Relationship among ego identity status,field-independence,and traditional femininity

Fifty-five senior college women were given an ego identity status interview, two measures of field-independence (the Embedded Figures Test and figure drawings), and the Gough Femininity Scale. A significant relationship was found between ego identity status and field-independence, as measured by the EFT. Women in those identity statuses defined by occupational, ideological, and sexual commitment (Achievement and Foreclosure) were significantly more field-independent than women in those statuses which were not committed to elements of psychosocial identity (Moratorium and Diffusion). There was a trend toward a significant relationship between ego identity status and traditional femininity. No relationship was found between field-independence and traditional femininity.     

Ego identity status and expressive writing among high school and college students

Several studies were conducted to assess the relationship between expressive writing (poetry writing and journal keeping) and ego identity development among high school and college students. In three independent comparisons, poetry writers were more likely than students not writing poetry to have previously resolved identity crises (i.e., to be in the identity achiever status). There were also indications that students who had never written poetry were more likely to be in the foreclosure and identity diffusion statuses. No differences in identity development were found between students keeping personal journals and those who had not kept journals. A comparison was made of the themes most frequently chosen as the subject for each type of expressive writing and the functions such writings were believed to be serving. Possible explanations for why poetry writing, but not journal keeping, is related to ego identity formation are discussed.Received his Ph.D. from State University of New York at Buffalo. Research interests include psychosocial development during adolescence, youth, and adulthood and techniques for resolving identity crises.Research interests include identity development in early and midadolescence and the choice of models.     

Ego identity status and values among high school females

To test the hypothesis that adolescent females who are high in ego identity have high interests in religious and political values, the relationship between the ego identity status of 80 senior high school females and their response to the Allport-Vernon-Lindzey Study of Values was examined. Participants classified as being identity achievements, moratoriums, and foreclosures had higher religious value scores than did diffusions; however, the expected differences on political value scores were not found. Two-thirds of the identity achievers came from homes disrupted by divorce or death of one parent, while less than 20% of the members of the other three statuses came from broken homes.This report is based on the first author's M.A. thesis, which was submitted to the Graduate School, Texas Woman's University, 1978.Received her M.A. from Texas Woman's University. Major interests are ego identity formation and female adolescent development.Received Ph.D. from Louisiana State University, Baton Rouge. Major interests are developmental effects of stress and neurophysiology.     

Marcia and erikson: The relationships among ego identity status,neuroticism, dogmatism,and purpose in life

Implicit in James Marcia's writings and in the many studies that have employed his measure of ego identity is the assumption that his four ego identity statuses are developmentally ordered along a continuum from “being identity diffused” to “achieving” an ego identity. In order to assess the validity of this assumption, hypotheses were generated and tested concerning the relationship between the above ordering and Erikson's writings regarding the role played in the process of identity formation by the following three variables: neuroticism, dogmatism, and a sense of purpose in life. If one assumes that Erikson's perspective is valid, then the results of this study fail to support Marcia's continuum assumption. While some of the identity statuses appear to classify persons in a manner consistent with Erikson's writings, not one instance of the postulated ordering of Marcia's four statuses is observed. It is concluded that Marcia's measure is not an adequate operationalization of Erikson's perspective on identity formation.     

Ego identity status and decision styles

It was hypothesized that the decision processes used in coping with the identity crisis would be related to more general decision styles in that identity achievers and moratoriums would tend to be reflective in their conceptual tempo while foreclosures would typically be impulsive. No prediction was made about identity diffusions. Ninety-two male college students were given an identity status interview and the Matching Familiar Figures Test. The results were consistent with the hypotheses, and in addition it was found that identity diffusions were generally impulsive. Since conceptual tempo has been found to be well established in childhood, the results of this study have implications for the early prediction of adult identity status.Received Ph.D. from SUNY/Buffalo. Recent research has been mainly concerned with the development of ego identity and correlates of the different identity statuses.Received Ph.D. from SUNY/Buffalo. Recent research has been mainly concerned with the development of ego identity and correlates of the different identity statuses.     

