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Journal articles on the topic 'Identity (Psychology) Adolescence'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Westen, Drew, Ephi Betan, and Jared A. DeFife. "Identity disturbance in adolescence: Associations with borderline personality disorder." Development and Psychopathology 23, no. 1 (2011): 305–13. http://dx.doi.org/10.1017/s0954579410000817.

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AbstractAlthough establishing a coherent identity is often viewed as a normative developmental task of adolescence, an important question is whether forms of identity disturbance seen in adult personality disorders can also be distinguished in adolescents. If so, such disturbances would constitute an essential target for research and clinical interventions. The goal of this study is to investigate the nature of identity disturbance in an adolescent clinical sample and to explore its links with personality pathology, particularly borderline personality disorder. A national random sample of 139

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2

TARRANT, MARK, ADRIAN C. NORTH, MARK D. EDRIDGE, LAURA E. KIRK, ELIZABETH A. SMITH, and ROISIN E. TURNER. "Social identity in adolescence." Journal of Adolescence 24, no. 5 (2001): 597–609. http://dx.doi.org/10.1006/jado.2000.0392.

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3

Becht, Andrik I., Stefanie A. Nelemans, Susan J. T. Branje, Wilma A. M. Vollebergh, and Wim H. J. Meeus. "Daily Identity Dynamics in Adolescence Shaping Identity in Emerging Adulthood: An 11-Year Longitudinal Study on Continuity in Development." Journal of Youth and Adolescence 50, no. 8 (2021): 1616–33. http://dx.doi.org/10.1007/s10964-020-01370-3.

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AbstractAccording to identity theory, short-term day-to-day identity exploration and commitment processes are the building blocks for long-term development of stable commitments in emerging adulthood. This key assumption was tested in a longitudinal study including 494 individuals (43% girls, Mage T1 = 13.31 years, range 11.01–14.86 years) who were followed from adolescence into emerging adulthood, covering ages 13 to 24 years. In the first five years, adolescents reported on their daily identity processes (i.e., commitment, reconsideration and in-depth exploration) across 75 assessment days.

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4

Tsang, Sandra K. M., Eadaoin K. P. Hui, and Bella C. M. Law. "Positive Identity as a Positive Youth Development Construct: A Conceptual Review." Scientific World Journal 2012 (2012): 1–8. http://dx.doi.org/10.1100/2012/529691.

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Identity is a core construct in psychology because it refers to how a person addresses issues dealing with who that person is. Important theorists studying the concept of identity, like Erikson, Marcia, and Higgins, assert that identity is organized,is learned, and is dynamic, and a subjective evaluation of an individual’s identity has emotional consequences for that individual. Adolescents who can cultivate a clear and positive identity after their developmental struggles during adolescence often advance more smoothly into adulthood. This paper reviews literature on the nature and structure o

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5

Clocher, Delphine. "J. Kroger. Identity Development: Adolescence through Adulthood." L’Orientation scolaire et professionnelle, no. 36/3 (September 15, 2007): 465–67. http://dx.doi.org/10.4000/osp.1518.

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6

Anagnostopoulos, Dimitris C., Maria Vlassopoulos, and Helen Lazaratou. "Forced migration, adolescence, and identity formation." American Journal of Psychoanalysis 66, no. 3 (2006): 225–37. http://dx.doi.org/10.1007/s11231-006-9019-1.

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7

Cramer, Phebe. "Identity, Narcissism, and Defence Mechanisms in Late Adolescence." Journal of Research in Personality 29, no. 3 (1995): 341–61. http://dx.doi.org/10.1006/jrpe.1995.1020.

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8

Kalpokienė, Vaida. "PAAUGLIŲ RAIDA IR PSICHIKOS SUTRIKIMAI EGO PSICHOLOGIJOS POŽIŪRIU." Psichologija 31 (January 1, 2005): 75–85. http://dx.doi.org/10.15388/psichol.2005..4337.

