Identity Development and Its Relationship to Family History Knowledge among Late Adolescents

Abstract

Identity development among late adolescent university students and its relationship to family history knowledge was examined in this study. Identity development was examined using Marcia’s individual developmental framework (1988) of exploration and commitment and Stutman and Lich’s family systems framework (1984) of autonomy and relatedness. It was proposed that late adolescents’ personal exploration of and commitment to roles and values may be influenced by knowledge of parent and grandparent histories. It was also proposed that late adolescents’ achievement of personal autonomy and positive family relatedness may be influenced by knowledge of parent and grandparent histories. The sample consisted of 239 university students. The Parental Relationship Inventory (PRI) and the Ego Identity Process Questionnaire (EIPQ) were used to measure identity development. The Do You Know? (DYK) scale measured family history knowledge. Multiple regression analyses indicated a significant positive relationship between commitment and family history knowledge and relatedness and family history knowledge, a negative relationship between autonomy and family history knowledge, and a weak correlation between exploration and family history knowledge. Findings indicated that family history knowledge may influence components of identity development. This has implications for those working to enhance adolescent development.