Christiaens Annabelle H T, Nelemans Stefanie A, de Moor Elisabeth L, Erentaitė Rasa, Vosylis Rimantas, Branje Susan
Department of Youth and Family, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands.
Faculty of Social Sciences, Arts, and Humanities, Kaunas University of Technology, Kaunas, Lithuania.
Front Psychol. 2022 Apr 19;13:861220. doi: 10.3389/fpsyg.2022.861220. eCollection 2022.
In the educational domain, the development of identity becomes especially salient during school transition phases. To assess the specific identity processes that match the adolescents' experiences before and after the school transition, the Educational Identity Processes Scale (EIPS) was developed. The present study aimed to test the psychometric qualities of the EIPS by examining its factor structure, the internal and convergent validity of the identity dimensions, and whether the questionnaire was measurement invariant over time. The pre-transition version was tested in a Dutch sample ( = 242 early adolescents) and the post-transition version was tested in a Lithuanian sample ( = 1,268 mid-adolescents). Findings indicated good psychometric qualities for both the pre- and post-transition versions of the EIPS. Additionally, context dependencies were observed, as distance to the transition influenced the meaning of specific identity processes and determined whether specific processes could be considered as part of normative development.
在教育领域，身份认同的发展在学校过渡阶段尤为突出。为了评估与青少年在学校过渡前后经历相匹配的特定身份认同过程，编制了教育身份认同过程量表（EIPS）。本研究旨在通过检验其因子结构、身份认同维度的内部效度和收敛效度，以及该问卷在不同时间是否具有测量不变性，来测试EIPS的心理测量学特性。过渡前版本在一个荷兰样本（n = 242名青少年早期）中进行了测试，过渡后版本在一个立陶宛样本（n = 1268名青少年中期）中进行了测试。结果表明，EIPS过渡前和过渡后版本均具有良好的心理测量学特性。此外，还观察到了情境依赖性，因为与过渡的距离会影响特定身份认同过程的意义，并决定特定过程是否可被视为规范发展的一部分。
