How does School Experience Relate to Adolescent Identity Formation Over Time? Cross-Lagged Associations between School Engagement, School Burnout and Identity Processing Styles
The existing research findings still do not provide a clear understanding of the links between adolescent school experience and their identity formation. To address this gap, we analyzed the dynamic links between adolescent school experiences and identity formation by exploring the cross-lagged asso...
Gespeichert in:
| Veröffentlicht in: | Journal of youth and adolescence 2018-04, Vol.47 (4), p.760-774 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 774 |
|---|---|
| container_issue | 4 |
| container_start_page | 760 |
| container_title | Journal of youth and adolescence |
| container_volume | 47 |
| creator | Erentaitė, Rasa Vosylis, Rimantas Gabrialavičiūtė, Ingrida Raižienė, Saulė |
| description | The existing research findings still do not provide a clear understanding of the links between adolescent school experience and their identity formation. To address this gap, we analyzed the dynamic links between adolescent school experiences and identity formation by exploring the cross-lagged associations between school engagement, school burnout and identity processing styles (information-oriented, normative and diffuse-avoidant) over a 2-year period during middle-to-late adolescence. The sample of this school-based study included 916 adolescents (51.4% females) in the 9th to 12th grades from diverse socio-economic and family backgrounds. The results from the cross-lagged analyses with three time points revealed that (a) school engagement positively predicted information-oriented identity processing over a 2-year period; (b) school burnout positively predicted the reliance on normative and diffuse-avoidant identity styles across the three measurements; (c) the effects were stable over the three time points and across different gender, grade, and socio-economic status groups. The unidirectional effects identified in our study support the general prediction that active engagement in learning at school can serve as a resource for adolescent identity formation, while school burnout, in contrast, can hinder the formation of adolescent identity. This points to the importance of taking developmental identity-related needs of adolescents into account when planning the school curriculum. |
| doi_str_mv | 10.1007/s10964-017-0806-1 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_1989577278</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>1989577278</sourcerecordid><originalsourceid>FETCH-LOGICAL-c438t-102a59c78b65147de773b369c5c85a7c19bbb8ade65fbf305649c7d93fb949043</originalsourceid><addsrcrecordid>eNp1kc1u1DAUhS0EokPLA7BBltiwINSOnTheoemopZVGKqLtOvLPTUiV2IPtUOateEQ8TFtQJTa2bH_3nOt7EHpDyUdKiDiOlMiaF4SKgjSkLugztKCVYEVdE_ocLQjhoigbSQ_QqxhvST5TSV6ig1IyRgTjC_Tr3N9h6yHiK_PN-xGf_txAGMAZwF9hVAlw8nhp_QjRgEv4wuZ1SFt85sOk0uAdvvwBAV8PE3zCq-BjLNaq78HiZYzeDH-YiDWkOwD3aON61cOUtT48XJ3Mwfk5YeXsX5cvwRuIcXA9vkrb3MQRetGpMcLr-_0Q3ZydXq_Oi_Xl54vVcl0YzppUUFKqShrR6LqiXFgQgmlWS1OZplLCUKm1bpSFuup0x0hV80xbyTotuSScHaL3e91N8N9niKmdhjyBcVQO_BxbKhtZCVGKJqPvnqC3Pv8ld5cpWQrJSy4zRfeU2c0oQNduwjCpsG0paXdxtvs42xxnu4uzpbnm7b3yrCewjxUP-WWg3AMxP7kewj_W_1X9DfSbrOA</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1992794249</pqid></control><display><type>article</type><title>How does School Experience Relate to Adolescent Identity Formation Over Time? Cross-Lagged Associations between School Engagement, School Burnout and Identity Processing Styles</title><source>MEDLINE</source><source>Sociological Abstracts</source><source>Education Source</source><source>SpringerLink Journals - AutoHoldings</source><creator>Erentaitė, Rasa ; Vosylis, Rimantas ; Gabrialavičiūtė, Ingrida ; Raižienė, Saulė</creator><creatorcontrib>Erentaitė, Rasa ; Vosylis, Rimantas ; Gabrialavičiūtė, Ingrida ; Raižienė, Saulė</creatorcontrib><description>The existing research findings still do not provide a clear understanding of the links between adolescent school experience and their identity formation. To address this gap, we analyzed the dynamic links between adolescent school experiences and identity formation by