Multivariate analysis of the relationship of psychosocial crisis variables to Ego Identity Status

The purpose of the present study was the investigation of the intercorrelations among psychosocial crisis resolution variables and ego identity statuses. The focus of the study was correlational including discriminant analyses which allowed for the identification of psychosocial crisis predictor variables which significantly distinguished identity statuses. Discriminant analyses were also computed for the purpose of identifying variables which significantly distinguished male and female identity statuses. Eighty-eight university students drawn from a variety of on-campus populations were each administered Marcia's Ego Identity Status Interview and completed Rasmussen's Ego Identity Scale. Review of the findings appeared to support Erikson's theory of psychosocial development. The evidence presented also demonstrated additional convergent and discriminant validity of Marcia's ego identity status concept. The results assisted in distinguishing male and female identity statuses. The findings tended to indicate that coping with the identity crisis (e.g., identity status) involves different psychosocial components.This paper is based in part on a doctoral dissertation submitted to The Graduate School of Education of The University of Virginia, 1975.Received his D.Ed. from the University of Virginia. Primary research interest is theoretical and practical implications of ego identity crisis and correlates of the different identity statuses.     

Ego identity status,ego development,and locus of control in college women

This study examined the relationship of identity status to ego development and locus of control in 75 college women. The identity statuses did not differ significantly in self-reported locus of control, but did differ on the depth measure of ego development. Consistent with identity theory and with previous research with males, identity achievers and moratorium (incrisis) women were more advanced in their ego development than fore-closure and diffusion women.This article is based in part on the doctoral dissertation of Sheila D. Ginsburg, Submitted in partial fulfillment of the Doctor of Philosophy degree, University of Missouri—St. Louis.Received her Ph.D. in clinical psychology from the University of Missouri—St. Louis. Current research interests include normative and dysfunctional development in children and adolescents.Received his Ph.D. in clinical psychology at State University of New York at Buffalo. Research interests include personality and social development of adolescents and young adults.     

Relationships Between Identity and Self-Representations During Adolescence

By drawing from literature on identity development as well as on self-discrepancy, the present study aimed to investigate variations in the magnitude of self-belief discrepancies among adolescents with different levels of identity development. The respondents consisted of 336 male and female adolescents, from 5 private secondary schools, ranging in age from 14 to 18 years (M = 15.98, SD = 0.89). Four levels of identity status (Achieved, Moratorium, Foreclosed, and Diffused identity status) were used as the method of identity classification in this study. Four types of self-discrepancies (Actual/Ideal (own), Actual/Ideal (other), Actual/Ought (own), and Actual/Ought (other) self-discrepancy) were also obtained. Multivariate analyses of variance showed that respondents with different identity statuses significantly varied on the magnitude of self-discrepancy experienced. The Foreclosed and Achieved statuses were found to have lower levels of self-belief discrepancy than the Moratorium and Diffused statuses. However, most of the significant differences among the statuses were for the Actual/Ideal (own) and Actual/Ideal (other) self-discrepancies. These results indicate that identity development is related to the magnitude of self-belief discrepancy. However, further research with more developed instruments is needed to explore this relationship more fully.     

Identity Statuses as Developmental Trajectories: A Five-Wave Longitudinal Study in Early-to-Middle and Middle-to-Late Adolescents

This study tested whether Marcia's original identity statuses of achievement, moratorium, early closure (a new label for foreclosure), and diffusion, can be considered identity status trajectories. That is, we examined whether these statuses are distinct and relatively stable, over-time configurations of commitment strength,?levels of in-depth exploration of present commitments, and consideration of alternative commitments. The study examined identity development in a five-wave study of 923 early-to-middle (49.3% female) and 390 middle-to-late adolescents (56.7% female), covering the ages of 12-20. Using Latent class growth analysis (LCGA), the authors found that Marcia's (1966) statuses are indeed identity status trajectories. Two kinds of moratorium were also found: the classical moratorium and searching moratorium. Support was found for Waterman's developmental hypothesis of the identity status model: the number of achievers was significantly higher, and the number of diffusions lower, in middle-to-late adolescence than in early-to-middle adolescence. Females were more often in the advanced identity status trajectories, and stable differences were found between the trajectories in psychosocial adjustment. Study findings highlight that identity formation should be conceptualized as an over-time process.     

