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The Journal of Early Adolescence
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Identity Representations in Patterns of School Achievement and Well-Being Among Early Adolescent Girls

Variable- and Person-Centered Approaches

Robert W. Roeser

Tufts University

Mollie Galloway

Lewis & Clark College

Shannon Casey-Cannon

Alliant International University

Cary Watson

Santa Clara University

Laura Keller

Stanford University

Elyn Tan

Stanford University

This study examines relations between early adolescent girls' well-being, achievement, and emerging identities. Variable-centered results showed that girls' moral and student identities were the strongest predictors of their achievement, whereas their moral, student, physical, and peer identities predicted their well-being. Person-centered results delineated four subgroups of girls based on their profiles of well being and achievement. The largest group of girls (46%) was characterized by well being and positive school achievement and had balanced adult- and peer-oriented identities. The second largest group (35%), characterized by emotional distress and average school achievement, had positive student and negative physical and peer identity representations. The third group (12%), characterized by emotional distress and poor school achievement, reported pervasive negative representations. The final group (7%), characterized by well being and poor achievement, did not consider themselves good students but did see themselves as physically attractive. Interviews revealed identity challenges characteristic of girls in each subgroup.

Key Words: achievement • self-esteem • well-being • girls • identity • mixed methods

The Journal of Early Adolescence, Vol. 28, No. 1, 115-152 (2008)
DOI: 10.1177/0272431607308676
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