Author
Michael D. Berzonsky
Other affiliations: New York College of Health Professions, State University of New York System
Bio: Michael D. Berzonsky is an academic researcher from State University of New York at Cortland. The author has contributed to research in topics: Identity (social science) & Identity formation. The author has an hindex of 40, co-authored 81 publications receiving 6981 citations. Previous affiliations of Michael D. Berzonsky include New York College of Health Professions & State University of New York System.
Papers published on a yearly basis
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TL;DR: Luyckx et al. as discussed by the authors extended the four-dimensional identity formation model with a fifth dimension, labeled ruminative (or maladaptive) exploration, which was added as a complement to two forms of reflective (or adaptive) exploration already included in the model.
649 citations
TL;DR: The four personality outcomes classified by Marcia's idenltity status paradigm are conceptualized in terms of three styles of per sonial verb-oblem solvilng atid decision making.
Abstract: The four personality outcomes classified by Mar-cia 's idenltity-status paradigm are conceptualized in terms of three styles of per sonial pr-oblem solvilng atid decision making: (a) An Information...
509 citations
01 Jan 2005
TL;DR: Rodgers and Rodgers as mentioned in this paper reviewed a review of recent literature on adolescent development, focusing on the biological and genetic processes of adolescent development and the social context of adolescents' development, and highlighted the importance of social networks in the development of adolescents.
Abstract: List of Contributors. Introduction by the Editors. Part I: Biological and Genetic Processes. 1. Behavior Genetics and Adolescent Development: A Review of Recent Literature (Joseph Lee Rodgers and David E. Bard). 2. Pubertal Processes and Physiological Growth in Adolescence (Andrea Bastiani Archibald, Julia A. Graber and Jeanne Brooks-Gunn). Part II: The Social Context of Adolescence. 3. Religious Development in Adolescence (Geoffrey L. Ream and Ritch C. Savin-Williams). 4. The Family Ecology of Adolescence: A Dynamic Systems Perspective on Normative Development (Isabela Granic and Thomas J. Dishion). 5. Sports and Leisure (Steve Danish). 6. The World of Work and Careers (Fred W. Vondracek and Erik J. Porfeli). 7. Education: Junior and High School (Jacque Eccles). 8. College as a Transition to Adulthood (Marilyn J. Montgomery and James E. Cote). Part III: Developmental Patterns and Processes. 9. Autonomy Development during Adolescence (Melanie J. Zimmer-Gembeck and W. Andrew Collins). 10. Identity Development during Adolescence (Jane Kroger). 11. Cognitive Development during Adolescence (James P. Byrnes). 12. Moral Development During Adolescence (Judith G. Smetana and Elliot Turiel). 13. Emotional Development in Adolescence (Gianine D. Rosenblum and Michael Lewis). 14. Self-Concept and Self-Esteem Development (Jerome B. Dusek and Julie Guay McIntyre. Part IV: Personal Relationships. 15. Dating and Romantic Experiences in Adolescence (Heather A. Bouchey and Wyndol Furman). 16. Crowds, Cliques, and Friendships (B. Bradford Brown). 17. Relationships Outside the Family: Unrelated Adults (Nancy Darling, Stephen F. Hamilton and Katherine Hames). 18. Adolescent Sexuality: Behavior and Meaning (Lisa J. Crockett, Marcela Raffaelli, and Kristin Moilanen). 19. The Intimate Relationships of Sexual-Minority Youths (Lisa M. Diamond and Ritch C. Savin-Williams). Part V: Problem Behaviors. 20. Adolescent Pregnancy and Childbearing (Brent C. Miller, Bruce K. Bayley, Mathew Christensen, Spencer C. Leavitt, and Diana D. Coyl). 21. Alcohol and Other Substance Use and Abuse (Michael Windle and Rebecca C. Windle). 22. Understanding Conduct Problems in Adolescence From a Life-Span Perspective (Deborah M. Capaldi and Joann W. Shortt). 23. Leaving Home: The Runaway and the Fogotten Throwaway (Thomas P. Gullotta). 24. Crime, Delinquency and Youth Gangs (Daniel J. Flannery, David Hussey, Laurie Biebelhausen, and Kelly Wester). 25. Eating Disorders in Adolescence (Janet Polivy, C. Peter Herman, Jennifer Mills, and Heather Brock). 26. Depression and Suicide during Adolescence (A.D. Seroczynski, Farrah M. Jacquez, and David Cole). 27. Sexually Transmitted Diseases Among Adolescents: Risk Factors, Antecedents, and Prevention Strategies (Ralph J. DiClemente and Richard A. Crosby). Author Index. Subject Index.
