Content area
Abstract
The Self-Identity Scale (SIS) was developed based on Chickering's vector of identity and was studied for reliability and validity. The SIS is a 93 item objectively scored instrument designed to measure five dimensions of identity development among college students. Three subscales of the Erwin Identity Scale (EIS); Confidence, Sexual Identity, and Conceptions About Body and Appearance, were adopted as part of the SIS. Two new subscales were included in the SIS: Meaningful Achievement and Anxiety and Pressure.
Moderate relationships were found between the SIS and Simmons' Identity Achievement Scale and the Trait Anxiety Scale. Little or no relationship was found between the SIS and ACT composite scores, high school GPA, and age.
The SIS was used to study changes of self-identity of college students during the first year. In this study, college freshmen's scores on Meaningful Achievement initially dropped after two months in college but increased after six months. Men's scores also dropped on Anxiety and Pressure after six months. No significant changes were found on other SIS scores.
Academic Involvement was found related to the development of Sexual Identity. Social Involvement was identified related to the improvement of the scores on Conceptions About Body and Appearance and Confidence. During the first year, significantly positive relationships were found between certain items in Academic and Social Involvement and SIS scores.
An exploratory factor analysis found three factors replicating the SIS subscales: Anxiety and Pressure, Sexual Identity, and Conceptions About Body and Appearance. It also indicates that the Meaningful Achievement Subscale needs to be restructured or reconstructed. Confidence was not found to be a factor. The scores of the SIS were found correlated to the Social Desirability Scale.
Lastly, implications for the student affairs professionals and future studies were discussed.