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Identity status in high school students: Critique and a revised paradigm

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Abstract

The validity of applying the Marcia identity status paradigm to study of high school students is examined. Uncritical categorization of young adolescents into the identity statuses originally validated upon university students raises various issues. A revised paradigm for study of identity style among high school students is presented. It is suggested that the issues raised—the validity of measures for varying age groups and the role of environmental demands—are related to the eventual formulation of a life-span conceptualization of identity style.

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Authors and Affiliations

  1. Research Officer, Ontario Institute for Studies in Education, USA

    Dennis Raphael

Authors
  1. Dennis Raphael
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  2. Helga G. Xelowski
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Additional information

Received his Ph.D. from University of Toronto. Research interests are life-span developmental psychology and adolescent behavior.

Received B. A. from the Northeastern Illinois University.

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Raphael, D., Xelowski, H.G. Identity status in high school students: Critique and a revised paradigm. J Youth Adolescence 9, 383–389 (1980). https://doi.org/10.1007/BF02087676

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  • DOI: https://doi.org/10.1007/BF02087676

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