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Journal of Adolescent Research
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A Comparison of Two Approaches for Facilitating Identity Exploration Processes in Emerging Adults

An Exploratory Study

Seth J. Schwartz

University of Miami School of Medicine, sschwartz{at}med.miami.edu

William M. Kurtines

Florida International University

Marilyn J. Montgomery

Florida International University

This article, using a controlled design, reports the results of an exploratory study to investigate the impact of two types of intervention strategies (cognitively vs. emotionally focused) on two types of identity processes (self-construction and self-discovery) in a culturally diverse sample of 90 emerging adult university students. A quasi experimental design was used to evaluate the relative impact of the cognitively focused self-construction and emotionally focused self-discovery strategies. Quantitative and qualitative results indicated that cognitively focused intervention strategies were most efficacious in affecting self-constructive identity processes, whereas emotionally focused intervention strategies were most efficacious in affecting self-discovery identity processes. This pattern of differential effects suggests that programs intended to broadly affect identity development should include both types of intervention strategies and should target both self-constructive and self-discovery processes.

Key Words: identity • intervention • self-construction • self-discovery • emerging adults • ethnicity

Journal of Adolescent Research, Vol. 20, No. 3, 309-345 (2005)
DOI: 10.1177/0743558404273119
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Home page
 The Journal of Early AdolescenceHome page
S. J. Schwartz
Self and Identity in Early Adolescence: Some Reflections and an Introduction to the Special Issue
The Journal of Early Adolescence, February 1, 2008; 28(1): 5 - 15.
[Abstract] [PDF]