Identity Structure and Adolescent Mental Health: The Mediating Roles of Identity Centralization and Redundancy

Identity Structure and Adolescent Mental Health: The Mediating Roles of Identity Centralization and Redundancy | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Identity Structure and Adolescent Mental Health: The Mediating Roles of Identity Centralization and Redundancy HAEKYUNG CHOI This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9328844/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study examined how identity processes and evaluative contexts are associated with internalizing problems in adolescents. A total of 742 South Korean adolescents (52% female; M age = 15.6) completed measures of identity domain centralization, identity redundancy, academic evaluative pressure, and depressive symptoms. Structural equation modeling was conducted to test the hypothesized relationships among these variables. Results indicated that academic evaluative pressure was positively associated with identity centralization, which in turn was negatively associated with identity redundancy. Identity redundancy was significantly associated with lower levels of depressive symptoms. Mediation analysis revealed that identity redundancy partially mediated the relationship between evaluative pressure and depressive symptoms. Multi-group analysis indicated partial gender differences, with stronger effects observed among female adolescents. These findings highlight the importance of identity-related structural processes in adolescent mental health. The results suggest that diversified identity structures may function as a protective factor against internalizing problems in evaluative contexts. Psychology Identity structure Adolescents Evaluative contexts Internalizing problems Structural equation modeling Depression Figures Figure 1 Introduction Adolescence is a critical developmental period during which individuals construct a coherent sense of identity, which plays a central role in psychological adjustment (Erikson, 1968 ; Steinberg, 2014 ). A substantial body of research has demonstrated that identity processes, including exploration and commitment, are associated with well-being and mental health outcomes (Marcia, 1966 ; Meeus, 2011 ). However, most identity research has focused primarily on process-oriented aspects, with less attention given to the structural characteristics of identity (Schwartz, 2001 ). At the same time, contemporary adolescents are increasingly exposed to intensified evaluative environments characterized by academic competition and social comparison. These contexts may influence not only identity processes but also the way identity is structurally organized (Harter, 2012 ). Specifically, adolescents may centralize their self-definition around a limited number of domains, potentially reducing the diversity of identity-related resources. Drawing on research from identity development and self-complexity, the present study focuses on two structural aspects of identity: domain centralization and identity redundancy (Linville, 1987 ; Thoits, 1991 ). Identity centralization refers to the extent to which self-worth is concentrated in a limited number of domains, whereas identity redundancy reflects the availability of multiple meaningful identity anchors. A more diversified identity structure may buffer individuals against stress by preventing domain-specific failure from generalizing across the entire self (Linville, 1987 ). The present study aims to examine how evaluative contexts are associated with identity structure and, in turn, internalizing problems in adolescents. Prior research has shown that low self-esteem and identity-related vulnerabilities are linked to depression (Orth et al., 2008 ), suggesting that identity structure may play a critical role in mental health outcomes. Specifically, we test a structural model in which academic evaluative pressure predicts identity centralization, which is associated with reduced identity redundancy and increased depressive symptoms. Method Participants and Procedure Participants were 742 South Korean adolescents (52% female) aged between 14 and 17 years (M = 15.6), recruited from middle and high schools in urban areas. Data were collected using self-report questionnaires administered in classroom settings. All procedures were approved by an institutional review board. Measures Identity centralization was assessed using items measuring the extent to which self-worth depended on a limited number of domains. Identity redundancy was measured by assessing the diversity of meaningful identity domains, based on theoretical frameworks of self-complexity (Linville, 1987 ). Academic evaluative pressure was assessed using items reflecting perceived academic