کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
951455 | 927234 | 2013 | 12 صفحه PDF | دانلود رایگان |
Based on a dual-cycle identity model, we examined how identity processes were associated with self-esteem in high school and college students. Cross-lagged analyses in three longitudinal studies found that commitment making and identification with commitment were positively related and ruminative exploration was negatively related to self-esteem. A self-esteem main-effects model was supported in high school students (with self-esteem predicting these identity processes) and a reciprocal model was supported in college students (with identification with commitment and ruminative exploration being reciprocally related to self-esteem). Apparently, high self-esteem functions as a resource for tackling identity-related issues in high school and college students. When adolescents enter college and make the transition to adulthood, identity consolidation, in turn, increasingly plays into self-esteem as well.
► Identity processes and self-esteem influenced one another over time.
► Especially commitment making, identification with commitment, and ruminative exploration were related to self-esteem.
► In high school students, a self-esteem main-effects model was supported.
► In college students, a reciprocal model was supported.
Journal: Journal of Research in Personality - Volume 47, Issue 2, April 2013, Pages 159–170