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Pastaruoju metu psichodinaminė paradigma vis daugiau dėmesio kreipia į paauglystės amžiaus tarpsnį, manoma, kad čia vykstantys raidos procesai gali būti labai svarbūs psichopatologijos pasireiškimui. Paauglystėje vyksta itin sparti Ego raida, o Ego yra asmenybės darinys, kuris visų pirma atsako už adaptaciją ir psichinę sveikatą (Hartmann, 1964). Todėl straipsnyje daug dėmesio skiriama normaliai Ego raidai paauglystėje, analizuojant tiek klasikinį požiūrį, tiek naujesnę P. Blos (1962) teoriją, taip pat aptariant šiuo metu atliekamus Ego raidos tyrimus, kuriuos galima suskirstyti į tris dideles

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9

Rękosiewicz, Małgorzata. "Identity development in people with mild intellectual disability: A short-term longitudinal study." Current Psychology 39, no. 5 (2018): 1798–807. http://dx.doi.org/10.1007/s12144-018-9880-0.

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Abstract The objective of the study was to diagnose changes in the identity of individuals with mild intellectual disability (ID) in late adolescence and emerging adulthood, comparing them to their non-disabled peers. The dual-cycle model of identity formation of Luyckx et al. was employed (Developmental Psychology, 42, 366–380, 2006). The study included 127 participants living in Poland. Three waves were performed at half-year intervals. The Dimensions of Identity Development Scale in its modified version for people with ID was used (DIDS/PL-1; Rękosiewicz Studia Psychologiczne, 53, 19–31, 20

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10

Blustein, David L., and Donna E. Palladino. "Self and Identity in Late Adolescence." Journal of Adolescent Research 6, no. 4 (1991): 437–53. http://dx.doi.org/10.1177/074355489164005.

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11

Feldman, Brian. "Identity, sexuality and the self in late adolescence." Journal of Analytical Psychology 41, no. 4 (1996): 491–507. http://dx.doi.org/10.1111/j.1465-5922.1996.00491.x.

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12

No authorship indicated. "Review of Identity in Adolescence: Processes and Contents." Contemporary Psychology: A Journal of Reviews 33, no. 7 (1988): 637. http://dx.doi.org/10.1037/030534.

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13

Coatsworth, J. Douglas, Erin Hiley Sharp, Lori-Ann Palen, Nancy Darling, Patricio Cumsille, and Elena Marta. "Exploring adolescent self-defining leisure activities and identity experiences across three countries." International Journal of Behavioral Development 29, no. 5 (2005): 361–70. http://dx.doi.org/10.1177/01650250500166972.

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The developmental processes of identity exploration and formation in adolescence often take place within the context of leisure activities. The discovery model of identity formation proposes that these processes are reflected in part by adolescents' subjective identity-related experiences including personal expressiveness, flow, and goal-directed behaviour (Waterman, 1990, 1993). This model, however, has not been tested with cross-national samples. The purpose of this study was to examine the applicability of this general model of identity-related experiences within self-defining activities fo

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14

Stewart, Marie E. "Cognitive Development and Identity in Adolescence." Adoption & Fostering 11, no. 4 (1987): 21–24. http://dx.doi.org/10.1177/030857598701100407.

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15

Glover, Rebecca J. "Religiosity in Adolescence and Young Adulthood: Implications for Identity Formation." Psychological Reports 78, no. 2 (1996): 427–31. http://dx.doi.org/10.2466/pr0.1996.78.2.427.

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Based on previous correlations between religiosity and descriptions of character traits related to meaning and purpose in life described by Gladding, et al. in 1981, this study hypothesized significant differences in religiosity scores as a function of age. Variables of religious group and gender were also included. Subjects included 147 adolescents and young adults, 70 males and 77 females, largely Caucasian, attending fundamental, moderate, and liberal churches in Central and Northwest Arkansas. A 3 × 3 × 2 analysis of variance yielded significant main effects for age group and religious gro

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16

Meeus, Wim. "The Identity Status Continuum Revisited." European Psychologist 23, no. 4 (2018): 289–99. http://dx.doi.org/10.1027/1016-9040/a000339.

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Abstract. The developmental continuum of identity status has been a topic of theoretical debate since the early 1980’s. A recent meta-analysis and recent studies with dual cycle models lead to two conclusions: (1) during adolescence there is systematic identity maturation; (2) there are two continuums of identity status progression. Both continuums show that in general adolescents move from transient identity statuses to identity statuses that mark the relative endpoints of development: from diffusion to closure, and from searching moratorium and moratorium to closure and achievement. This pat

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17

Cierpka, Anna. "Narrative Identity of Adolescents and Family Functioning." Psychology of Language and Communication 18, no. 3 (2014): 263–79. http://dx.doi.org/10.2478/plc-2014-0018.

