The purpose of this study was to explore in greater depth the identity formation processes in Italian university students starting from previous studies that have provided support for a “postponed Identity”. Given the particular socio-economic difficulties of the Italian context, especially occupational uncertainty, this study assumes that the years of university for Italian students are rather like a time of standby, a period when students are allowed to remain in moratorium (institutionalized) or diffusion statuses and disengage from tasks related to personal and professional identity consolidation. For this purpose, the study focuses initially on the person-centred approach by measuring identity statuses in students attending the first 2 years of university and in students attending the fourth and fifth years of university. Subsequently, it focuses on the first 2 years of university through an event-focused approach, exploring narrative accounts of memorable daily life events perceived as important for identity construction, and to deepen our understanding of the subjective dimension of personal changes. Based on five identity dimensions, the cluster analysis indicated that six identity statuses could be extracted for both students groups: achievement, foreclosure, moratorium, diffused diffusion, carefree diffusion and undifferentiated. Each of these clusters revealed a distinct profile in terms of narrative universes of meaning. The study explored associations between narratives, reflecting a particular focus on the identity content and identity statuses. Suggestions for future research and limitations are discussed.
This is a preview of subscription content, log in to check access.
Buy single article
Instant access to the full article PDF.
Price includes VAT for USA
Subscribe to journal
Immediate online access to all issues from 2019. Subscription will auto renew annually.
This is the net price. Taxes to be calculated in checkout.
Adams, G. R., Berzonsky, M. D., & Keating, L. (2006). Psychosocial resources in first-year university students: The role of identity processes and social relationships. Journal of Youth and Adolescence, 35, 81–91. doi:10.1007/s10964-005-9019-0.
Adams, G. R., & Marshall, S. (1996). A developmental social psychology of identity: Understanding the person in context. Journal of Adolescence, 19, 1–14. doi:10.1006/jado.1996.0041.
Alaszewki, A. (2006). Using diaries for social research. London: Sage.
Aleni Sestito, L., Parrello, S., Nasti, M., & Sica, L. S. (2009). Il posto degli altri nel racconto di sé. L’identità relazionale nel passaggio dalla scuola al mondo universitario/lavorativo. GIPO, Giornale Italiano di Psicologia dell’Orientamento, 10, 19–35.
Aleni Sestito, L., & Sica, L. S. (2010b). La formazione dell’identita’ nella transizione dalla scuola superiore all’universita’: dimensioni processuali e stili. Rassegna di Psicologia (Psychology Rewiew), 3, 59–82.
Aleni Sestito, L., & Sica, L. S. (2014). Identity formation of Italian emerging adults living with parents: A narrative study. Journal of Adolescence. 10.1016/j.adolescence.2014.02.013.
Aleni Sestito, L., Sica, L. S., & Nasti, M. (2009). Sentire, Ricordare, Dare senso e volere…” Dimensioni emotive e temi di sviluppo dell’identità narrativa dei giovani in transizione dalla scuola all’università. Psicologia Scolastica (School Psychology), 8(1), 57–85.
Aleni Sestito, L., & Sica, L. S. (2010). Uncertainty and disturbance? Emotional dimensions of the redefinition of identity in emerging adults. The 12th biennial conference of the European association for research on adolescence. Medimond–Monduzzi Editore International Proceedings Division (pp. 71–75).
Aleni Sestito, L., Sica, L. S., & Ragozini, G. (2011). I primi anni dell’università: processi di definizione dell’identità tra confusione e consolidamento. Journal of Developmental Psychology, 99, 20–33.
Aleni Sestito, L., Sica, L. S., Nasti, M. (2013). The generation of youth without work: Transitions to adulthood in conditions of precariousness, unemployment and underemployment. Researches of Pychology, 3, 411–444.
Aleni Sestito, L., Sica, L. S., Ragozini, G., Porfeli, E., Weisblat, G., & Di Palma, T. (2015). Vocational and overall identity: A person-centered approach in Italian university students. Journal of Vocational Behavior, 91, 157–169.
Alisat, S., & Pratt, M. W. (2012). Characteristics of young adults’ personal religious narratives and their relation with the identity status model: A longitudinal, mixed methods study. Identity, 12, 29–52.
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 469–480.
Arnett, J. J. (2004). Emerging adulthood: The winding road from the late teens through the twenties. Oxford: University Press.
Arnett, J. J. (2007). Emerging adulthood: What is it, and what is it good for? Child Development Perspectives, 1(2), 68–73. doi:10.1111/j.1750-8606.2007.00016.x.
