Diverse‐and‐Dynamic Pathways in Educational and Interpersonal Identity Formation during Adolescence: Longitudinal Links With Psychosocial Functioning

This study aimed to examine the relations between educational and interpersonal identity trajectories and psychosocial functioning based on a three‐factor identity process model. A total of 968 Japanese adolescents including 13‐ and 16‐years‐olds (49.7% female) participated in a four‐wave longitudinal study. Latent class growth analysis extracted five identity trajectories in each educational and interpersonal identity domain and revealed (a)...