, correlates, and consequences of personality trait development by uncovering the interplay of personality traits, educational Identity dimensions, and academic progress in late adolescents.
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short term fluctuations in Identity introducing a micro level approach to Identity Formation
Journal of Personality and Social Psychology, 2010Co-Authors: Theo A Klimstra, Koen Luyckx, William A Hale, Tom Frijns, Pol A C Van Lier, Wim MeeusAbstract:The present study was aimed at examining one relatively neglected part of the Identity Formation process: the short-term dynamics of Identity Formation. The short-term dynamics were assessed by examining (a) the day-to-day course of 2 key dimensions of Identity Formation (i.e., commitment and reconsideration) and (b) the impact of fluctuations in commitment and reconsideration on subsequent levels of these 2 dimensions. Longitudinal data on 580 early adolescents (54.8% boys, 45.2% girls) were used to test these assertions. The authors found evidence for a commitment-reconsideration dynamic that operated on a day-to-day basis. Furthermore, the findings confirmed E. H. Erikson's (1950) assertion that Identity reflects a sense of sameness and continuity as a more stable Identity (reflected by little day-to-day fluctuations) was predictive of higher levels of commitment and lower levels of reconsideration. Taken together, the present study underscores the importance of the short-term dynamics of Identity Formation.
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time perspective and Identity Formation short term longitudinal dynamics in college students
International Journal of Behavioral Development, 2010Co-Authors: Koen Luyckx, Ilse Smits, Willy Lens, Luc GoossensAbstract:Planning for the future and developing a personalized Identity are conceived of as important developmental tasks that adolescents and emerging adults are confronted with on the pathway to adulthood. The present study set out to examine whether both tasks develop in tandem by using a short-term longitudinal dataset consisting of 371 college students assessed at two time-points, four months apart. Identity Formation was assessed using Identity commitment and three Identity processing styles; time perspective was assessed using the present-hedonistic, present-fatalistic, and future-oriented perspectives. Using cross-lagged structural equation modeling, three competing models were tested: a time perspective main-effects model; an Identity main-effects model; and a reciprocal model. In accordance with expectations, evidence was found for the reciprocal model with Identity Formation and time perspective mutually reinforcing one another across time. Implications and suggestions for future research are discussed.
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basic need satisfaction and Identity Formation bridging self determination theory and process oriented Identity research
Journal of Counseling Psychology, 2009Co-Authors: Koen Luyckx, Luc Goossens, Maarten Vansteenkiste, Bart DuriezAbstract:The fulfillment of the basic psychological needs for autonomy, competence, and relatedness as postulated within self-determination theory was hypothesized to play an energizing role in Identity Formation, conceptualized as multiple dimensions of exploration and commitment. Two studies among high school and college students (N = 714) were conducted to investigate (a) the cross-sectional relationships between need satisfaction and the Identity dimensions and (b) the direction of effects using cross-lagged analyses. Three competing longitudinal models were tested: a need satisfaction main-effects model, an Identity main-effects model, and a reciprocal effects model. All 3 needs had meaningful relationships with the Identity dimensions, and, although there was a predominance of paths from the needs to the Identity dimensions, the reciprocal effects model received most support. Further, Identity statuses (representing multivariate combinations of the Identity dimensions) were meaningfully related to satisfaction of the 3 needs, with Identity achievement scoring highest on all 3 indices of need satisfaction. Suggestions for future research and counseling implications are discussed.
Luc Goossens - One of the best experts on this subject based on the ideXlab platform.
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personality traits and educational Identity Formation in late adolescents longitudinal associations and academic progress
Journal of Youth and Adolescence, 2012Co-Authors: Theo A Klimstra, Wim Meeus, Koen Luyckx, Veerle Germeijs, Luc GoossensAbstract:Changes in personality traits in late adolescence and young adulthood are believed to co-occur with changes in Identity, but little research is available that supports this hypothesis. The present study addressed this relatively understudied area of research by examining longitudinal associations of Big Five personality traits (i.e., Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) with dimensions of Identity Formation (i.e., identification with commitment and exploration in depth) in the domain of education. For this purpose, we used four annual waves of longitudinal data on 485 Belgian late adolescents (87.4% female; mean age at T1 = 18.6 years) covering a 3-year period. Multivariate growth models revealed that changes in Big Five personality traits were related to changes in identification with commitment and exploration in depth. Cross-lagged panel models uncovered that, except for Openness, all Big Five traits predicted educational Identity dimensions. Educational Identity dimensions only predicted Neuroticism. In addition, adolescents with higher levels on the personality trait of Conscientiousness faced fewer study delays. In sum, the present study adds to the growing literature that explores the antecedents, correlates, and consequences of personality trait development by uncovering the interplay of personality traits, educational Identity dimensions, and academic progress in late adolescents.
