Transcript MADICS (Eccles & Sameroff, PI’s) Maryland Adolescent

Stability and Change in Adolescent Identity Structure
Stephen C. Peck, Jacquelynne S. Eccles, Oksana Malanchuk, Catherine L. Funk
University of Michigan
Acknowledgements
Acknowledgements made (alphabetically) to
Elaine Belansky, Celina Chatman, Diane Early,
Kari Fraser, Katie Jodl, Ariel Kalil, Linda Kuhn,
Karen Macarthy, Rob Roeser, Arnold Sameroff,
Sherri Steele, Cynthia Winston, and Carol Wong.
This research is supported in part by NICHD Grant
#R01 HD33437 awarded to Jacquelynne S. Eccles
and Arnold J. Sameroff and in part by a grant from
W.T. Grant awarded to Jacquelynne S. Eccles. The
original data collection was supported by funding
from the MacArthur Research Network on
Successful Adolescent Development in High Risk
Settings, chaired by Richard Jessor.
Overview




The concept of “identity”
Identity measures from open-ended data
Identity complexity, stability, and change
Identities and activities
Identity as…
Content and Process
Personal and Social
The sense of our own personal
identity…is a conclusion grounded …
on the continuity before the mind, of
the phenomena compared.
James, 1890
The conscious feeling
of having a personal identity
is based on...the perception
of the selfsameness and continuity
of one’s existence in time and space.
Erikson, 1968
Self-as-Subject
Process
I - Self
Sense of
self-sameness
The knower
All-conscious
Awareness
Self-as-Object
Content
Me - Self
Self - Identity
Personal Identity
Ego - Identity
Social Identity
What is “Identity” ?
Systems Theory
Structure
Function
Process
Content
Fluctuation
Context Change
Bahg, 1990
Identity is a complex system
Identity is a system…
composed of interacting elements
Identity is a system…
that exists within the context of larger systems
Structured Content at Varying
Levels of the Self System
Context # 1
.. .
.
B´
A´ . C´ .
B
. C .
.
D
. A.
A
.
.
.
.
.
.
Working Self / Activated
. .
.
.
B
F
Rational / Conscious
.
.
D
A
Experiential / Preconscious
.
.
.
. D´ . F´
E´ .
.
E
.
. .
.. .
Context # 2
Associationistic / Unconscious
.
.
.
.
.
.
A
.
.
C
F
E
.
.
.
. .
.. .
. .
.
Phenomenology of Structured Content
Context
Context # 1
.. .
.
B´
C´
.
.
A´
B
. C .
.
D
. A.
A.
. .
stream of behavior
.
B
E
.
.
. D´. F´
E´ .
.
Self-Reflectivity / Awareness
F
Explicit Identity / Self-Concept
.
.
D
A
enduring yet malleable
.
#2
.
.
.
.
.
A
.
C
.
F
E
.
.
Implicit Identity / Self-Schemas
.
.
.
.
. .
.. .
. .
.
.
.
. .
.. .
. .
.
