Bart Soenens

A developmental contextual perspective on identity construction in emerging adulthood : Change dynamics in commitment formation and commitment evaluation

A developmental contextual test of a dual-cycle model of identity formation is presented. In addition to a commitment-formation cycle-represented by Marcias (1966) classical dimensions of exploration in breadth and commitment making--the model comprises a commitment-evaluation cycle--constituted by 2 additional dimensions of exploration in depth and identification with commitment. In a sample of 402 college students assessed 4 times over 2 years, both dimensions of the commitment-formation cycle and exploration in depth increased across time. Identification with commitment showed a slight decrease across time. Latent growth curve (LGC) modeling analyses indicated that the 2 identity cycles are interwoven in a dynamic interplay that defines identity formation. Contextual influences on identity development were identified through a natural experiment. Commitment evaluation constituted the core identity cycle in the normative-progression group (i.e., students who moved on to the sophomore year). Both commitment formation and commitment evaluation were at work in the reorientation group (i.e., students who repeated their freshman year or changed their major). Implications and suggestions for future research are discussed.

The Synergistic Relationship of Perceived Autonomy Support and Structure in the Prediction of Self-Regulated Learning.

BACKGROUND Self-determination theory defines two important dimensions of teaching style: autonomy support and structure. AIMS The purpose of the present study was to investigate the synergistic relationship of perceived teacher autonomy support and the provision of structure in the prediction of self-regulated learning. SAMPLE AND METHOD Students (N=526) completed questionnaires assessing perceived autonomy support, structure, and self-regulated learning. RESULTS First, autonomy support and structure were found to be positively correlated, suggesting that the support of student autonomy generally goes hand in hand with the provision of structure and order in the classroom. Second, moderated regression analyses indicated that structure but not autonomy support yielded a main effect on self-regulated learning, although this main effect was qualified by a structure by autonomy support interaction. CONCLUSION The interaction suggests that structure was associated with more self-regulated learning under conditions of moderate and high autonomy support only. Therefore, when teachers want their students to evaluate themselves, to plan their study activities, and to think about themselves as learners, the teachers are encouraged to provide help, instructions, and expectations in an autonomy-supportive way.

Reciprocal Relations Between Teacher–Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study

In recent developmental theorizing, it has been hypothesized that teacher–child conflict and childrens externalizing behavior affect one another reciprocally over time. However, the relation between teacher–child conflict and externalizing behavior has been mainly studied from a unidirectional point of view. Therefore, this study aimed to test the hypothesis of bidirectionality by means of a cross-lagged longitudinal design with kindergarten teacher reports on core variables at 3 measurement occasions in 1 year. Structural equation modeling with data of 148 kindergartners provided evidence for the hypothesis of bidirectionality. Specifically, results supported a transactional sequence in which childrens aggressive behavior at the beginning of kindergarten led to increases in teacher–child conflict midyear, which in turn led to an increase of aggressive behavior at the end of the kindergarten school year.

Less Is Sometimes More: Goal Content Matters

According to expectancy-value theories, increasing the utility value of a learning activity should result in higher motivation and better learning. In contrast, self-determination theory posits that the content of the future goals (intrinsic vs. extrinsic) that enhance the utility value of the learning activity needs to be considered as well. Contrast-cell analyses of an experimental study showed that double goal framing (intrinsic plus extrinsic) facilitated a mastery orientation, performance, and persistence and decreased a performance-approach orientation compared with extrinsic goal framing. However, double goal framing resulted in a less optimal pattern of outcomes compared with intrinsic goal framing, suggesting that the content of the provided goals matters. Goal content effects on both performance and persistence were fully mediated by mastery orientation.

Parental Psychological Control and Dimensions of Identity Formation in Emerging Adulthood

Longitudinal data were used to evaluate whether parental psychological control would have a negative impact on identity formation. Perceived psychological control and 4 identity dimensions (i.e., commitment making, exploration in breadth, identification with commitment, and exploration in depth) were assessed 5 times in a college sample. Associations between psychological control and identity (i.e., negative associations with both commitment dimensions and a positive association with exploration in breadth) were stable across time. Further, the developmental pathways of these constructs appeared to be correlated: Increases in psychological control were associated with simultaneous decreases in both commitment dimensions. Finally, reciprocal effects were found: Psychological control inhibited progress in both commitment dimensions, whereas exploration in breadth led to increased psychological control. The authors have provided suggestions for helping emerging adults to approach the task of identity formation.

