Osaka Prefecture University.
Hiroshima University.
Child Dev. 2020 Jul;91(4):1203-1218. doi: 10.1111/cdev.13301. Epub 2019 Aug 25.
This study aimed to examine the relations between educational and interpersonal identity trajectories and psychosocial functioning based on a three-factor identity process model. A total of 968 Japanese adolescents including 13- and 16-years-olds (49.7% female) participated in a four-wave longitudinal study. Latent class growth analysis extracted five identity trajectories in each educational and interpersonal identity domain and revealed (a) high prevalence of low commitment identity trajectories, (b) absence of the closure trajectory, and (c) changeable identity trajectories that have not been identified in Western context (i.e., the Netherlands). Furthermore, a latent change model revealed dynamic relations between identity trajectories and psychosocial functioning. These findings provide critical insights into the diverse and dynamic pathways of identity formation during adolescence in Japan.
本研究旨在基于三因素身份过程模型，考察教育和人际关系身份轨迹与心理社会功能之间的关系。共有 968 名日本青少年（49.7%为女性）参加了一项四波纵向研究，包括 13 岁和 16 岁的青少年。潜在类别增长分析在每个教育和人际关系身份领域中提取了五个身份轨迹，并揭示了（a）低承诺身份轨迹的高患病率，（b）不存在封闭轨迹，以及（c）在西方语境（即荷兰）中未被识别的可变身份轨迹。此外，潜在变化模型揭示了身份轨迹与心理社会功能之间的动态关系。这些发现为日本青少年时期身份形成的多样化和动态途径提供了重要的见解。
