Validation of the Serbian Version of the Utrecht-Management of Identity Commitments Scale (U-MICS) in an Adult Population

Rokvić, Nikola; Karataş, Savaş; Crocetti, Elisabetta

doi:10.1080/15283488.2021.1913166

Cited by 6 publications

(5 citation statements)

References 41 publications

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“…Extensive research has documented that each identity process matters for individuals' adaptation (Crocetti, 2018). Commitment has been associated with higher satisfaction with life and overall indices of adjustment (Karaś et al, 2015; Rokvic et al, 2021; Sugimura et al, 2015), while reconsideration of commitment has been found to undermine individuals' well‐being (Hatano et al, 2016; Kaniušonytė et al, 2019), at least until new meaningful commitments are found. Conversely, in‐depth exploration has been conceptualized as a sort of double‐edged sword, linked to both positive (e.g., openness to experience and well‐being; Crocetti et al, 2008; Karaś et al, 2015) and negative outcomes (e.g., symptoms of distress and anxiety; Crocetti et al, 2015) that arise when individuals might start to doubt their current commitments.…”

Section: Introductionmentioning

confidence: 99%

I was, I am, I will be: Identity and time perspective before and during COVID‐19

Bobba

Lynch

Sugimura

et al. 2023

J of Research on Adolesc

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The ways in which youth reach a stable identity, a core developmental task of emerging adulthood, are intertwined with their perceptions of the past, present, and future. Additionally, these dynamics are embedded in and are strongly influenced by the socio‐historical context and concurrent events, such as COVID‐19. This study examines how different groups of emerging adults (university students and workers) engage in identity processes in educational/vocational and interpersonal domains and frame their perspective of time before (N = 299, Mage = 21.90; 51.4% females) and during the pandemic (N = 497; Mage = 23.11; 68.2% females). Significant differences in identity processes and time perspective emerged between the two cohorts. Moreover, significant associations between identity and time perspective were found to be similar across different identity domains and cohorts.

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Section: Introductionmentioning

confidence: 99%

I was, I am, I will be: Identity and time perspective before and during COVID‐19

Bobba

Lynch

Sugimura

et al. 2023

J of Research on Adolesc

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“…Measurement invariance of the U-MICS has also been demonstrated through CFAs. Multiple-group invariance between age groups was shown in the original study (Crocetti et al, 2008) as well as others (Morsünbül et al, 2014;Rokvic et al, 2021), and Crocetti et al (2015) showed invariance across language and gender in 14 European and Asian countries. Longitudinal invariance has also been demonstrated (de Moor et al, 2020;den Boer et al, 2021).…”

Section: Measurement Propertiesmentioning

confidence: 75%

An item response theory analysis of two frequently used measures of identity development.

Johnson

Moor²,

Chung³

et al. 2022

Psychological Assessment

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Identity development—exploring options and making commitments—is an important process related to human functioning across the lifespan. An accurate understanding of identity development processes requires precise measures, but commonly used questionnaires have not been subject to intensive psychometric analyses. We investigated the psychometric properties of two such measures, the Utrecht Management of Identity Commitments Scale and the Dimensions of Identity Development Scale. Previous analyses have treated the response scales as interval rather than ordinal, which may not be reasonable given the measures’ Likert-type response scales. Accordingly, we evaluated their measurement precision by conducting multidimensional item response theory analyses of data from six studies of secondary and postsecondary students in The Netherlands and the United States (total N = 4,844; 36.00% boys/men, 63.07% girls/women; 0.02% nonbinary or missing gender data; 62.39% completed the measure in Dutch, 37.61% in English; 52.66% postsecondary school; 47.34% secondary school; racial, ethnic, and nationality information varied across studies). Graded response models showed that a limited range of the latent attributes was precisely measured, and the quality of items varied considerably. The measures functioned mostly similarly between gender groups, but there was substantial differential item functioning based on school level and language of the measure. We originally sought to create shortened versions, but the shortened versions provided no improvement over the low quality of the longer versions. Our analyses suggest that reflection on what these identity processes entail is needed, to develop new items that address different manifestations of the attributes under consideration.

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“…Furthermore, another interesting result that emerged from this study was that adolescents who did not implement any sleep-recovery strategy during the weekend presented lower levels of in-depth exploration, compared to the group with a large amount of catchup sleep but not social jetlag. In-depth exploration has been conceptualized as a sort of double-edged sword, linked to both positive (e.g., openness to experience, social responsibility) [21,35] and negative outcomes (e.g., lower self-esteem, higher symptoms of distress and anxiety) [36,37], which arise when individuals might start to doubt their current commitments. The results of this study add to this evidence by showing that a higher level of in depth-exploration was present in adolescents with a higher level of sleep compensation during the weekend, compared to adolescents who did not report a large number of sleep-recovery strategies.…”

Section: Discussionmentioning

confidence: 99%

The Association between Sleep Patterns, Educational Identity, and School Performance in Adolescents

et al. 2023

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Adolescents’ school experience can be developmentally related to adolescents’ sleep. This study aimed to understand how sleep patterns (i.e., sleep duration and sleep-schedule) and weekend sleep-recovery strategies (i.e., social jetlag and weekend catch-up sleep) are associated with adolescents’ school experience (i.e., educational identity and school performance). Moreover, the differences in the school experiences between adolescents with different numbers of weekend-sleep-recovery strategies were assessed. For this purpose, 542 Italian adolescents (55.2% females, mean age 15.6 years) wore an actigraph for one week. After the actigraphic assessment, questionnaires on educational identity and school performance were administered. Results showed that short sleep-duration, later bedtime during weekdays and weekends, and a higher amount of social jetlag were negatively associated with school performance. Furthermore, adolescents who did not use any sleep-recovery strategy during the weekend presented lower levels of educational in-depth exploration compared to adolescents with higher levels of catch-up sleep but not social jetlag. These data pointed out a potentially detrimental role of social jetlag on school performance and differences in identity processes between adolescents who used and those who did not use sleep-recovery strategies, which could affect adolescents’ psychosocial adjustment.

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Validation of the Serbian Version of the Utrecht-Management of Identity Commitments Scale (U-MICS) in an Adult Population

Cited by 6 publications

References 41 publications

I was, I am, I will be: Identity and time perspective before and during COVID‐19

I was, I am, I will be: Identity and time perspective before and during COVID‐19

An item response theory analysis of two frequently used measures of identity development.

The Association between Sleep Patterns, Educational Identity, and School Performance in Adolescents

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