Departing from the model suggested by Luyckx, Schwarz, Berzonsky et al. (2008), the relationships between
identity and educational context, social participation, and identity information processing style were investigated.
Participants were 972 students from six vocational schools in Poznań. The students, within these six schools, attended
Grades I-III of three types of vocational schools: basic vocational schools (n=271), technical upper secondary schools
(n=448), and specialized upper secondary schools (n=253). Three questionnaires were used: The Dimensions of Identity
Development Scale (DIDS/PL), which measures five identity dimensions according to the concept of Luyckx, Schwarz,
Berzonsky et al. (2008), Social Participation Questionnaire, developed by Brzezińska, Rękosiewicz and Hejmanowski (see
Rękosiewicz, 2013b), enabling identification of the type of social participation, and the Polish adaptation of M. Berzonsky’s
Identity Style Inventory 4 (ISI-4) authored by A. Senejko (2010), to examine identity styles. The results showed that the
students from basic vocational schools and technical upper secondary schools were more often characterized by the
normative identity style, whereas the students from specialized upper secondary schools manifested a greater tendency to
engage themselves in exploration, both adaptive and ruminative.
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