Methodology
Dimensional
Morphogenic
Variable-Centered
Pattern-Centered
MADICS (Eccles & Sameroff, PI’s)
Maryland Adolescent Development in Context Study
6 (plus) Waves of Longitudinal Data
Questionnaires, Interviews, & Conversations
Target Youth, PCG, SCG, & OS
N’s 1482 (age 12) to 900 (age 23)
49% Female
60% Black, 30% White, 10% Other
Open-Ended Questions
Hopes
Wishes
Heroes
Adult Traits
Desired Occupation
Fears
Million Dollars
Hero Traits
Talents
Expected Occupation
9 Identity Themes
Artist
Athlete (Jock)
Brain
Intellectual General
Leader
Religious
Social Civic
Social General
Socialite
Percent of 7th, 8th, and 11th Graders
at 4 levels of Jock Identity Content
50
45
40
35
30
7th Grade
8th Grade
11th Grade
25
20
15
10
5
0
No
Low
Moderate
High
Stability and Change in Open-Ended Jock Identity Content
Youth W ave 1 report of Jock by Youth W ave 3 report of Jock Identity
Wave 1
Youth Jock
(Athlete)
.00 No Jock Identity
1.00 Low Jock Identity
2.00 Med Jock Identity
3.00 High Jock Identity
Total
Count
Adjusted Residual
Count
Adjusted Residual
Count
Adjusted Residual
Count
Adjusted Residual
Count
.00 No Jock
Identity
240
13.3
149
2.0
58
-9.5
6
-8.9
453
Wave 3 Youth Jock (Athlete)
1.00 Low
2.00 Med
Jock Identity
Jock Identity
63
20
-1.8
-9.7
96
59
4.1
-3.1
70
124
.6
7.8
9
64
-4.2
7.6
238
267
3.00 High
Jock Identity
4
-5.7
6
-4.9
40
3.8
39
10.2
89
Total
327
310
292
118
1047
Youth W ave 3 report of Jock by Youth W ave 4 report of Jock Identity
Wave 3
Youth Jock
(Athlete)
.00 No Jock Identity
1.00 Low Jock Identity
2.00 Med Jock Identity
3.00 High Jock Identity
Total
Count
Adjusted Residual
Count
Adjusted Residual
Count
Adjusted Residual
Count
Adjusted Residual
Count
.00 No Jock
Identity
278
10.7
105
.4
62
-8.2
10
-6.9
455
Wave 4 Youth Jock (Athlete)
1.00 Low
2.00 Med
Jock Identity
Jock Identity
72
26
-2.1
-7.5
54
30
2.0
-1.0
55
76
1.2
7.7
12
22
-1.2
2.9
193
154
3.00 High
Jock Identity
2
-6.4
5
-2.6
23
2.6
28
11.4
58
Total
378
194
216
72
860
7th Grade Youth Reports
7
Validation of Open-Ended
Questions
6
5
4
Self-Concept of
Sports Ability
Sports are
Important
3
2
1
7th Grade Parent Reports
0
No Jock
Low
ID
Jock ID
Med
Jock ID
High
Jock ID
7
6
5
4
How Good is
Youth at Sports
3
2
How Much Youth
Values Sports
1
0
No Jock Low
Med
High
ID
Jock ID Jock ID Jock ID
Pattern-Centered Analysis
Open-ended Identity Themes
9 quasi-absolute identity theme dimensions
Cluster analyses
– Ward’s method; squared Euclidean distance
Preliminary…SPSS
Final… Sleipner (v2.1; Bergman, Magnusson, & El-Khouri, 2003)
– multivariate outliers removed
– k-means relocation on Ward’s solution
Increases and Explained Error Sum of Squares for
20 Possible 7th Grade Cluster Solutions
90
80
70
60
50
EXP ESS
INC ESS
40
30
20
10
20
18
16
14
12
10
8
6
4
2
0