exploring the cross-lagged associations between school engagement, school burnout and identity processing styles (information-oriented, normative and diffuse-avoidant) over a 2-year period during middle-to-late adolescence. The sample of this school-based study included 916 adolescents (51.4% females) in the 9th to 12th grades from diverse socio-economic and family backgrounds. The results from the cross-lagged analyses with three time points revealed that (a) school engagement positively predicted information-oriented identity processing over a 2-year period; (b) school burnout positively predicted the reliance on normative and diffuse-avoidant identity styles across the three measurements; (c) the effects were stable over the three time points and across different gender, grade, and socio-economic status groups. The unidirectional effects identified in our study support the general prediction that active engagement in learning at school can serve as a resource for adolescent identity formation, while school burnout, in contrast, can hinder the formation of adolescent identity. This points to the importance of taking developmental identity-related needs of adolescents into account when planning the school curriculum.</description><identifier>ISSN: 0047-2891</identifier><identifier>EISSN: 1573-6601</identifier><identifier>DOI: 10.1007/s10964-017-0806-1</identifier><identifier>PMID: 29330734</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Adolescent ; Adolescent Behavior - psychology ; Adolescent Development ; Adolescents ; Behavioral Science and Psychology ; Burnout ; Child and School Psychology ; Child development ; Clinical Psychology ; Cognition ; Cross-Sectional Studies ; Economic Status ; Educational Experience ; Educational psychology ; Empirical Research ; Female ; Females ; Health Psychology ; History of Psychology ; Humans ; Identification (Psychology) ; Identity formation ; Late Adolescents ; Law and Psychology ; Learner Engagement ; Learning ; Lithuania ; Male ; Psychology ; Self Actualization ; Sex Factors ; Social Identification ; Socioeconomic status ; Stress ; Students - psychology ; Surveys and Questionnaires ; Teenagers</subject><ispartof>Journal of youth and adolescence, 2018-04, Vol.47 (4), p.760-774</ispartof><rights>Springer Science+Business Media, LLC, part of Springer Nature 2018</rights><rights>Journal of Youth and Adolescence is a copyright of Springer, (2018). All Rights Reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c438t-102a59c78b65147de773b369c5c85a7c19bbb8ade65fbf305649c7d93fb949043</citedby><cites>FETCH-LOGICAL-c438t-102a59c78b65147de773b369c5c85a7c19bbb8ade65fbf305649c7d93fb949043</cites><orcidid>0000-0002-1582-5991 ; 0000-0001-7006-637X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10964-017-0806-1$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10964-017-0806-1$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>315,781,785,27349,27929,27930,33779,41493,42562,51324</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29330734$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Erentaitė, Rasa</creatorcontrib><creatorcontrib>Vosylis, Rimantas</creatorcontrib><creatorcontrib>Gabrialavičiūtė, Ingrida</creatorcontrib><creatorcontrib>Raižienė, Saulė</creatorcontrib><title>How does School Experience Relate to Adolescent Identity Formation Over Time? Cross-Lagged Associations between School Engagement, School Burnout and Identity Processing Styles</title><title>Journal of youth and adolescence</title><addtitle>J Youth Adolescence</addtitle><addtitle>J Youth Adolesc</addtitle><description>The existing research findings still do not provide a clear understanding of the links between adolescent school experience and their identity formation. To address this gap, we analyzed the dynamic links between adolescent school experiences and identity formation by exploring the cross-lagged associations between school engagement, school burnout and identity processing styles (information-oriented, normative and diffuse-avoidant) over a 2-year period during middle-to-late adolescence. The sample of this school-based study included 916 adolescents (51.4% females) in the 9th to 12th grades from