Identity Development During Emerging Adulthood: Transitioning Through the University Experience
Bibliographic record
Abstract
Although identity development is most active during late adolescence and emerging adulthood and post-secondary education is regarded as a normative experience for the majority of individuals in Westernized societies, there remains a lack of longitudinal research investigating identity development during the transition to university.In his formative writings, Erikson emphasized the need for researchers to account for the influence of social context and environment in the examination of identity development.The aim of this study was to explore the process of identity development within early emerging adulthood (18-24 years of age), during the transition to university using Eriksonian-measures.More specifically, this three-wave longitudinal study examined the influences of social capital (social belongingness and university fit), psychosocial maturity (ego strength development), coping strategy use, and perceived stress on identity development.The study included 771 first-year university students at large Canadian university, with 554 females and 217 males aged 18 to 24 (M = 18.35,SD = 1.47).Using the Identity Issues Inventory (I 3 , Côté and Roberts, 2005), identity formation was assessed from two broad perspectives, each with two developmental task domains: selfidentity with Integration and Differentiation; and social identity with the domains of Work roles and Worldview.Multivariate multiple regressions, with interaction terms, were conducted to examine identity development, during the first year of university, after controlling for incoming levels of identity formation in each of the four task domains (Integration, Differentiation, Work roles, and Worldview).Research findings highlighted the importance of social belongingness, perceived fit, and psychosocial maturity, in particular, as capital resources that were supportive of identity development during the first year of university.In addition, participants' perceived levels of stress were found to impede identity formation in both phases of the study (Time1-2, Time 2-3).Finally, the results highlighted some unexpected gender differences in the identity development of university students.Evidence from the present study would suggest that it is from within this complex social context that emerging adults must develop a distinct, cohesive, and adult sense of self.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.000 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".