Research Paper Summaries
In-depth Studies and Scholarly Contributions by Dr. Su Yeong Kim
Good Choices, Poor Choices: Relationship Between the Quality of Identity Commitments and Psychosocial Functioning
Summary:
Alan S. Waterman, Seth J. Schwartz, Sam A. Hardy, Su Yeong Kim, Richard M. Lee, Brian E. Armenta, Susan Krauss Whitbourne, Byron L. Zamboanga, Elissa J. Brown, Michelle K. Williams, and V. Bede Agocha (2013) investigated how the quality of identity commitments influences psychosocial functioning in emerging adults. Drawing on eudaimonic identity theory, the study proposed that it is not merely making identity commitments that fosters well-being, but whether those commitments are high quality; that is, personally expressive, intrinsically motivated, and aligned with one’s talents and values.
The study used data from the Multi-Site University Study of Identity and Culture (MUSIC), which surveyed 9,650 students across 30 U.S. colleges and universities. Measures included identity exploration, identity commitment, quality of commitment (via the Questionnaire for Eudaimonic Well-Being), and indices of psychosocial functioning: subjective and psychological well-being, self-esteem, internal locus of control, and symptoms of anxiety and depression. Analyses compared results both across Marcia’s identity statuses (achievement, moratorium, foreclosure, diffusion) and using continuous measures of identity processes.
Findings replicated prior research showing that identity commitments are linked to higher well-being, self-esteem, and internal control, and lower anxiety and depression. However, when commitment quality was introduced, it explained the majority of these associations, with mere presence of commitments reduced to nonsignificance. High-quality commitments strongly predicted positive outcomes (e.g., greater life satisfaction, optimism, purpose) and fewer negative outcomes, while low-quality commitments—such as those formed due to external pressures—were associated with psychological costs. Importantly, emerging adults with “achieved” or “foreclosed” identities but low-quality commitments reported higher anxiety, depression, and lower self-esteem than peers with more authentic commitments.
The study’s implications are substantial: forming identity commitments alone is insufficient for healthy development. What matters most is whether commitments are authentic and personally meaningful. Counselors and educators should therefore guide young adults not only to make choices about careers, relationships, or beliefs, but to make better choices that align with intrinsic interests and values.
Waterman and colleagues highlight that distinguishing between high- and low-quality commitments reframes identity development as a process of making wise, self-concordant choices. This insight deepens understanding of why some emerging adults thrive while others struggle despite appearing to have stable identities.
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