448 citations
01 Jan 1990
352 citations
TL;DR: This study examined the relationship between identity style and strategies used to cope with stressors that potentially threaten one's sense of identity, and found an informational style was associated with deliberate, problem-focused coping.
Abstract: This study examined the relationship between identity style and strategies used to cope with stressors that potentially threaten one's sense of identity. Identity style refers to differences in the way individuals construct and revise or maintain their sense of identity. An informational style involves actively seeking out, evaluating, and utilizing self-relevant information. A normative style highlights the expectations and standards of significant others. A diffuse/avoidant style is characterized by procrastination and situation-specific reactions. Late-adolescent college subjects were administered measures of identity style, ways of coping with academic stressors, and test anxiety. Within this self-as-student context, subjects with diffuse and normative identity styles employed avoidant-oriented coping strategies (wishful thinking, distancing, and tension reduction). An informational style was associated with deliberate, problem-focused coping. Findings are discussed in terms of a process model of identity development.
351 citations
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2,839 citations
01 Jun 2007
TL;DR: In this paper, a developmental perspective of peer interactions, relationships, and groups is presented covering the periods of infancy, toddlerhood, early childhood, middle childhood, and adolescence, and methods and measures pertaining to the study of children's peer experiences are described.
Abstract: The chapter begins with a distinction made between the interactions children have with peers, the relationships they form with peers, and the groups and networks within which peer interactions and relationships occur. From this conceptual overview, a review of relevant theories is presented. Thereafter, a developmental perspective of peer interactions, relationships, and groups is presented covering the periods of infancy, toddlerhood, early childhood, middle childhood, and adolescence. Subsequently, methods and measures pertaining to the study of children's peer experiences are described. Next, we examine factors that may account for peer acceptance and rejection as well as qualitatively rich and poor friendships. Among the factors discussed are included temperament (biological factors), sex of child, parenting, parent-child relationships, and culture. The chapter concludes with a discussion of the extent to which individual differences in peer acceptance, rejection and friendship (prevalence and quality) predict adaptive and maladaptive developmental outcomes and a suggested agenda for future research.
Keywords:
friendship;
peer interactions;
peer relationships;
peer rejection;
social acceptance;
social competence
2,664 citations
TL;DR: Strong and consistent predictors of procrastination were task aversiveness, task delay, self-efficacy, and impulsiveness, as well as conscientiousness and its facets of self-control, distractibility, organization, and achievement motivation.
Abstract: Procrastination is a prevalent and pernicious form of self-regulatory failure that is not entirely understood. Hence, the relevant conceptual, theoretical, and empirical work is reviewed, drawing upon correlational, experimental, and qualitative findings. A meta-analysis of procrastination’s possible causes and effects, based on 691 correlations, reveals that neuroticism, rebelliousness, and sensation seeking show only a weak connection. Strong and consistent predictors of procrastination were task aversiveness, task delay, selfefficacy, and impulsiveness, as well as conscientiousness and its facets of self-control, distractibility, organization, and achievement motivation. These effects prove consistent with temporal motivation theory, an integrative hybrid of expectancy theory and hyperbolic discounting. Continued research into procrastination should not be delayed, especially because its prevalence appears to be growing.
2,033 citations
2,030 citations
TL;DR: In this article, the authors argue that employability represents a form of work specific adaptive adaptability that consists of three dimensions: career identity, personal adaptability, and social and human capital.
1,687 citations