Identity status and empathic response patterns: a multidimensional investigation

This study examined the multidimensional empathic response patterns of late adolescent undergraduate students according to their identity status. Subjects were 153 undergraduates at seven New York City area colleges. Subjects completed self-report measures of empathic response style and identity development. Empathic concern showed a statistically significant positive linear relationship with the identity status hierarchy. Cognitive empathy had a statistically significant positive relationship, and empathic distress had a statistically significant negative relationship with identity exploration. Findings are discussed in the context of developmental and social-cognitive models of identity status.