Wisdom and Ego-Identity for Korean and American Late Adolescents

Bang, Hyeyoung; Montgomery, Diane

doi:10.1177/0022022112466941

Cited by 19 publications

(25 citation statements)

References 53 publications

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“…However, compared with the middle school students in Deng and Roosa's study, the results of our study showed that the older the students (college students in this study) are the less likely they are to be in foreclosure status. This result is consistent with the author's previous study (Bang & Montgomery, ), which showed that although identity development is elusive, one significantly consistent result is that foreclosure decreases with age.…”

Section: Discussionsupporting

confidence: 93%

“…Reflective wisdom can include Chinese values such as righteousness, humanness, etiquette, and integrity as these values require constant reflective, metacognitive, and perspective‐taking abilities. While this study pinpointed the specific indicator, wisdom predicting identity achievement is a finding similar to the Korean data in the author's previous study (Bang & Montgomery, ). This is also similar to Beaumont's and Webster's studies on North American samples (Beaumont, , ; Webster, ).…”

Section: Discussionsupporting

confidence: 87%

“…Foreclosure and diffusion negatively predicted wisdom in both population sets, whereas moratorium was negatively related to wisdom among American college students. Gender did not have significant effect, whereas age showed significant effects in both identity and wisdom (Bang & Montgomery, ).…”

Section: Wisdom and Ego‐identity In Chinese Culturementioning

confidence: 99%

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The function of wisdom dimensions in ego‐identity development among Chinese university students

Bang

Zhou

2014

Int J Psychol

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This study investigates the relationship between wisdom and ego-identity among university students in China. Using Marcia's ego-identity statuses and Ardelt's wisdom dimensions as the theoretical and conceptual framework, the study investigates 356 university students in China. After exploratory and confirmatory factor analyses, four factors from wisdom and five factors from ego-identity were retrieved. A structural equation model was then conducted to analyse the relationships. The findings were: (1) among wisdom dimensions, cognitive, and reflective wisdom, especially perspective-taking best predicted achievement, (2) all three dimensions of wisdom predicted moratorium, but reflective wisdom was the most pronounced predictor, (3) all three dimensions of wisdom predicted diffusion, but resentment items from reflective wisdom were the most pronounced predictors, and (4) gender was a significant predictor of ego-identity achievement and diffusion. These findings suggest that efforts to build reflective wisdom might contribute to healthier ego-identity formation.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 87%

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The function of wisdom dimensions in ego‐identity development among Chinese university students

Bang

Zhou

2014

Int J Psychol

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“…Pada umumnya penelitian tentang pembentukan identitas yang mempertimbangkan konteks dilakukan secara lintas negara (misalnya Bang & Montgomery, 2013;Busch & Hofer, 2011;Eryigit & Kerpelman, 2011) maupun hanya di suatu negara tertentu (misalnya Laghi, Baiocco, Liga, Guarino, & Baumgartner, 2013;Lee & Beckert, 2012;Wängqvist & Frisén, 2013). Pada penelitian ini, kami mencoba untuk memahami pembentukan identitas remaja pada konteks Indonesia khususnya di Yogyakarta.…”

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Pembentukan Identitas Remaja di Yogyakarta

Muttaqin

Ekowarni

2017

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Abstract. Context has been identified as an important factor of identity formation among adolescents. The aim of this study was to understand adolescent identity formation component in Indonesian context especially in Yogyakarta, considering gender differences, age groups, and correlation between components as well. This study involved 450 Indonesian adolescents aged 12-21 years (225 boys and 225 girls) that constituted of early, middle, and late adolescents. This study used Identity Style Inventory to assess identity style (informational, normative, and diffuse-avoidant), Utrecht-Management of Identity Commitments Scale to assess the identity dimensions (commitment, in-depth exploration, and reconsideration of commitment), and Ego Identity Process Questionnaire to assess identity status (diffusion, foreclosure, moratorium, and achievement). Results showed there were significant differences in identity styles, dimensions, and statuses by considering gender and age groups. The correlation between adolescent's identity styles, dimensions, and statuses was also found in the Indonesian context. Keywords: identity dimensions, identity formation, identity status, identity styleAbstrak. Konteks telah diidentifikasi sebagai faktor yang penting dari pembentukan identitas remaja. Penelitian ini bertujuan untuk memahami komponen pembentukan identitas remaja pada konteks Indonesia khususnya di Yogyakarta, terutama terkait perbedaan gender dan kelompok usia serta keterkaitan antar komponen pembentukan identitas. Partisipan penelitian adalah 450 (225 laki-laki dan 225 perempuan) remaja Indonesia berusia 12-21 tahun yang terdiri dari remaja awal, tengah, dan akhir. Alat ukur Identity Style Inventory, Utrecht-Management of Identity Commitments Scale, dan Ego Identity Process Questionnaire digunakan untuk mengukur gaya identitas (informatif, normatif, dan menunda-menghindar), dimensi identitas (komitmen, eksplorasi mendalam, dan peninjauan kembali komitmen), dan status identitas (diffusion, foreclosure, moratorium, dan achievement). Hasil penelitian menunjukkan ada perbedaan gaya, dimensi, dan status identitas ditinjau dari gender dan kelompok usia. Keterkaitan antara gaya, dimensi, dan status identitas remaja juga ditemukan pada konteks Indonesia.Kata kunci: dimensi identitas, gaya identitas, pembentukan identitas, status identitas Pembentukan 1 identitas merupakan tugas perkembangan yang utama bagi remaja (Erikson, 1968). Erikson (1950)

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“…They theorized and applied ego identity stages and statuses among young and late adolescents _a critical period in which senses of growth, individuation, connectedness, and affirmed commitment and exploration take place. Waterman (1982) acknowledged that the nature of the social expectations related to identity choices arising within the family, the schools, and the peer group will contribute to the particular identity development pathways employed but among substantial studies deployed on timing, direction, development, antecedent conditions, age, and gender differences on identity formation, (Bang, 2002;Bradley & Matsukis, 2000;Knafo et al 2004;Kumru & Thompson, 2003; but more poor application of stressful concept tasks was observed. Beginning in the 1970s Waterman and Geary and Waterman (1974) in longitudinal investigations found the identity achievement and moratorium statuses to increase and the foreclosure and diffusion statuses to decrease in frequency over time across both vocational and ideological domains.…”

Section: Introductionmentioning

confidence: 99%