An abundance of research has been conducted on identityformation during adolescence, however, very little is bwwn about the processes that actually drive identity development. Furthermore, limited attention has been paid to the active influence of relationships with parents and peers on identity. Recentl, control theory has-been recognized as a useful framewor*from which to examine the microprocesses involved in identityformation. The purpose of this article is to describe identity development from this microprocess perspective and to extend the Grotevant model of identity formation processes. When applied to identity, control theory brings attennon to such intrapersonal factors as identity standards and self-perceptions, and such interpersonal factors as reflected appraisals and social behaviors as major contrbutors to the process of identity development. Implicationsfor using identty control theory to elaborate the identity statuses, to understand reciprocal identity influences in interpersonal relationships, and to drive methodologies used to exanune identity processes, are offered.

The theories of John Bowlby and Erik Erikson reveal parallels that, together, offer opportunities to examine attachment‐linked working models (secure base representations) as contexts of identity formation. Although the theories are grounded in fundamentally different assumptions, each offers concepts that can enrich the application of the other. One's attachment history serves as a foundation for identity formation. We argue that identity formation is less an individual accomplishment than a co‐construction of an individual with significant others. Hence, attachment histories affect not only one's approach to identity formation but also one's contributions to the identity formation of others. Our review promotes theory building that bridges Bowlby and Erikson and offers new hypotheses.

Romantic relationships matter for adolescents. Experiences in romantic relationships facilitate key areas of personal and interpersonal development, however, problems in romantic relationships and lack of positive role models can lead to increased risk of developing unhealthy relationship patterns that can persist into adulthood. The goals of this applied research project were to examine the effectiveness of a youth‐focused relationships education curriculum, and to use the knowledge gained to inform practices in relationships education for adolescents. Findings from pre and post‐intervention assessments and from two follow‐up surveys provide evidence of program success and offer key insights for the development of an effective model of relationships education tailored for adolescents.

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The present study examined relations of prosocial values and three measures of self-efficacy as predictors of delinquency, risky sex, and drug use in a sample of 2,146 racially diverse adolescents. It also explored moderating effects on the relations between self-efficacy and values on the three problem behaviors. Adolescents with strong prosocial values and self-efficacy reported fewer problem behaviors. Implications for program development and implementation based on differential needs by race and gender are discussed.

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Despite an abundance of literature on the topic of adolescent identity formation, little is known about the relationship between socioeconomic status and identity processes, particularly potential effects of poverty on identity formation. Three correlates of poverty-derogatory self-relevant information (in the form of social stigma, marginalization, and disparate treatment), limitations in opportunity structure, and excessive stress-are hypothesized to circumscribe identity processes in poor adolescents. We present a theory that extends current and historical thinking about identity, culminating in an attempt to explain how and through what processes these correlates might impact identity formation.

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