PubMed · 15690907
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Nelson Fabian. Looking forward and backward!. https://pubmed.ncbi.nlm.nih.gov/15690907/
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A model of identity formation comprising four structural dimensions (Commitment Making, Identification with Commitment, Exploration in Depth, and Exploration in Breadth) was developed through confirmatory factor analysis. In a sample of 565 emerging adults, this model provided a better fit than did alternative two- and three-dimensional models, thereby validating the unpacking of both exploration and commitment. Regression analyses indicated that Commitment Making was significantly related to family context in accordance with hypotheses. Identification with Commitment and both exploration dimensions were significantly related to adjustment and family context, again in accordance with hypotheses. Identification with Commitment was positively related to positive adjustment indicators and negatively to depressive symptoms, whereas Exploration in Breadth was positively related to depressive symptoms and substance use. Exploration in Depth, on the other hand, was positively related to academic adjustment and negatively to substance use. Implications and suggestions for future research are discussed.
A sample of 370 students in the 7th-9th grades in 1998 was followed for 3 years through the 10th-12th grades in order to investigate the relation of "developmental assets"--positive relationships, opportunities, skills, values, and self-perceptions--to academic achievement over time, using actual GPA as the key outcome variable. The greater the number of developmental assets students reported in the 7th-9th grades, the higher their GPA in the 10th-12th grades. Students who stayed stable or increased in their asset levels had significantly higher GPAs in 2001 than students whose asset levels decreased. Increases in assets were significantly associated with increases in GPA. Experiencing in 1998 clusters of specific assets increased by 2-3 times the odds of students having a B+ or higher GPA in 2001. The results offer promising evidence that a broad focus on building the developmental nutrients in young people's lives may contribute to academic success.
This study examined relations between personal strivings and frequency of alcohol, marijuana, and any drug use among college students. Personal strivings are ongoing goals that an individual is characteristically trying to achieve through their behavior. Participants generated lists of personal strivings following standard instructions and then completed an assessment of alcohol and marijuana use and days used any drug (aside from tobacco or medication as prescribed). Personal strivings were coded into content categories by trained raters using a coding manual. Four content categories were examined for this study: achievement, affect regulation, self-presentation, and interpersonal. A series of t-tests revealed that participants' achievement strivings were unrelated to substance use. In contrast, participants endorsing more affect regulation goals used all drugs more frequently. Self-presentation goals were positively associated with alcohol use but unrelated to marijuana or other drug use. Finally, interpersonal goals were associated with higher rates of alcohol use, lower rates of marijuana use, and not related to total use days.