ISSN: 2320-5407 Int. J. Adv. Res.

10(08), 1079-1083

Journal Homepage: -www.journalijar.com

Article DOI:10.21474/IJAR01/15272
DOI URL: http://dx.doi.org/10.21474/IJAR01/15272

RESEARCH ARTICLE
TO UNDERSTAND AND COMPARETHE IDENTITY FORMATION PROCESS IN ADOLESCENTSON
THE BASIS OF GENDER AND AGE THROUGH JAMES MARCIA’S MODEL OF IDENTITY
STATUSES

Ms. Himanshi Sachdeva1 and Mr. Nipun Sachdeva2

1. MA Psychology Department of Social Sciences, Banaras Hindu University.
2. Data Analyst, Marks & Spencer plc, UK.
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Manuscript Info Abstract
……………………. ………………………………………………………………
Manuscript History The purpose of the study was to investigate Marcia‟s ego identity
Received: 27 June 2022 paradigm in the Indian adolescent population.The study examined the
Final Accepted: 30 July 2022 role of age and gender and on the process of Identity formation. A
Published: August 2022 representative sample of 161 adolescents(girls and boys) was collected
across three different age groups 13-15, 15-17 and 17-19 years. The
Key words:-
Identity Formation, Identity Ego Identity Process Questionnaire (EIPQ) was used to measure
Status,Gender Differences, Adolescents participants' level of Exploration and Commitment and accordingly
classify them into one of Marcia's four Ego Identity Statuses:
Achievement, Moratorium, Foreclosure, and Diffusion identity.The
results indicated that most of the adolescents in today‟s times are
realistic and more informed about their lives and decisions. Thus, mean
scores for both girls (70.24) and boys (70.24) were high in Identity
Achievement. Also, both genders were found to be equally active in
exploration and commitment domains.The T- scores indicated the
comparison between girls and boys in different Identity statuses. The
values were found to be non- significant indicating an equal growth in
both the genders.

Copy Right, IJAR, 2022,. All rights reserved.

……………………………………………………………………………………………………....
Introduction:-
The quest to know “who am I?” in terms of one‟s physical appearance, emotional state, political views, spiritual and
developmental growth is referred to as the „Identity‟ of a person. The psychologists define identity as a process of
finding our true selves. James Marcia is a well- known developmental and clinical psychologist who contributed the
essential time of his life to understand the concept of identity formation in adolescents. James Marcia‟s work is
based on Erik Erikson‟s fifth psychosocial stage of development that is, Identity vs role confusion in adolescents
(12-19years). During this stage, adolescents search for a sense of self and personal identity, through an intense
exploration of personal values, beliefs, and goals.The virtue of this stage is Fidelity.According to the psycho social
theory of Erikson, fidelity emerges as a virtue at the end of the identity crisis in adolescence and indicates that a
stable identity has been achieved. According to Erikson, adolescence is the age when a person starts to relate himself
or herself to the society in terms of being a citizen who has its rights and responsibilities and existence as an
individual. Therefore, concepts such as loyalty and commitment regarding choices, people, and beliefs are at the
heart of fidelity (Erikson, 1962, 1964; Furrow, King, & White, 2004; Markstrom&Kalmanir, 2001). James Marcia
worked on the similar trajectory as Erikson. His theory of “Identitystatuses” signifies that the identity of a person
results from a series of choices regarding ideologies, political views, relationships, hobbies that he or she makes

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Corresponding Author:- Ms. Himanshi Sachdeva
Address:- MA Psychology Department of Social Sciences, Banaras Hindu University.
ISSN: 2320-5407 Int. J. Adv. Res. 10(08), 1079-1083

usually during adolescence. Therefore, identity statuses aretypically focused on late adolescents and on determining
their status through an examinationalong the dimensions of explorationand commitmentto possible identities.
Marcia‟s model consists of two domains: crisis (later renamed exploration) and commitment.Exploration indicates
the number of times during adolescence when the individual seems to be actively involved in choosing among
alternative occupations and beliefs. On the other hand, commitment is about the resolution of this crisis through
finding answers and committing to values, vocation, and career choices (Marcia, 1967).

