Identity as a Moderator of Intervention-Related Change: Identity Style and Adolescents' Responses to Relationships Education

Abstract

We propose that interventions targeting youth should consider the effects of identity formation on outcomes. In this study, data from 935 high school students address the potential moderating effects of identity style (high vs. low informational, normative, diffuse orientations) on intervention-related change in faulty relationship beliefs, future orientation, perceived interpersonal communication skills, salience of future marital and parental roles, and perception of knowledge gains. Four moderating effects suggest that high use of informational style promotes active exploration of curriculum content. Two moderating effects suggest that high use of the normative style limits responsiveness to some topics. Finally, three moderating effects reveal a tendency for diffuse students to resist the positive messages of the curriculum. Taken together, findings support the idea that identity style is an important influence on intervention outcomes.