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ABSTRACT The paper presents research conducted within the narrative psychology paradigm. Its main purpose was to explore the relationships between features of adolescents’ identity narratives and their assessments of family functioning and themselves as family members. The choice of subject was motivated by current reports on identity formation difficulties in adolescence. Adolescents’ narratives were subjected to quantitative and qualitative analysis. Associations between specific aspects of self-narratives and participants’ perceptions of how their families functioned and how they functioned

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18

Butler-Barnes, Sheretta T., Fatima Varner, Amber Williams, and Robert Sellers. "Academic Identity: A Longitudinal Investigation of African American Adolescents’ Academic Persistence." Journal of Black Psychology 43, no. 7 (2016): 714–39. http://dx.doi.org/10.1177/0095798416683170.

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Adolescence is a vulnerable period for the development of academic identification and academic persistence, particularly among African American adolescents. The present study investigated how cultural assets (i.e., private regard and racial centrality) and academic assets (i.e., academic curiosity and academic self-esteem) influence African American adolescent boys’ ( n = 109) and girls’ ( n = 153) academic persistence over time. Additionally, we explored whether oppositional academic identity mediated the relationships between academic and cultural assets and academic persistence. Data were d

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19

Craig-Bray, Laura, Gerald R. Adams, and William R. Dobson. "Identity formation and social relations during late adolescence." Journal of Youth and Adolescence 17, no. 2 (1988): 173–87. http://dx.doi.org/10.1007/bf01537966.

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20

Low, Jean M. "Differences in Cognitive Complexity of Adolescents with Foreclosed and Achieved Identity Status." Psychological Reports 85, no. 3_suppl (1999): 1093–99. http://dx.doi.org/10.2466/pr0.1999.85.3f.1093.

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The purpose of this study was to assess whether the complexity of the self-concept differs based on identity status in late adolescence. Adolescents in the achieved status have a strong sense of identity that has emerged following an intense period of exploration. Adolescents in the foreclosed status also have a strong sense of identity, but they have never been through a period of exploration. It was expected that adolescents in the achieved status would have more complex self-concepts than those in the foreclosed status. 62 university students were classified into the achieved or foreclosed

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21

White, Rebecca M. B., Katharine H. Zeiders, and M. Dalal Safa. "Neighborhood structural characteristics and Mexican-origin adolescents’ development." Development and Psychopathology 30, no. 5 (2018): 1679–98. http://dx.doi.org/10.1017/s0954579418001177.

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AbstractEthnic–racial and socioeconomic residential segregation are endemic in the United States, representing societal-level sociocultural processes that likely shape development. Considered alongside communities’ abilities to respond to external forces, like stratification, in ways that promote youth adaptive functioning and mitigate maladaptive functioning, it is likely that residence in segregated neighborhoods during adolescence has both costs and benefits. We examined the influences that early adolescents’ neighborhood structural characteristics, including Latino concentration and concen

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22

Wicks, Sarah, Zoe Berger, and Paul M. Camic. "It’s how I am . . . it’s what I am . . . it’s a part of who I am: A narrative exploration of the impact of adolescent-onset chronic illness on identity formation in young people." Clinical Child Psychology and Psychiatry 24, no. 1 (2018): 40–52. http://dx.doi.org/10.1177/1359104518818868.

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In Western society, identity formation is argued to be one of the key developmental tasks of adolescence. Despite implications for adolescent development, research into chronic illness (CI) onset during this period has been notably sparse. This study aimed to explore how diagnosis impacts on the developmental tasks of adolescence, what role adolescent-onset CI plays in identity formation, and how adolescents incorporate the diagnosis into their identity using a narrative analysis. Individual semi-structured interviews were carried out with eight young people aged 14 to 19years who lived with a

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23

Ferrari, Lea, Laura Nota, Donna E. Schultheiss, Graham B. Stead, and Brittan L. Davis. "Validation of the Childhood Career Development Scale Among Italian Middle School Students." Journal of Career Assessment 26, no. 4 (2017): 732–48. http://dx.doi.org/10.1177/1069072717727483.

