This paper presents the results of empirical research that explores the links between types of social participation and identity. The author availed herself of the neo-eriksonian approach to identity by Luyckx et al. (2006) and the concept of social participation types (Reinders, Butz, 2001). The study involved 1,665 students from six types of schools: lower secondary school (n=505), general upper secondary school (n=171), technical upper secondary school (n=187), specialized upper secondary school (n=214), university (n=252), and post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) (n=336). The results of the research, conducted with the use of Dimensions of Identity Development Scale (DIDS) and Social Participation Questionnaire (SPQ-S 1 and SPQ-S 2), indicate that transitive orientation increases with age and that, consequently, the frequency of assimilation and integration types of social participation tends to be higher in emerging adulthood in comparison with adolescence. The study showed that general upper secondary school students, contrary to their colleagues from technical and specialized upper secondary schools, did not differ in terms of transitive and moratorium orientation levels from lower secondary school students. The hypothesis about the relationship between transitive orientation and commitment scales was confirmed, whereas the hypotheses concerning the links between exploration scales and both dimensions of social participation were not validated.

Abstract:The article presents the results of research on relationships between types of social participation and emotion regulation. In the study, Gratz ' and Roemer's (2004) perspective on emotion regulation and Reinders

The article presents the results of a study on the role of social participation (Reinders) in shaping the identity (Luyckx et al.) of people with mild intellectual disability in late adolescence and emerging adulthood compared to those in intellectual norm (N = 127). Three waves of measurement were carried out at semi-annual intervals, using the Dimensions of Identity Development Scale (DIDS / PL-1) and the Social Participation Questionnaire (SPQ-S). In all the waves people with intellectual disability had a higher level of the moratorium orientation, and at Wave 3 they had a higher level of the transitive orientation. Differences in the levels of identity dimensions were observed in only one wave and only in the case of exploration in depth. The type of social participation has proved to be a factor differentiating the levels of identity dimensions, especially commitment making and identification with commitment, the highest level of which was observed in people with integration and assimilation types. The study responds to the need, expressed in the literature, to focus on specific groups in identity development studies.

The objective of the study was to diagnose changes in the identity of individuals with mild intellectual disability (ID) in late adolescence and emerging adulthood, comparing them to their non-disabled peers. The dual-cycle model of identity formation of Luyckx et al. was employed (Developmental Psychology, 42, 366-380, 2006). The study included 127 participants living in Poland. Three waves were performed at half-year intervals. The Dimensions of Identity Development Scale in its modified version for people with ID was used (DIDS/PL-1; Rękosiewicz Studia Psychologiczne, 53,[19][20][21][22][23][24][25][26][27][28][29][30][31] 2015). People from the four study groups (A -late adolescents with ID, B -emerging adults with ID, C -late adolescents within the intellectual norm, Demerging adults within the intellectual norm) in the main did not differ from one another in respect of the dimensions of identity formation. Over time, there was an increase in commitment making and identification with commitment, but only among adolescents with ID. None of the groups demonstrated significant changes in exploration in breadth, in depth, nor in ruminative exploration. It was successfully demonstrated that people with mild ID are not distinct on all dimensions of identity formation when compared to their peers within the intellectual norm. Minor changes in identity may indicate a longer period of identity formation, or dynamic changes coming earlierduring early adolescence or laterin early adulthood.