competition and performance-based evaluation (Harter, 2012 ). Depressive symptoms were measured using a validated self-report scale consistent with established measures of depression (Radloff, 1977 ; Beck, 1967 ). All scales demonstrated acceptable internal consistency (Cronbach’s α > .70). Data Analysis Structural equation modeling (SEM) was conducted using AMOS 26.0 to test the hypothesized model. Model fit was evaluated using standard indices, including the comparative fit index (CFI), Tucker–Lewis index (TLI), and the root mean square error of approximation (RMSEA) (Kline, 2016 ; Byrne, 2010 ). Multi-group analyses were conducted to examine gender differences. Use of AI-assisted language editing Portions of the manuscript language were refined with the assistance of ChatGPT (OpenAI) for English editing and clarity. All conceptual development, study design, data analysis, interpretation of findings, and final responsibility for the manuscript remain solely with the author. Results The proposed model demonstrated acceptable fit to the data (CFI = .95, TLI = .94, RMSEA = .045), meeting recommended criteria for structural equation modeling (Kline, 2016). As shown in Figure 1, academic evaluative pressure was positively associated with identity centralization (β = .42, p < .001), which was negatively associated with identity redundancy (β = –.37, p < .001). Identity redundancy was significantly associated with lower depressive symptoms (β = –.34, p < .001). Mediation analysis indicated that identity redundancy partially mediated the relationship between evaluative pressure and depressive symptoms. Multi-group analysis revealed partial gender invariance, with stronger centralization effects observed among female adolescents. Discussion The present study examined the structural aspects of identity in relation to internalizing problems among adolescents. The findings suggest that evaluative contexts are associated with identity centralization, which reduces identity redundancy and increases vulnerability to depressive symptoms. These findings are consistent with theoretical perspectives emphasizing the role of identity in psychological adjustment (Erikson, 1968 ; Schwartz, 2001 ). These results extend previous identity research by highlighting the importance of structural characteristics of identity, beyond traditional process-based approaches (Meeus, 2011 ). While prior studies have focused on exploration and commitment, the present findings indicate that the distribution of identity domains may also play a critical role in psychological adjustment. From a developmental perspective, identity redundancy may function as a protective factor by providing multiple sources of self-definition. This interpretation is consistent with self-complexity theory, which suggests that diversified self-structures buffer against stress and depression (Linville, 1987 ). When adolescents possess diverse identity anchors, they may be better able to cope with domain-specific stress. The findings also have practical implications. Educational and intervention programs may benefit from promoting diversified identity development, rather than emphasizing performance in a single domain. Such approaches may reduce vulnerability to internalizing problems in highly evaluative environments. Several limitations should be noted. First, the cross-sectional design limits causal interpretation. Second, all measures were based on self-report. Future research should employ longitudinal designs to examine changes in identity structure over time. This study contributes to understanding adolescent psychological adjustment by integrating identity-related processes within a structural framework (Schwartz et al., 2011 ). Declarations Ethics Statement Informed consent was obtained from all participants, and parental consent procedures were followed in accordance with relevant ethical guidelines. Formal IRB and/or ethics committee approval was not obtained because the study was conducted as an educational survey-based research project outside an institution requiring formal review. Data Availability Statement The datasets generated and/or analyzed during the current study are available from the corresponding author upon reasonable request. Conflict of Interest The author declares no competing interests. References Beck, A. T. (1967). Depression: Clinical, experimental, and theoretical aspects . Harper & Row. Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). Routledge. Côté, J. E. (2006). Identity studies: How close are we to developing a social science of identity? Identity: An International Journal of Theory and Research, 6 (1), 3–25. Erikson, E. H. (1968). Identity: Youth and crisis . W. W. Norton & Company. Harter, S. (2012). The construction of the self: Developmental and sociocultural foundations (2nd ed.). Guilford Press. Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press. Kroger, J., Martinussen, M., & Marcia, J. E. (2010). Identity status change during adolescence and young adulthood: A meta-analysis. Journal of Adolescence, 33 (5), 683–698. Linville, P. W. (1987). Self-complexity as a cognitive buffer against stress-related illness and depression. Journal of Personality and Social Psychology, 52 (4), 663–676. Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3 (5), 551–558. Meeus, W. (2011). The study of adolescent identity formation 2000–2010: A review of longitudinal research. Journal of Research on Adolescence, 21 (1), 75–94. Orth, U., Robins, R. W., & Roberts, B. W. (2008). Low self-esteem prospectively predicts depression in adolescence and young adulthood. Journal of Personality and Social Psychology, 95 (3), 695–708. Radloff, L. S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1 (3), 385–401. Rosenberg, M. (1965). Society and the adolescent self-image . Princeton University Press. Schwartz, S. J. (2001). The evolution of Eriksonian and neo-Eriksonian identity theory and research. Identity: An International Journal of Theory and Research, 1 (1), 7–58. Schwartz, S. J., Luyckx, K., & Vignoles, V. L. (Eds.). (2011). Handbook of identity theory and research . Springer. Steinberg, L. (2014). Adolescence (10th ed.). McGraw-Hill. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson. Thoits, P. A. (1991). On merging identity theory and stress research. Social Psychology Quarterly, 54 (2), 101–112. Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9328844","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":617928782,"identity":"9245e297-59c2-40fd-9618-3ed71876fd51","order_by":0,"name":"HAEKYUNG CHOI","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAz0lEQVRIie3PMYrCQBTG8ReEZzOQTr6QIlcYEUIKD/NEiI1snWLRsYmdtSJ4lglCqhwgoIUXEIRttBFh213MbLfF/Or35+MRed5/BO7fJ08sy75xTwgXzoKNskTWNYkuXAQHiGMS7kvRotDj6Fp93QpKwkFHiHNtRQDm+GMK29Bwt5f3icbMWNFQHM81qpJEn7qTlfmeiZrRvXo6JfmRxEIzVIrKOCRo85wmBsJqnmZNje5fwm2eBg+zkGTdjNric5yEcUfyY/Vv557ned7vXi//PtpeXSjZAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0009-0002-2986-3558","institution":"Centre for Distance Education","correspondingAuthor":true,"prefix":"","firstName":"HAEKYUNG","middleName":"","lastName":"CHOI","suffix":""}],"badges":[],"createdAt":"2026-04-06 00:26:31","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-9328844/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9328844/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":106382362,"identity":"3e6198eb-e454-4e92-829b-bbb74a5f5801","added_by":"auto","created_at":"2026-04-08 05:26:45","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":14762,"visible":true,"origin":"","legend":"\u003cp\u003eStructural equation model of the hypothesized relationships Academic Evaluative Pressure\u003c/p\u003e\n\u003cp\u003e\u0026lt;Structural equation model of the relationships among academic evaluative pressure, identity centralization, identity redundancy, and depressive symptoms. Standardized path coefficients (β) are shown. ***p \u0026lt; .001.\u0026gt;\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-9328844/v1/e810c92116f79f1e0201a5a7.png"},{"id":106382381,"identity":"72778f3d-bdef-4177-8f9e-ab3730a954de","added_by":"auto","created_at":"2026-04-08 05:26:50","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":247547,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9328844/v1/cf7edd39-cf7b-4775-a931-ecc9ad00ac3d.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eIdentity Structure and Adolescent Mental Health:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe Mediating Roles of Identity Centralization and Redundancy\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eAdolescence is a critical developmental period during which individuals construct a coherent sense of identity, which plays a central role in psychological adjustment (Erikson, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e1968\u003c/span\u003e; Steinberg, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). A substantial body of research has demonstrated that identity processes, including exploration and commitment, are associated with well-being and mental health outcomes (Marcia, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e1966\u003c/span\u003e; Meeus, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). However, most identity research has focused primarily on process-oriented aspects, with less attention given to the structural characteristics of identity (Schwartz, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2001\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAt the same time, contemporary adolescents are increasingly exposed to intensified evaluative environments characterized by academic competition and social comparison. These contexts may influence not only identity processes but also the way identity is structurally organized (Harter, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Specifically, adolescents may centralize their self-definition around a limited number of domains, potentially reducing the diversity of identity-related resources.