Byron L. Zamboanga

Bio: Byron L. Zamboanga is an academic researcher from Smith College. The author has contributed to research in topics: Acculturation & Poison control. The author has an hindex of 50, co-authored 216 publications receiving 9444 citations. Previous affiliations of Byron L. Zamboanga include University of Nebraska–Lincoln & University of Arkansas.

Rethinking the concept of acculturation: implications for theory and research.

Abstract: This article presents an expanded model of acculturation among international migrants and their immediate descendants. Acculturation is proposed as a multidimensional process consisting of the confluence among heritage-cultural and receiving-cultural practices, values, and identifications. The implications of this reconceptualization for the acculturation construct, as well as for its relationship to psychosocial and health outcomes, are discussed. In particular, an expanded operationalization of acculturation is needed to address the "immigrant paradox," whereby international migrants with more exposure to the receiving cultural context report poorer mental and physical health outcomes. We discuss the role of ethnicity, cultural similarity, and discrimination in the acculturation process, offer an operational definition for context of reception, and call for studies on the role that context of reception plays in the acculturation process. The new perspective on acculturation presented in this article is intended to yield a fuller understanding of complex acculturation processes and their relationships to contextual and individual functioning.

The Questionnaire for Eudaimonic Well-Being: Psychometric properties, demographic comparisons, and evidence of validity

Abstract: The Questionnaire for Eudaimonic Well-Being (QEWB) was developed to measure well-being in a manner consistent with how it is conceptualized in eudaimonist philosophy. Aspects of eudaimonic well-being assessed by the QEWB include self-discovery, perceived development of one's best potentials, a sense of purpose and meaning in life, intense involvement in activities, investment of significant effort, and enjoyment of activities as personally expressive. The QEWB was administered to two large, ethnically diverse samples of college students drawn from multiple sites across the United States. A three-part evaluation of the instrument was conducted: (1) evaluating psychometric properties, (2) comparing QEWB scores across gender, age, ethnicity, family income, and family structure, and (3) assessing the convergent, discriminant, construct, and incremental validity of the QEWB. Six hypotheses relating QEWB scores to identity formation, personality traits, and positive and negative psychological functioning were evaluated. The internal consistency of the scale was high and results of independent CFAs indicated that the QEWB items patterned onto a common factor. The distribution of scores approximated a normal curve. Demographic variables were found to predict only small proportions of QEWB score variability. Support for the hypotheses tested provides evidence for the validity of the QEWB as an instrument for assessing eudaimonic well-being. Implications for theory and future research directions are discussed.

Testing Berry's model of acculturation: A confirmatory latent class approach.

Abstract: The authors examined the extent to which Berry's (1997) acculturation orientation categories--assimilation, integration, separation, and marginalization--would emerge from a latent class analysis of continuous acculturation indices. Hispanic college students (N = 436) from Miami participated in the study. The authors used measures of heritage and American cultural orientations to create the latent classes. The authors utilized a number of external variables, including ethnic identity, value-based indices of cultural identity, familial ethnic socialization, acculturative stress, and perceived ethnic discrimination to validate the cluster solution. Overall, our findings provided mixed support for Berry's model. Six latent classes emerged from analysis. Two of these appeared to represent variants of biculturalism, two resembled a combination of assimilation and biculturalism, one resembled a combination of separation and biculturalism, and one was not clearly associated with any of Berry's categories. The two bicultural classes differed markedly in American and heritage cultural orientations, ethnic identity, and nearly all of the value-based indices of cultural identity. Some of the differences among the six classes supported Berry's model, and others did not. The authors discuss the implications of these results for acculturation theory and research.

Examining the Light and Dark Sides of Emerging Adults’ Identity: A Study of Identity Status Differences in Positive and Negative Psychosocial Functioning

Abstract: Identity is a critical developmental task during the transition to adulthood in Western societies. The purpose of the present study was to evaluate an empirically based, cluster-analytic identity status model, to examine whether all four of Marcia’s identity statuses (diffusion, foreclosure, moratorium, and achievement) would emerge empirically, and to identify different patterns of identity formation among American college-attending emerging adults. An ethnically diverse sample of 9,034 emerging-adult students (73% female; mean age 19.73 years) from 30 U.S. universities completed measures of identity exploration (ruminative, in breadth, and in depth) and commitment (commitment making and identification with commitment), identity synthesis and confusion, positive and negative psychosocial functioning, and health-compromising behaviors. The identity status cluster solution that emerged provided an adequate fit to the data and included all four of Marcia’s original identity statuses, along with Carefree Diffusion and Undifferentiated statuses. Results provided evidence for concurrent validity, construct validity, and practical applicability of these statuses. Implications for identity research are discussed.

Identity in emerging adulthood: Reviewing the field and looking forward

Abstract: The present article presents a review of identity status-based theory and research with adolescents and emerging adults, with some coverage of related approaches such as narrative identity and identity style. In the first section, we review Erikson's theory of identity and early identity status research examining differences in personality and cognitive variables across statuses. We then review two contemporary identity models that extend identity status theory and explicitly frame identity development as a dynamic and iterative process. We also review work that has focused on specific domains of identity. The second section of the article discusses mental and physical health correlates of identity processes and statuses. The article concludes with recommen- dations for future identity research with adolescent and emerging adult populations. Identity is a fundamental psychosocial task for young people. Beginning in their early teens, adolescents start to ask questions such as ''Who am I?'' ''What am I doing in my life?'' ''What kind of relationships do I want?'' ''What kind of work do I want to do?'' and ''What are my beliefs?''(Archer, 1982). The con- sideration of alternative possibilities often coincides with the advent of formal operational thought during adolescence (Kret- tenauer, 2005). As young people develop the ability to consider an abstract idea such as who and what they could be, they may begin to imagine new and different possibilities for themselves. Accordingly, the purpose of this article is to review what is known about identity in young people—with particular atten- tion to work conducted since 2000. We begin with an overview of what identity is (from a developmental perspective), how it functions, and how the task of developing a sense of identity has changed in the past 40-50 years due to technological advances and associated social changes. We attend to research and theory that is rooted in the pioneering work of Erikson (1950), who was one of the first ''grand theorists'' to character- ize identity as a fundamental task of adolescence and of the transition to adulthood. We then review a number of prominent neo-Eriksonian identity theories and some of the content domains in which identity processes operate. We focus partic- ularly on Marcia's identity status model, which was one of the first empirical operationalizations of Erikson's work and has generated more than 45 years of theoretical and empirical work. We also review two other prominent neo-Eriksonian approaches, identity style and narrative identity. We then review research linking identity processes and domains with psychosocial and health outcomes. Finally, we suggest future directions for identity research.

Using Multivariate Statistics

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Childhood and Society.

Abstract: Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and