A Schema‐Theoretical Perspective on Identity Development: An Exploratory Study Linking Early (Mal)adaptive Schemas With Identity Dimensions and Statuses
Jakke Coenye, Koen Luyckx, Arnoud Arntz, Sandra Verbeken, Lien Goossens, Wim BeyersABSTRACT
Introduction
Developing a strong sense of identity is a core developmental task in adolescence and emerging adulthood, yet relatively little is known about the underlying psychological mechanisms that promote or hinder this process. Guided by schema theory, this exploratory study examined how early emotional experiences, reflected in Early Adaptive Schemas and Early Maladaptive Schemas, relate to identity development. Three research questions were addressed: (1) What are the associations between identity dimensions and (mal)adaptive domains? (2) Can meaningful identity statuses be identified based on these dimensions? (3) Do schema domains (cross‐sectionally) predict identity status membership?.
Methods
A community sample of 711 Flemish emerging adults (68.9% female, M age = 19.53) completed online questionnaires assessing the study variables. Cluster analysis, linear regression modeling, and multinomial logistic regression were performed to answer the research questions.
Results
Adaptive and maladaptive schemas significantly predicted all identity dimensions. Out of these dimensions, six identity statuses were identified (achievement, foreclosure, ruminative moratorium, doubting diffusion, troubled diffusion, and an undifferentiated cluster), largely mirroring previous research. Status membership was significantly predicted by adaptive and maladaptive schema domains, except for ruminative moratorium.
Conclusions
Results from linear regression modeling and multinomial logistic regression offer preliminary evidence that early emotional experiences, both supportive and frustrating, as measured through adaptive and maladaptive schemas, are meaningfully related to how emerging adults form their identity. Given the study's highly exploratory design, findings should be interpreted with caution, but they point toward the usefulness of schema theory as a theoretical framework within the context of identity development. More research, in particular using a longitudinal design, is necessary.