Toward a Domain‐Specific Approach to the Study of Parental Psychological Control: Distinguishing Between Dependency‐Oriented and Achievement‐Oriented Psychological Control

Theory and research suggest that psychologically controlling parenting can be driven by parental concerns in two different domains, that is, interpersonal closeness and achievement. Three studies addressing this hypothesis are presented. Study 1 provides evidence for the validity of the Dependency-Oriented and Achievement-Oriented Psychological Control Scale (DAPCS), a new measure assessing psychological control in these two domains. Study 2 showed that dependency-oriented and achievement-oriented psychological control were related in expected ways to parental separation anxiety and perfectionism in a sample of mothers and fathers. Finally, Study 3 showed that dependency-oriented and achievement-oriented psychological control were differentially related to middle adolescent dependency and self-criticism and that these personality features act as specific intervening variables between the domain-specific expressions of psychological control and depressive symptoms. It is argued that the distinction between two domain-specific expressions of psychological control may allow for a more intricate analysis of the processes involved in intrusive parenting.

The Intergenerational Transmission of Empathy-Related Responding in Adolescence: The Role of Maternal Support

This study proposed and tested an integrated model of the intergenerational transmission of empathy-related responding in adolescence. This model included maternal support as a mediator of the intergenerational transmission of empathy and examined friendship quality as an outcome of adolescent empathy. In a sample of middle adolescents and their mothers (N = 177), maternal support significantly predicted the empathy dimensions perspective taking and sympathy and mediated the mother–child concordance of perspective taking but not sympathy. Adolescent empathy (and perspective taking in particular) predicted adolescent friendship quality and served as an intervening variable in the relation between maternal support and friendship quality. Implications of the present study for research on the socialization of empathy-related responding and social adjustment in general are outlined.

Maladaptive perfectionism as an intervening variable between psychological control and adolescent depressive symptoms: A three-wave longitudinal study

Maladaptive perfectionism has been postulated as an intervening variable between psychologically controlling parenting and adolescent internalizing problems. Although this hypothesis has been confirmed in a number of cross-sectional studies, it has not yet been examined from a longitudinal perspective. Findings from this 3-wave longitudinal study show that parental psychological control (as indexed by parent and adolescent reports) at age 15 years predicted increased levels of maladaptive perfectionism 1 year later. Maladaptive perfectionism, in turn, predicted increased levels of adolescent depressive symptoms again 1 year later and acted as a significant intervening variable between parental psychological control at Time 1 and depressive symptoms at Time 3. Multigroup analyses show that the model tested was consistent across gender for paternal psychological control but not for maternal psychological control. Suggestions for future research are outlined.

Personality, identity styles and authoritarianism: an integrative study among late adolescents

The relations between five personality factors, three identity styles, the prejudice dispositions of right‐wing authoritarianism (RWA), social dominance orientation (SDO) and racial prejudice were investigated in a Flemish‐Belgian late adolescent sample (N = 328). Results show that Openness to Experience and Agreeableness relate to racial prejudice but that these relations were fully mediated by RWA and SDO. In addition, results show that whereas RWA relates to Conscientiousness and lack of Openness to Experience, SDO relates to lack of Agreeableness and lack of Openness to Experience. The relation between Conscientiousness and RWA and between Openness to Experience and SDO was fully mediated by the identity styles. However, Openness to Experience had a direct influence on RWA and Agreeableness had a direct influence on SDO. The implications of these findings are discussed. Copyright

When Integration Does Not Necessarily Imply Integration Different Conceptualizations of Acculturation Orientations Lead to Different Classifications

This study compared three conceptualizations of acculturation orientations (i.e., contact, adoption, and identification) in two samples of ethnic minority members (N= 290) in Belgium. In line with the hypotheses, these conceptualizations yielded substantially different distributions of participants across four acculturation orientations (i.e., integration, assimilation, separation, and marginalization): Integration was the most popular orientation according to the contact conceptualization, but separation was the most popular one according to the adoption and identification conceptualization.