Identity in university students: The role of parental and romantic attachment^☆

Abstract

In this study with 236 Portuguese university students, we examined two competing models for understanding identity. In the first model, the direct independent effects of parental and romantic attachment on identity were tested. The second model examined the mediating role of romantic attachment representations in the link between parental attachment and identity. The participants completed measures of parental and romantic attachment at the beginning of the freshman year (Wave 1), and a measure of identity development 18 months later (Wave 2). Structural equation modeling for the independent model indicated that identity is exclusively predicted by romantic attachment at this life stage, and not by parental attachment. Regarding the second model, our mediational hypothesis was supported, since the association between parental attachment and identity was totally mediated by romantic attachment representations. Both models presented adequate indices of adjustment, and provided a complementary understanding of the differential role that romantic relations play in contributing to explaining identity development.

The role of romantic attachment security and dating identity exploration in understanding adolescents' sexual attitudes and cumulative sexual risk‐taking

“…Looking across these theories, some scholars argue that identity and intimacy development co‐occur during adolescence (Montgomery, 2005; Pittman et al., 2011). Indeed, research shows that an adolescent's feelings of closeness, support, or security within close relationships, whether family, peer or romantic, are associated with efforts to form an identity (Avila, Cabral, & Matos, 2012; Kerpelman et al., 2012; Pittman, Kerpelman, Soto, & Adler‐Baeder, 2012). Other studies show an association between psychosocial intimacy and identity constructs (e.g., Archer & Grey, 2009; Montgomery, 2005).…”

Authenticity in relationships: Predicting caregiving and attachment in adult romantic relationships.

“…Responses are provided on a 6-point Likert scale ranging from 1 ( totally disagree ) to 6 ( totally agree ). Several studies have established that the RAQ has strong psychometric properties (e.g., Ávila, Cabral, & Matos, 2012; Oliveira, & Costa, 2009). Ávila et al (2012) found strong and expected links between the RAQ and the widely used Experiences in Close Relationships Scale (ECR; Brennan, Clark, & Shaver, 1998).…”

Aceptación de la Institución Universitaria desde el Punto de Vista del Alumnado

“…El sentimiento de aceptación institucional del sistema educativo (Black et al, 2009;Vorwek, 2009) constituye la lógica explicativa de estas percepciones por diversas razones: primero, la población de estudiantes que accede a la educación superior ha interiorizado la necesidad de continuidad en etapas progresivas en el sistema (Ávila, Cabral,& Matos, 2012). También, el flujo institucional del sistema educativo conserva rutinas y regulaciones, aceptadas por estudiantes, en referencia a la enseñanza, dependencia respecto al conocimiento del docente, valoración de la reproducción de contenidos y valoración de la calificación como indicativo de éxito escolar (Ounjit, 2012).…”