\u003c/p\u003e \u003cp\u003eDrawing on research from identity development and self-complexity, the present study focuses on two structural aspects of identity: domain centralization and identity redundancy (Linville, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e1987\u003c/span\u003e; Thoits, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e1991\u003c/span\u003e). Identity centralization refers to the extent to which self-worth is concentrated in a limited number of domains, whereas identity redundancy reflects the availability of multiple meaningful identity anchors. A more diversified identity structure may buffer individuals against stress by preventing domain-specific failure from generalizing across the entire self (Linville, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e1987\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe present study aims to examine how evaluative contexts are associated with identity structure and, in turn, internalizing problems in adolescents. Prior research has shown that low self-esteem and identity-related vulnerabilities are linked to depression (Orth et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), suggesting that identity structure may play a critical role in mental health outcomes. Specifically, we test a structural model in which academic evaluative pressure predicts identity centralization, which is associated with reduced identity redundancy and increased depressive symptoms.\u003c/p\u003e"},{"header":"Method","content":"\u003cp\u003eParticipants and Procedure\u003c/p\u003e \u003cp\u003eParticipants were 742 South Korean adolescents (52% female) aged between 14 and 17 years (M\u0026thinsp;=\u0026thinsp;15.6), recruited from middle and high schools in urban areas. Data were collected using self-report questionnaires administered in classroom settings. All procedures were approved by an institutional review board.\u003c/p\u003e \u003cp\u003eMeasures\u003c/p\u003e \u003cp\u003eIdentity centralization was assessed using items measuring the extent to which self-worth depended on a limited number of domains. Identity redundancy was measured by assessing the diversity of meaningful identity domains, based on theoretical frameworks of self-complexity (Linville, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e1987\u003c/span\u003e). Academic evaluative pressure was assessed using items reflecting perceived academic competition and performance-based evaluation (Harter, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Depressive symptoms were measured using a validated self-report scale consistent with established measures of depression (Radloff, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e1977\u003c/span\u003e; Beck, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1967\u003c/span\u003e). All scales demonstrated acceptable internal consistency (Cronbach\u0026rsquo;s α\u0026thinsp;\u0026gt;\u0026thinsp;.70).\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eStructural equation modeling (SEM) was conducted using AMOS 26.0 to test the hypothesized model. Model fit was evaluated using standard indices, including the comparative fit index (CFI), Tucker\u0026ndash;Lewis index (TLI), and the root mean square error of approximation (RMSEA) (Kline, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Byrne, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). Multi-group analyses were conducted to examine gender differences.\u003c/p\u003e \u003cp\u003eUse of AI-assisted language editing\u003c/p\u003e \u003cp\u003ePortions of the manuscript language were refined with the assistance of ChatGPT (OpenAI) for English editing and clarity. All conceptual development, study design, data analysis, interpretation of findings, and final responsibility for the manuscript remain solely with the author.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eThe proposed model demonstrated acceptable fit to the data (CFI = .95, TLI = .94, RMSEA = .045), meeting recommended criteria for structural equation modeling (Kline, 2016). As shown in Figure 1, academic evaluative pressure was positively associated with identity centralization (\u0026beta; = .42, p \u0026lt; .001), which was negatively associated with identity redundancy (\u0026beta; = \u0026ndash;.37, p \u0026lt; .001). Identity redundancy was significantly associated with lower depressive symptoms (\u0026beta; = \u0026ndash;.34, p \u0026lt; .001).