diverse socio-economic and family backgrounds. The results from the cross-lagged analyses with three time points revealed that (a) school engagement positively predicted information-oriented identity processing over a 2-year period; (b) school burnout positively predicted the reliance on normative and diffuse-avoidant identity styles across the three measurements; (c) the effects were stable over the three time points and across different gender, grade, and socio-economic status groups. The unidirectional effects identified in our study support the general prediction that active engagement in learning at school can serve as a resource for adolescent identity formation, while school burnout, in contrast, can hinder the formation of adolescent identity. This points to the importance of taking developmental identity-related needs of adolescents into account when planning the school curriculum.</description><subject>Adolescent</subject><subject>Adolescent Behavior - psychology</subject><subject>Adolescent Development</subject><subject>Adolescents</subject><subject>Behavioral Science and Psychology</subject><subject>Burnout</subject><subject>Child and School Psychology</subject><subject>Child development</subject><subject>Clinical Psychology</subject><subject>Cognition</subject><subject>Cross-Sectional Studies</subject><subject>Economic Status</subject><subject>Educational Experience</subject><subject>Educational psychology</subject><subject>Empirical Research</subject><subject>Female</subject><subject>Females</subject><subject>Health Psychology</subject><subject>History of Psychology</subject><subject>Humans</subject><subject>Identification (Psychology)</subject><subject>Identity formation</subject><subject>Late Adolescents</subject><subject>Law and Psychology</subject><subject>Learner Engagement</subject><subject>Learning</subject><subject>Lithuania</subject><subject>Male</subject><subject>Psychology</subject><subject>Self Actualization</subject><subject>Sex Factors</subject><subject>Social Identification</subject><subject>Socioeconomic status</subject><subject>Stress</subject><subject>Students - psychology</subject><subject>Surveys and Questionnaires</subject><subject>Teenagers</subject><issn>0047-2891</issn><issn>1573-6601</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>BHHNA</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp1kc1u1DAUhS0EokPLA7BBltiwINSOnTheoemopZVGKqLtOvLPTUiV2IPtUOateEQ8TFtQJTa2bH_3nOt7EHpDyUdKiDiOlMiaF4SKgjSkLugztKCVYEVdE_ocLQjhoigbSQ_QqxhvST5TSV6ig1IyRgTjC_Tr3N9h6yHiK_PN-xGf_txAGMAZwF9hVAlw8nhp_QjRgEv4wuZ1SFt85sOk0uAdvvwBAV8PE3zCq-BjLNaq78HiZYzeDH-YiDWkOwD3aON61cOUtT48XJ3Mwfk5YeXsX5cvwRuIcXA9vkrb3MQRetGpMcLr-_0Q3ZydXq_Oi_Xl54vVcl0YzppUUFKqShrR6LqiXFgQgmlWS1OZplLCUKm1bpSFuup0x0hV80xbyTotuSScHaL3e91N8N9niKmdhjyBcVQO_BxbKhtZCVGKJqPvnqC3Pv8ld5cpWQrJSy4zRfeU2c0oQNduwjCpsG0paXdxtvs42xxnu4uzpbnm7b3yrCewjxUP-WWg3AMxP7kewj_W_1X9DfSbrOA</recordid><startdate>20180401</startdate><enddate>20180401</enddate><creator>Erentaitė, Rasa</creator><creator>Vosylis, Rimantas</creator><creator>Gabrialavičiūtė, Ingrida</creator><creator>Raižienė, Saulė</creator><general>Springer US</general><general>Springer Nature B.V</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7U4</scope><scope>7WY</scope><scope>7WZ</scope><scope>7X7</scope><scope>7XB</scope><scope>87Z</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>88J</scope><scope>8A4</scope><scope>8AM</scope><scope>8C1</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8FL</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>BGRYB</scope><scope>BHHNA</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWI</scope><scope>DWQXO</scope><scope>FRNLG</scope><scope>FYUFA</scope><scope>F~G</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K60</scope><scope>K6~</scope><scope>K7.</scope><scope>K9-</scope><scope>K9.</scope><scope>KB0</scope><scope>L.