Unpacking the pattern of identity statuses of Hong Kong secondary school students and its relationship with community service engagement

Hui Xuan XU, Sisi LIU

Research output: Contribution to conferencePaper

Abstract

Identity formation is a major development issue confronting adolescents (Erikson, 1968). By adopting Marcia’s (1966) identity status model and employing part of the Objective Measure of Ego Identity Status, the researcher examined a sample of Hong Kong secondary school students’ identity statuses in the four identity domain areas, say education, career, life-style, and friendship. It was found that 95.9% of the students can be categorized into a particular status, and 31.7%, 25.6%, 20.4%, 22.3% of the students were assigned as diffusion, foreclosure, moratorium, and achievement statuses respectively. Further statistical analysis has been conducted to unpack the relationship between the respondents’ identity statuses and personal characteristics, parents’ influence, and community service engagement. Implications for the enhancement of community service programmes at secondary schools will be discussed at the end.
Original languageEnglish
Publication statusPublished - Mar 2017

Citation

Xu, H., & Liu, S. (2017, March). Unpacking the pattern of identity statuses of Hong Kong secondary school students and its relationship with community service engagement. Paper presented at the Comparative Education Society of Hong Kong Spring Annual Conference 2017 (CESHK 2017), The Education University of Hong Kong, China.

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