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Identity style and coping strategies.

M D Berzonsky1

  • 1Department of Psychology, State University of New York, Cortland 13045.

Journal of Personality
|December 1, 1992
PubMed
Summary
This summary is machine-generated.

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Individuals with diffuse or normative identity styles cope with academic stress using avoidance. An informational identity style, however, is linked to proactive, problem-focused coping strategies.

Area of Science:

  • Psychology
  • Developmental Psychology
  • Social Psychology

Background:

  • Identity development is crucial during late adolescence.
  • Individuals possess distinct identity styles influencing self-perception and behavior.
  • Coping strategies are essential for managing stressors that challenge identity.

Purpose of the Study:

  • To investigate the relationship between different identity styles and coping strategies used by college students facing academic stressors.
  • To understand how informational, normative, and diffuse/avoidant identity styles correlate with specific coping mechanisms.

Main Methods:

  • A study involving late-adolescent college students.
  • Administration of questionnaires measuring identity style, coping strategies for academic stressors, and test anxiety.

Related Experiment Videos

  • Analysis of the association between identity styles and coping approaches within the academic context.

    • Main Results:

    • Students with diffuse and normative identity styles predominantly used avoidant coping strategies like wishful thinking and tension reduction.
    • An informational identity style was positively correlated with problem-focused and deliberate coping methods.
    • These findings highlight distinct coping patterns based on identity orientation.

    Conclusions:

    • Identity style significantly influences the choice of coping strategies when facing identity-threatening academic stressors.
    • An informational style promotes adaptive, problem-solving coping, while normative and diffuse styles are linked to maladaptive avoidance.
    • The study supports a process model of identity development, emphasizing the interplay between identity and coping.