The Development of Self-Complexity as Occupational Identity and Its Impact on

Well-Being

Oksana MalanchukEmily Messersmith

Stephen C. PeckJacquelynne S. EcclesUniversity of Michigan

Acknowledgements

• We thank the following people for their support of this project (listed alphabetically): Elaine Belansky, Todd Bartko, Heather Bouchey, Nick Butler, Celina Chatman, Diane Early, Kari Fraser, Leslie Gutman, Katie Jodl, Ariel Kalil, Linda Kuhn, Sarah Lord, Karen McCarty, Alice Michael, Melanie Overby, Robert Roeser, Sherri Steele, Erika Taylor, Janice Templeton, Cindy Winston, and Carol Wong

• Data reported here come from grants to Jacquelynne S. Eccles and Arnold J. Sameroff from the MacArthur Network on Successful Adolescent Development in High Risk Settings (Chair: R. Jessor) and the National Institutes for Child Health and Human Development and to Jacquelynne S. Eccles from the W.T. Grant Foundation.

Overview

• What does self-structure complexity look like?

• How is self-structure complexity related to mental health?

Social Psychological Perspective

• Individuals are agentic, proactive, and engage in self-regulation of their psychosocial development

• Self-concept is complex, dynamic, and motivational• See Bandura, 1999; Markus and Wurf, 1986

Complexity of Self-Structure

• Number of dimensions that comprise the self-concept (Linville, 1985)

• Balance of positive and negative aspects of the self (Oyserman & Markus, 1990)

• Organization or integration of multiple dimensions (Donahue, Robins, Roberts, & John, 1993)

• Internal clarity and unity (Campbell, et al., 1996)

Complexity of Self-Structure

• Our definition focuses on • Clarity• Integration

Sample

• Ongoing longitudinal study: Maryland Adolescent Development In Context

• Data collected during 7th grade, 8th grade, 11th grade, 1 year post high school, 3 years post high school

• Began with almost 1500 participants; almost 900 remain

Demographics

MADICS: Maryland Adolescent Development in Context Study

Family Income in PG County

$15-$30,000$30-$50,000$50-$70,000

< $15,00

> $70,000 WhitesBlacks

WhiteBlackBelow Poverty

Percent

U.S. PGCSample

0

10

20

30

40

50

60

70

80

Prince George's County

Marlyland

Procedure

• Face-to-face open-ended interviews in home (Grades 7, 8, 11)

• Self-report questionnaire (all Waves)• Included questions about self-beliefs,

school environment, family relations, romantic relationships, work

Occupational Theme

• Most salient occupational goal• Grades 7 & 8 coded into broad

categories• Grade 11 and post high school

coded into more specific categories based on 1980 Census

Occupational Themes – Grade 8

18%

8%

6%

17%3%5%

43%

Prestigious/ White collar

Miscellaneous Specialist

Communication/ Performingarts

Sports

Blue Collar/ No SpecialEducation

Other

No Consistent Theme

Occupational Themes – Grade 11

28%

10%

14%11%

6%

3%

5%

23% Prestigious/ White collar

Miscellaneous Specialist,requires BA

Communication/ Performingarts

Miscellaneous Specialist,non-BA

Sports

Blue Collar/ No SpecialEducation

Other

No Consistent Theme

Occupational Themes – 3 years post high school

20%

12%

14%23%

1%

7%

6%

17% Prestigious/ White collar

Miscellaneous Specialist,requires BA

Communication/ Performingarts

Miscellaneous Specialist,non-BA

Sports

Blue Collar/ No SpecialEducation

Other

No Consistent Theme

Structure of Occupational Future Self

• Participants’ responses coded across interview, within each wave• Desired jobs• Realistic future jobs • Wishes & million dollars• Heroes & role models• Current activities • Possible selves & strategies

Vague

• This category was only used in 7th and 8th grades

• Exhibited no occupational goal• In later waves, this category was

broken into Unresolved and No Real Idea

Example: No Real Idea

• Job desired at 30: Printing manager • Realistic job at 30: “Couldn’t even

begin to say”• Obstacles: Death, jail• Current activity: N/A• Role model: N/A

Example: Unresolved

• Job desired at 30: “I have no clue”• Realistic job at 30: “I have no clue”• Obstacles: None listed• Current activity: Studying hard• Role model: N/A• But… he was very happy to be

accepted at and to attend Berkeley

Example: Conflicting

• Job desired at 30: Computer technician

• Realistic job at 30: Computer technician or musician

• Obstacles: Lack of motivation• Current activity: Preparing to take a

certification test• Wish: Finger strength and speed to

be a better guitarist

Example: Clarified

• Job desired at 30: Famous musician• Realistic job at 30: Famous musician• Obstacles: Broken hands• Current activity: N/A• Role model: A famous songwriter• Wish: Success in music