7th Grade Sleipner Identity Cluster Profiles
2.5
2.0
Artist
Athlete
1.5
brain
Intell-Gen
1.0
leader
Religious
social-civic
Mean
.5
social-general
0.0
socialite
ite
jock
sciv
ite/jock
ldr/sciv
brn
art
rel
ite/sciv
overach
Close-up of the 7th Grade
Jock-related Cluster Profiles
2.5
Artist
Jock
Brain
Intellect
Leader
Religious
Civic
Social
Socialite
2
1.5
1
0.5
0
Jock
Socialite Jock
Over Achiever
n = 182
13%
n = 130
9%
n = 128
9%
Increases and Explained Error Sum of Squares for
20 Possible 8th Grade Cluster Solutions
70
60
50
40
EXP ESS
INC ESS
30
20
10
0
2
4
6
8
10
12
14
16
18
20
8th Grade Sleipner Identity Cluster Profiles
2.5
2.0
Artist
Athlete
1.5
Brain
intell-general
1.0
leader
religious
social-civic
Mean
.5
social-general
0.0
socialite
ite
jock
sciv
jock/ite
ldr
brn
art
sgen
sgen/sciv
sciv/jock
Close-up of the 8th Grade
Jock-related Cluster Profiles
2.5
Artist
Jock
Brain
Intellect
Leader
Religious
Civic
Social
Socialite
2
1.5
1
0.5
0
Jock
Socialite Jock
Civic Jock
n = 97
10%
n = 74
7%
n = 85
9%
Close-up of the 11th Grade
Jock-related Cluster Profiles
2.5
Artist
Jock
Brain
Intellect
Leader
Religious
Civic
Social
Socialite
2
1.5
1
0.5
0
Jock
Brain Jock
n = 80
8%
n = 105
11%
Percent in a Jock Identity Cluster Group
from 7th to 11th Grade
35
30
25
20
Jock Identity
Cluster Group
15
10
5
0
7th
Grade
8th
Grade
11th
Grade
Percent Who Want vs. Expect
a Sports-related Occupation
16
14
12
10
7th Grade
8th Grade
11th Grade
8
6
4
2
0
Want
Expect
Mean
7th Grade Cluster Validations
6.2
Parent Reports

6.0
5.8
5.6
6.5
5.4
6.0
5.2
How good is Youth
at Sports
5.5
Mean
5.0
5.0
How imprtnt to Yth
4.8
is bein good in Sprt
ite
jock
sciv
ite/jock
ldr/sciv
brn
art
ite/sciv
rel
overach
4.5
4.0
Yth self-cncpt of
Athletic Ability
3.5
How important
3.0
are Sports
ite
jock
sciv
ite/jock
ldr/sciv
brn
art
rel
ite/sciv
overach

Youth Reports
(Explicit Identity)
7th Grade by 8th Grade
Identity Cluster Crosstabulation
7th
Grade
Identity
ite
sciv
jock
ldr/sciv
ite/jock
art
brn
ite/sciv
rel
overach
Total
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ite
31
6.8
7
-1.7
2
-3.2
4
-2.4
4
-1.8
14
1.4
12
1.8
12
1.8
6
-.4
3
-2.0
95
sciv
19
1.7
35
5.8
2
-3.7
25
3.4
2
-3.0
15
.8
5
-1.6
7
-.9
5
-1.3
3
-2.5
118
jock
3
-2.6
8
-1.3
36
8.1
7
-1.4
18
3.5
6
-1.4
1
-2.6
2
-2.2
7
.1
6
-.8
94
ldr
2
-1.9
8
.3
3
-1.7
10
1.4
1
-2.0
4
-.9
8
1.7
11
3.3
2
-1.1
8
1.6
57
8th Grade Identity
jock/ite
art
brn
4
12
8
-1.7
.5
-1.6
6
9
8
-1.3
-1.0
-2.1
19
9
16
3.7
-.8
.5
7
6
9
-.6
-1.7
-1.4
22
6
11
6.4
-1.0
.1
2
23
14
-2.3
4.7
.5
1
12
16
-2.2
1.9
2.5
4
4
8
-.8
-1.4
-.4
3
5
8
-1.1
-.7
-.2
5
7
18
-.5
-.3
2.9
73
93
116
sgen/sciv
8
-1.2
23
3.1
2
-3.4
20
2.6
5
-1.6
4
-2.3
8
.0
16
3.1
12
1.9
4
-1.7
102
sgen
21
1.0
10
-2.5
19
.1
15
-.8
14
.0
19
.8
13
.3
9
-1.0
17
2.0
15
.7
152
sciv/jock
4
-1.9
13
.9
13
