Identity styles and causality orientations: in search of the motivational underpinnings of the identity exploration process

By Bart Soenens, M. Berzonsky, Maarten Vansteenkiste, W. Beyers, Luc Goossens. 2005

169 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/05197628e80c8564fbaef635499b33ff2f4bcd23

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, background): “Attesting to the validity of this scale, Soenens et al. (2005) showed that the autonomous and controlled orientations were related in theoretically predicted ways to individuals’ styles of processing identity-relevant information.”
Basic Need Satisfaction and Identity Formation: Bridging Self-Determination Theory and Process-Oriented Identity Research (2009, unknown): “identity-relevant information (Soenens et al., 2005).”
Personality, identity styles and authoritarianism: an integrative study among late adolescents (2006, background): “Soenens et al. (2005) recently found the informational style to relate negatively to cognitive conservatism (i.e. need for closure), authoritarianism (i.e. RWA and SDO) and prejudice (i.e. racism and homophobia).”
Autonomy and Relatedness in Adolescence and Emerging Adulthood: Relationships with Parental Support and Psychological Distress (2015, background): “promote the growth of their offspring’s volitional or selfgoverning functioning (Soenens et al. 2005), which, in turn, leads to a better adjustment and higher levels of psychosocial functioning (Deci and Ryan 2000).”
Developing Who I Am: A Self-Determination Theory Approach to the Establishment of Healthy Identities (2009, background): “…terms, D ow nl oa de d by [ ] a t 0 7: 24 1 4 D ec em be r 20 11 an informational orientation—openness toward attending to, processing, and interpreting information from the social environment in order to grow values and goals within academic identity (Berzonsky & Kuk, 2005; Soenens et al., 2005).”
A Social-Cognitive Perspective on Identity Construction (2011, background): “The regulatory efforts of individuals with an informational style tend to be self-determined; those with a normative style are more likely to be controlled by introjected standards and goals of significant others (Berzonsky, 2003; Soenens, Berzonsky, et al., 2005; Soenens & Vansteenkiste, Chapter ”
Identity Processing and Personal Wisdom: An Information-Oriented Identity Style Predicts Self-Actualization and Self-Transcendence (2009, background): “The informational style is also associated with such personal and cognitive attributes as autonomy, openness to experience, introspectiveness, self-reflection, empathy, a high need for cognition, and a high level of cognitive complexity (eg, Berzonsky, 1993 ; Berzonsky & Sullivan, 1992 ; Berzonsk”
When Is Identity Congruent with the Self? A Self-Determination Theory Perspective (2011, background): “Soenens, Berzonsky, Vansteenkiste, Beyers, and Goossens (2005) , for instance, found that an autonomous causality orientation—reflecting a person’s dispositional tendency to function in a volitional fashion—is positively related to an information-oriented identity style whereas a controlled causalit”
Information-oriented identity processing, identity consolidation, and well-being: The moderating role of autonomy, self-reflection, and self-rumination (2007, background): “Although it has been found that an autonomous orientation is positively correlated with an information-oriented identity style, the size of this correlation was relatively modest, indicating that an information-oriented style may go hand in hand with either high or low levels of autonomy ( Soenens, ”
Identity styles and academic achievement: mediating role of academic self-efficacy (2009, result): “In line with others studies (Berzonsky and Kuk 2005; Soenens et al. 2005b ), this suggests that self-relevant variables like self-efficacy, academic autonomy and causality orientations can be considered as correlates to identity styles on the one hand and to academic achievement on the other hand.”