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Psychometric Qualities of the Educational Identity Processes Scale (EIPS).

Annabelle H T Christiaens1, Stefanie A Nelemans1, Elisabeth L de Moor1

  • 1Department of Youth and Family, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands.

Frontiers in Psychology
|May 6, 2022
PubMed
Summary

The Educational Identity Processes Scale (EIPS) effectively measures adolescent identity development during school transitions. This validated scale shows good psychometric properties in diverse adolescent populations.

Keywords:
adolescenceassessmentcontext dependencieseducational identity developmentsecondary school transition

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Area of Science:

  • Educational Psychology
  • Adolescent Development
  • Identity Formation

Background:

  • Identity development is crucial during educational transitions.
  • Existing measures may not capture specific identity processes related to school changes.
  • The Educational Identity Processes Scale (EIPS) was developed to address this gap.

Purpose of the Study:

  • To validate the Educational Identity Processes Scale (EIPS) for assessing adolescent identity.
  • To examine the factor structure, validity, and measurement invariance of the EIPS over time.
  • To understand how school transitions influence adolescent identity processes.

Main Methods:

  • Psychometric testing of the EIPS using pre-transition (Dutch sample, N=242) and post-transition (Lithuanian sample, N=1268) adolescent data.
  • Analysis included factor structure, internal consistency, convergent validity, and measurement invariance.
  • Contextual factors, specifically distance to transition, were investigated.

Main Results:

  • The EIPS demonstrated good psychometric qualities in both pre- and post-transition versions.
  • The scale's factor structure, internal consistency, and convergent validity were supported.
  • Measurement invariance over time was confirmed, indicating consistent measurement across different stages.

Conclusions:

  • The EIPS is a psychometrically sound instrument for measuring adolescent identity processes during educational transitions.
  • Contextual factors, such as proximity to the transition, influence the interpretation of identity processes.
  • The findings highlight the dynamic nature of identity development in response to educational changes.