Familial correlates of identity formation in late adolescence: A study of the predictive utility of connectedness and individuality in family relations

Past investigations have documented that late adolescence is associated with developmental changes in identity formation resulting in individual differences in identity statuses. Particular attention has been given to the identification and study of diffusion, foreclosure, moratorium, and identity achievement statuses. Drawing from the recent theoretical speculations by Cooper and Grotevant, an investigation was completed to assess the predictive utility of measures of family connectedness and individuality in differentiating among the four identity statuses. Data were obtained from male and female late adolescents and their mothers and fathers on perceptions of independence (individuality), communication, and emotional affection (connectedness). Differences among adolescents grouped into the four identity formation statuses were assessed using analysis of variance techniques comparing gender and identity status on measures of connectedness and individuality within a parent-adolescent relationship. Evidence consistent with the notion that a combination of emotional attachment to parents and the encouragement of independence striving by parents is associated with healthy identity development emerges from our data.This research was funded in part by the W144 Western Regional Research Project, Development of Social Competency in Children, with funding provided by the Science and Education Administration/Cooperative Research of the USDA and the Utah State Agricultural Experiment Station, Logan.Completed his doctoral work at Utah State University under the direction of the second and third authors. Interested in counseling and clinical psychology, therapy, and adolescent/child psychology.Interested in personality and social development during childhood and adolescence.Interested in clinical and counseling psychology, therapy, and psychological adjustment.     

Psychosocial Resources in First-Year University Students: The Role of Identity Processes and Social Relationships

The investigation involved the assessment of a model predicting that family and university relationship environments are linked with identity processes and identity states (statuses) that predict psychosocial resources among first-year university students. A sample of 351 university students, between the ages of 18 and 21 years, completed measures of psychosocial maturity based on Erikson's notions of ego virtues, a measure of identity processing styles (diffuse-avoidant, normative, and information styles), identity statuses (diffusion, foreclosure, moratorium, and achievement), measures of family climate (conflict, expression, cohesion), and assessments of university relationships with faculty, advisors, and students. Based on linear structural equations, the model, with some adjustments, had a good fit with the data and demonstrates the complex association between perceived family and school climate, identity formation, and the association with psychosocial resources. The investigation demonstrates how multivariate model testing can be completed to assess some of the complexity suggested by Erik Erikson regarding identity formation. Gerald R Adams is a Professor of Family Relations and Human Development at the University of Guelph in Ontario, Canada. His major interests focus on family relations, identity development, education, and prevention. Michael Berzonsky is Professor of Psychology at State University of New York at Cortland, New York. His major interests are identity styles, social cognition, and adolescent development. Leo Keating is a data analyst at the University of Guelph.     

A longitudinal study of ego identity development at a liberal arts college

Ego identity development in the areas of occupational choice, religion, and political ideology was studied using Marcia's categorization system. The results indicated a significant increase in the frequency of the identity achiever status for occupational choice and corresponding decreases in the frequency of the moratorium and identity diffusion statuses. A significant decrease in the frequency of foreclosures on religion was also found. In those instances where students underwent an identity crisis, the probability of resolving it successfully was very high. High scores on the Cultural Sophistication scale of the College Student Questionnaire-Part 1 were found to be associated with presence in the identity achievement status. For students not in the achiever status as freshmen, an interest in various literary and art forms was predictive of becoming an achiever while in college.Received his Ph.D. from SUNY/Buffalo. Recent research has been mainly concerned with the development of ego identity and with techniques for resolving identity crises.Received his Ph.D. from Syracuse University. Recent research has been mainly concerned with personality moderators of human judgment.     