Barber, B. K., Maughan, S. L., & Olsen, J. A. (2005). Patterns of parenting across adolescence. In J. G. Smetana (Ed.), New directions for child development: Changes in parental authority during adolescence. San Francisco: Jossey-Bass.
Berzonsky, M. D. (1989). Identity style: Conceptualization and measurement. Journal of Adolescent Research, 4(3), 268–282.
Berzonsky, M. D. (2004). Identity processing style, self-construction, and personal epistemic assumptions: A social-cognitive perspective. European Journal of Developmental Psychology, 1, 303–315. doi:10.1080/17405620444000120.
Berzonsky, M. D., & Kuk, L. S. (2000). Identity status, identity processing style, and the transition to university. Journal of Adolescent Research, 15(1), 81–98.
Beyers, W., & Goossens, L. (2008). Dynamics of perceived parenting and identity formation in late adolescence. Journal of Adolescence, 31(2), 165–184.
Blos, P. (1967). The second individuation process of adolescence. Psychoanalytic Study of the Child, 22, 162–186.
Blos, P. (1979). The adolescent passage. New York: International Universities Press.
Boeri, T., & Galasso, V. (2007). Contro I giovani. Come l’Italia sta tradendo le nuove generazioni. Milano: Mondadori.
Bolger, N., Davis, A., & Rafaeli, E. (2003). Diary methods: Capturing life as it is lived. Annual Review of Psychology, 54, 579–616. doi:10.1146/annurev.psych.54.101601.145030.
Bosma, H. A., & Kunnen, E. S. (2001). Determinants and mechanisms in ego identity development: A review and synthesis. Developmental Review, 21, 39–66. doi:10.1006/drev.2000.0514.
Bosma, H. A. (1992). Identity in adolescence: Managing commitments. In G. R. Adams, R. Montemayor & T. P. Gullota (Eds.), Advances in adolescent development: Adolescent identity formation (pp. 91–121). Newbury Park: Sage.
Brewer, W. F. (1988). Memory for randomly sampled autobiographical events. In U. Neisser & E. Winograd (Eds.), Remembering reconsidered: Ecological and traditional approaches to the study of memory (pp. 21–90). Cambridge: Cambridge University Press.
Brockmeier, J. (2004). Possible lives. In M. Bamberg & A. Molly (Eds.), Considering counter-narratives (pp. 323–333). Philadelphia: John Benjamins Publishing.
Bruner, J. S. (1986). Actual minds, possible world. Cambridge, MA: Harvard University Press.
Bruner, J. S. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Bruner, J. S. (1993). The autobiographical process. In R. Folfenflik (Ed.), The culture of autobiography: Construction of self-representation (pp. 38–56). Standford: Standford University press.
Bruner, J. S. (1995). Self reconsidered: Five conjectures. Paper presented at the annual meeting of the society for philosophy and psychology. State University of New York at Stony Brook, New York.
Chanal, V., & Moscarola, J. (1998). The language of theory and the language of action: Lexical analysis of an action research on innovation. Proceedings from the 4th international conferences on the statistical analysis of textual data (pp. 205–220). Lausanne: Swiss Federal Institute of Technology.
Côté, J. E., & Levine, C. (1988). The relationship between ego identity status and Erikson's notions of institutionalized moratoria, value orientation stage, and ego dominance. Journal of Youth and Adolescence, 17(1), 81–99.
Côté, J. E., & Levine, C. (2002). Identity formation, agency, and culture: A social psychological synthesis. Mahwah, NJ: Lawrence Erlbaum.
Crocetti, E., Klimstra, T., Keijsers, L., Hale, W. W. III, & Meeus, W. (2009). Anxiety trajectory classes and identity development in adolescence: A five-wave longitudinal study. Journal of Youth and Adolescence, 38(6), 839–849.
Crocetti, E., Luyckx, K., Scrignaro, M., & Sica, L. S. (2011). Identity formation in Italian emerging adults: A cluster-analytic approach and associations with psychosocial functioning. European Journal of Developmental Psychology, 8, 558–572. doi:10.1080/17405629.2011.576858.
Crocetti, E., Palmonari, A. (2011). When the plural is a must: The multifaceted paths of adolescents and young people. Zancan Studies, 5, 25–40.
Crocetti, E., Rabaglietti, E., & Sica, L. S. (2012). Personal Identity in Italy. New Directions for Child and Adolescent Development, 138, 87–102. doi:10.1002/cad.20023.