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During early adolescence, individuals engage in exploring educational opportunities, beginning to develop a career identity, contemplate future careers, and make tentative career decisions. Choices made during this period may have a strong effect on one’s academic and career future, and in many countries, young adolescents must make important and sometimes final academic and career choices that impact the rest of their lives. Despite this, research on early adolescence is severely lacking. To address this gap, a validation study of the Childhood Career Development Scale (CCDS) was conducted wi

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24

Spiegler, Olivia, Ralf Wölfer, and Miles Hewstone. "Dual Identity Development and Adjustment in Muslim Minority Adolescents." Journal of Youth and Adolescence 48, no. 10 (2019): 1924–37. http://dx.doi.org/10.1007/s10964-019-01117-9.

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Abstract Dual identity (e.g., strong ethnic and national identity) is a psychological resource for minority groups, but how it develops during adolescence is less clear. In this 3-wave longitudinal study, a person-oriented approach was used to examine dual identity development in a sample of 2145 Muslim adolescents (MT1 = 15 years, 51% female) in four Western European countries. The results of a growth-mixture model pointed toward four distinct developmental Classes: (1) “Dual identity”, (2) “Separation to dual identity”, (3) “Assimilation to dual identity”, and (4) “Separation”. Multiple grou

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25

Meeus, W., J. Iedema, and G. H. Maassen. "Commitment and Exploration as Mechanisms of Identity Formation." Psychological Reports 90, no. 3 (2002): 771–85. http://dx.doi.org/10.2466/pr0.2002.90.3.771.

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We report a two-wave longitudinal study of 1,571 Dutch adolescents concerning the role of commitment and exploration in identity development. We used the Utrecht-Groningen Identity Development Scale to measure commitment and exploration in the domains of relational and societal identity. Our results can be summarized in three points. (1) Commitment and exploration are related processes in the development of identity. Adolescents with strong commitments also frequently explore them, and adolescents with low exploration in general have weak commitments. (2) The longitudinal stability of commitme

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Hill, Darryl B., Christina Rozanski, Jessica Carfagnini, and Brian Willoughby. "Gender Identity Disorders in Childhood and Adolescence." Journal of Psychology & Human Sexuality 17, no. 3-4 (2006): 7–34. http://dx.doi.org/10.1300/j056v17n03_02.

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27

Kelcholiver, Karia, and Leigh A. Leslie. "Biracial Females' Reflections on Racial Identity Development in Adolescence." Journal of Feminist Family Therapy 18, no. 4 (2007): 53–75. http://dx.doi.org/10.1300/j086v18n04_03.

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28

Hill, Darryl B., Christina Rozanski, Jessica Carfagnini, and Brian Willoughby. "Gender Identity Disorders in Childhood and Adolescence." International Journal of Sexual Health 19, no. 1 (2007): 57–75. http://dx.doi.org/10.1300/j514v19n01_07.

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29

Boyes, Michael C., and Michael Chandler. "Cognitive development, epistemic doubt, and identity formation in adolescence." Journal of Youth and Adolescence 21, no. 3 (1992): 277–304. http://dx.doi.org/10.1007/bf01537019.

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30

Brookins, Craig C. "Exploring Psychosocial Task Resolution and Self-Concept among African-American Adolescents." Perceptual and Motor Skills 82, no. 3 (1996): 803–10. http://dx.doi.org/10.2466/pms.1996.82.3.803.

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Developmental task resolution and self-concept of adolescents were examined for a sample of 110 African-American youth. The Erikson Psychosocial Stage Inventory was used to measure Erikson's stages of psychological development and the Bronstein-Cruz Child/Adolescent Self-concept and Adjustment Scale was used to measure multiple components of the self-concept. Scores for Self-concept and Resolution of Identity stages were highly correlated although scores on Resolution of Identity, commonly seen as the primary psychosocial task of adolescence, were not related to scores on either Emotional Well

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31

Palmeroni, Nina, Laurence Claes, Margaux Verschueren, Annabel Bogaerts, Tinne Buelens, and Koen Luyckx. "Identity Distress Throughout Adolescence and Emerging Adulthood: Age Trends and Associations With Exploration and Commitment Processes." Emerging Adulthood 8, no. 5 (2019): 333–43. http://dx.doi.org/10.1177/2167696818821803.

