Abstract
This article, using a controlled design, reports the results of an exploratory study to investigate the impact of two types of intervention strategies (cognitively vs. emotionally focused) on two types of identity processes (self-construction and self-discovery) in a culturally diverse sample of 90 emerging adult university students. A quasiexperimental design was used to evaluate the relative impact of the cognitively focused self-construction and emotionally focused self-discovery strategies. Quantitative and qualitative results indicated that cognitively focused intervention strategies were most efficacious in affecting self-constructive identity processes, whereas emotionally focused intervention strategies were most efficacious in affecting self-discovery identity processes. This pattern of differential effects suggests that programs intended to broadly affect identity development should include both types of intervention strategies and should target both self-constructive and self-discovery processes.
| Original language | English |
|---|---|
| Pages (from-to) | 309-345 |
| Number of pages | 37 |
| Journal | Journal of Adolescent Research |
| Volume | 20 |
| Issue number | 3 |
| DOIs | |
| State | Published - May 1 2005 |
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Keywords
- Emerging adults
- Ethnicity
- Identity
- Intervention
- Self-construction
- Self-discovery
ASJC Scopus subject areas
- Psychology(all)
- Developmental and Educational Psychology
Cite this
A comparison of two approaches for facilitating identity exploration processes in emerging adults an exploratory study. / Schwartz, Seth J; Kurtines, William M.; Montgomery, Marilyn J.
In: Journal of Adolescent Research, Vol. 20, No. 3, 01.05.2005, p. 309-345.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - A comparison of two approaches for facilitating identity exploration processes in emerging adults an exploratory study
AU - Schwartz, Seth J
AU - Kurtines, William M.
AU - Montgomery, Marilyn J.
PY - 2005/5/1
Y1 - 2005/5/1
N2 - This article, using a controlled design, reports the results of an exploratory study to investigate the impact of two types of intervention strategies (cognitively vs. emotionally focused) on two types of identity processes (self-construction and self-discovery) in a culturally diverse sample of 90 emerging adult university students. A quasiexperimental design was used to evaluate the relative impact of the cognitively focused self-construction and emotionally focused self-discovery strategies. Quantitative and qualitative results indicated that cognitively focused intervention strategies were most efficacious in affecting self-constructive identity processes, whereas emotionally focused intervention strategies were most efficacious in affecting self-discovery identity processes. This pattern of differential effects suggests that programs intended to broadly affect identity development should include both types of intervention strategies and should target both self-constructive and self-discovery processes.
AB - This article, using a controlled design, reports the results of an exploratory study to investigate the impact of two types of intervention strategies (cognitively vs. emotionally focused) on two types of identity processes (self-construction and self-discovery) in a culturally diverse sample of 90 emerging adult university students. A quasiexperimental design was used to evaluate the relative impact of the cognitively focused self-construction and emotionally focused self-discovery strategies. Quantitative and qualitative results indicated that cognitively focused intervention strategies were most efficacious in affecting self-constructive identity processes, whereas emotionally focused intervention strategies were most efficacious in affecting self-discovery identity processes. This pattern of differential effects suggests that programs intended to broadly affect identity development should include both types of intervention strategies and should target both self-constructive and self-discovery processes.
KW - Emerging adults
KW - Ethnicity
KW - Identity
KW - Intervention
KW - Self-construction
KW - Self-discovery
UR - http://www.scopus.com/inward/record.url?scp=17744370339&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=17744370339&partnerID=8YFLogxK
U2 - 10.1177/0743558404273119
DO - 10.1177/0743558404273119
M3 - Article
AN - SCOPUS:17744370339
VL - 20
SP - 309
EP - 345
JO - Journal of Adolescent Research
JF - Journal of Adolescent Research
SN - 0743-5584
IS - 3
ER -