Identity processing style, self-construction, and personal epistemic assumptions: A social-cognitive perspective

By M. Berzonsky. 2004

175 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/075d1900f7261173289a784189b390ffa21f374f

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Identity styles and causality orientations: in search of the motivational underpinnings of the identity exploration process (2005, background): “1992a, 2002). Adolescents with an informational identity style have been found to display high levels of cognitive complexity, decisional vigilance, need for cognition, problemfocused coping, autonomy, and cognitive persistence ( Berzonsky, 1992a, 1999, 2002; Berzonsky & Ferrari, 1996; Berzonsky & ”
Identity Formation in Early and Middle Adolescents From Various Ethnic Groups: From Three Dimensions to Five Statuses (2008, background): “In other words, adolescents in this status adopt an informational processing orientation and actively seek out and evaluate self-relevant information in an analytical fashion ( Berzonsky 1989, 2004; Berzonsky and Kuk 2000; Schwartz et al. 2000; Streitmatter 1993).”
Identity styles, dimensions, statuses, and functions: Making connections among identity conceptualizations (2013, background): “Given that the informational and normative styles promote formation of a stable identity, albeit through different mechanisms (Berzonsky, 1989, 2003, 2004), we hypothesized that both of these styles would be positively associated with identity functions.”
Identity-Processing Style, Psychosocial Resources, and Adolescents' Perceptions of Parent-Adolescent Relations (2007, background): “Because a parental emphasis on providing explanations and responding to questions and feedback from adolescents should encourage the adoption of an informational style (Berzonsky, 2004b), we predicted that an informational style would be positively associated with open communication and disclosure.”
Identity styles and academic achievement: mediating role of academic self-efficacy (2009, methodology): “Based on Berzonsky (2004a, 2008) ; Jakubowski and Dembo (2004), we predict that the relation between informational identity style and academic achievement is positive, because individuals with informational identity style engage actively in self-exploration, self-regulated learning and rational pro”
A Social-Cognitive Perspective on Identity Construction (2011, background): “Strength of identity commitment has been found to be uniquely positively correlated with both the informational and normative styles and negatively associated with diffuse-avoidance (e.g., Berzonsky, 1989a, 1990, 2003, 2004a, 2008a ).”