Father- and Mother-Adolescent Decision-Making in Mexican-Origin Families

Understanding the prevalence and correlates of decisional autonomy within specific cultural contexts is necessary to fully comprehend how family processes are embedded within culture. The goals of this study were to describe mothers’ and fathers’ decision-making with adolescents (M = 12.51 years, SD = 0.58; 51% female), including parent-unilateral, joint, and youth-unilateral decision-making, and to examine the socio-cultural and family characteristics associated with these different types of decision-making in 246 Mexican-origin families. Mothers reported more joint and youth-unilateral decision-making and less parent-unilateral decision-making than did fathers. Fathers reported more youth-unilateral decision-making with sons than with daughters. Further, for mothers, more traditional gender role attitudes and higher levels of mother-adolescent conflict were associated with more parent-unilateral and less joint decision-making. In contrast, for fathers, lower levels of respect values were associated with more youth-unilateral decision-making with sons, and higher levels of parent-adolescent warmth were associated with more youth-unilateral decision-making with daughters. The importance of understanding the different correlates of mothers’ and fathers’ decision-making with sons versus daughters is discussed.     

The Impact of Birth Order on Intergenerational Transmission of Attitudes from Parents to Adolescent Sons: The Israeli Case

This study deals with birth order and its impact on intergenerational transmission of parental attitudes to adolescent sons in Israeli society. The sample included 294 participants (including 98 mothers, 98 fathers, and 98 sons). The attitudes chosen were key issues of concern in Israeli society: gender role attitudes, ethnic stereotypes, and attitudes toward immigrants from the former USSR (disposition toward contact and empathy toward immigrants). The findings indicate that birth order impacts on intergenerational transmission of attitudes from parents to adolescents, although the nature of this impact is different for mothers and fathers. The correlation between fathers' attitudes and those of their sons were strongest for the firstborn, and decreased according to birth order. The reverse trend was found for mothers. In addition, firstborns expressed greater willingness to approach immigrants than did middle and younger children. Regarding gender role attitudes and ethnic stereotypes, no impact was found for birth order. Compared with other family members, mothers expressed the most liberal gender role attitudes, and children expressed the least stereotyped attitudes toward ethnic groups, especially compared with their fathers.     

Separation-individuation and ego identity status in New Zealand university students

This study explores intrapsychic structures underlying Marcia's ego identity statuses in terms of separation-individuation patterns. It was hypothesized that achievement and moratorium adolescents would give greater evidence of intrapsychic differentiation on a projective measure of separation anxiety than would foreclosure or diffusion youths. Marcia's Ego Identity Status Interview and Hansburg's Separation Anxiety Test were administered to 80 female and 60 male volunteers at a New Zealand university. All were under 23 years of age. As predicted, high statuses showed less anxiety than secure attachment or detachment. Contrary to expectation, no differences among attachment styles appeared for low statuses. Difficulties in adapting the identity status interview to the New Zealand context may partially explain these results. A measure of intrapsychic differentiation provides a useful supplement to the identity status interview.This research was supported by a grant from the Internal Research Committee, Victoria University of Wellington. Parts of this research were presented at the Biennial Meeting of the Society for Research in Child Development, Toronto, 1985.Received Ph.D in child development from Florida State University in 1977. Current research interest is identity formation from a lifespan perspective.     