-</scope><scope>M0C</scope><scope>M0O</scope><scope>M0P</scope><scope>M0R</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2R</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQBIZ</scope><scope>PQBZA</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>WZK</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-1582-5991</orcidid><orcidid>https://orcid.org/0000-0001-7006-637X</orcidid></search><sort><creationdate>20180401</creationdate><title>How does School Experience Relate to Adolescent Identity Formation Over Time? Cross-Lagged Associations between School Engagement, School Burnout and Identity Processing Styles</title><author>Erentaitė, Rasa ; Vosylis, Rimantas ; Gabrialavičiūtė, Ingrida ; Raižienė, Saulė</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c438t-102a59c78b65147de773b369c5c85a7c19bbb8ade65fbf305649c7d93fb949043</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Adolescent</topic><topic>Adolescent Behavior - psychology</topic><topic>Adolescent Development</topic><topic>Adolescents</topic><topic>Behavioral Science and Psychology</topic><topic>Burnout</topic><topic>Child and School Psychology</topic><topic>Child development</topic><topic>Clinical Psychology</topic><topic>Cognition</topic><topic>Cross-Sectional Studies</topic><topic>Economic Status</topic><topic>Educational Experience</topic><topic>Educational psychology</topic><topic>Empirical Research</topic><topic>Female</topic><topic>Females</topic><topic>Health Psychology</topic><topic>History of Psychology</topic><topic>Humans</topic><topic>Identification (Psychology)</topic><topic>Identity formation</topic><topic>Late Adolescents</topic><topic>Law and Psychology</topic><topic>Learner Engagement</topic><topic>Learning</topic><topic>Lithuania</topic><topic>Male</topic><topic>Psychology</topic><topic>Self Actualization</topic><topic>Sex Factors</topic><topic>Social Identification</topic><topic>Socioeconomic status</topic><topic>Stress</topic><topic>Students - psychology</topic><topic>Surveys and Questionnaires</topic><topic>Teenagers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Erentaitė, Rasa</creatorcontrib><creatorcontrib>Vosylis, Rimantas</creatorcontrib><creatorcontrib>Gabrialavičiūtė, Ingrida</creatorcontrib><creatorcontrib>Raižienė, Saulė</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Nursing & Allied Health Database</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Access via ABI/INFORM (ProQuest)</collection><collection>ABI/INFORM Global (PDF only)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ABI/INFORM Global (Alumni Edition)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>Criminal Justice Database (Alumni Edition)</collection><collection>Public Health Database</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ABI/INFORM Collection (Alumni Edition)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>Business Premium Collection</collection><collection>Criminology Collection</collection><collection>Sociological Abstracts</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Sociological Abstracts</collection><collection>ProQuest Central Korea</collection><collection>Business Premium Collection (Alumni)</collection><collection>Health Research Premium Collection</collection><collection>ABI/INFORM Global (Corporate)</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Sociology Collection</collection><collection>ProQuest Business Collection (Alumni Edition)</collection><collection>ProQuest Business Collection</collection><collection>ProQuest Criminal Justice (Alumni)</collection><collection>Consumer Health Database (Alumni Edition)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>ABI/INFORM Professional Advanced</collection><collection>ABI/INFORM Global</collection><collection>Criminal Justice Database</collection><collection>Education Database</collection><collection>Consumer Health Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Psychology Database</collection><collection>Research Library</collection><collection>Social Science Database</collection><collection>Sociology Database</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Business</collection><collection>ProQuest One Business (Alumni)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>Sociological Abstracts (Ovid)</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of youth and adolescence</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Erentaitė, Rasa</au><au>Vosylis, Rimantas</au><au>Gabrialavičiūtė, Ingrida</au><au>Raižienė, Saulė</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>How