Pellerone Monica, Passanisi Alessia, Bellomo Mario Filippo Paolo
Faculty of Human and Social Science, "Kore" University of Enna, Enna, Italy.
Credito Emiliano Bank, Piazza Armerina, Italy.
Psychol Res Behav Manag. 2015 Aug 20;8:239-49. doi: 10.2147/PRBM.S88631. eCollection 2015.
Forming one's identity is thought to be the key developmental task of adolescence, but profound changes in personality traits also occur in this period. The negotiation of complex social settings, the creation of an integrated identity, and career choice are major tasks of adolescence. The adolescent, having to make choices for his or her future, has not only to consider his or her own aspirations and interests but also to possess a capacity for exploration and commitment; in fact, career commitments can be considered as a fit between the study or career that is chosen and personal values, skills, and preferences.
The objective of the study reported here was to investigate the role of identity on profile of interests; the relation between identity and decisional style; the correlation between identity, aptitudes, interests, and school performance; and the predictive variables to school success. The research involved 417 Italian students who live in Enna, a small city located in Sicily, Italy, aged 16-19 years (197 males and 220 females) in the fourth year (mean =17.2, standard deviation =0.52) and the fifth year (mean =18.2, standard deviation =0.64) of senior secondary school. The research lasted for one school year; the general group of participants consisted of 470 students, and although all participants agreed to be part of the research, there was a dropout rate of 11.28%. They completed the Ego Identity Process Questionnaire to measure their identity development, the Intelligence Structure Test to investigate aptitudes, the Self-Directed Search to value interests, and General Decision Making Style questionnaire to describe their individual decisional style.
The data showed that high-school performance was positively associated with rational decision-making style and identity diffusion predicted the use of avoidant style. Interests were related to identity exploration; the differentiation of preferences was related to identity commitment; investigative personality correlated with the rational style and negatively with the spontaneous style and high levels of school performance; and social personality correlated with the use of the spontaneous style and the intuitive style, a high-profile identity, and identity exploration.
Intervention in the development of the identity process proves to be fundamental for increasing aptitudes and improving school performance, and, above all, for broadening the diversification and coherence of interests and improving the decisional process.
形成个人身份认同被认为是青少年关键的发展任务，但这一时期人格特质也会发生深刻变化。应对复杂的社会环境、塑造完整的身份认同以及职业选择是青少年的主要任务。青少年必须为自己的未来做出选择，不仅要考虑自身的志向和兴趣，还需具备探索和投入的能力；事实上，职业投入可被视为所选学习或职业与个人价值观、技能及偏好之间的契合度。
本文所报告研究的目的是调查身份认同在兴趣概况中的作用；身份认同与决策风格之间的关系；身份认同、能力、兴趣与学业成绩之间的相关性；以及学业成功的预测变量。该研究涉及417名居住在意大利西西里岛小城恩纳的意大利学生，年龄在16至19岁之间（197名男性和220名女性），处于高中四年级（平均年龄 = 17.2，标准差 = 0.52）和五年级（平均年龄 = 18.2，标准差 = 0.64）。研究持续了一学年；参与者总共有470名学生，尽管所有参与者都同意参与研究，但辍学率为11.28%。他们完成了自我身份认同过程问卷以测量其身份认同发展，完成了智力结构测试以调查能力，完成了自我导向探索以评估兴趣，并完成了一般决策风格问卷以描述其个人决策风格。
数据表明，高中成绩与理性决策风格呈正相关，身份认同扩散预示着回避型风格的使用。兴趣与身份认同探索有关；偏好的分化与身份认同投入有关；研究型人格与理性风格呈正相关，与自发风格呈负相关，且与高水平学业成绩相关；社交型人格与自发风格和直觉风格的使用、高姿态身份认同以及身份认同探索相关。
事实证明，干预身份认同过程的发展对于提高能力和学业成绩至关重要，最重要的是，对于拓宽兴趣的多样性和连贯性以及改善决策过程至关重要。