1.1
13
1.2
8
.2
3
-2.1
2
-1.9
5
-.6
6
.1
14
3.0
81
Total
112
127
121
116
91
104
78
78
71
83
981
7th Grade by 8th Grade
Identity Cluster Crosstabulation
7th
Grade
Identity
ite
sciv
jock
ldr/sciv
ite/jock
art
brn
ite/sciv
rel
overach
Total
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ite
31
6.8
7
-1.7
2
-3.2
4
-2.4
4
-1.8
14
1.4
12
1.8
12
1.8
6
-.4
3
-2.0
95
sciv
19
1.7
35
5.8
2
-3.7
25
3.4
2
-3.0
15
.8
5
-1.6
7
-.9
5
-1.3
3
-2.5
118
jock
3
-2.6
8
-1.3
36
8.1
7
-1.4
18
3.5
6
-1.4
1
-2.6
2
-2.2
7
.1
6
-.8
94
ldr
2
-1.9
8
.3
3
-1.7
10
1.4
1
-2.0
4
-.9
8
1.7
11
3.3
2
-1.1
8
1.6
57
8th Grade Identity
jock/ite
art
brn
4
12
8
-1.7
.5
-1.6
6
9
8
-1.3
-1.0
-2.1
19
9
16
3.7
-.8
.5
7
6
9
-.6
-1.7
-1.4
22
6
11
6.4
-1.0
.1
2
23
14
-2.3
4.7
.5
1
12
16
-2.2
1.9
2.5
4
4
8
-.8
-1.4
-.4
3
5
8
-1.1
-.7
-.2
5
7
18
-.5
-.3
2.9
73
93
116
sgen/sciv
8
-1.2
23
3.1
2
-3.4
20
2.6
5
-1.6
4
-2.3
8
.0
16
3.1
12
1.9
4
-1.7
102
sgen
21
1.0
10
-2.5
19
.1
15
-.8
14
.0
19
.8
13
.3
9
-1.0
17
2.0
15
.7
152
sciv/jock
4
-1.9
13
.9
13
1.1
13
1.2
8
.2
3
-2.1
2
-1.9
5
-.6
6
.1
14
3.0
81
Total
112
127
121
116
91
104
78
78
71
83
981
8th Grade by 11th Grade
Identity Cluster Crosstabulation
11thG Identity
8thG
Identity
ite
sciv
jock
ldr
jock/ite
art
brn
sgen/sciv
sgen
sciv/jock
Total
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ite
10
2.6
8
.6
6
.7
4
.8
3
-.2
6
.4
2
-1.7
3
-1.2
5
-1.1
4
-.3
51
sciv
10
.2
22
2.8
2
-2.7
6
.3
2
-2.0
10
.0
7
-1.4
16
1.7
13
-.7
12
1.1
100
jock
2
-1.8
3
-2.0
16
4.6
1
-1.4
7
1.5
3
-1.5
5
-.8
3
-1.6
10
.2
13
3.3
63
ldr
8
.1
11
.1
6
-.7
6
.8
4
-.7
14
2.2
7
-.8
9
.0
13
.1
5
-1.0
83
brn/jock
5
-1.2
1
-3.4
16
3.3
2
-1.3
12
3.1
4
-1.7
18
3.2
2
-2.7
15
.7
9
.6
84
art/brn
15
2.3
12
.0
12
1.3
3
-1.0
8
.9
10
.2
9
-.4
5
-1.8
17
.9
2
-2.5
93
ldr/sge
n
10
1.0
8
-.8
2
-2.2
4
-.1
8
1.4
9
.4
10
.5
8
-.3
13
.3
7
-.1
79
sgen/sciv
6
-1.1
17
1.5
1
-2.9
4
-.5
2
-1.8
11
.5
13
.9
19
3.0
9
-1.6
12
1.3
94
rel
2
-1.3
9
1.1
5
.2
6
2.2
1
-1.3
4
-.5
4
-.7
11
2.6
6
-.6
1
-1.8
49
sgen
6
-.8
11
-.1
6
-.8
6
.7
4
-.7
8
-.3
11
.6
10
.2
18
1.6
6
-.7
86
Total
74
102
72
42
51
79
86
86
119
71
782
8th Grade by 11th Grade
Identity Cluster Crosstabulation
11thG Identity
8thG
Identity
ite
sciv
jock
ldr
jock/ite
art
brn
sgen/sciv
sgen
sciv/jock
Total
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ASR
Count
ite
10
2.6
8
.6
6
.7
4
.8
3
-.2
6
.4
2
-1.7
3
-1.2
5
-1.1
4
-.3
51
sciv
10
.2
22
2.8
2
-2.7
6
.3
2
-2.0
10
.0
7
-1.4
16
1.7
13
-.7
12
1.1
100
jock
2
-1.8
3
-2.0
16
4.6
1
-1.4
7
1.5
3
-1.5
5
-.8
3
-1.6
10
.2
13
3.3
63
ldr
8
.1
11
.1
6
-.7
6
.8
4
-.7
14
2.2
7
-.8
9
.0
13
.1
5
-1.0
83
brn/jock
5
-1.2
1
-3.4
16
3.3
2
-1.3
12
3.1
4
-1.7
18
3.2
2
-2.7
15
.7
9
.6
84
art/brn
15
2.3
12
.0
12
1.3
3
-1.0
8
.9
10
.2
9
-.4
5
-1.8
17
.9
2
-2.5
93
ldr/sge
n
10
1.0
8
-.8
2
