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Moratorium‐achievement (Mama) cycles in lifespan identity development: value orientations and reasoning system correlates

258 citations0/0 files storedJournal of Adolescence

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Identity, Memory, and Therapy Psychological and Temporal Perspectives Research Ego Development and Educational Practices

Abstract

Three important questions emerging in identity research are: Why do only some persons with Foreclosed identities move on to Identity Achievement? Why do some Identity Achievement persons move "back" to Foreclosure? How can life-span identity re-formulation be accounted for? This study proposes that individual's positions on two variables, "instrumental vs. experiential orientation" and formistic vs. dialectrical thinking, may be important in answering these questions. Among 60 university students, 23 males and 37 females, those in an identity status characterized by formation and maintenance of structure (Foreclosure) were instrumentally-oriented while those characterized by openness to change and revision (Moratorium) were experientially-oriented. Similarly, more Moratoriums than other statuses were high in dialectic thinking. These results are discussed in terms of their theoretical implications for life-span identity development.

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References

1966Development and validation of ego-identity status.1970Forms of Intellectual and Ethical Development in the College Years; A Scheme 2014Life-Span Development and Behavior 1980Handbook of Adolescent Psychology 1970Forms of intellectual and ethical development in the college years.1997The life cycle completed 1966The adolescent experience 2009The Evolving Self

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