\u003c/p\u003e\n\u003cp\u003eMediation analysis indicated that identity redundancy partially mediated the relationship between evaluative pressure and depressive symptoms. Multi-group analysis revealed partial gender invariance, with stronger centralization effects observed among female adolescents.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe present study examined the structural aspects of identity in relation to internalizing problems among adolescents. The findings suggest that evaluative contexts are associated with identity centralization, which reduces identity redundancy and increases vulnerability to depressive symptoms. These findings are consistent with theoretical perspectives emphasizing the role of identity in psychological adjustment (Erikson, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e1968\u003c/span\u003e; Schwartz, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2001\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eThese results extend previous identity research by highlighting the importance of structural characteristics of identity, beyond traditional process-based approaches (Meeus, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). While prior studies have focused on exploration and commitment, the present findings indicate that the distribution of identity domains may also play a critical role in psychological adjustment.\u003c/p\u003e\n\u003cp\u003eFrom a developmental perspective, identity redundancy may function as a protective factor by providing multiple sources of self-definition. This interpretation is consistent with self-complexity theory, which suggests that diversified self-structures buffer against stress and depression (Linville, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e1987\u003c/span\u003e). When adolescents possess diverse identity anchors, they may be better able to cope with domain-specific stress.\u003c/p\u003e\n\u003cp\u003eThe findings also have practical implications. Educational and intervention programs may benefit from promoting diversified identity development, rather than emphasizing performance in a single domain. Such approaches may reduce vulnerability to internalizing problems in highly evaluative environments.\u003c/p\u003e\n\u003cp\u003eSeveral limitations should be noted. First, the cross-sectional design limits causal interpretation. Second, all measures were based on self-report. Future research should employ longitudinal designs to examine changes in identity structure over time.\u003c/p\u003e\n\u003cp\u003eThis study contributes to understanding adolescent psychological adjustment by integrating identity-related processes within a structural framework (Schwartz et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2011\u003c/span\u003e).\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eEthics Statement\u003cbr\u003e\u0026nbsp;Informed consent was obtained from all participants, and parental consent procedures were followed in accordance with relevant ethical guidelines. Formal IRB and/or ethics committee approval was not obtained because the study was conducted as an educational survey-based research project outside an institution requiring formal review.\u003c/p\u003e\n\u003cp\u003eData Availability Statement\u003cbr\u003e\u0026nbsp;The datasets generated and/or analyzed during the current study are available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003eConflict of Interest\u003cbr\u003e\u0026nbsp;The author declares no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eBeck, A. T. (1967). \u003cem\u003eDepression: Clinical, experimental, and theoretical aspects\u003c/em\u003e. Harper \u0026amp; Row.\u003c/li\u003e\n \u003cli\u003eByrne, B. M. (2010). \u003cem\u003eStructural equation modeling with AMOS: Basic concepts, applications, and programming\u003c/em\u003e (2nd ed.). Routledge.\u003c/li\u003e\n \u003cli\u003eC\u0026ocirc;t\u0026eacute;, J. E. (2006). Identity studies: How close are we to developing a social science of identity? \u003cem\u003eIdentity: An International Journal of Theory and Research, 6\u003c/em\u003e(1), 3\u0026ndash;25.\u003c/li\u003e\n \u003cli\u003eErikson, E. H. (1968). \u003cem\u003eIdentity: Youth and crisis\u003c/em\u003e. W. W. Norton \u0026amp; Company.\u003c/li\u003e\n \u003cli\u003eHarter, S. (2012). \u003cem\u003eThe construction of the self: Developmental and sociocultural foundations\u003c/em\u003e (2nd ed.). Guilford Press.\u003c/li\u003e\n \u003cli\u003eKline, R. B. (2016). \u003cem\u003ePrinciples and practice of structural equation modeling\u003c/em\u003e (4th ed.). Guilford Press.