Abstract:
Throughout life, individuals feel the need to define themselves [15] and find an answer to the question, "Who am I?" In this sense, identity is a multidimensional construct that refers to a subjective sense of continuity in time and contexts [13, p. 912]. The dominant developmental task in adolescence and emerging adulthood) is identity formation. Research on identity development has demonstrated its important implications for personal and psychosocial adaptation. The identity model proposed by Meeus and Crocetti [11, 21], applied to the educational field, describes engagement, in-depth exploration, and reconsideration of engagement as critical identity processes. Firm educational commitments reflect that students are satisfied and confident in their educational choices. After making certain commitments, teens usually continue to explore those commitments, talking and seeking more information about them. In this way, students become more aware of their educational options and can decide whether they fit their expectations or not. If their current educational options match their expectations, they will decide to maintain them (identity maintenance cycle). If their current educational options do not match their expectations, they will begin to reconsider their choices and decide to change them to more satisfying ones (identity formation cycle) [20, p. 85]. Numerous scientific studies attest that a stable identity is strongly intertwined with psychosocial functioning and well-being. Educational commitments confirm existing identity and could strengthen overall commitments, such as those in future directions. Overall, this article aims to highlight the centrality of educational identity processes for adolescent adaptation and to show a dynamic loop of mutual influences at the heart of young people's positive future development.