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time perspective and Identity Formation short term longitudinal dynamics in college students
International Journal of Behavioral Development, 2010Co-Authors: Koen Luyckx, Ilse Smits, Willy Lens, Luc GoossensAbstract:Planning for the future and developing a personalized Identity are conceived of as important developmental tasks that adolescents and emerging adults are confronted with on the pathway to adulthood. The present study set out to examine whether both tasks develop in tandem by using a short-term longitudinal dataset consisting of 371 college students assessed at two time-points, four months apart. Identity Formation was assessed using Identity commitment and three Identity processing styles; time perspective was assessed using the present-hedonistic, present-fatalistic, and future-oriented perspectives. Using cross-lagged structural equation modeling, three competing models were tested: a time perspective main-effects model; an Identity main-effects model; and a reciprocal model. In accordance with expectations, evidence was found for the reciprocal model with Identity Formation and time perspective mutually reinforcing one another across time. Implications and suggestions for future research are discussed.
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basic need satisfaction and Identity Formation bridging self determination theory and process oriented Identity research
Journal of Counseling Psychology, 2009Co-Authors: Koen Luyckx, Luc Goossens, Maarten Vansteenkiste, Bart DuriezAbstract:The fulfillment of the basic psychological needs for autonomy, competence, and relatedness as postulated within self-determination theory was hypothesized to play an energizing role in Identity Formation, conceptualized as multiple dimensions of exploration and commitment. Two studies among high school and college students (N = 714) were conducted to investigate (a) the cross-sectional relationships between need satisfaction and the Identity dimensions and (b) the direction of effects using cross-lagged analyses. Three competing longitudinal models were tested: a need satisfaction main-effects model, an Identity main-effects model, and a reciprocal effects model. All 3 needs had meaningful relationships with the Identity dimensions, and, although there was a predominance of paths from the needs to the Identity dimensions, the reciprocal effects model received most support. Further, Identity statuses (representing multivariate combinations of the Identity dimensions) were meaningfully related to satisfaction of the 3 needs, with Identity achievement scoring highest on all 3 indices of need satisfaction. Suggestions for future research and counseling implications are discussed.
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employment sense of coherence and Identity Formation contextual and psychological processes on the pathway to sense of adulthood
Journal of Adolescent Research, 2008Co-Authors: Koen Luyckx, Luc Goossens, Seth J Schwartz, Sophie PollockAbstract:The present study investigated the influence of contextual (i.e., being in college vs. being employed) and psychological (i.e., sense of coherence) processes on achieving a sense of adulthood in a sample of 317 emerging adults. Identity Formation, conceptualized as multiple dimensions of exploration and of commitment, was conceived of as a mediator of these relationships. Individuals who perceive themselves as adults scored higher on commitment and lower on ruminative exploration than those who do not perceive themselves as full-fledged adults. Structural equation modeling demonstrated that the relationships of sense of coherence and attending college versus being employed to sense of adulthood were partially mediated by Identity Formation—and by the dimension of commitment making in particular. Being employed and scoring high on sense of coherence are directly and indirectly (through making stronger Identity commitments) related to a greater sense of adulthood. Implications and suggestions for future res...
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capturing ruminative exploration extending the four dimensional model of Identity Formation in late adolescence
Journal of Research in Personality, 2008Co-Authors: Koen Luyckx, Michael D. Berzonsky, Bart Soenens, Maarten Vansteenkiste, Seth J Schwartz, Ilse Smits, Luc GoossensAbstract:Abstract Identity exploration has been associated with openness and curiosity but also with anxiety and depression. To explain these mixed findings, the four-dimensional Identity Formation model [Luyckx, K., Goossens, L., Soenens, B., & Beyers, W. (2006b). Unpacking commitment and exploration: Validation of an integrative model of adolescent Identity Formation. Journal of Adolescence , 29, 361–378.] was extended using data from two late adolescent samples (total N = 703). A fifth dimension, labeled ruminative (or maladaptive) exploration, was added as a complement to two forms of reflective (or adaptive) exploration already included in the model (i.e., exploration in breadth and exploration in depth). Results indicated that ruminative exploration was positively related to distress and to self-rumination. The two forms of reflective exploration, by contrast, were unrelated to well-being and positively to self-reflection. Ruminative and reflective exploration also helped to distinguish between two types of less adaptive identities (i.e., Ruminative Moratorium and Diffused Diffusion) in a six-cluster solution that also contained adaptive types of Identity. Implications for current research on Identity Formation are discussed.
