Identity Status, Identity Processing Style, and the Transition to University

By M. Berzonsky, Linda S. Kuk. 2000

348 citations recorded by the source corpus.

Subfields: Demography, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/18960007a6d9d1b19d87696a599cfff9596e486e

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In Demography

In Developmental and Educational Psychology

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Citations in the corpus

Adolescent Identity Formation: Religious Exploration and Commitment (2001, background): “These patterns generally parallel the diffuse–avoidant style of information processing described by Berzonsky and Kuk (2000).”
Time perspective and identity formation: Short-term longitudinal dynamics in college students (2010, background): “…these individuals can experience well-being, they have been found to score low on measures of experiential openness and empathy, and high on measures of conservatism and prejudice (Berzonsky, 1990, 1992; Berzonsky & Kuk, 2000; Soenens, Berzonsky, et al., 2005; Soenens, Duriez, et al., 2005).”
Identity styles and causality orientations: in search of the motivational underpinnings of the identity exploration process (2005, background): “Research indicates that adolescents with a normative identity style are firmly committed, and they possess a well defined sense of educational purpose (Berzonsky, 2003; Berzonsky & Kuk, 2000 ).”
Information-oriented identity processing, identity consolidation, and well-being: The moderating role of autonomy, self-reflection, and self-rumination (2007, methodology): “In line with this idea, the use of an information-oriented style was found to relate to identity consolidation (Berman, Schwartz, Kurtines, & Berman, 2001), agency ( Berzonsky & Kuk, 2000 ), adaptive coping (Berzonsky, 1992a), and self-esteem (Nurmi, Berzonsky, Tammi, & Kinney, 1997).”
Parental Influences on Young Women’s Certainty about Their Career Aspirations (2007, background): “Identity formation has been shown to continue into the early adult years ( Berzonsky & Kuk, 2000; Ferrari, Wolfe, Wesley, Schoff, & Beck, 1995) and is conceptualized as a life long process (see Schwartz, 2001, for a review).”
Personality, identity styles and authoritarianism: an integrative study among late adolescents (2006, background): “…tend to apply the normative identity style, and that individuals in the diffusion status tend to adopt a diffuse/avoidant identity style (Berman, Schwartz, Kurtines, & Berman, 2001; Berzonsky & Kuk, 2000; Berzonsky & Niemeyer, 1994; Streitmatter, 1993; Schwartz, Mullis, Waterman, & Dunham, 2000).”
Transition from high school to university: a person-centered approach to academic achievement (2016, background): “A substantial lens through which to understand the thoughtless profile might also be found in Berzonsky’s identity process style which postulates that students in this profile are more diffuse-avoidant-oriented individuals (Berzonsky and Kuk 2000).”
Identity styles, dimensions, statuses, and functions: Making connections among identity conceptualizations (2013, neutral): “…is strongly related to foreclosure, and that the diffuse/avoidant style is positively related to diffusion (Adams, Berzonsky, & Keating, 2006; Berzonsky, 1989; Berzonsky & Kuk, 2000; Berzonsky & Neimeyer, 1994; Krettenauer, 2005; Schwartz, Mullis, Waterman, & Dunham, 2000; Streitmatter, 1993).”
Identity style, psychosocial maturity, and academic performance. (2005, background): “…epistemic style, a high need for cognition, cognitive complexity, planful decision making, conscientiousness, experiential openness, and identity achievement (Berzonsky, 1990; Berzonsky & Kuk, 2000; Berzonsky & Neimeyer, 1994; Berzonsky & Sullivan, 1992; Dollinger, 1995; Streitmatter, 1993).”
Developing Who I Am: A Self-Determination Theory Approach to the Establishment of Healthy Identities (2009, background): “Thus, informational styles are associated with high levels of exploration and characterize those who are either in the process of forming a commitment (moratorium) or who have achieved a more coherent identity (Berzonsky & Kuk, 2000; Berzonsky & Neimeyer, 1994).”
Identity Style, Parental Authority, and Identity Commitment (2004, methodology): “been found to be conscientious and purposeful but highly structured and closed to information that might conflict with their personal beliefs and values (Berzonsky and Kinney, 1995; Berzonsky and Kuk, 2000; Berzonsky and Sullivan, 1992; Dollinger, 1995).”
Identity styles and academic achievement: mediating role of academic self-efficacy (2009, background): “They display high levels of conscientiousness, have a crystallized self-theory composed of change-resistance, have a rather low degree of emotional independence and their educational objectives are controlled by others (Berzonsky and Kuk 2005; Nurmi et al. 1997; Berzonsky and Kuk 2000; Berzonsky 1”
Relationship Between Identity Processing Style and Academic Success in Undergraduate Students (2003, background): “According to Berzonsky & Kuk (2000), normative individuals’ sense of academic purpose may be more externally based and inflexible.”
Identity processing style, self-construction, and personal epistemic assumptions: A social-cognitive perspective (2004, background): “Generally, use of both informational and normative styles is positively associated with firm goals, commitments, a sense of direction and purpose, and relatively effective behaviour (Adams et al., 2002; Berzonsky, 1998, 2003; Berzonsky & Kuk, 2000; Dollinger, 1995).”
Identity Formation and Parent-Child Value Congruence in Adolescence. (2004, background): “The informational identity style, which characterizes the high-exploration statuses ( Berzonsky & Kuk, 2000 ), is also associated with high openness to experience (Dollinger, 1995).”