-2.2
4
-.1
8
1.4
9
.4
10
.5
8
-.3
13
.3
7
-.1
79
sgen/sciv
6
-1.1
17
1.5
1
-2.9
4
-.5
2
-1.8
11
.5
13
.9
19
3.0
9
-1.6
12
1.3
94
rel
2
-1.3
9
1.1
5
.2
6
2.2
1
-1.3
4
-.5
4
-.7
11
2.6
6
-.6
1
-1.8
49
sgen
6
-.8
11
-.1
6
-.8
6
.7
4
-.7
8
-.3
11
.6
10
.2
18
1.6
6
-.7
86
Total
74
102
72
42
51
79
86
86
119
71
782
Demographics
There were NO differences across the
several jock versus “other” clusters
at 7th, 8th, and 11th grades in…
– Parent Income
– Parent Education
– Parent Occupational Status
Percent of 8th Grade Black and White Males and
Females in each 8th Grade Identity Cluster
0.70
0.60
0.50
0.40
Black Males
Black Females
White Males
White Females
0.30
0.20
0.10
0.00
Jock
Socialite- SocialJock
Civic
Jock
Other
Identities and Activities
Reciprocal relations…
 Activities as contexts of identity development
 Identities at activity selection factors
Percent of 8th Grade Identity Types who
Participated in 8th Grade Team Sports
50%
40%
30%
20%
10%
0%
Jock
Socialite
Jock
Civic Jock
Others
Percent of 11th Grade Identity Types who
Participated in Organized Summer or
After-School Sports or Rec. Programs
60%
50%
40%
30%
20%
10%
0%
Jock
Brain Jock
Others
11th Grade Activity Clusters
(Bartko & Eccles, 2003)
Sports
Read
Homework
Chores
Friends
TV
6
5
School Clubs
Comm Clubs
Volunteer
Religion
Job
4
3
2
1
0
Sports
Sch Clubs
Uninvld
Vol'trs
Highly Invlvd
Workers
Jock Identity and Activity Configurations
Form Significant Types
11thG Y Activity Clusters
11thG
Identity
Clusters
Jock
Brain Jock
Other
Total
N
ASR
N
ASR
Sports
31
5.3
35
School
Clubs
13
-1.0
13
Vol'teer
6
-1.2
8
Highly
Inv'ld
6
-.6
10
Uninv'ld
9
-1.2
15
Workrs
7
-.9
16
4.6
-2.2
-.5
-1.3
.0
1.1
N
ASR
116
190
143
108
84
103
-7.3
2.4
1.2
1.9
.4
-.2
N
182
216
167
122
100
126
Total
80
105
871
1056
Percent of Identity Types
in Activity Groups
40%
35%
30%
Sports
Sch Clbs
Uninv'ld
Vol'teers
H Invlvd
Workers
25%
20%
15%
10%
5%
0%
Jock
Brain Jock
Other
Longitudinal Analyses of
Identity – Activity Relations
Predicting Identities from Activities
Predicting Activities from Identities
Percent of 11th Grade Identity Types
as a function of
8th Grade Team Sports Participation
50%
40%
30%
20%
10%
0%
Jock
Brain Jock
Others
Percent of 8th Grade Identity Types
who go on to participate in
11th Grade Team Sports
70%
60%
50%
40%
30%
20%
10%
0%
Jock
Socialite
Jock
Civic Jock
Others
Reciprocal Effect Size Summary
0.16
0.14
Cramer’s V
0.12
7-11 Team
7-11 Org
7-8 Team
7-8 Org
8-11 Team
8-11 Org
0.10
0.08
0.06
0.04
0.02
0.00
Activity -> Identity
Identity -> Activity
Summary
 Cardinal identity structures exist
 Identity structure is complex but coherent
 There is intraindividual stability and change
 Identities and activities are reciprocally related
Some closing thoughts…
http://www.rcgd.isr.umich.edu/garp/