Identity status, identity processing style, and the transition to university

The present study investigated the role that differences in identity orient ations may play as students negotiate the transition to a university contex t. Measures of identity status, identity processing style, and student deve lopmental tasks were administered to 363 entering university freshmen. Resu lts indicated that differences in identity statuses accounted for significa nt variation in the students' progress on measures of academic autonomy, ed ucational involvement, and mature interpersonal relationships. Moreover, in most cases these associations were mediated by the students' identity proc essing style. In general, the findings suggest that students with an inform ational identity style pre best prepared to effectively adapt within a univ ersity context, whereas those with a diffuse/avoidant style are most apt To encounter difficulties.