Relations of Personality Traits, Character, and Narrative Identity with Emerging Adults' Identity Statuses.
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| Title: | Relations of Personality Traits, Character, and Narrative Identity with Emerging Adults' Identity Statuses. |
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| Authors: | Booker, Jordan A. (AUTHOR), Johnson, Chloe (AUTHOR), Chavez, Sienna (AUTHOR), Wyatt, Lauren (AUTHOR) |
| Source: | Journal of Adult Development. Jun2026, Vol. 33 Issue 2, p186-199. 14p. |
| Subjects: | Personality development, Group identity, Cluster analysis (Statistics), Questionnaires, Multiple regression analysis, Descriptive statistics, Analysis of covariance, Multivariate analysis, Chi-squared test, Character, Attitude (Psychology), Odds ratio, Data analysis software, Confidence intervals, Neuroses, Adolescence, Adults |
| Abstract: | "Who am I and what is my place in the world?" Such questions about identity emerge for adolescents and continue to be important for emerging adults. Personality development is related to identity development, such that people of similar ages and in similar environments differ in their progress forming a stable identity, just as they differ in being extraverted or hopeful. Many projects center on the role of personality traits when considering relations of personality and identity development. Still, there are additional forms of personality worth considering. We considered how personality traits, character, and narrative identity were related to reported identity statuses among college adults. Two hundred eighty-eight college adults (M age = 18.4 years = 78.3% women) responded to personality questionnaires, identity questionnaires, and two autobiographical narrative prompts. Participants were then clustered into four identity statuses: diffusion; moratorium; foreclosure; achievement. Reported identity status was associated with individual differences in endorsed traits, endorsed character, and expressed narrative identity. Multiple personality measures were higher among endorsed achievement identity status. When considered simultaneously, trait neuroticism, the character of hope, and narrated agency were uniquely related to endorsements of identity statuses. Our findings affirmed that among adults of similar ages, operating in similar environments, and holding similar roles as students, differences in personality were related to differences in identity progress, reflected here as identity status. Findings highlight the benefits of considering multiple levels of personality for a richer view of how people within similar developmental periods might differ in identity progress. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | "Who am I and what is my place in the world?" Such questions about identity emerge for adolescents and continue to be important for emerging adults. Personality development is related to identity development, such that people of similar ages and in similar environments differ in their progress forming a stable identity, just as they differ in being extraverted or hopeful. Many projects center on the role of personality traits when considering relations of personality and identity development. Still, there are additional forms of personality worth considering. We considered how personality traits, character, and narrative identity were related to reported identity statuses among college adults. Two hundred eighty-eight college adults (M age = 18.4 years = 78.3% women) responded to personality questionnaires, identity questionnaires, and two autobiographical narrative prompts. Participants were then clustered into four identity statuses: diffusion; moratorium; foreclosure; achievement. Reported identity status was associated with individual differences in endorsed traits, endorsed character, and expressed narrative identity. Multiple personality measures were higher among endorsed achievement identity status. When considered simultaneously, trait neuroticism, the character of hope, and narrated agency were uniquely related to endorsements of identity statuses. Our findings affirmed that among adults of similar ages, operating in similar environments, and holding similar roles as students, differences in personality were related to differences in identity progress, reflected here as identity status. Findings highlight the benefits of considering multiple levels of personality for a richer view of how people within similar developmental periods might differ in identity progress. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10680667 |
| DOI: | 10.1007/s10804-025-09521-1 |