Crocetti, E., Rubini, M., Luyckx, K., & Meeus, W. (2008). Identity formation in early and middle adolescents from various ethnic groups: From three dimensions to five statuses. Journal of Youth and Adolescence, 37, 983–996. doi:10.1007/s10964-007-9222-2.
Crocetti, E., Schwartz, S., Fermani, A., Klimstra, T., & Meeus, W. (2012). A cross-national study of identity statuses in Dutch and Italian adolescents: Status distributions and correlates. European Psychologist, 17, 171–181.
Crocetti, E., Schwartz, S., Fermani, A., & Meeus, W. (2010). The Utrecht-management of identity commitments scale (U-MICS): Italian validation and cross-national comparisons. European Journal of Psychological Assessment, 26(3), 169–183. doi:10.1027/1015-5759/a000024.
De Cuyper, N., & De Witte, H. (2006). The impact of job insecurity and contract type on attitudes, well-being and behavioural reports: A psychological contract perspective. Journal of Occupational and Organizational Psychology, 79, 395–409. doi:10.1348/096317905X53660.
De Cuyper, N., & De Witte, H. (2007). Job insecurity in temporary versus permanent workers: Associations with attitudes, well-being, and behaviour. Work and Stress, 21, 65–84. doi:10.1080/02678370701229050.
Di Palma, T., Sica, L. S., & Aleni Sestito, L. (2014). L’Identità narrativa nella transizione dalla scuola all’università: percorsi accidentati. Giornale Italiano di Psicologia dell’Orientamento, 14(3), 37–45.
Eccles, J. S., & Roeser, R. W. (2003). Schools as developmental contexts. In G. Adams (Ed.), Handbook of adolescence (pp. 129–148). Oxford: Blackwell.
Elkind, D. (1979). The child and society, essays in applied child development. New York: Oxford University Press.
Elkind, D. (1985). Egocentrism redux. Developmental Review, 5, 218–226. doi:10.1016/0273-2297(85)90010-3.
Elliott, H. (1997). The use of diaries in sociological research on health experience. Sociological Research Online, 2(2). http://www.socresonline.org.uk/socresonline/2/2/7.html.
Erikson, E. H. (1968). Identity, youth, and crisis. New York: Norton.
Fivush, R., Bohanek, J. G. & Zaman, W. (2011). Personal and intergenerational narratives in relation to adolescents’ well-being. In T. Habermas (Ed.), The development of autobiographical reasoning in adolescence and beyond. New directions in child and adolescent development (pp. 45–57). Hoboken, NJ: Wiley. doi:10.1002/cd.288.
Fivush, R., Haden, C. A., & Reese, E. (2006). Elaborating on elaborations: Maternal reminiscing style and children’s socio-emotional outcome. Child Development, 77, 1568–1588.
Fivush, R., & Nelson, K. (2004). Culture and language in the emergence of autobiographical memory. Psychological Science, 15, 573–577. doi:10.1111/j.0956-7976.2004.00722.x.
Ford, D. H., & Lerner, R. M. (1992). Developmental systems theory: An integrative approach. London: Sage.
Gore, P. (2000). Cluster analysis. In H. Tinsley & S. Brown (Eds.), Handbook of applied multivariate statistics and mathematical modeling. New York: Academic Press.
Grazzani Gavazzi, I., & Duncan, E. (2004). Emozioni a valenza positiva e compiti di sviluppo in adolescenza. Età Evolutiva, 78, 14–26.
Grazzani Gavazzi, I., & Ornaghi, V. (2007). La narrazione delle emozioni in adolescenza. Milano: McGraw-Hill.
Grotevant, H. D., & Cooper, C. R. (1985). Patterns of interaction in family relationships and the development of identity exploration in adolescence. Child Development, 56(2), 415–428.
Habermas, T., & Bluck, S. (2000). Getting a life: The emergence of the life story in adolescence. Psychological Bulletin, 126, 748–769. doi:10.1037//0033-2909.126.5.748.
Iborra, A. (2007). A content analysis of narratives from a categorical and holistic point of view to study changes after a rite of passage. In M. Watzlawick & A. Born (Eds.), Capturing identity: Quantitative and qualitative methods (pp. 39–52). Lanham, MD: University Press of America.
Iezzi, M., & Mastrobuoni, T. (2010). Gioventù sprecata. Bari: Editori Laterza.
