Erikson and the Relational Context of Identity: Strengthening Connections With Attachment Theory

Adolescent self-construal across cultures: Measurement invariance of the Aspects of Identity Questionnaire-IV in 30 countries

Despite the critical role of culture in understanding adolescent self and identity, there is a lack of cross-culturally validated measures of adolescent self-construal. The present study evaluated cross-national measurement invariance of the Aspects of Identity Questionnaire-IV (AIQ-IV), assessing four dimensions of self-construal: personal, relational, public, and collective. The sample included 16,795 adolescents aged 14-19 years from 30 countries across four continents. The four-factor structure of the AIQ-IV obtained using exploratory structural equation modeling (ESEM) was supported in the vast majority of countries. Exact invariance testing using multi-group ESEM supported configural invariance, indicating that the overall structure of the AIQ-IV was similar across countries. Full scalar invariance was supported only on a subset of countries (i.e., when tests were conducted using European countries grouped by UN geographical regions). An alignment approach provided evidence for the approximate invariance of the ESEM model, with 15.6% of parameters showing noninvariance and allowing for comparison of latent means. The largest number of noninvariant parameters was evident in Asian countries, with items assessing collective-interdependent aspects of identity showing the most variation across countries. A comparison of mean levels of identity orientations across countries revealed that culture-level dimensions of collectivism-individualism do not translate simply into individual-level dimensions of self-construal.

Who makes a better university adjustment wingman: Parents or friends?

The first year of university is one of the most difficult times in a student's life due to numerous changes that occur. This cross-sectional study explores the concept of parental and peer attachment, which has been researched for its ability to predict students' success in higher education. Yet, less research has investigated the mechanisms underpinning the relationship between attachment and university adjustment among first-year students. Hence, the aim of this study was to examine the impact of parent and peer attachment on first-year university students, and understand how these attachments can facilitate university adjustment through identity exploration. This investigation is underpinned by Bowlby and Ainsworth's attachment theory and Arnett's emerging adulthood theory. Data were collected from 568 first-year students at a public university in Sabah, Malaysia, via adapted questionnaires. Structural equation modelling was employed using SmartPLS Software 3.0 to analyse the data. The study found that identity exploration mediates the relationship between parental trust, peer communication, and university adjustment. The findings of this study provide valuable insights for professionals working with emerging adult clients, especially those in higher education institutions, aiming to enhance the adjustment level among first-year students.

Development and Initial Validation of the Neglectful Experiences and Deprivation Scale

Socioemotional deprivation, or the absence of developmentally expected social experiences, has been linked to long-lasting health and psychological outcomes. To date, current measures of socioemotional deprivation fail to capture the cumulative impact of neglectful experiences across multiple social relationships and developmental periods. The current study developed and validated the Neglectful Experiences and Deprivation Scale (NEADS) on a sample of 547 stress-exposed adults (M/SD_age=27.77/6.54 years old; 56.5% male). Exploratory and confirmatory factor analyses in independent samples revealed a three-factor solution as the best fitting model: Caregiver Deprivation (four items; e.g., abandonment), Peer Deprivation (four items; e.g., physical isolation), Romantic Partner Deprivation (four items; e.g., emotionally unavailable). Indicators of construct validity and internal consistency support the selected three-factor model. Results provide strong preliminary evidence of the validity of the NEADS for assaying the severity, developmental timing, and psychological impact of socioemotional deprivation across the lifespan.

Attachment to Peers and Parents in Italian Catholic Seminarians: Associations with Identity and Well-Being

By reference to a sample of 173 emerging adult seminarians in South Italy, this study evaluates the influence of attachment to one's parents and peers on identity development and well-being in seminarians. The statistical analysis (PLS-PM) reports that secure attachment to one's mother and secure attachment to a peer are positively associated with identity and well-being. No such association is found with attachment to one's father. Attachment to one's mother loses its association with identity during the shift from the freshmen to the senior group and is replaced by attachment with one's peers. Both attachment relationships lose their associations with well-being between these groups. Our results demonstrate that attachment to one's peers becomes the most relevant relationship, thus supporting this specific form of relationship among seminarians.

Profiles of Emotional Separation and Parental Trust from Adolescence to Emerging Adulthood: Age Differences and Associations with Identity and Life Satisfaction

Youth become psychologically independent by emotionally separating from their parents and simultaneously developing a sense of trust in them. While these relational components have been addressed separately, studies focusing on the change in dynamics of these components are lacking. This study examined profiles of parent-youth relationship quality based on emotional separation and parental trust, age differences in the prevalence of these profiles, and age differences in the associations between the profiles, identity, and life satisfaction. Participants included 14,428 youth living in Japan from five age groups (44.8% girls/women; M_age = 20.6 years; range = 12-25 years). Six profiles were identified: healthy-independent, unhealthy-independent, balanced, moderate/ambivalent, connected, and distant. The connected profile was predominant among early adolescents, while the healthy-independent profile was predominant among late adolescents and early and middle emerging adults. Among all age groups, identity synthesis was the highest in the healthy-independent profile, and life satisfaction was the highest and identity confusion was the lowest in the healthy-independent and connected profiles. These findings indicate that young people navigate the process of becoming independent from their parents by balancing emotional separation and parental trust, and this balance relates to identity development and life satisfaction.