On the basis of these two domains there are four identity stages in which an adolescent can be categorized. Diffusion
(low exploration, low commitment), foreclosure (low exploration, high commitment), moratorium (high explorat ion,
low commitment), and achievement (highexploration, high commitment). This paper aims at understanding and
comparing the identity formation process among adolescent boys and girls. In some studies, some different patterns
have also been observed. For example, in a large study on identity achievement, Meeus et al. (2010) found that
adolescent females tended to be in Moratorium The reasons could be the increase in digitalization. Adolescents of
all groups are becoming aware of themselves and their environment and Achievement whereas adolescent males
were mostly in Foreclosure and Diffusion.

Rationale
The Rationale of doing this research was tounderstand how boys and girls differ in their approach towards identity
formation and explore how gender roles are changing with time. Is equality in terms of opportunities and exposure
blurring the line of gender differences? India is a developing country which is undergoing new and modern changes
every now and then. India is moving towards modern mindsets where there are ample of opportunities for girls and
boys to explore and establish themselves. Identity achievement stage has an immense impact on the Adolescents‟
self-image, self-presentation, as well as their social adaptation (Kumru& Thompson, 2003). Schwartz et al. (2011)
stated that people who know who they are, what they want, and where they are heading tend to feel satisfied with
themselves, share good rapport in their social circle, and are less likely to participate in harmful behavior. Such
people are thought to have achieved identities that provide them with a sense of uniqueness and adequate future
adjustment (Heidary, Roodbari, Naderi, Isanezhad, &Jalilvand, 2012).

In addition, examining gender differences in identity statuses within the context of a patriarchal society is of
significance, as gender directly affects developmental outcomes. Thus, males and females are raised with different
expectations, leading to different developmental trajectories (Sarouphim&Chartouny, 2017). For example, girls are
expected to be homemakers and men are expected to be bread winners for their family (Ayyash-Abdo, 2007). In
early adolescence, menarche is associated with increased restrictions and decreased mobility for girls whereas
puberty in males signals more freedom outside the home and within the community. However, in recent years, the
gender gap seems to be narrowing. The purpose of this study is related to identifying the recent trends in the identity
formation process of the youth.

Research Methodology:-
Hypothesis
The following are the null hypotheses for the research
1.There will be a significant impact of age on identity formation.
2.There will be significant impact of gender on identity formation.

Method:-
Design& sample:A comparative analysis was done on girls and boys of three adolescent age groups that is; 13-15
years, 15-17 years and 17-19 years. A total sample of 161 was collected using Ego Identity Process Questionnaire
(EIPQ).

Sampling
Purposive sampling was used to collect the data across different age groups of adolescents from different cities.
Total data of 161 was collected, out of which there were girls (81 girls) and boys (80 boys).

Data Analysis
Mean and Standard Deviation(SD) was calculated to compare the age and gender differences in four Identity
statuses i.e., Achievement, moratorium, diffusion, and foreclosure. Independent T test was used to compare the

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Identity Statuses and domains between girls and boys (combined adolescent stages i.e., early, middle, and late). All
the statistics was performed using SPSS (Statistical package for social sciences).The independent t-test, also called
the two-sample t-test or an independent-samples t-test, is an inferential statistical test that determines whether there
is a statistically significant difference between the means in two unpaired groups.

Tools
Balistreriet al., 1995 developed Ego identity process questionnaire (EIPQ), which is widely used measure of identity
status. It consists of 32 items which assess the dimensions of exploration and commitment in eight areas including
occupation, religion, politics, values, family, friendship, dating and sex roles. It contains 20 positively intended
items and 12 negatively intended items. Respondents indicate their degree of agreement towards each statement on
6-point Likert type scale. In scoring positively stated items, “strongly agree” receives 6 points, “agree” 5 points,
“slightly agree” and so on. Scoring is reversed for negatively stated items.

Results:-
Role of age
Table 1:- Comparison of Identity Statuses and Identity Domains in early, middle, and late adolescence age wise
(n=161).
C+ C- E+ E- A M D F
Early MEAN 36.29 16.22 36.12 20.16 71.12 56.33 36.37 52.27
Adolescence
SD 6.78 4.16 5.91 5.86 10.28 10.80 7.53 7.09
Middle MEAN 34.56 16.45 36.00 19.34 69.72 53.66 35.80 51.64
Adolescence
SD 6.72 4.58 5.44 5.38 10.02 10.60 6.24 8.96
Late MEAN 34.23 16.28 36.11 18.59 69.25 52.65 34.87 51.83
Adolescence
SD 6.48 3.74 5.96 5.36 10.09 10.15 6.45 8.19
Table 1 shows the mean of identity statuses and domains across different age groups.

The results indicate that for all the three age groups the mean of achievement is comparatively higher than other
domains.