Wim Meeus - One of the best experts on this subject based on the ideXlab platform.
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personality traits and educational Identity Formation in late adolescents longitudinal associations and academic progress
Journal of Youth and Adolescence, 2012Co-Authors: Theo A Klimstra, Wim Meeus, Koen Luyckx, Veerle Germeijs, Luc GoossensAbstract:Changes in personality traits in late adolescence and young adulthood are believed to co-occur with changes in Identity, but little research is available that supports this hypothesis. The present study addressed this relatively understudied area of research by examining longitudinal associations of Big Five personality traits (i.e., Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) with dimensions of Identity Formation (i.e., identification with commitment and exploration in depth) in the domain of education. For this purpose, we used four annual waves of longitudinal data on 485 Belgian late adolescents (87.4% female; mean age at T1 = 18.6 years) covering a 3-year period. Multivariate growth models revealed that changes in Big Five personality traits were related to changes in identification with commitment and exploration in depth. Cross-lagged panel models uncovered that, except for Openness, all Big Five traits predicted educational Identity dimensions. Educational Identity dimensions only predicted Neuroticism. In addition, adolescents with higher levels on the personality trait of Conscientiousness faced fewer study delays. In sum, the present study adds to the growing literature that explores the antecedents, correlates, and consequences of personality trait development by uncovering the interplay of personality traits, educational Identity dimensions, and academic progress in late adolescents.
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the study of adolescent Identity Formation 2000 2010 a review of longitudinal research
Journal of Research on Adolescence, 2011Co-Authors: Wim MeeusAbstract:Longitudinal research into personal and ethnic Identity has expanded considerably in the first decade of the present century. The longitudinal studies have shown that personal Identity develops progressively during adolescence, but also that many individuals do not change Identity, especially ethnic Identity. Researchers have found rank-order stability of personal Identity to be larger in adulthood than in adolescence and stability of ethnic Identity to be larger in middle and late than early adolescence. Personal Identity appears to progress in adulthood, as well. Adolescents with a mature Identity typically show high levels of adjustment and a positive personality profile, live in warm families, and perform well at school. There is little evidence for developmental order, however, and studies instead have mainly found covariation over time between Identity and the other developmental processes. The present review demonstrates that the dimensional approach to the study of Identity Formation can be very successful. It allows for combined variable and person-centered analyses, and for empirically generated and replicable statuses. Theoretically, the review suggests that Identity Formation is a less dynamic process than commonly assumed, that the Identity status continuum has the order diffusion (D)→moratorium (M)→foreclosure (F)→achievement (A), that adolescents may follow two distinct sets of Identity transitions on this continuum: D→F (or EC: early closure, an alternative label for foreclosure)→A or D→M→C (closure, a subtype of early closure)→A, that present Identity status research offers multiple ways to study continuity of Identity, and that there is no empirical proof for the assumption that exploration precedes commitment in the process of Identity Formation. Additionally, narrative Identity research became highly visible between 2000 and 2010. The studies into narrative Identity have shown that continuity of Identity and coherence of the life story both grow in adolescence. Suggestions for future research are outlined.
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short term fluctuations in Identity introducing a micro level approach to Identity Formation
Journal of Personality and Social Psychology, 2010Co-Authors: Theo A Klimstra, Koen Luyckx, William A Hale, Tom Frijns, Pol A C Van Lier, Wim MeeusAbstract:The present study was aimed at examining one relatively neglected part of the Identity Formation process: the short-term dynamics of Identity Formation. The short-term dynamics were assessed by examining (a) the day-to-day course of 2 key dimensions of Identity Formation (i.e., commitment and reconsideration) and (b) the impact of fluctuations in commitment and reconsideration on subsequent levels of these 2 dimensions. Longitudinal data on 580 early adolescents (54.8% boys, 45.2% girls) were used to test these assertions. The authors found evidence for a commitment-reconsideration dynamic that operated on a day-to-day basis. Furthermore, the findings confirmed E. H. Erikson's (1950) assertion that Identity reflects a sense of sameness and continuity as a more stable Identity (reflected by little day-to-day fluctuations) was predictive of higher levels of commitment and lower levels of reconsideration. Taken together, the present study underscores the importance of the short-term dynamics of Identity Formation.