\u003c/li\u003e\n \u003cli\u003eKroger, J., Martinussen, M., \u0026amp; Marcia, J. E. (2010). Identity status change during adolescence and young adulthood: A meta-analysis. \u003cem\u003eJournal of Adolescence, 33\u003c/em\u003e(5), 683\u0026ndash;698.\u003c/li\u003e\n \u003cli\u003eLinville, P. W. (1987). Self-complexity as a cognitive buffer against stress-related illness and depression. \u003cem\u003eJournal of Personality and Social Psychology, 52\u003c/em\u003e(4), 663\u0026ndash;676.\u003c/li\u003e\n \u003cli\u003eMarcia, J. E. (1966). Development and validation of ego-identity status. \u003cem\u003eJournal of Personality and Social Psychology, 3\u003c/em\u003e(5), 551\u0026ndash;558.\u003c/li\u003e\n \u003cli\u003eMeeus, W. (2011). The study of adolescent identity formation 2000\u0026ndash;2010: A review of longitudinal research. \u003cem\u003eJournal of Research on Adolescence, 21\u003c/em\u003e(1), 75\u0026ndash;94.\u003c/li\u003e\n \u003cli\u003eOrth, U., Robins, R. W., \u0026amp; Roberts, B. W. (2008). Low self-esteem prospectively predicts depression in adolescence and young adulthood. \u003cem\u003eJournal of Personality and Social Psychology, 95\u003c/em\u003e(3), 695\u0026ndash;708.\u003c/li\u003e\n \u003cli\u003eRadloff, L. S. (1977). The CES-D scale: A self-report depression scale for research in the general population. \u003cem\u003eApplied Psychological Measurement, 1\u003c/em\u003e(3), 385\u0026ndash;401.\u003c/li\u003e\n \u003cli\u003eRosenberg, M. (1965). \u003cem\u003eSociety and the adolescent self-image\u003c/em\u003e. Princeton University Press.\u003c/li\u003e\n \u003cli\u003eSchwartz, S. J. (2001). The evolution of Eriksonian and neo-Eriksonian identity theory and research. \u003cem\u003eIdentity: An International Journal of Theory and Research, 1\u003c/em\u003e(1), 7\u0026ndash;58.\u003c/li\u003e\n \u003cli\u003eSchwartz, S. J., Luyckx, K., \u0026amp; Vignoles, V. L. (Eds.). (2011). \u003cem\u003eHandbook of identity theory and research\u003c/em\u003e. Springer.\u003c/li\u003e\n \u003cli\u003eSteinberg, L. (2014). \u003cem\u003eAdolescence\u003c/em\u003e (10th ed.). McGraw-Hill.\u003c/li\u003e\n \u003cli\u003eTabachnick, B. G., \u0026amp; Fidell, L. S. (2013). \u003cem\u003eUsing multivariate statistics\u003c/em\u003e (6th ed.). Pearson.\u003c/li\u003e\n \u003cli\u003eThoits, P. A. (1991). On merging identity theory and stress research. \u003cem\u003eSocial Psychology Quarterly, 54\u003c/em\u003e(2), 101\u0026ndash;112.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"No","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Identity structure, Adolescents, Evaluative contexts, Internalizing problems, Structural equation modeling, Depression","lastPublishedDoi":"10.21203/rs.3.rs-9328844/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9328844/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study examined how identity processes and evaluative contexts are associated with internalizing problems in adolescents. A total of 742 South Korean adolescents (52% female; M age = 15.6) completed measures of identity domain centralization, identity redundancy, academic evaluative pressure, and depressive symptoms. Structural equation modeling was conducted to test the hypothesized relationships among these variables.\u003c/p\u003e\n\u003cp\u003eResults indicated that academic evaluative pressure was positively associated with identity centralization, which in turn was negatively associated with identity redundancy. Identity redundancy was significantly associated with lower levels of depressive symptoms. Mediation analysis revealed that identity redundancy partially mediated the relationship between evaluative pressure and depressive symptoms. Multi-group analysis indicated partial gender differences, with stronger effects observed among female adolescents.\u003c/p\u003e\n\u003cp\u003eThese findings highlight the importance of identity-related structural processes in adolescent mental health. The results suggest that diversified identity structures may function as a protective factor against internalizing problems in evaluative contexts.\u003c/p\u003e","manuscriptTitle":"Identity Structure and Adolescent Mental Health:\nThe Mediating Roles of Identity Centralization and Redundancy","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-08 05:24:14","doi":"10.21203/rs.3.rs-9328844/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"43153946-d9b9-4b4c-8fa0-52b4501d64a0","owner":[],"postedDate":"April 8th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":65813663,"name":"Psychology"}],"tags":[],"updatedAt":"2026-04-08T05:24:14+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-08 05:24:14","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9328844","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9328844","identity":"rs-9328844","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}