Identity Distress, Psychosocial Maturity, and Adaptive Functioning Among University Students

Abstract

The Identity Distress Scale (IDS) was developed as a clinical indicator of severe disturbance or interference in identity development (Berman, Montgomery, & Kurtines, 2004) based on the Diagnostic and Statistical Manual of Mental Disorders as identity disorder (DSM–III–R) and, subsequently, as identity problem (DSM–IV). This study examined various indices of identity distress as indexed by the IDS in relation to several antecedents and outcome measures among university students in Canada and Spain. Prevalence rates of 9.7% for identity disorder and 18.8% for identity problem were consistent for these students. Identity distress inversely related to psychosocial maturity as measured by ego strengths and the protective resource of social supports; expected associations were found with the outcome measures (academic, social, and personal-emotional adjustment to college; academic locus of control; and stress). Ego strengths accounted for a greater proportion of the variance in most outcome measures than did identity problem scores. However, both ego strengths and identity problem scores independently contributed an equal proportion of the variance with respect to global identity distress. Results supported associations between identity problems and psychosocial functioning as well as measures of adjustment among university students.

Notes

Notes: Scale values (items 1–9): 1 = not at all; 2 = mildly; 3 = moderately; 4 = severely; 5 = very severely. Scale values (item10): 2 = 1 to 3 months; 3 = 3 to 6 months; 4 = 6 to 12 months; 5 = more than 12 months. IPS = identity problem scores; GID = global identity distress; UV = University of Valencia; BU = Brandon University. Significant between-group differences are in boldface.

^a–e Different superscripts indicate significant within-group differences for the seven domains.

Notes. Partial correlations in parentheses between distress measures and predictor and outcome variables with ego strengths controlled; partial correlations between ego strengths and predictor and outcome variables with identity problem scores controlled; boldface correlations indicate significance at .01 level or greater. PIES = Psychosocial Inventory of Ego Strengths; SACQ = Student Adjustment to College Questionnaire.

^a Lower scores reflect higher values for these measures.

Note. PIES = Psychosocial Inventory of Ego Strengths; SACQ = Student Adjustment to College Questionnaire.

*No Diagnostic and Statistical Manual of Mental Disorders classification.

**Lower scores = greater social support, better adjustment, and more internal academic locus of control.

^ab Different superscripts reflect significant between-group differences.