Hummel R, Roselli L L
Adolescence. 1983 Spring;18(69):17-27.
Theories of Erikson and Marcia were applied to assess the relation between identity status and academic achievement in female adolescents. The differences in identity status between bright high achieving vs. underachieving students were ascertained separately for occupational planning, attitudes toward religion, and peer relations. It was hypothesized that the component of identity most closely linked to high achievement in school is having made commitments to certain goals and values. It was found instead that experiencing and working through crises in beliefs and values are more closely associated with successful academic achievement and formation of identity among adolescent girls than having made specific commitments to career or ideology.
埃里克森和玛西亚的理论被应用于评估女性青少年的身份认同状态与学业成绩之间的关系。分别就职业规划、宗教态度和同伴关系确定了成绩优异的学生与成绩欠佳的学生在身份认同状态上的差异。研究假设，与学业高成就最密切相关的身份认同成分是对某些目标和价值观做出承诺。然而研究发现，与对职业或意识形态做出具体承诺相比，经历并解决信仰和价值观方面的危机与青春期女孩学业上的成功及身份认同的形成更为紧密相关。
