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Development and validation of the Revised Identity Style Inventory (ISI-5): Factor structure, reliability, and validity

Journal Contribution - Journal Article

Identity processing style refers to differences in how individuals process identity-relevant information as they engage or manage to avoid the challenges of constructing, maintaining, and/or reconstructing a sense of identity. The third version of the Identity Style Inventory (Berzonsky, 1992b) has been used to operationally define identity styles in most empirical investigations. The objective of the present series of studies was the development and validation of a new revised measure of identity processing style: Identity Style Inventory-Version 5 (ISI-5). Initially a pool of 39 generic items was generated that highlighted the processing of identity-relevant information on content-neutral issues such as personal values, goals, problems, and the like. Three style scales were identified by Exploratory Factor Analysis: A 9-item Informational-style scale; a 9-item Normative-style scale; and a 9-item Diffuse-avoidant style scale. Confirmatory factor analysis on an independent sample indicated that this 3-factor solution provided the best fit. Results from 5 studies provided evidence for the psychometric properties of the scales. Scores on the 3 style scales demonstrated good test-retest reliability and internal consistency. Theoretically predicted correlations between the ISI-5 scale scores and performance on measures of identity status, content, and commitment, and measures of rational and automatic processing provided evidence for their convergent and discriminant validity. It is concluded that the scales should be useful for researchers interested in investigating individual differences in identity processing style. Limitations and directions for future research are considered.
Journal: Psychological Assessment
ISSN: 1040-3590
Issue: 3
Volume: 25
Pages: 893 - 904
Publication year:2013
BOF-keylabel:yes
IOF-keylabel:yes
BOF-publication weight:3
CSS-citation score:2
Authors:International
Authors from:Higher Education