Example: Supported

• Job desired at 30: Computer programmer

• Realistic job at 30: Computer programmer

• Obstacles: Competitive job market• Current activity: Putting effort into

current job and college coursework• Role model: N/A

Example: Integrated

• Job desired at 30: Researcher in biomedical engineering

• Realistic job at 30: Family practice doctor• Obstacles: Low grades, low drive, lots of

stress• Current activity: Looking for internships,

studying hard• Role model: a mentor who is also a doctor

Structure of Occupational Future Self

0

10

20

30

40

50

60

7thGrade

8thGrade

11thGrade

1 yr.Post

3 yrs.Post

Perc

ent

Integrated

Supported

Clarified

Conflicting

Vague

Structure of Occupational Future Self

0

10

20

30

40

50

60

7thGrade

8thGrade

11thGrade

1 yr.Post

3 yrs.Post

Perc

ent

Integrated

Supported

Clarified

Conflicting

Vague

Structure of Occupational Future Self

0

10

20

30

40

50

60

7thGrade

8thGrade

11thGrade

1 yr.Post

3 yrs.Post

Perc

ent

Integrated

Supported

Clarified

Conflicting

Vague

Occupational Structure: High Socioeconomic Status

0

10

20

30

40

50

60

7thGrade

8thGrade

11thGrade

1 yr.Post

3 yrs.Post

Perc

ent

Integrated

Supported

Clarified

Conflicting

Vague

Occupational Structure: Mid Socioeconomic Status

0

10

20

30

40

50

60

7thGrade

8thGrade

11thGrade

1 yr.Post

3 yrs.Post

Perc

ent

Integrated

Supported

Clarified

Conflicting

Vague

Occupational Structure: Low Socioeconomic Status

0

10

20

30

40

50

60

7thGrade

8thGrade

11thGrade

1 yr.Post

3 yrs.Post

Perc

ent

Integrated

Supported

Clarified

Conflicting

Vague

Occupational Structure by Continuous Socioeconomic Status

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

7thGrade

8thGrade

11thGrade

1 yr.Post

3 yrs.Post

Perc

en

t

Integrated

Supported

Clarified

Conflicting

Vague

Occupational Structure by Continuous Socioeconomic Status

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

7thGrade

8thGrade

11thGrade

1 yr.Post

3 yrs.Post

Perc

en

t

Integrated

Supported

Clarified

Conflicting

Vague

Occupational Structure by Continuous Socioeconomic Status

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

7thGrade

8thGrade

11thGrade

1 yr.Post

3 yrs.Post

Perc

en

t

Integrated

Supported

Clarified

Conflicting

Vague

Occupational Structure by Continuous Socioeconomic Status

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

7thGrade

8thGrade

11thGrade

1 yr.Post

3 yrs.Post

Perc

en

t

Integrated

Supported

Clarified

Conflicting

Vague

Occupational Structure by Continuous Socioeconomic Status

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

7thGrade

8thGrade

11thGrade

1 yr.Post

3 yrs.Post

Perc

en

t

Integrated

Supported

Clarified

Conflicting

Vague

Split Occupational Structure by Continuous Socioeconomic Status

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

11th Grade 1 yr. Posthigh school

3 yrs. Posthigh school

Perc

en

t

Integrated

Supported

Clarified

Conflicting

Unresolved

No real idea

Summary: Self-structure

• Self-Structure• Developmental trend toward

complexity (clarity) of self-structure• More pronounced among high SES

Summary: SES

• SES appears to have some impact in the later years on the organization of the self-structure.• Developmental trend• Unresolved versus no real idea.• Transition period

Complexity and Mental Health

• Linville’s (1985, 1987) self-complexity model • Self-complexity moderates the adverse

impact of stress on depression and illness

• Campbell et al.’s (1993; 2003) self-concept clarity• Clarity & internal consistency are positively

correlated with self-esteem and negatively correlated with neuroticism, anxiety and depression

Occupational Identity and Mental Health

• “In general it is primarily the inability to settle on an occupational identity which disturbs young people.”--Erikson, 1959, p.92

Mental Health Measures: Anger(range of alphas = .75 to .87)

During the last month, including today…• how often have you felt so angry that

you wanted to smash or break something?

• how often have you felt that you couldn’t control your temper?

• how often have you felt so upset that you wanted to hit or hurt someone.

1=almost never 2=once in a while 3=sometimes 4=often 5=almost always

Mental Health Measures: Depression (range of alphas=.77 to .80)

Please circle the answer that best describes feelings and ideas you have had in the past two weeks.

