Daily Identity Dynamics in Adolescence Shaping Identity in Emerging Adulthood: An 11-Year Longitudinal Study on Continuity in Development

Abstract

According to identity theory, short-term day-to-day identity exploration and commitment processes are the building blocks for long-term development of stable commitments in emerging adulthood. This key assumption was tested in a longitudinal study including 494 individuals (43% girls, M_age T1 = 13.31 years, range 11.01-14.86 years) who were followed from adolescence into emerging adulthood, covering ages 13 to 24 years. In the first five years, adolescents reported on their daily identity processes (i.e., commitment, reconsideration and in-depth exploration) across 75 assessment days. Subsequently, they reported on their identity across four (bi-) annual waves in emerging adulthood. Findings confirmed the existence of a dual-cycle process model of identity formation and identity maintenance that operated at the within-person level across days during adolescence. Moreover, individual differences in these short-term identity processes in adolescence predicted individual differences in identity development in emerging adulthood. Specifically, those adolescents with low daily commitment levels, and high levels of identity reconsideration were more likely to maintain weak identity commitments and high identity uncertainty in emerging adulthood. Also, those adolescents characterized by stronger daily changes in identity commitments and continuing day-to-day identity uncertainty maintained the highest identity uncertainty in emerging adulthood. These results support the view of continuity in identity development from short-term daily identity dynamics in adolescence to long-term identity development in emerging adulthood.

Keywords: Adolescence; Daily identity dynamics; Emerging adulthood; Multi-level time-series; Within-person.

Fig. 1

Estimated trajectories for interpersonal commitment, reconsideration, and exploration in-depth. COM interpersonal commitment, REC interpersonal reconsideration, EXP interpersonal in-depth exploration. Interpersonal identity was assesed at T6, T8, and T9. T6 and T8 were separated by a ≈ 3.5-year interval, T8 and T9 were separated by a 2-year interval

Fig. 2

Estimated trajectories for educational commitment, reconsideration, and exploration in-depth. COM educational commitment, REC educational reconsideration, EXP educational in-depth exploration. Educational identity was assessed at T6, T7, T8, and T9. T6 and T7 were separated by a ≈1.5 year interval. T7 and T8, and T8 and T9 were separated by a 2-year interval

Fig. 3

Significant standardized results of daily within-person cross-lagged models for (top) interpersonal identity formation processes and (bottom) educational identity formation processes. COM commitment, REC reconsideration, EXP in-depth exploration. Arrows displayed were significant at p < 0.05