does School Experience Relate to Adolescent Identity Formation Over Time? Cross-Lagged Associations between School Engagement, School Burnout and Identity Processing Styles</atitle><jtitle>Journal of youth and adolescence</jtitle><stitle>J Youth Adolescence</stitle><addtitle>J Youth Adolesc</addtitle><date>2018-04-01</date><risdate>2018</risdate><volume>47</volume><issue>4</issue><spage>760</spage><epage>774</epage><pages>760-774</pages><issn>0047-2891</issn><eissn>1573-6601</eissn><abstract>The existing research findings still do not provide a clear understanding of the links between adolescent school experience and their identity formation. To address this gap, we analyzed the dynamic links between adolescent school experiences and identity formation by exploring the cross-lagged associations between school engagement, school burnout and identity processing styles (information-oriented, normative and diffuse-avoidant) over a 2-year period during middle-to-late adolescence. The sample of this school-based study included 916 adolescents (51.4% females) in the 9th to 12th grades from diverse socio-economic and family backgrounds. The results from the cross-lagged analyses with three time points revealed that (a) school engagement positively predicted information-oriented identity processing over a 2-year period; (b) school burnout positively predicted the reliance on normative and diffuse-avoidant identity styles across the three measurements; (c) the effects were stable over the three time points and across different gender, grade, and socio-economic status groups. The unidirectional effects identified in our study support the general prediction that active engagement in learning at school can serve as a resource for adolescent identity formation, while school burnout, in contrast, can hinder the formation of adolescent identity. This points to the importance of taking developmental identity-related needs of adolescents into account when planning the school curriculum.</abstract><cop>New York</cop><pub>Springer US</pub><pmid>29330734</pmid><doi>10.1007/s10964-017-0806-1</doi><tpages>15</tpages><orcidid>https://orcid.org/0000-0002-1582-5991</orcidid><orcidid>https://orcid.org/0000-0001-7006-637X</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0047-2891 |
| ispartof | Journal of youth and adolescence, 2018-04, Vol.47 (4), p.760-774 |
| issn | 0047-2891 1573-6601 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1989577278 |
| source | MEDLINE; Sociological Abstracts; Education Source; SpringerLink Journals - AutoHoldings |
| subjects | Adolescent Adolescent Behavior - psychology Adolescent Development Adolescents Behavioral Science and Psychology Burnout Child and School Psychology Child development Clinical Psychology Cognition Cross-Sectional Studies Economic Status Educational Experience Educational psychology Empirical Research Female Females Health Psychology History of Psychology Humans Identification (Psychology) Identity formation Late Adolescents Law and Psychology Learner Engagement Learning Lithuania Male Psychology Self Actualization Sex Factors Social Identification Socioeconomic status Stress Students - psychology Surveys and Questionnaires Teenagers |
| title | How does School Experience Relate to Adolescent Identity Formation Over Time? Cross-Lagged Associations between School Engagement, School Burnout and Identity Processing Styles |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-11T20%3A08%3A08IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=How%20does%20School%20Experience%20Relate%20to%20Adolescent%20Identity%20Formation%20Over%20Time?%20Cross-Lagged%20Associations%20between%20School%20Engagement,%20School%20Burnout%20and%20Identity%20Processing%20Styles&rft.jtitle=Journal%20of%20youth%20and%20adolescence&rft.au=Erentait%C4%97,%20Rasa&rft.date=2018-04-01&rft.volume=47&rft.issue=4&rft.spage=760&rft.epage=774&rft.pages=760-774&rft.issn=0047-2891&rft.eissn=1573-6601&rft_id=info:doi/10.1007/s10964-017-0806-1&rft_dat=%3Cproquest_cross%3E1989577278%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1992794249&rft_id=info:pmid/29330734&rfr_iscdi=true |