Role of gender
Table 2:- Gender comparisons of Identity statuses and Identity domains (boys=80, girls=81).
C+ C- E+ E- A M D F
Boys MEAN 35.50 16.33 35.20 19.72 70.75 55.22 36.05 51.36

SD 5.90 3.91 6.00 5.45 10.30 9.85 6.52 7.84

Girls MEAN 34.96 16.33 36.40 19.06 70.24 53.85 35.39 51.79

SD 6.45 4.35 5.38 5.71 9.60 10.72 6.79 9.14

Table 2 shows the gender comparisons of identity statuses and domains.

The results show that the mean for achievement is found to be highest for both girls and boys in comparison to other
domains.

Table 3:- Highlighting comparison between boys and girls in different identity statuses and domains using t-ratio.
VARIABLES Boys Girls t-ratio SIGNIFICANCE
MEAN SD MEAN SD
C+ 35.50 5.90 34.96 6.45 .55 .81
C- 16.33 3.91 16.33 4.35 .006 .43
E+ 35.20 6.00 36.40 5.38 -1.34 .51
E- 19.72 5.45 19.06 5.71 .75 .53
A 70.75 10.30 70.24 9.60 .32 .50
M 55.22 9.85 53.85 10.72 .84 .79

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D 36.05 6.52 35.39 6.79 62 .72

F 51.36 7.84 51.79 9.14 -.78 .30
Table 3 shows the independent t-ratio analysis and the comparison of males and females on identity formation
process. No significant difference is found in gender comparison in identity formation process.

The T- scores indicated the comparison between girls and boys in different Identity statuses. The P value is≥.05,
stating that null hypotheses cannot be accepted. The significance level for each of the identity Statuses and domains
are insignificant at 0.05 level.

Discussion:-
The purpose of the study was to understand and compare the Identity formation process in adolescents on the basis
of Gender and Age through James Marcia‟s Model of Identity Statuses. The null hypotheses for the study cannot be
accepted as no age and gender differences were found in girls and boys with respect to identity statuses and
domains. The results indicate, Identity Achieved Status (high commitment and high exploration) was high among all
the three groups of adolescents. The hypothesis that there will be a significant role of age on identity formation
process of adolescents stands rejected. This points towards the high level of moral development, stability, and goal
achievement behaviors of adolescents these days. They are capable of balancing their relationships, work and
interests.The second hypothesis that there will be a significant role of gender on identity formation process of
adolescents stands rejected. There is no significant difference found between girls and boys. The T scores also point
towards the nullification of any comparison between girls and boys. Both the genders were found to be equal in
achievement and growth aspect. Both the gender of early and late adolescence portrays high commitment and
exploration level, indicating high Identity achieved status. This might be because of the positive reduction in gender
gaps. Both males and females have been provided with same exposure to opportunities and experiences. This
sameness reflects in their identity formation. The conventional beliefs of gender roles and responsibilities are now
declining. Until the early 1990s in India, women entered colleges and universities mainly in general education or in
arts subjects. Now, they enter private self-financing institutions and study in both new and traditionally labelled
„masculine‟ disciplines (Karuna Chanana, 2006). This increase of females as well as males in pursuit of education
has made them exhibit high exploration and commitment levels.Also,middle Adolescents are reaching out to gain
information and skills related to career options. They have high sense of self awareness and know what they want,
which might be because of changed environment as schools seem to be working more towards helping middle
adolescents take informed decisions and seem to encourage their interests. A supportive school environment along
with teams, teachers and other trusted adults who provide adolescents with support for exploration of identity
alternatives and confirm adolescents‟ commitments are some embodiments of holding environments (Josselson,
1994; Good & Adams, 2008). Also support systems embodied in supportive educational environments help
“adolescents feel comfortable to more fully explore their identity options” without being “pressured to adhere to
certain values by the school or from their parents” (Adams &Palijan, 2004, p. 240).Late adolescents tend to develop
a high ideological self and show balance with regard to work, relationships and interests

Conclusion:-
In the process of identity development both males and females are found to be on same level. They both are
exploring and committed to their goals, morals and value beliefs. Also, no significant age difference has been found
for the differences in identity formation. Here the biggest role is played by the changing times where the children are
smart enough to explore the world around them at a comparatively earlier age. The role of media, schools and plenty
of information is available so easily making it possible for them to use this knowledge positively and maintain their
personal value systems about politics, or deciding their career based on their interests and available opportunities.

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