The Role of Goal Orientation in Emerging Adult Identity Processing Styles
Bibliographic Data
| ID | 18992500 |
|---|---|
| Authors | Lauren A Milner (University of Arkansas at Fayetteville, corresponding author), Joseph R Ferrari (DePaul University) |
| Year | 2010 |
| Volume | 10 |
| Issue | 4 |
| Pages | 270-283 |
| Publication date | 2010-10-29 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Identity (JOURNAL) |
| Journal identifiers | ISSN: 1528-3488 • E-ISSN: 1532-706X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15283488.2010.523645 |
| OpenAlex | W2075290436 |
| Language | EN |
| Citations received | 2 |
| References cited | 32 |
Universities are considered to be settings for students to develop and transform themselves during emerging adulthood. A total of 1,236 university students (774 women, 462 men; M age = 21.54 years, SD age = 5.23 years) participated in a study examining the relation between students' identity processing style and goal orientation. Results indicated that an information-oriented identity style was associated with a mastery goal orientation, whereas a normative-oriented identity processing style was predictive of a greater concern with performance goals. The diffusion/avoidant identity style was not strongly related to any goal orientation. In addition, results showed that students in their junior or senior year in school (independent of social desirability tendencies) were more often classified as information oriented in their identity style compared with students in their freshman or sophomore year in school
Developmental psychology · Goal Orientation · Normative · Career Development and Diversity · Education, Achievement, and Giftedness · Identity, Memory, and Therapy · Psychology · Social Psychology
Childhood and society
Achievement goals in the classroom
Goal Theory, Motivation, and School Achievement
Approach and avoidance motivation and achievement goals
Achievement motivation
Students' goal orientations and cognitive engagement in classroom activities.
Social Predictors of Changes in Students' Achievement Goal Orientations
Classrooms
A social-cognitive approach to motivation and personality.
Motivational and self-regulated learning components of classroom academic performance.
Validation of a Measure of Learning and Performance Goal Orientations
Reevaluating the Identity Status Paradigm
A Diffuse-Avoidant Identity Processing Style
Toward a Process Model of Identity Formation
Identity Status, Identity Processing Style, and the Transition to University
Varieties of Identity Diffusions and Foreclosures
Self-Identity
Similarities or Differences in Identity Development? The Impact of Acculturation and Gender on Identity Process and Outcome
A hierarchical model of approach and avoidance achievement motivation
Longitudinal study of changes in ego identity status from the freshman to the senior year at college
An Eriksonian measure of personality development in college students
Motivational processes affecting learning
The Problem of Ego Identity
Two-component models of socially desirable responding
Development and validation of ego-identity status
Finding Someone to Be
| Citations per year | 0.5 |
|---|---|
| Citation span | 2022 - 2023 (2) |
| Highly cited | No |