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Identity Formation in adolescence change or stability
Journal of Youth and Adolescence, 2010Co-Authors: Theo A Klimstra, William W Hale, Quinten A W Raaijmakers, Susan J T Branje, Wim MeeusAbstract:The aim of this five-wave longitudinal study of 923 early to middle adolescents (50.7% boys; 49.3% girls) and 390 middle to late adolescents (43.3% boys and 56.7% girls) is to provide a comprehensive view on change and stability in Identity Formation from ages 12 to 20. Several types of change and stability (i.e., mean-level change, rank-order stability, and profile similarity) were assessed for three dimensions of Identity Formation (i.e., commitment, in-depth exploration, and reconsideration), using adolescent self-report questionnaires. Results revealed changes in Identity dimensions towards maturity, indicated by a decreasing tendency for reconsideration, increasingly more in-depth exploration, and increasingly more stable Identity dimension profiles. Mean levels of commitment remained stable, and rank-order stability of commitment, in-depth exploration, and reconsideration did not change with age. Overall, girls were more mature with regard to Identity Formation in early adolescence, but boys had caught up with them by late adolescence. Taken together, our findings indicate that adolescent Identity Formation is guided by progressive changes in the way adolescents deal with commitments, rather than by changes in the commitments themselves.
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Identity Formation in early and middle adolescents from various ethnic groups from three dimensions to five statuses
Journal of Youth and Adolescence, 2008Co-Authors: Elisabetta Crocetti, Koen Luyckx, Monica Rubini, Wim MeeusAbstract:We used three Identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) from a recently developed model of Identity Formation to derive empirically Identity statuses in a sample of 1952 early and middle adolescents. By means of cluster analysis, we identified five statuses: achievement, foreclosure, moratorium, searching moratorium, and diffusion. Specifically, we found an intra-status differentiation within moratorium, unraveling the positive and negative facets of this status documented in prior literature. The five clusters could be meaningfully distinguished on a number of variables, such as personality features, psychosocial problems, and parental relationships. These findings indicated that a valid distinction in Identity statuses could be made in early and middle adolescence. Finally, age and ethnic background strongly affected the distribution of the participants among the five Identity statuses. Implications and suggestions for future research are discussed.
Yvonne Steinert - One of the best experts on this subject based on the ideXlab platform.
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clinical teachers perceptions of their role in professional Identity Formation
Academic Medicine, 2020Co-Authors: Robert Sternszus, Richard L Cruess, Sylvia R Cruess, Donald J Boudreau, Mary Ellen Macdonald, Yvonne SteinertAbstract:Purpose A fundamental goal of medical education is supporting learners in forming a professional Identity. While it is known that learners perceive clinical teachers to be critically important in this process, the latter's perspective is unknown. This study sought to understand how clinical teachers perceive their influence on the professional Identity Formation of learners. Method In 2017, a research assistant conducted 16 semistructured interviews of clinical teachers from 8 specialties at McGill University. The research assistant audiorecorded and subsequently transcribed interviews for analysis. Following principles of qualitative description, the research team developed a coding scheme using both inductive codes (from the words of the participants) and deductive codes (based on the literature and the theory of communities of practice). Through a cross-case analysis, the team then identified salient themes. Results Participants struggled to describe their influence on learners' professional Identity without first being prompted to focus on their own Identity and its Formation. Once prompted, clinical teachers reported viewing their personal and professional identities as integrated and believed that caring for patients was integral to forming their professional Identity. They identified explicit role modeling, engaging in difficult conversations, and providing graded autonomy as ways in which they could influence the Identity development of learners. However, they had difficulty discerning the magnitude of their influence. Conclusions This study was the first to explore professional Identity Formation from the perspective of clinical teachers. The 2010 Carnegie Foundation report called for an increased focus on professional Identity Formation. Giving clinical teachers the space and guidance to reflect on this process, helping them make the implicit explicit, and supporting them in using their own experiences as learners to inform their teaching appear to be critical steps in achieving this goal.
