Personal Identity in College and the Work Context: Developmental Trajectories and Psychosocial Functioning

Abstract

Personal identity formation represents a core developmental challenge for adolescents and young adults. Because much of the identity literature focuses on college students, it is necessary to conduct a detailed inquiry into the ways in which specific commitment and exploration processes develop over time for college students and for employed individuals. Two samples (456 college students and 318 employed individuals) were used to identify identity status trajectories over time and to examine external correlates of these trajectories (i.e. depressive symptoms, self‐esteem, identity centrality, community integration, and sense of adulthood). Similar identity trajectories emerged in both college students and employed individuals. Four of these trajectories corresponded to Marcia's identity statuses. In addition, apart from the ‘classical’ or troubled diffusion trajectory, a carefree diffusion trajectory was also obtained. Whereas individuals on an identity‐achieved pathway fared best in terms of the outcome measures, individuals in the troubled diffusion trajectory fared worst in terms of self‐esteem, depressive symptoms, and community integration over time. Implications and suggestions for future research are discussed. Copyright © 2013 John Wiley & Sons, Ltd.

Identity in Childhood and Adolescence

“…Luyckx et al (2013) have been able to validate empirically several types of identity diffusion: a 'classical' or troubled diffusion trajectory and a carefree diffusion trajectory. Efforts have been made to further refine some of the statuses.…”

Identity Development During Emerging Adulthood: Transitioning Through the University Experience

“…Given that individuals in Westernized societies have many alternatives from which to choose, and an emphasis on following one's dreams, previous research has shown that it takes some emerging adults a longer time and a more circuitous route to find the best path for them to become a productive adult member of their community (2000; Côté, 2006;Luyckx et al, 2013;Roberts & Côté, 2014). It may be that making choices from a seemingly endless list can be a daunting task when the ultimate goal is to become a unique individual who is a valued part of a social community.…”

“…In 1980, Erikson acknowledged the degree to which Western societies had changed over the ensuing two decades, by emphasizing the implications for identity formation, noting that although adolescence "… is the stage of an overt identity crisis, identity formation neither begins nor ends with adolescence: it is a lifelong development" (p. 122). In addition, much of the research in identity development has involved participants who are in late adolescence, often already in university, and thus, they should be considered emerging adults (Adams et al, 2006;Crocetti, Luyckx, Scrignaro, & Sica, 2011;Luyckx, Klimstra, Schwartz, & Duriez, 2013;Marcia, 1966;Vleioras & Bosma, 2005).…”

“…In the pages that follow, Erikson's psychosocial theory of lifespan development (1963) will be reviewed, focusing on identity formation from an Eriksonian-perspective, and the work of current researchers in this area (Roberts & Côté, 2014;Schwartz, Zamboanga, Wang, & Olthuis, 2009). Furthermore, the field of emerging adulthood as a unique developmental period for the study of identity formation will be discussed, and the rationale for suggesting the transition to university as the most appropriate context in which to study identity development will be explored (Adams et al, 2006;Arnett, 2000;Crocetti et al, 2011;Luyckx et al, 2013;Vleioras & Bosma, 2005). Finally, the literature will be reviewed for possible relationships between identity development and psychosocial maturity, coping strategy use, and aspects of social context, such as the university environment (Adams et al, 2006;Cohen & Janicki-Deverts, 2012;Côté & Schwartz, 2002;Lee & Robbins, 1995;Markstrom & Marshall, 2007;Wintre et al, 2008).…”

“…As such, the use of these two measures to assess identity development tested Erikson's conjecture that, as individuals progress through their lives, they modify and enhance the ego strengths associated with each lifespan stage, using a variety of identity capital resources to find their way through their life challenges and to develop a fuller sense of their own identity (Côté, 1997;Côté & Schwartz, 2002;Erikson, 1963). The present study is part of a more recent movement to empirically demonstrate Erikson's theory of identity formation within the larger lifespan model using Eriksonian-based measures (for alternative design strategies, see for example, Luyckx et al, 2013;Schwartz et al, 2009)…”