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Identity status and identity style: a replication study
1Teaching and Teacher Education, College of Education, University of Arizona, Tucson 85721.
Journal of Adolescence
|June 1, 1993
Abstract:
Seventy-four initial teacher preparation students completed a questionnaire assessing identity status development and identity style. A factor analysis using all of the EOM-EIS subscales and the four Identity Style subscales yielded five factors that explained 76.0% of the variability in the correlation matrix. Collectively, findings paralleled those of Berzonsky's (1988) work and support theoretical speculation concerning the process of identity formation.