I am sad..• 1=once in a while 2=many times 3=all the time

• I feel like…• 1=nothing will ever work out for me 2=I am not sure if things will work out

for me 3=things will work out for me O.K.• I am worthless…

• 1=all the time 2=many times 3=once in a while• I feel like…

• 1=I have myself 2=I do not like myself 3=I like myself• I feel like crying…

• 1=every day 2=many days 3=once in a while• Things bother me…

• 1=all the time 2=many times 3=once in a whileItems were reverse coded before scaling.

Mental Health Measures: Resilience(range of alphas = .68 to .74)

How often are you…• very good at figuring out problems nad

planning how to solve them?• very good at carrying out the plans you

make for solving problems?• good at learning from you mistakes• very good at bouncing back quickly

from bad experiences?1=almost never 2=once in a while 3=sometimes

4=often 5=almost always

Mental Health Measures: Self-esteem(range of alphas = .73 to .80)

How often…• Do you wish you were different

than you are? (R)• Would you like to change lots of

things about you if you could? (R)• Are you pretty sure about yourself?1=almost never 2=once in a while 3=sometimes

4=often 5=almost always

7th Grade Self-Structure Predicts:

-0.2

-0.1

0

0.1

0.2

0.3

0.4

7th resil-ience

8th resil-ience

8thanger

11thanger

3 yrsanger

clarified

conflicted

vague

11th grade Self-structure predicts:

-0.15

-0.1

-0.05

0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

11thanger

11th resil-ience

3 yrs de-pression

integratedunresolvedno real idea

Self-structure at 1 year post-h.s. predicts:

-0.4

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

0.5

0.6

1 yranger

1 yrde-

pres-sion

1 yrresil-ience

1 yr SE 3 yranger

3 yrde-

pres-sion

3 yr SE

integrated

unresolved

no real idea

Self-structure at 3 years post-h.s. predicts:

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

3 yr anger 3 yr de-pression

3 yr resil-ience

3 yr SE

integrated

unresolved

no real idea

Research Question

Is it SES that’s the underlying cause of these mental health indicators and not the complexity of the self-structure?

7th Grade Outcomes

Self-Esteem

Resilience Anger Depression

SES .00 .05 -.10*** -.03

Race .01 .06* -.10*** -.08**

Sex -.14*** -.02 -.05 .06*

7th Gr. SS -.02 -.05 .01 -.01

Adjusted R2

.02** .01** .02*** .01**

(N) (1294) (1293) (1295) (1290)

8th Grade Outcomes

Self-Esteem

Resilience Anger Depression

SES .04 .10** -.12*** -.07*

Race -.09** .04 -.11*** -.01

Sex -.12*** -.02 -.07* .04

7th Gr SS .02 .02 -.02 -.02

8th Gr SS -.01 -.00 .02 .02

Adjusted R2

.02** .01* .03*** .00

(N) (904) (904) (904) (904)

11th Grade Outcomes

Self-Esteem

Resilience Anger Depression

SES -.03 -.07* -.09** -.03

Race -.08* -.04 -.08* .10**

Sex -.11** -.07* -.06 .09*

7th Gr SS -.02 -.03 .03 .01

8th Gr SS -.01 .01 -.03 .01

11th Gr SS -.06 -.10** .08* .09**

Adjusted R2

.02*** .01** .03*** .02**

(N) (822) (821) (795) (797)

One Year Post-H.S. Outcomes

Self-Esteem

Resilience Anger Depression

SES -.02 -.08 -.04 -.07

Race -.10* -.10* -.12** .04

Sex -.07 -.03 -.02 .12**

7th Gr SS -.04 -.05 .03 -.02

8th Gr SS -.05 .00 -.01 -.04

11th Gr SS .02 -.08 .05 .05

1 Yr post-h.s. SS

-.18*** -.15*** .24*** .18***

Adjusted R2

.04*** .03*** .08*** .09***

(N) (580) (580) (580) (580)

Three Years Post-H.S. Outcomes

Self-Esteem Resilience Anger Depression

SES -.03 -.02 -.05 -.01

Race -.10* -.12* -.06 .00

Sex -.13** -.09 -.04 .16**

7th Gr SS .01 .00 .05 .01

8th Gr SS .03 .00 -.01 -.01

11th Gr SS -.01 .05 -.01 .07

1 Yr post-h.s. SS

-.08 -.05 .10* .15**

3 Yr post-h.s. SS

-.12* -.15** .22*** .14**

Adjusted R2 .03* .03* .08*** .07***

(H) (415) (415) (415) (403)

Summary: Mental Health

• Complexity (clarity) of self-structure has an impact on mental health• Early self-structure can predict later

mental health• Developmental trend• SES important only in early years

Some thoughts

Highest levels of complexity are not always optimal.

Being on-time with developmental tasks leads to better mental health.

Thank you.For More Information:

http://www.rcgd.isr.umich.edu/garp