The present chapter focuses on a process-oriented approach to personal identity development (Luyckx, Goossens, & Soenens, 2006), strongly grounded in Marcia's (1966) seminal identity status paradigm and extensions of this paradigm. First, we outline the identity status paradigm and some neo-Eriksonian models that have been introduced as extensions of this paradigm (LichtwarckAschoff, van Geert, Bosma, & Kunnen, 2008; Schwartz, 2001). We pay particular attention to integrative theoretical viewpoints that bring together various neo-Eriksonian perspectives on identity and that served as important sources of inspiration for the model we developed. Second, we introduce an integrative model of identity development, focusing on the processes involved in both the formation and the evaluation of identity commitments. The developmental trajectories of the constituting identity dimensions are sketched throughout the emerging adult years, both for the total sample and for distinct classes of individuals. Important antecedents, correlates, and consequences of the identity dimensions are outlined. Third, in an attempt to explain the paradoxical association of identity exploration with both positive and maladaptive psychosocial outcomes, we distinguish between reflective and ruminative components of exploration. Based on this new extended identity model, we empirically derive identity statuses, further validating Marcia's status paradigm. We describe ways in which these identity dimensions and statuses are related to psychosocial and health outcomes in normative (both high school and college students and employees) and clinical populations (such as individuals with a chronic illness). Finally, some suggestions for interventions are provided with a focus on promotion of adaptive exploratory strategies and formation of selfendorsed commitments (Schwartz, Kurtines, & Montgomery, 2005).
The Identity Status Paradigm and its Extensions
Erikson and Marcia as Founding FathersThe identity development model proposed in this chapter is grounded in Erikson's (1950Erikson's ( , 1968) and Marcia's (1966) work (Kroger & Marcia, this volume). Erikson's seminal theory emphasizes identity development as the most prominent developmental task of adolescence, and 2 identity revision as an important developmental task during adulthood (cf. Kroger, 2007). Erikson conceptualized identity as a multidimensional construct tapping into cognitive, moral, cultural, and social aspects and encompassing different levels of analysis (i.e., ego, personal, and social dimensions). For Erikson, identity mainly represents a subjective feeling of sameness and continuity across time and across contexts, and it is best represented by a single bipolar dimension, ranging from identity synthesis to identity confusion. Identity synthesis refers to a reworking of childhood identifications into a larger and self-determined set of ideals, values, and goals, whereas identity confusion represents an inability to develop a workable set of goals and commitments on which to b...
