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Tożsamość a regulacja emocji i wsparcie społeczne w okresie adolescencji

100%
Szymańska D.
Kwartalnik Pedagogiczny
|
2016
|
vol. 61(1 (239))
139-155
PL
The article presents selected results of research conducted in a group of students – 136 from lower secondary schools and 180 from upper secondary schools in Wielkopolska Voivodeship. Thanks to data clustering analysis, the following identity statuses were identified: carefree diffusion (33%), moratorium (22%), interception (14%) and achievement (31%). Studies indicated a statistically significant correlation between emotion regulation in the range of nonacceptance of emotional responses and limited access to emotion regulation strategies with all identity dimensions. The research analysis also indicated a statistically significant correlation between social support and mainly following identity dimensions: exploration in breadth, exploration in depth and identification with commitment. Statistically significant differences in emotion regulation and social support dimensions were found between participants characterized by individual statuses.
2

Tożsamość a regulacja emocji i wsparcie społeczne w okresie adolescencji

100%
Szymańska D.
Kwartalnik Pedagogiczny
|
2016
|
issue 1(239)
139-155
EN
The article presents selected results of research conducted in a group of students – 136 from lower secondary schools and 180 from upper secondary schools in Wielkopolska Voivodeship. Thanks to data clustering analysis, the following identity statuses were identified: carefree diffusion (33%), moratorium (22%), interception (14%) and achievement (31%). Studies indicated a statistically significant correlation between emotion regulation in the range of nonacceptance of emotional responses and limited access to emotion regulation strategies with all identity dimensions. The research analysis also indicated a statistically significant correlation between social support and mainly following identity dimensions: exploration in breadth, exploration in depth and identification with commitment. Statistically significant differences in emotion regulation and social support dimensions were found between participants characterized by individual statuses.
3
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Identity status and emotion regulation in adolescence and early adulthood

86%
Jankowski P.
Polish Psychological Bulletin
|
2013
|
vol. 44
|
issue 3
288-298
EN
The article presents the results of a study investigating the links between emotion regulation and identity. The aim of this study was to explore the relationship between the two variables. On the basis of neo-eriksonian theories, an attempt to specify the role of emotion regulation in the process of identity formation was made. The study involved 849 people (544 women, 304 men) aged 14-25. The participants attended six types of schools: lower secondary school, basic vocational school, technical upper secondary school, general upper secondary school, post-secondary school, and university. The research was conducted with the use of two questionnaires: Difficulties in Emotion Regulation Scale (DERS) and Dimensions of Identity Development Scale (DIDS). The analysis of the results points to a partial confirmation of the assumed hypotheses about the differences between people with different identity statuses in respect of the six investigated dimensions of emotion regulation. Also, the hypotheses about the links between the dimensions of emotion regulation and dimensions of identity in the subgroups with different identity statuses were partially confirmed.
4
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Social participation, identity style and identity dimensions in late adolescence among students of three types of vocational schools

86%
Kaczan R., Brzezińska A. I., Wojciechowska J.
Polish Psychological Bulletin
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2013
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vol. 44
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issue 3
310-321
EN
Departing from the model suggested by Luyckx, Schwarz, Berzonsky et al. (2008), the relationships between identity and educational context, social participation, and identity information processing style were investigated. Participants were 972 students from six vocational schools in Poznań. The students, within these six schools, attended Grades I-III of three types of vocational schools: basic vocational schools (n=271), technical upper secondary schools (n=448), and specialized upper secondary schools (n=253). Three questionnaires were used: The Dimensions of Identity Development Scale (DIDS/PL), which measures five identity dimensions according to the concept of Luyckx, Schwarz, Berzonsky et al. (2008), Social Participation Questionnaire, developed by Brzezińska, Rękosiewicz and Hejmanowski (see Rękosiewicz, 2013b), enabling identification of the type of social participation, and the Polish adaptation of M. Berzonsky’s Identity Style Inventory 4 (ISI-4) authored by A. Senejko (2010), to examine identity styles. The results showed that the students from basic vocational schools and technical upper secondary schools were more often characterized by the normative identity style, whereas the students from specialized upper secondary schools manifested a greater tendency to engage themselves in exploration, both adaptive and ruminative.
5
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Eudajmonistyczny dobrostan psychiczny a kształtowanie poczucia tożsamości w sferze edukacyjnej i zawodowej

86%
Karaś D., Kłym M., Cieciuch J.
Psychologia Rozwojowa
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2013
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vol. 18
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issue 1
87–101
EN
The main aim of the research was to empirically verify the model of relationships between the three identity dimensions: commitment, in-depth exploration and reconsideration of commitment, as differentiated in the model proposed by Crocetti, Rubini, and Meeus (2008), and the eudaimonic psychological well-being in the model proposed by Ryff (1989). The participants were 504 students and workers aged 17–55. Two separate models were created: one considered identity formation in educational domain, and the other – in occupational domain. Well-being was introduced to the model as an endogenous variable, explained by the three identity dimensions. In the model with educational identity, the identity dimensions explained 28% of well-being variance, and in the model with occupational identity – 17%. The results obtained highlighted the meaning of identity formation on the way to achieve eudaimonic well-being.
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