Identity style, psychosocial maturity, and academic performance.
By M. Berzonsky, Linda S. Kuk. 2005
205 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/a093877272f41b9c4a980cae1c9a9628b7a7545b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- W. Meeus
- Susan J T Branje
- Sherry L. Beaumont
- Masomeh Farsinejad
- Mehrnaz Shahraray
- Ali Asgary
- E. Hejazi
- J. La Guardia
In Experimental and Cognitive Psychology
- W. Meeus
- Susan J T Branje
- Sherry L. Beaumont
- Masomeh Farsinejad
- Mehrnaz Shahraray
- Ali Asgary
- E. Hejazi
- J. La Guardia
Citations in the corpus
- Identity Processing and Personal Wisdom: An Information-Oriented Identity Style Predicts Self-Actualization and Self-Transcendence (2009, background): “Second, research has revealed that individual differences in social-cognitive identity processing styles predict differential patterns of psychosocial adjustment (e.g., Berzonsky & Kuk, 2005).”
- A Social-Cognitive Perspective on Identity Construction (2011, background): “Evidence indicates that, by age 18 at the latest, most normal late adolescents are capable of utilizing the strategies that underpin the three styles (Berzonsky & Ferrari, 1996; Berzonsky & Kuk, 2005 ).”
- Identity styles and academic achievement: mediating role of academic self-efficacy (2009, background): “In addition, feeling of inconsistency, which is associated with ineffective cognitive strategy use, and lack of educational purpose (Nurmi et al. 1997; Berzonsky and Kuk 2005 ), leads to a decrease in academic achievement.”
- Identity-Processing Style, Psychosocial Resources, and Adolescents' Perceptions of Parent-Adolescent Relations (2007, methodology): “Consistent with this view, the IQ and SAT scores of university students with different identity styles have not been found to differ significantly (Berzonsky & Ferrari, 1996; Berzonsky & Kuk, 2005).”
- Developing Who I Am: A Self-Determination Theory Approach to the Establishment of Healthy Identities (2009, background): “The pattern that emerges from this research is that those who are typically diffuseavoidant do worse on all counts, whereas those who employ an informational-processing style are able to adjust quite readily and successfully to the tasks at hand (see Berzonsky & Kuk, 2005, for review).”