ArticleJournal of personality2025
A Process- and Status-Centered Approach to Educational Identity Development in Late Adolescence: The Importance for Well-Being.
Article in Journal of personality, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Well-being in upper secondary school students: confirming a 15-factor structure and a class-allocated feasibility trial with practice guidance.Frontiers in psychology · 2026Article
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2 authors.
Funding
Abstract
objectiveDuring late adolescence, adolescents' educational identity may be especially salient as they need to make important decisions regarding their education around the transition from secondary school to tertiary education. The way adolescents shape their identity during this period may have important implications for their academic functioning and psychological well-being.
methodIn the present study, we used four half-yearly measurements of educational identity from 208 Dutch adolescents (M
resultsFindings evidenced some developmental change, generally in the direction of a more mature identity (i.e., lower exploration and self-doubt; transitions toward a status characterized by high commitment, average exploration, and low self-doubt), but also much stability. Furthermore, being in an identity status characterized by low engagement in all three processes was associated with poorer psychological well-being.
conclusionsOur findings emphasize the need to examine identity, especially across identity-salient periods, and highlight important next steps in the pursuit of a better understanding of educational identity in late adolescence.
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