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amending miller s pyramid to include professional Identity Formation
Academic Medicine, 2016Co-Authors: Richard L Cruess, Sylvia R Cruess, Yvonne SteinertAbstract:In 1990, George Miller published an article entitled "The Assessment of Clinical Skills/Competence/Performance" that had an immediate and lasting impact on medical education. In his classic article, he stated that no single method of assessment could encompass the intricacies and complexities of medical practice. To provide a structured approach to the assessment of medical competence, he proposed a pyramidal structure with four levels, each of which required specific methods of assessment. As is well known, the layers are "Knows," "Knows How," "Shows How," and "Does." Miller's pyramid has guided assessment since its introduction; it has also been used to assist in the assessment of professionalism.The recent emphasis on professional Identity Formation has raised questions about the appropriateness of "Does" as the highest level of aspiration. It is believed that a more reliable indicator of professional behavior is the incorporation of the values and attitudes of the professional into the Identity of the aspiring physician. It is therefore proposed that a fifth level be added at the apex of the pyramid. This level, reflecting the presence of a professional Identity, should be "Is," and methods of assessing progress toward a professional Identity and the nature of the Identity in Formation should be guided by currently available methods.
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a schematic representation of the professional Identity Formation and socialization of medical students and residents a guide for medical educators
Academic Medicine, 2015Co-Authors: Richard L Cruess, Sylvia R Cruess, Donald J Boudreau, Linda Snell, Yvonne SteinertAbstract:Recent calls to focus on Identity Formation in medicine propose that educators establish as a goal of medical education the support and guidance of students and residents as they develop their professional Identity. Those entering medical school arrive with a personal Identity formed since birth. As
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reframing medical education to support professional Identity Formation
Academic Medicine, 2014Co-Authors: Richard L Cruess, Sylvia R Cruess, Donald J Boudreau, Linda Snell, Yvonne SteinertAbstract:Teaching medical professionalism is a fundamental component of medical education. The objective is to ensure that students understand the nature of professionalism and its obligations and internalize the value system of the medical profession. The recent emergence of interest in the medical literature on professional Identity Formation gives reason to reexamine this objective. The unstated aim of teaching professionalism has been to ensure the development of practitioners who possess a professional Identity. The teaching of medical professionalism therefore represents a means to an end.The principles of Identity Formation that have been articulated in educational psychology and other fields have recently been used to examine the process through which physicians acquire their professional identities. Socialization-with its complex networks of social interaction, role models and mentors, experiential learning, and explicit and tacit knowledge acquisition-influences each learner, causing them to gradually "think, act, and feel like a physician."The authors propose that a principal goal of medical education be the development of a professional Identity and that educational strategies be developed to support this new objective. The explicit teaching of professionalism and emphasis on professional behaviors will remain important. However, expanding knowledge of Identity Formation in medicine and of socialization in the medical environment should lend greater logic and clarity to the educational activities devoted to ensuring that the medical practitioners of the future will possess and demonstrate the qualities of the "good physician."
Avi Kaplan - One of the best experts on this subject based on the ideXlab platform.
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Identity Formation in Educational Settings: A Contextualized View of Theory and Research in Practice.
Contemporary Educational Psychology, 2012Co-Authors: Hanoch Flum, Avi KaplanAbstract:Abstract In this concluding article of the special issue entitled “Identity Formation in Educational Settings”, we explicate the notion of Identity as an integrative concept, discuss its growing popularity in the social sciences, and point to its special significance to education in contemporary society. Following an Eriksonian psychosocial approach and sociocultural emphasis, we look at the process of Identity Formation as a product of interrelatedness between the context and the individual person, and underscore the interaction between developmental and learning processes. We draw examples from the studies in this collection to highlight these conceptual relationships, as well as to contribute insights from the different research questions and modes of inquiry into the practice of co-construction of Identity and knowledge in a variety of school contexts. We conclude with a call for the promotion of practice, research and theory in the emerging domain of Identity Formation in educational settings.
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achievement goal orientations and Identity Formation styles
Educational Research Review, 2010Co-Authors: Avi Kaplan, Hanoch FlumAbstract:The present article points to shared underlying theoretical assumptions and central processes of a prominent academic motivation perspective – achievement goal theory – and recent process perspectives in the Identity Formation literature, and more specifically, Identity Formation styles. The review highlights the shared definition of achievement goal orientations and Identity Formation styles as mental frames that guide interpretation of situations, define standards for action, and direct coping with challenges. Despite differences in unit-of-analysis and general focus, both perspectives emphasize the qualitative differences between mental frames that are oriented towards self-development and those that are oriented towards self-worth validation and enhancement. Also, recent theorizing in both perspectives highlights the role of contexts and situations in adolescents’ adoption of certain achievement goal orientations and Identity Formation styles. The article concludes with research questions concerning the potential reciprocal relations between adolescents’ academic achievement goal orientations and Identity Formation styles.