Iida, M., Shrout, P. E., Laurenceau, J. P., & Bolger, N. (2012). Using diary methods in psychological research. In H. Cooper (Eds.), APA handbook of research methods in psychology. Washington, DC: American Psychological Association.
Ingoglia, S., & Allen, J. P. (2010). Autonomia e connessione nella relazione genitori-adolescenti. Una procedura d’osservazione delle interazioni familiari. Milano: Unicopli.
Jensen, M., Kristiansen, I., Sandbekk, M., & Kroger, J. (1998). Ego identity status in cross-cultural context: A comparison of Norwegian and United States university students. Psychological Reports, 83, 455–460.
Kaplan, A., & Flum, H. (Eds.). (2009). Special issue: Motivation and identity. Educational Psychologist, 44(2), 73–77.
Kroger, J. (1997). Gender and identity: The intersection of structure, content, and context. Sex Roles, 36, 747–770.
Kroger, J. (1998). Adolescence as a second separation-individuation process: Critical review of an object relations approach. In E. Skoe & A. von der Lippe (Eds.), Personality development in adolescence: A cross national life-span perspective. London: Routledge.
Kroger, J. (2004). Identity in adolescence: The balance between self and other (3). London: Routledge.
Kroger, J. (2007). Identity development: Adolescence through adulthood (2). Thousand Oaks, CA: Sage.
Kunnen, E., & Bosma, H. (2000). Development of meaning making: A dynamic systems approach. New Ideas in Psychology, 18(1), 57–82. doi:10.1016/S0732-118X(99)00037-9.
Lancia, F. (2004). Strumenti per l’Analisi dei Testi. Introduzione all’uso di T-LAB. Milano: Franco Angeli.
Lannegrand, W. L., & Bosma, H. A. (2006). Identity development-in-context: The school as an important context for identity development. Identity, Journal of Theory and Research, 6(1), 85–113.
Lerner, G. H. (1993). Collectivities in action: Establishing the relevance of conjoined participation in conversation. Text, 13(2), 213–245. doi:10.1515/text.1.19220.127.116.11.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Livi Bacci, M. (2008). Avanti giovani, alla riscossa. Bologna: Il Mulino.
Low, J. M., Akande, D., & Hill, C. (2005). A cross-cultural comparison of identity development: South Africa and the United States. Identity: An International Journal of Theory and Research, 5, 303–314.
Luyckx, K., Goossens, L., & Soenens, B. (2006). A developmental contextual perspective on identity construction in emerging adulthood: Change dynamics in commitment formation and commitment evaluation. Developmental Psychology, 42, 366–380. doi:10.1037/0012-1618.104.22.1686.
Luyckx, K., Schwartz, S. J., Berzonsky, M. D., Soenens, B., Vansteenkiste, M., Smits, I., & Goossens, L. (2008). Capturing ruminative exploration: Extending the four-dimensional model of identity formation in late adolescence. Journal of Research in Personality, 42, 58–82. doi:10.1016/j.jrp.2007.04.004.
Luyckx, K., Soenens, B., Goossens, L., & Vansteenkiste, M. (2007). Parenting, identity formation, and college adjustment: A mediation model with longitudinal data. Identity, 7(4), 309–330. doi:10.1080/15283480701600785.
Marcia, J. E. (1966). Development and validation of ego identity status. Journal of Personality and Social Psychology, 3, 551–558.
Marcia, J. E. (1993). The ego identity status approach to ego identity. In J. E. Marcia, A. S. Waterman, D. R. Matteson, S. L. Archer, & J. L. Orlofsky (Eds.), Ego identity (pp. 3–21). New York: Springer.
McAdams, D. P., Josselson, R., & Lieblich, A. (Eds.). (2001). Turns in the road: Narrative studies of lives in transition. Washington, DC: APA.
McAdams, D. P. (1993). The stories we live by. New York: Harper Collins.
McAdams, D. P., Anyidoho, N. A., Brown, C., Huang, Y. T., Kaplan, B., & Machado, M. A. (2004). Traits and stories: Links between dispositional and narrative features of personality. Journal of Personality, 72, 761–784. doi:10.1111/j.0022-3506.2004.00279.x.
McAdams, D. P., Reynolds, J., Lewis, M., Patten, A. H., & Bowman, P. J. (2001). When bad things turn good and good things turn bad: Sequences of redemption and contamination in life narrative and their relation to psychosocial adaptation in midlife adults and in students. Personality and Social Psychology Bulletin, 27(4), 474–485. doi:10.1177/0146167201274008.