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The process of identity formation can cause a considerable amount of distress leading to pathological forms of identity distress. The present study examined age trends in identity distress and associations with identity exploration and commitment in a sample of 2,286 Flemish adolescents and emerging adults (14–30 years, 55.7% females). Important and theoretically meaningful age trends in identity distress were uncovered. More specifically, identity distress demonstrated a curvilinear trend with the highest levels of distress occurring in emerging adulthood. Concerning the associations between

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32

Stegarud, Lene, Beate Solheim, Maya Karlsen, and Jane Kroger. "Ego Identity Status in Cross-Cultural Context: A Replication Study." Psychological Reports 85, no. 2 (1999): 457–61. http://dx.doi.org/10.2466/pr0.1999.85.2.457.

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The purpose was to replicate research by Jensen, Kristiansen, Sandbekk, and Kroger. In that 1998 study, patterns of identity development were examined for late adolescents raised in the mixed liberal welfare-state economic system of Norway compared with late adolescents raised in the free-market economic system of the United States. In the present study, scores for ego identity status were examined for a further sample of 58 (38 women, 20 men) Norwegian and 1,498 (814 women, 684 men) American undergraduate students using the Extended Objective Measure of Ego Identity Status-2. Present results

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33

Bosma, Harke A., and Rob S. Gerrits. "Family Functioning and Identity Status in Adolescence." Journal of Early Adolescence 5, no. 1 (1985): 69–80. http://dx.doi.org/10.1177/0272431685051007.

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34

Menon, Meenakshi. "Multidimensional Gender Identity and Gender-Typed Relationship Styles in Adolescence." Sex Roles 76, no. 9-10 (2016): 579–91. http://dx.doi.org/10.1007/s11199-016-0589-y.

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35

Kaltiala-Heino, Riittakerttu, Marja Työläjärvi, and Nina Lindberg. "Sexual experiences of clinically referred adolescents with features of gender dysphoria." Clinical Child Psychology and Psychiatry 24, no. 2 (2019): 365–78. http://dx.doi.org/10.1177/1359104519827069.

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Gender dysphoria in adolescence could be expected to be associated with delayed sexual development because of the distress related to the sexual characteristics of the body. However, identity challenges may also increase early and risk-taking sexual behaviours among adolescents with gender dysphoria. We studied sexual experiences among 101 adolescents, attending an adolescent gender identity service, desiring gender reassignment. Their experiences were compared to the sexual experiences of the same-aged population, evaluated in a large adolescent survey. A majority of adolescents with gender d

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36

Hart, Daniel, Suzanne Fegley, Yat Hung Chan, Debra Mulvey, and Luanne Fischer. "Judgments about personal identity in childhood and adolescence." Social Development 2, no. 1 (1993): 66–81. http://dx.doi.org/10.1111/j.1467-9507.1993.tb00005.x.

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37

Kornienko, Olga, Carlos E. Santos, Carol Lynn Martin, and Kristen L. Granger. "Peer influence on gender identity development in adolescence." Developmental Psychology 52, no. 10 (2016): 1578–92. http://dx.doi.org/10.1037/dev0000200.

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38

Barnes, Hugh. "Identity in adolescence: the balance between self and other." Journal of Adolescence 13, no. 1 (1990): 88–89. http://dx.doi.org/10.1016/0140-1971(90)90048-c.

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39

Lavoie, Joseph C. "Identity in adolescence: issues of theory, structure and transition." Journal of Adolescence 17, no. 1 (1994): 17–28. http://dx.doi.org/10.1006/jado.1994.1003.

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40

MEEUS, WIM, ANNERIEKE OOSTERWEGEL, and WILMA VOLLEBERGH. "Parental and peer attachment and identity development in adolescence." Journal of Adolescence 25, no. 1 (2002): 93–106. http://dx.doi.org/10.1006/jado.2001.0451.

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41

Piotrowski, Konrad. "Identity in adolescence and emerging adulthood: relationships with emotional and educational factors." Polish Psychological Bulletin 44, no. 3 (2013): 266–76. http://dx.doi.org/10.2478/ppb-2013-0030.

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Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosm

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42

Arehart, D. M., and P. Hull Smith. "Identity in adolescence: Influences of dysfunction and psychosocial task issues." Journal of Youth and Adolescence 19, no. 1 (1990): 63–72. http://dx.doi.org/10.1007/bf01539446.

