Age-Related Differences in Identity Style: A Cross-Sectional Analysis

Abstract

The Identity Style Inventory-Revised for a Sixth-Grade Reading Level (ISI-6G) was administered to samples of community college students (N=99) and middle school and high school students (N=320). Tests of between-groups differences indicated that the college sample had a significantly lower mean diffuse-avoidant score on the ISI-6G than the middle and high school sample. In terms of actual assignment to identity styles, college students were significantly more likely to be classified as informational or normative, while the younger students were more likely to be diffuse-avoidant. The mean ages of participants for each of the three identity styles were compared, and it was found that diffuseavoidant participants had the lowest mean age (15.54 years), while individuals with an informational orientation had the highest mean age (17.20 years). Results suggest that, in general, identity style evolves with age and maturity and the general trajectory or progression involves movement away from a diffuse-avoidant orientation. Findings are discussed in terms of current knowledge of neurocognitive development during adolescence and early adulthood.

An Application of Ecological Theory to Ethnic Identity Formation Among Biethnic Adolescents

“…With regard to ego identity, Marcia, Waterman, Matteson, Archer, and Orlofsky () proposed that the increasing levels of cognitive development during adolescence are necessary for identity exploration because it involves considering alterative, and often abstract, identities. In addition, empirical work has indicated that as brain function matures individuals tend to demonstrate a more sophisticated identity style (e.g., achieved; Leadbeater & Dionne, ; Phillips, ; Protinsky & Wilkerson, ).…”

Overweight and Obese Adolescent Girls: The Importance of Promoting Sensible Eating and Activity Behaviors from the Start of the Adolescent Period

“…Development of self-regulatory capacity is associated with identity development [ 82 ]. Although current research is limited, there is good reason to think a relationship between these factors contributes to adolescents identifying as “healthy eaters” or as “exercisers”.…”

Executive Function, Identity, and Career Decision-Making in College Students

“…The role of executive function in identity formation has been the focus of theoretical speculation in several studies; however, the empirical evidence is indirect, at best. For example, Phillips (2008) proposed that brain development should play a role in the development of identity, and he interprets increases in identity achievement with age by stating, “Identity scholars can no longer ignore the role played by brain maturation on identity. New knowledge about brain development must be integrated into models of identity if the models are to accurately describe identity processes” (Phillips, 2008, p. 214).…”

“…Executive functions are mediated by the prefrontal cortex of the brain (e.g., Welsh, 2001) and incorporate processes involved in goal-directed behavior (Welsh, Friedman, & Spieker, 2006). Recently, authors have speculated that a relationship exists between executive function and identity (Phillips, 2008; Shanahan & Pychyl, 2007), and research identifying the relationship between identity and career decision-making is well established (Blustein, Devenis, & Kidney 1989; Vondracek, Schulenberg, Skorikov, Gillespie, & Wahlheim, 1995). This literature begs the question whether there are relationships among all three constructs, executive function, identity, and career decision-making, and, if so, what is the nature of this relationship?…”