Introduction

Experiences during the last years of college could stimulate identity formation processes within and across the domains of future plans and education. In the present study, the first research question addressed how identity formation dimensions for education and future plans were associated with each other during the last years in education. The second research question addressed whether identity processes (i.e., identity levels, changes herein, and the associations among identity variables between and within domains) would be different for students who were doing an internship versus those who did not.

Method

We used a longitudinal design with three measurement occasions. Participants were Dutch psychology college students (N = 287; 83.3% women; M age = 21.8 years, SD = 2.0). We used two different self-report instruments to measure identity processes (i.e., commitment and exploration) in the domains of future plans and education.

Results

We found that commitments in the domains of future plans and education were significantly associated. Enrollment in a practical internship was largely unrelated to identity processes, as it did not explain individual differences in identity levels, changes herein and associations between and within domains.

Conclusions

Our results suggest integration between educational identity and future plans for commitment processes. At a group level, a practical internship in itself did not explain individual differences in identity processes.

中文翻译：

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未来计划和教育的身份领域之间的关联，以及主要课程实习在身份形成过程中的作用

介绍

大学最后几年的经历可以刺激未来计划和教育领域内和跨领域的身份形成过程。在本研究中，第一个研究问题解决了在教育的最后几年中，教育和未来计划的身份形成维度如何相互关联。第二个研究问题涉及身份过程（即身份级别、此处的变化以及域之间和域内身份变量之间的关联）对于正在实习的学生与没有实习的学生是否会有所不同。

方法

我们使用了具有三个测量场合的纵向设计。参与者是荷兰心理学学院的学生（N = 287；83.3% 是女性；M 年龄 = 21.8 岁，SD = 2.0）。我们使用了两种不同的自我报告工具来衡量未来计划和教育领域的身份过程（即承诺和探索）。

结果

我们发现未来计划和教育领域的承诺是显着相关的。参加实践实习在很大程度上与身份过程无关，因为它不能解释身份级别的个体差异、此处的变化以及域之间和域内的关联。

结论

我们的研究结果表明，教育认同与承诺过程的未来计划之间存在整合。在团队层面，实践实习本身并不能解释身份过程中的个体差异。