Identity status formulae: generating continuous measures of the identity statuses from measures of exploration and commitment.

Mathematical formulae were devised for the purpose of generatin continuous measures of the four identity statuses from measures of exploration and com measures of exploration and commitment. The formulae were consistent with the conceptual definitions of the statuses. They were found to be effective both in terms of generating continuOUs measures of the statuses and in terms of deriving status assignments.

The effects of parents' assistance on middle school students' problem solving and achievement.

In this study the authors tested whether children's aptitudes in science were advanced in areas in which cognitive supports were generally present, particularly through interaction with more capable individuals. Mothers assisted their 7th-grade children in science activities. Differences in parent-child interaction were hypothesized to account for children's performance across 3 science tasks that differed in difficulty. A cooperative problem-solving style of interaction was identified through factor analysis. This interaction style was correlated significantly with the child's intellectual performance not only in the science tasks but also in school achievement. Development of science and other aptitudes in the context of activity variables that help bridge home and school cultures are discussed.

Domain-specific gender comparisons in identity development among college youth: ideology and relationships.

Gender comparisons were conducted in six social domains of identity development on 210 college students: occupation, religion, politics, dating, sex roles, and friendship. The identity research literature often combines domains to create more global estimates of identity development. Such an approach may obscure differences among the domains, each of which may have different implications for different societal contexts, and for males and females. Analyses were made for each domain, and for the combined ideological, interpersonal, and overall domain scores. Several gender differences were apparent when domain-specific analyses were examined. Males were more likely to explore and commit in politics, whereas females were more likely to explore in sex roles and to commit in religion and dating. In politics, fewer males were in the diffused status; in contrast, for dating and sex roles, there were fewer females in the diffused status. However, when combined scores were examined, there were no gender differences in identity status. The results suggest that some gender differences still remain in specific domains. The utility of including domain-specific analyses is suggested when gender comparisons are examined. Regardless of gender, more youth were diffused in political identity than in any other domain, suggesting political apathy among today's college youth.

Adolescent identity exploration: a test of Erikson's theory of transitional crisis.

This research investigated Erikson's theory that adolescent identity exploration is associated with a variety of symptoms, such as fluctuations in ego strength, mood swings, rebelliousness, and heightened physical complaints. A sample of 82 high school students completed the Minnesota Multiphasic Personality Inventory (MMPI) and the Ego-Identity Interview. Identity exploration was correlated with 23 major clinical scales and the 14 Frequently Scored Scales of the MMPI. A factor analysis revealed seven scales loading on a single factor, which accounted for 39% of the variance in exploration. The items in the factor suggested a pattern consistent with Erikson's theory of adolescent crisis, and was labeled the Identity Exploration Crisis (IEC) factor. Adolescents who were actively engaged in identity exploration were more likely to produce a personality pattern characterized by self-doubt, confusion, disturbed thinking impulsivity, conflicts with parents and other authority figures, reduced ego strength, and increased physical symptoms.

Assessing child-rearing style in ecological settings: its relation to culture, social class, early age intervention and scholastic achievement.

Middle- and lower-class black and white adolescents were observed interacting with their mothers during a discussion of seven child-rearing problems. Maternal references to a range of disciplinary measures were identified, analyzed, and related to the subjects' scholastic performances concurrently. A factor analysis of process measures confirmed earlier findings based on self-report data concerning parental disciplinary style. Low SES mothers who participated in an early-age intervention and upper middle-class mothers tended to be less punitive than those in the low SES untreated group. Black mothers were less permissive than those in the white group. Parental disciplinary style was found to be significantly related to school performance. The results are discussed in terms of the development of methodological procedures for interaction analysis in semi-structured, ecological research, for the evaluation of process variables in early-age intervention follow-ups and theory relating disciplinary style to intellectual development.