McLean, K. C., Breen, A., & Fournier, M. A. (2010). Adolescent identity development: Narrative meaning-making and memory telling. Journal of Research on Adolescence, 20, 166–187. doi:10.1037/0012-1622.214.171.1243.
McLean, K. C., & Pasupathi, M. (Eds.). (2010). Narrative development in adolescence: Creating the storied self. New York: Springer.
McLean, K. C., & Pasupathi, M. (2012). Processes of identity development: Where I am and how I got there. Identity: An International Journal of Theory and Research, 12(1), 8–28. doi:10.1080/15283488.2011.632363.
McLean, K. C., Pasupathi, M., & Pals, J. L. (2007). Selves creating stories creating selves: A process model of narrative self development in adolescence and adulthood. Personality and Social Psychology Review, 11, 262–278.
McLean, K. C., & Pratt, M. W. (2006). Life’s little (and big) lessons: Identity development and the construction of meaning in the turning point narratives of emerging adulthood. Developmental Psychology, 42, 714–722.
Meeus, W. (1996). Studies on identity development in adolescence: An overview of research and some new data. Journal of Youth and Adolescence, 25, 569–598. doi:10.1007/BF01537355.
Meeus, W. (2001). A three-dimensional measure of identity: The Utrecht-management of identity commitments scale (U-MICS). Unpublished Manuscript, Research Centre Adolescent Development. The Netherlands: Utrecht University.
Meeus, W., Iedema, J., & Maassen, G. H. (2002). Commitment and exploration as mechanisms of identity formation. Psychological Reports, 90, 771–785. doi:10.2466/pr0.2002.90.3.771.
Meeus, W., Van de Schoot, R., Keijsers, L., & Branje, S. (2011). Identity statuses as developmental trajectories. A five-wave longitudinal study in early to middle and middle to late adolescents. Journal of Youth and Adolescence, 41, 1–14. doi:10.1007/s10964-011-9730-y.
Montgomery, M. J., & Coˆte´, J. E. (2003). College as a transition to adulthood. In G. R. Adams & M. D. Berzonsky (Eds.), Blackwell handbook of adolescence. New York: Wiley.
Nelson, K. (1993). The psychological and social origins of autobiographical memory. Psychological Science, 4(1), 7–14.
Oatley, K., & Duncan, E. (1992). Incidents of emotion in daily life. In K. T. Strongman (Ed.), International review of studies on emotion (pp. 249–293). New York: Wiley.
Oatley, K., & Duncan, E. (1994). The experience of emotions in everyday life. Cognition and Emotion, 8, 369–381. doi:10.1080/02699939408408947.
Pasupathi, M., McLean, K. C., & Weeks, T. (2009). To tell or not to tell: Disclosure and the narrative self. Journal of Personality, 77, 1–35. doi:10.1111/j.1467-6494.2008.00539.x.
Pasupathi, M., Wainryb, C., & Twali, M. (2012). Narrative construction of ethnicity-based discrimination and its relationships to ethnic identity exploration and commitment in ethnic majority and minority members. Identity: An International Journal of Theory and Research, 12, 53–73.
Reinert, M. (1986). Un logiciel d’analyse textuelle: ALCESTE. Cahier de l’Analyse del Donées, 3, 187–198.
Reinert, M. (1987). Descending hierarchical classification and context-based lexical analysis : Application to the corpus of poems by A. Rimbaud. Bulletin de Méthodologie Sociologique, 13, 53–90.
Reinert, M. (1993). Les « mondes lexicaux » et leur « logique » à travers l’analyse statistique d’un corpus de récits de cauchemars. Langage et société, 66, 5–37.
Rimé, B., Finkenauer, C., Luminet, O., Zech, E., & Phillipot, P. (1998). Social sharing of emotion: New evidence and new questions. European Review of Social Psychology, 9, 145–189.
Sica, L. S., Aleni Sestito, L. (2016). Between distress and agency: The difficult path of identity consolidation in narratives of young adults unemployed or precarious. Psicologia della salute, 1, 111–131.
Samuolis, J., Layburn, K., & Schiaffino, K. M. (2001). Identity development and attachment to parents in college students. Journal of Youth and Adolescence, 30(3), 373–384.
Schachter, E. P., & Rich, Y. (2011). Identity education: A conceptual framework for educational researchers and practitioners. Educational Psychologist, 46, 222–238. doi:10.1080/00461520.2011.614509.