General Self-Esteem as the Mechanism Through Which Early-Childhood Parental Trust and Support Affect Adolescents' Learning Behavior: A Moderated Mediation Model

Parental trust and support are machineries for children's cognitive growth and behaviors exhibited at a later age. Their influence on students' learning engagement at school has been reported, but little is known about the mechanisms through which such a proposed causal effect occurs. This study tested 2 major proposed hypotheses; (1) general self-esteem (GSE) mediates the causal relationship between parents' trust and support (PTS) and Learning engagement (LE). (2) The mediation effect is further moderated by students' college grade level. Data was collected from 1139 college students in Tanzania (M_age = 22.5, SD_age = 0.681) who filled out an online-designed questionnaire. SPSS (Statistical Package for Social Science), PROCESS macro of SPSS, and JASP (Jeffrey's Amazing Statistical Program) were used for analyzing data. The results indicated that GSE had a mediating effect (β = .0912, SE = 0.0134, P < .001) on the causal relationship between PTS and LE. The unmediated (direct) effect of PTS on LE (β = .2125, SE = 0.0419, P < .001) was lower than the total effect (β = .3037, SE = 0.0553, P < .001) after the mediation. The interaction effects of PTS (β = .0463, P < .001) and GSE (β = .0495, P < .001) on students' college grades were statistically significant, indicating that the mediation effect of GSE on the causal relationship between PTS and LE was moderated by college grades. Parental trust and support enhance students' behavioral learning at school through their general self-esteem, built from the family level (parenting).

Relations between attachment, identity and borderline personality disorder symptom severity in male inpatients with alcohol use disorder

Insecure attachment style and borderline personality disorder (BPD) symptoms are related to the severity of alcohol use disorder (AUD) and can also complicate its course and treatment. We propose a theoretical model of relationships between adult attachment style and BPD and AUD symptom severity in which the sense of identity is a mediator. The aim of our study was to test this model in a sample of male inpatients with AUD. Male inpatients with AUD (N = 114) aged 22-72 years (M = 43.05; SD = 9.84) completed the Experiences in Close Relationships-Revised, the Multidimensional Identity Questionnaire, the Alcohol Use Disorders Identification Test and the Borderline Symptom List 23. Results showed that the sense of identity fully mediated the positive relationship between attachment anxiety and BPD symptom severity. There was also a positive indirect effect of attachment avoidance on BPD symptoms via weaker sense of identity. Contrary to hypothesis, AUD symptom severity was not related to attachment, identity or BPD symptoms in our sample. Sense of identity could be a possible target for interventions for insecurely attached men with AUD to reduce BPD symptoms.

Emotional separation, parental trust, and psychosocial adjustment in preadolescence and early adolescence

INTRODUCTION

Emotional separation and parental trust are two fundamental components of parent-adolescent relationships across different cultural contexts. Previous research showed that emotional separation hindered adolescents' psychosocial adjustment, while parental trust benefited it. However, research on preadolescence is lacking. Preadolescence is a crucial period, as theories and findings suggest that too early autonomy around puberty had negative consequences for psychosocial adjustment. This study focused on preadolescence and early adolescence and tested two hypotheses: that emotional separation would be negatively, and parental trust would be positively, associated with psychosocial adjustment, and that this pattern of associations would be more salient in preadolescence than in early adolescence.

METHODS

Participants were 856 preadolescent elementary schoolers (49.6% girls; age range 9-12 years, M_age = 10.79, SD = 0.92) and 518 early adolescent junior high schoolers (47.7% girls, age range 12-15 years; M_age = 13.56, SD = 0.98) in Japan, who completed measures of emotional separation, parental trust, and psychosocial adjustment (industry, school adaptation, and daily life behaviors).

RESULTS

Emotional separation was negatively associated with reviewing learning contents and doing homework. Parental trust was positively associated with industry, school adaptation, waking up at regular times, and observing rules at school. These relationships did not differ between age groups.

CONCLUSIONS

This study highlights that emotional separation has a negative relationship, and parental trust has a positive relationship, with psychosocial adjustment throughout preadolescence and adolescence.

Negotiating identity at the intersection of family legacy and present time life conditions: A qualitative exploration of central issues connected to identity and belonging in the lives of children of refugees

INTRODUCTION

Most studies on refugee populations are organized around trauma-related issues and focus on explanations of pathological factors. Few studies are anchored in general developmental psychology with the aim of exploring normal age-specific developmental tasks and how the special circumstances associated with forced migration can influence that development.

METHODS

Using an ecological and transactional understanding of developmental trajectories, this qualitative study explored issues connected to identity formation processes in an exile context based on interviews with 6 male and 10 female children of refugees (18-26 years) who have grown up in Norway.

RESULTS

The findings show that family experiences of war and conflict intersect with experiences of marginalization in exile. The interaction of these experiences influences the development of individual identity in cumulative and complex ways. Many of the participants expressed feelings of isolation, disconnectedness, and a lack of belonging. Nevertheless, though the participants described growing up facing major challenges, they also searched for ways to reframe their difficult personal and family histories into meaningful experiences.

CONCLUSIONS

In order to provide conditions and develop interventions that can support well-being and identity development, we need a better understanding of the different forces that influence the identity development of children of refugees. By foregrounding the participants' experiences, and perspectives, we gained insight into different ways in which participants negotiate identity issues in relation to often contradictory demands and messages from family and the wider social context.