Suchergebnisse

The current study explored the direct and interactive contributions of multidimensional measures of perfectionism and goal orientation in predicting patterns of identity-related self-processing for pre-COVID-19 and during-COVID-19 samples of traditional age (18–22 year old) emerging adult college students ( N = 722). Regression models controlled for age, binary gender, and race, then tested the unique conditional effects and interactions between perfectionism and goal orientation in explaining variability in each of three identity processing styles. After controlling for multiple covariates and hypothesis tests, only a few effects were repeated between the two samples. Those results indicated that a growth-seeking goal orientation was predictive of an informational identity style whereas validation-seeking goal orientation was a significant predictor of diffuse-avoidant and normative identity processing styles. The overall findings suggested that fruitful targets for future intervention studies promoting healthy identity development during the college years might include reducing validation-seeking while strengthening growth-seeking motives.

Research on dispositional authenticity has accelerated in recent years. Using the Authenticity Scale and drawing upon Self-Determination Theory, we conducted a Latent Profile Analysis to determine whether two or more distinct classes of authentic self-development were identifiable across separate samples (Ns = 344 and 378) of emerging adults (18–22 year olds). We also tested whether multidimensional perfectionism and attachment insecurity were correlated with the classes of authentic self-development, and examined the association between class membership and levels of psychological need satisfaction and frustration. Our findings supported the presence of a 3-class configuration which we respectively labelled "Consolidated Authenticity," "Unintegrated Authenticity," and "Pre-Emergent Authenticity." This class structure was replicated in a separate, independent sample. Results highlighted relevant variation in authentic self-development across the identified classes and yielded support for our model involving hypothesized influences on, as well as contemporary outcomes associated with, participants' class membership.