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43

Utari, Riyanda. "Self Regulation pada Remaja dalam Perspektif Islam (cara pandang dalam perspektif Psikologi dan Agama Islam menghadapi usia remaja dan problematikanya)." Bayani 1, no. 1 (2021): 43–51. http://dx.doi.org/10.52496/bayaniv.1i.1pp43-51.

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The adolescent phase is a dynamic development stage where in this condition the demands of the environment require that adolescents can begin to prepare themselves to accept and carry out their responsibilities as adults but with inadequate physical, cognitive, social status conditions and are still in the transition phase of childhood. So, many interesting things happen in this phase. Including the brilliant achievements and deviations that occurred in this phase, and this is related to self-regulation. In psychology, the adolescent phase is a world where people are constantly looking for the

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44

Nurmi, Jari-Erik. "Adolescent Development in an Age-graded Context: The Role of Personal Beliefs, Goals, and Strategies in the Tackling of Developmental Tasks and Standards." International Journal of Behavioral Development 16, no. 2 (1993): 169–89. http://dx.doi.org/10.1177/016502549301600205.

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There is growing interest in how sociocultural context influences personality development, and in how people influence their own development as agents. This article represents an attempt to integrate recent models of social age systems and cognitive personality research with research on adolescence. The objective is to provide a framework for understanding adolescent development in an age-graded context. It is suggested that adolescents develop during the process of setting personal goals by comparing their individual motives with age-graded developmental tasks and role transitions. In order t

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45

Streitmatter, Janice L. "Identity Development and Academic Achievement in Early Adolescence." Journal of Early Adolescence 9, no. 1-2 (1989): 99–111. http://dx.doi.org/10.1177/0272431689091008.

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46

Sawrikar, Pooja, and Caroline J. Hunt. "The Relationship Between Mental Health, Cultural Identity and Cultural Values in Non-English Speaking Background (NESB) Australian Adolescents." Behaviour Change 22, no. 2 (2005): 97–113. http://dx.doi.org/10.1375/bech.2005.22.2.97.

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AbstractIn Australia, acculturating adolescents from a non-English speaking background (NESB) face two important challenges: developing a cultural identity and establishing a set of cultural values. These challenges are achieved by balancing a native and Australian orientation. It was expected that NESB adolescents who did not achieve these tasks would experience poor mental health. This study focused on adolescents because a significant relationship between cultural identity, cultural values and mental health in this group will highlight a need for sensitivity to such cultural and development

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47

Phalet, Karen, Fenella Fleischmann, and Jessie Hillekens. "Religious Identity and Acculturation of Immigrant Minority Youth." European Psychologist 23, no. 1 (2018): 32–43. http://dx.doi.org/10.1027/1016-9040/a000309.

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Abstract. This review proposes an integrative contextual and developmental approach to religious identity development and acculturative adaptation among adolescents with an immigrant background. Relevant research with minority adolescents has addressed three main research questions: (1) What is distinctive about religious identity development in (Muslim) minority youth? (2) How does religious identity relate to their acculturative adaptation? and (3) What is the role of interpersonal and intercultural relations in specific acculturation contexts? In line with multiple developmental pathways in

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48

Kroger, Jane. "Ego identity status research in the new millennium." International Journal of Behavioral Development 24, no. 2 (2000): 145–48. http://dx.doi.org/10.1080/016502500383250.

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The present brief report overviews developments in the field of ego identity status research over the past 35 years and suggests directions for identity status research as we enter the new millenium. In the mid 1960s, James Marcia (1966, 1967) expanded Erik Erikson’s (1968) concept of ego identity to suggest four qualitatively different styles by which late adolescents undertake identity-deifning psychosocial commitments. Over the ensuing decades, identity status research focused primarily on validating the identity statuses and finding associated personality correlates, examining patterns of

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49

Hatano, Kai, Kazumi Sugimura, and Theo A. Klimstra. "Which came first, personality traits or identity processes during early and middle adolescence?" Journal of Research in Personality 67 (April 2017): 120–31. http://dx.doi.org/10.1016/j.jrp.2016.06.014.

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50

Beyers, Wim, and Luc Goossens. "Dynamics of perceived parenting and identity formation in late adolescence." Journal of Adolescence 31, no. 2 (2008): 165–84. http://dx.doi.org/10.1016/j.adolescence.2007.04.003.

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