The role of best friends in educational identity formation in adolescence

Doeselaar, Lotte van; Meeus, Wim; Koot, Hans M.; Branje, Susan

doi:10.1016/j.adolescence.2015.12.002

Cited by 23 publications

(19 citation statements)

References 41 publications

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“…The development of a stable set of commitments to choices in various areas of life, such as friendships and education is considered a central developmental task of adolescence (Erikson, 1950). In accordance with the importance of identity, previous studies have consistently linked strong commitments to positive adolescent adjustment (Berzonsky, 2003;Luyckx et al, 2007;Van Doeselaar et al, 2016) and adolescent well-being (e.g., Meeus, 2011;Sandhu et al, 2012). For example, adolescents in the identity clusters achievement and foreclosure reported higher well-being than adolescents in moratorium or diffusion (Luyckx et al, 2005).…”

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confidence: 75%

Longitudinal links between identity and substance use in adolescence

Moor

Sijtsema

Weller³

et al. 2020

Self and Identity

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Identity development has been linked to substance use, but the directionality of this relationship remains unclear. We examined the longitudinal associations of educational and relational identity with substance use across three annual waves in 360 Dutch adolescents (M age = 13.7 years). We found three latent profiles using the identity dimensions of commitment, exploration, and reconsideration as indicators. Using classification probabilities to determine participants' clusters at each time point, we distinguished stable, progressive, and regressive identity transition groups. No longitudinal associations were found between identity status transitions and substance use in either direction, but we did find significant crosssectional correlations. Therefore, our findings do not support a directional process, but hint at a spectrum/continuity or common cause model.

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mentioning

confidence: 75%

Longitudinal links between identity and substance use in adolescence

Moor

Sijtsema

Weller³

et al. 2020

Self and Identity

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“…This sense of personal continuity is one of the key aspects of Erikson's conceptualization of an adaptive identity, which is still present in the narrative (McAdams 2001) and dual-cycle approaches (Van Doeselaar et al 2018). Moreover, both approaches also still recognize the importance of social (e.g., McLean and Jennings 2012;Van Doeselaar et al 2016) and cultural (e.g., McLean and Syed 2015;Negru-Subtirica et al 2017) contexts for identity formation. Yet, in both approaches distinct, but complementary, theoretical ideas on the conceptualization of an (adaptive) personal identity and how a personal identity is constructed and maintained have been added to those of Erikson.…”

Section: Erikson's Views On Identity Formationmentioning

confidence: 99%

Adolescents’ Identity Formation: Linking the Narrative and the Dual-Cycle Approach

Doeselaar

McLean

Meeus

et al. 2019

J Youth Adolescence

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The narrative and dual-cycle approach conceptualize and operationalize adolescents' identity formation in different ways. While the narrative approach focuses on the construction of an autobiographical life story, the dual-cycle approach focuses on the formation of identity commitments. Although these approaches have different emphases, they are conceptually complementary. Yet, their empirical links and distinctions have only scarcely been investigated. Empirical knowledge on these links in adolescence and across time has been especially lacking. In the present research, it was therefore examined whether key characteristics of adolescents' narration (autobiographical reasoning and agency) were concurrently and prospectively related to engagement in the dual-cycle processes of commitment making, identification with commitment, exploration in breadth, exploration in depth, and ruminative exploration. The findings from a cross-sectional sample of 1,580 Dutch adolescents (M age = 14.7 years, 56% female) demonstrated that autobiographical reasoning was significantly positively associated with the commitment and more adaptive exploration processes (i.e., in breadth and in depth). In addition, agency was significantly positively associated with the commitment processes and exploration in depth. Yet, these associations between the narrative characteristics and dual-cycle processes were only weak. Subsequently, the findings from a two-year longitudinal subsample (n = 242, M age = 14.7 years, 62% female) indicated that on average commitment strength remained stable but exploration increased across middle adolescence. A stronger increase in identification with commitment and adaptive exploration (i.e., in breadth and in depth) was predicted by a higher degree of agency in adolescents' narratives. Overall, these findings indicate that both approaches to identity formation are associated, but the small size of these associations suggests that they predominantly capture unique aspects of identity formation. Both approaches could thus complement and inform each other.

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“…While the participating adolescents considered their teachers', parents', and friends' ideas of what they should do in their future careers to be largely unlikely, these external ideas nevertheless influenced their emotional experience, although this influence was not necessarily decisive. Prior research had, for example, already shown that adolescents do only slightly adapt their educational and career aspirations to those of their friends [56].…”

Section: Discussionmentioning

confidence: 99%

“What Can I Be When I Grow Up?”—The Influence of Own and Others’ Career Expectations on Adolescents’ Perception of Stress in Their Career Orientation Phase

2021

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The future that adolescents are growing up to live and work in becomes increasingly complex and vague, making job choice a moving target. Thus, adolescents develop and are confronted with a number of different options for what job they wish to take up and have to balance their own and their social environment’s job aspirations for them. Prior research has suggested including more dynamic approaches to understanding career choice and counseling. In this research, we therefore draw on the possible selves approach and aim at understanding how far imbalance between adolescents’ own and their social environments’ expectations for their vocational future will cause stress. In an online mixed-methods study, 163 adolescent participants, aged 14–22, reported their own and their parents’, teachers’, and friends’ emotions, future orientation, and perceived stress regarding the career choice. Results showed a variety of expectations for future careers held by participants and their social environment, as well as emotions regarding these expectations. Positive deactivating emotions (satisfaction and relief) negatively predicted adolescents’ stress and strain and the older and closer to final job choice participants were, the more they reported stress and strain. These findings suggest including adolescents’ social environment in the career choice process.

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The role of best friends in educational identity formation in adolescence

Cited by 23 publications

References 41 publications

Longitudinal links between identity and substance use in adolescence

Longitudinal links between identity and substance use in adolescence

Adolescents’ Identity Formation: Linking the Narrative and the Dual-Cycle Approach

“What Can I Be When I Grow Up?”—The Influence of Own and Others’ Career Expectations on Adolescents’ Perception of Stress in Their Career Orientation Phase

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