Developing a personal identity is a core developmental task for all adolescents. Immigrant adolescents need to integrate the meaning that their belonging to their ethnic group and the receiving nation has for them into their personal identity. The purpose of this study was to examine the longitudinal interplay between personal, ethnic, and national identities of a middle school sample of immigrant youth (N = 765, M_age = 12.7 years, SD = 0.6 at T1; 46% girls) enroled in Greek schools. Data were collected in three waves with repeated measures. To test the link between these identities, two trivariate Cross-Lagged Panel Models were ran, one examining identity exploration and the other examining identity commitment. The results revealed robust within time positive links between ethnic, national and personal identities for both exploration and commitment at all three time-points. There was some evidence that ethnic and national identities were negatively linked longitudinally, and limited support for longitudinal associations between these domains and personal identity. Follow-up analyses suggest that these processes may be specific to second generation youth and that findings may differ by ethnic background. Finally, the findings that emerged are discussed with attention to the socio-political climate in the receiving nation.

发展个人身份是所有青少年的核心发展任务。移民青少年需要将自己的族裔群体和接收国的归属感融入到他们的个人身份中。本研究的目的是考察就读于高中的移民青年中学样本（N  = 765，M_年龄 = 12.7 岁，SD  = 0.6，T1；46% 为女孩）的个人、种族和民族身份之间的纵向相互作用。希腊学校。通过重复测量分三波收集数据。为了测试这些身份之间的联系，运行了两个三变量交叉滞后面板模型，一个检查身份探索，另一个检查身份承诺。结果显示，在所有三个时间点上，种族、民族和个人身份之间在探索和承诺方面都存在着强有力的积极联系。有一些证据表明种族和民族身份在纵向上呈负相关，并且对这些领域与个人身份之间的纵向关联的支持有限。后续分析表明，这些过程可能是第二代青年所特有的，并且研​​究结果可能因种族背景而异。最后，讨论了得出的结论，同时关注接收国的社会政治气候。