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Identity
An International Journal of Theory and Research
Volume 11, 2011 - Issue 1
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Original Articles

Identity Style and Relationship Quality for Pregnant Cohabitating Couples During the Transition to Parenthood

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Pages 47-63 | Published online: 18 Feb 2011
 

Abstract

In this study, we tested the association between identity formation and intimacy formation in a diverse sample of pregnant cohabitating couples (N = 127 individuals). Using S. K. Whitbourne's identity process theory, we examined how identity style (balanced, accommodative, assimilative) is associated with various aspects of relationship quality. As hypothesized, a balanced identity style (ability to maintain self-stability while retaining flexibility) is associated with positive relationship quality (higher relational maintenance), whereas an accommodative identity style (reliance on external sources of authority for inner guidance) is associated with negative relationship quality (lower commitment, lower satisfaction, lower love, higher conflict, higher ambivalence). Consistent with E. H. Erikson's theory of psychosocial development, individuals high on accommodative identity style report difficulty negotiating many aspects of their romantic relationship, a pattern that may serve to exacerbate the stress typically associated with the transition to parenthood for cohabiting couples.

ACKNOWLEDGMENTS

This research was supported in part by grants to Melissa Curran from the Office for the Vice President for Research Small Grants, University of Arizona, and the Norton Fathers Endowment and McClelland Institute at the University of Arizona.

Notes

a For satisfaction, n = 120 individuals.

b Correlations reflect the correspondence of scores for the partner pairs on each variable.

*p < .05. ***p < .001.

a For satisfaction, n = 120 individuals.

p < .10, **p < .01.

Note. Results for men (n = 64) appear below the diagonal; results for women (n = 63) appear above the diagonal.

a For satisfaction, n = 61 for men and n = 59 for women.

*p < .05. **p < .01.

Note. Gender (0 = female; 1 = male); ethnicity (1 = White); education (1 = graduated from high school).

a For satisfaction, n = 120 individuals.

p < .10,*p < .05. **p < .01. ***p < .001.

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