Cognitive development,epistemic doubt,and identity formation in adolescence

This study was undertaken to evaluate the part that nascent skeptical doubt plays in shaping the course of adolescent social-cognitive development. It is argued that the intellectual changes that accompany the acquisition of formal operational competence set in motion a series of developments that seriously undermine the typical adolescent's previous sense of epistemic certainty. An epistemic model is proposed, leading to the hypothesis that, in response to such doubts, young persons adopt one of several contrasting interpretive strategies, each of which dictates much about their subsequent solutions to the problems of identity formation and commitment. To evaluate these hypotheses, 96 high school aged young people were classified as being either concrete or formal operational. Those subjects who were clearly classifiable (N=70) were administered Adams' Objective Measure of Ego identity Status and the Epistemic Doubt Interview, which permits identification of realistic, defendedly realistic, dogmatic/skeptical, and rational epistemic stances. A relationship between cognitive and epistemic development was found. Only formal operational subjects appreciated the generic nature of the doubt undermining their epistemic certainty. Predictions regarding the anticipated relation between epistemic stance and ego identity status were supported, revealing that only postrealist epistemic stances were routinely associated with membership in the moratorium or achieved identity statuses. The results are taken as strong support for the claim that epistemic doubt plays a central role in shaping the course of adolescent social-cognitive development.This research was partially supported by a Social Sciences and Humanities Research Council Doctoral Fellowship awarded to the first author.Obtained Ph.D. in developmental psychology from the University of British Columbia. Research interests are focused upon the areas of overlap among cognitive, epistemic, and moral development, and the identity formation process through the adolescent years.Obtained Ph.D. in psychology from The University of California at Berkeley. His research interests include epistemic and social-cognitive development in children and adolescents, and young children's developing theories of mind.     

Achievement and identity in college-age vs. adult women students

This study tested a developmental hypothesis with respect to Fear of Success (FOS), Identity Status, and the relationship between the two. Forty college students, equally divided between regular college-age women (18–23) and adult college women (over age 30), were given a multiple-choice and a projective measure of FOS; they were then interviewed regarding exploration and commitment in five content areas: vocation, family vs. career priority, politics, religion, and sex roles. The hypothesis that the adult students would exhibit less FOS than their college-age counterparts was confirmed with both measures of FOS. Chi-square analysis also revealed that a significantly higher proportion of the adult students was classified as identity-achieved and a lower proportion as identity-diffuse than the college-age students. The influence of life experience on the relationship between FOS and each identity status could not be tested due to an insufficient number of identity achievers in the college-age subsample; when the relationship of FOS to identity status was examined for the total sample, however, foreclosures and achievers manifested significantly less FOS than diffusions and moratoriums.Doctoral candidate in developmental psychology with major interests in adolescent and adult learning and development.Associate Professor, interested primarily in personality and developmental psychology with emphasis on ego and moral development.     

Sex differences in the resolution of the identity crisis

Based on Erikson's view of the importance of inner space in feminine identity, researchers have added an interview on premarital sex to the standard ego identity interview on occupation, religion, and politics used for males. This study was designed to investigate the relative importance of premarital sexual ideology for males and females, as well as sex differences in identity status on occupation, religion, and politics. Marcia's semi-structured ego identity status interview was given to 70 male and 70 female college students, with premarital sex questions included for both sexes. Consistent with Erikson's theory, females were more likely than males to have experienced a sexual identity crisis, whereas males were very likely to be foreclosed in this area. Males as well as females were more likely to be committed about sex than about any other area. In all areas except sex, female identity followed basically the same pattern as male identity.Received her Ph.D. from State University of New York at Buffalo. Current research interests are ego identity and human sexuality.Received his Ph. D. from State University of New York at Albany. Current research interests are mental health evaluation and behavior therapy.     

Effect of similarity of ego identity status on interpersonal attraction

Similarity of ego identity status, assessed by Marcia's four-category classification system, was related to interpersonal attraction. Using male and female college students as subjects, this study found that (1) while all judges preferred targets who had or who are undergoing a crisis to those who have not had a crisis, (2) diffuse judges preferred targets with no commitments to those with commitments, and (3) judges with commitments preferred a foreclosure target more than judges without commitments. Differential evaluations of the targets' intelligence, knowledge of current events, adjustment, and morality were also found. Results are discussed both in terms of previous research positively relating personality similarity to attraction and Erikson's theory of the relationship between ego identity development and intimacy in interpersonal relations.