Schachter, E. P., & Ventura, J. J. (2008). Identity agents: Parents as active and reflective participants in their children’s identity formation. Journal of Research on Adolescence, 18, 449–476.
Schonhardt-Bailey, C. (2005). Measuring ideas more effectively: An analysis of Bush and Kerry’s national security speeches. Political Science & Politics, 38, 701–711.
Schwartz, S. J., Adamson, L., Ferrer-Wreder, L., Dillon, F. R., & Berman, S. L. (2006). Identity status measurement across contexts: Variations in measurement structure and mean levels among White American, Hispanic American, and Swedish emerging adults. Journal of Personality Assessment, 86, 61–76.
Schwartz, S. J., Forthun, L. F., Ravert, R. D., Zamboanga, B. L., Rodriguez, L., Umaña-Taylor, A. J., Filton, B. J., Kim, S. Y., Rodriguez, L., Weisskirch, R. S., Vernon, M., Shneyderman, Y., Williams, M. K., Agocha, V. B., & Hudson, M. (2010). The protective role of identity consolidation against health risk behaviors in college-attending emerging adults. American Journal of Health Behavior, 34, 214–224.
Sica, L. S. (2009). Adolescents in different contexts: The exploration of identity through possible selves. Cognition, Brain, Behavior. An Interdisciplinary Journal, 13(3), 221–252.
Sica, L. S., Aleni Sestito, L., & Ragozini, G. (2014). Identity coping in the first years of university: Identity diffusion, adjustment and identity distress. Journal of Adult Development, 21, 159–172. doi:10.1007/s10804-014-9188-8.
Sica, L. S., Brockmeier, J., & Aleni Sestito, L. (2010). Narrative identity construction in normative and non normative biographical transitions. Psicologia Scolastica, 9(1), 15–37.
Stegarud, L., Solheim, B., Karlsen, M., & Kroger, J. (1999). Ego identity status in cross-cultural context: A replication study. Psychological Reports, 85, 457–461.
Thorne, A., McLean, K. C., & Lawrence, A. (2004). When remembering is not enough: Reflecting on self-defining events in late adolescence. Journal of Personality, 72, 513–542.
Trapnell, P. D., & Campbell, J. D. (1999). Private self-consciousness and the five-factor model of personality: Distinguishing rumination from reflection. Journal of Personality and Social Psychology, 76(2), 284–304. doi:10.1037//0022-35126.96.36.1994.
Vleioras, G., Van Geert, P., & Bosma, H. (2008). Modeling the role of emotions in viewing oneself maturely. New Ideas in Psychology, 26, 69–94.
Waterman, A. S. (1982). Identity development from adolescence to adulthood: An extension of theory and a review of research. Developmental Psychology, 18, 342–358. doi:10.1037//0012-16188.8.131.521.
Waterman, A. S. (1993). Developmental perspectives on identity formation: From adolescence to adulthood. In J. E. Marcia, A. S. Waterman, D. R. Matteson, S. Archer & J. L. Orlofsky (Eds.), Ego identity. New York: Springer.
Waterman, A. S. (1999). Identity, the identity statuses, and identity status development: A contemporary statement. Developmental Review, 19, 591–621. doi:10:016/0273-2297(85)90010-3.
Wintre, M. G., & Morgan, A. S. (2009). Transferring post-secondary schools: Student perceptions, rationales, and experiences. Journal of Adolescent Research, 24(6), 726–749.
Wintre, M. G., & Yaffe, M. (2000). First-year students’ adjustment to university life as a function of relationships with parents. Journal of Adolescent Research, 15, 9–37.
Yip, T., & Cross, W. E. (2004). A daily diary study of mental health and community involvement for three Chinese American social identities. Cultural Diversity and Ethnic Minority Psychology, 10(4), 394–408. doi:10.1037/1099-9809.10.4.394.
Zimmermann, P., & Becker-Stoll, F. (2002). Stability of attachment representations in adolescence: The influence of ego-identity status. Journal of Adolescence, 25, 107–124.
Conflict of interest
The authors declare that they have no conflicts of interest concerning this article.
About this article
Cite this article
Sica, L.S., Luyckx, K., Goossens, L. et al. Identity Statuses and Event-Focused Narratives at University Starting Point in Italy. J Adult Dev 24, 89–108 (2017). https://doi.org/10.1007/s10804-016-9249-2
- Identity statuses
- Event-focused narratives
- University students