{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1831"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1831","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Identity and Self -Efficacy Development of Adolescents in an Adult Sponsored Volunteer Program","abstract":"The purpose of this study was to fill a current gap in the literature on the impacts of adolescents' participation in adult sponsored volunteer programs on identity formation and self-efficacy. Data were collected from 28 adolescents in grades 7-12 enrolled in an 11-week summer adult sponsored volunteer program. Participants completed pre-and posttest measures that included the Identity Style Inventory-Grade 6 (ISI-6G), the fidelity subscale of the Psychosocial Inventory of Ego Strength (PIES), and the General Self-Efficacy Scale. The current study proposed five hypotheses: (1) adolescents who participate in an adult sponsored volunteer program will have higher levels of the informational style of identity posttest compared to pretest; (2) adolescents who participate in an adult sponsored volunteer program will have lower levels of normative and diffuse/avoidant identity styles posttest compared to pretest; (3) adolescents who participate in an adult sponsored volunteer program will have higher levels of commitment posttest compared to pretest; (4) adolescents who participate in an adult sponsored volunteer program will have higher levels of the ego strength of fidelity posttest compared to pretest; and (5) adolescents who participate in an adult sponsored volunteer program will have higher levels of self-efficacy posttest compared to pretest. The results indicated significant findings for identity orientation, commitment, fidelity, and self-efficacy supporting hypothesis 1, 3, 4, and 5; whereas, hypothesis 2 was found to be non-significant. Additionally, the reliability of the measures assured accurate assessment of the measures. These findings make it plausible that adult sponsored volunteer programs support positive identity development and increased self-efficacy of adolescents.","abstract_html":"The purpose of this study was to fill a current gap in the literature on the impacts of adolescents' participation in adult sponsored volunteer programs on identity formation and self-efficacy. Data were collected from 28 adolescents in grades 7-12 enrolled in an 11-week summer adult sponsored volunteer program. Participants completed pre-and posttest measures that included the Identity Style Inventory-Grade 6 (ISI-6G), the fidelity subscale of the Psychosocial Inventory of Ego Strength (PIES), and the General Self-Efficacy Scale. The current study proposed five hypotheses: (1) adolescents who participate in an adult sponsored volunteer program will have higher levels of the informational style of identity posttest compared to pretest; (2) adolescents who participate in an adult sponsored volunteer program will have lower levels of normative and diffuse/avoidant identity styles posttest compared to pretest; (3) adolescents who participate in an adult sponsored volunteer program will have higher levels of commitment posttest compared to pretest; (4) adolescents who participate in an adult sponsored volunteer program will have higher levels of the ego strength of fidelity posttest compared to pretest; and (5) adolescents who participate in an adult sponsored volunteer program will have higher levels of self-efficacy posttest compared to pretest. The results indicated significant findings for identity orientation, commitment, fidelity, and self-efficacy supporting hypothesis 1, 3, 4, and 5; whereas, hypothesis 2 was found to be non-significant. Additionally, the reliability of the measures assured accurate assessment of the measures. These findings make it plausible that adult sponsored volunteer programs support positive identity development and increased self-efficacy of adolescents.","abstract_has_math":false,"creators":["Webster, Amanda"],"institution":null,"degree_name":"MA","degree_level":"Thesis","degree_discipline":"Learning Sciences and Human Development","degree_department":null,"school":null,"contributors":["Carol Markstrom.","Jessica Troilo","Nancy Wolfe-Dilgard"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-12-01T08:00:00Z","date_published":"2011-12-01T08:00:00Z","updated_at":"2026-07-24T06:15:01Z","subjects":["Educational psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/828"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/828","href":"https://researchrepository.wvu.edu/etd/828","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.828","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carol Markstrom.","Jessica Troilo","Nancy Wolfe-Dilgard"]},{"key":"dc:creator","label":"Author","values":["Webster, Amanda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Learning Sciences and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.33915/etd.828","https://researchrepository.wvu.edu/etd/828"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to fill a current gap in the literature on the impacts of adolescents' participation in adult sponsored volunteer programs on identity formation and self-efficacy. Data were collected from 28 adolescents in grades 7-12 enrolled in an 11-week summer adult sponsored volunteer program. Participants completed pre-and posttest measures that included the Identity Style Inventory-Grade 6 (ISI-6G), the fidelity subscale of the Psychosocial Inventory of Ego Strength (PIES), and the General Self-Efficacy Scale. The current study proposed five hypotheses: (1) adolescents who participate in an adult sponsored volunteer program will have higher levels of the informational style of identity posttest compared to pretest; (2) adolescents who participate in an adult sponsored volunteer program will have lower levels of normative and diffuse/avoidant identity styles posttest compared to pretest; (3) adolescents who participate in an adult sponsored volunteer program will have higher levels of commitment posttest compared to pretest; (4) adolescents who participate in an adult sponsored volunteer program will have higher levels of the ego strength of fidelity posttest compared to pretest; and (5) adolescents who participate in an adult sponsored volunteer program will have higher levels of self-efficacy posttest compared to pretest. The results indicated significant findings for identity orientation, commitment, fidelity, and self-efficacy supporting hypothesis 1, 3, 4, and 5; whereas, hypothesis 2 was found to be non-significant. Additionally, the reliability of the measures assured accurate assessment of the measures. These findings make it plausible that adult sponsored volunteer programs support positive identity development and increased self-efficacy of adolescents."]},{"key":"dc:title","label":"Title","values":["Identity and Self -Efficacy Development of Adolescents in an Adult Sponsored Volunteer Program"]}]}],"canonical_facts":{"dc:contributor":["Carol Markstrom.","Jessica Troilo","Nancy Wolfe-Dilgard"],"dc:creator":["Webster, Amanda"],"dc:date.available":["2019-01-17T08:00:00Z"],"dc:description.abstract":["The purpose of this study was to fill a current gap in the literature on the impacts of adolescents' participation in adult sponsored volunteer programs on identity formation and self-efficacy. Data were collected from 28 adolescents in grades 7-12 enrolled in an 11-week summer adult sponsored volunteer program. Participants completed pre-and posttest measures that included the Identity Style Inventory-Grade 6 (ISI-6G), the fidelity subscale of the Psychosocial Inventory of Ego Strength (PIES), and the General Self-Efficacy Scale. The current study proposed five hypotheses: (1) adolescents who participate in an adult sponsored volunteer program will have higher levels of the informational style of identity posttest compared to pretest; (2) adolescents who participate in an adult sponsored volunteer program will have lower levels of normative and diffuse/avoidant identity styles posttest compared to pretest; (3) adolescents who participate in an adult sponsored volunteer program will have higher levels of commitment posttest compared to pretest; (4) adolescents who participate in an adult sponsored volunteer program will have higher levels of the ego strength of fidelity posttest compared to pretest; and (5) adolescents who participate in an adult sponsored volunteer program will have higher levels of self-efficacy posttest compared to pretest. The results indicated significant findings for identity orientation, commitment, fidelity, and self-efficacy supporting hypothesis 1, 3, 4, and 5; whereas, hypothesis 2 was found to be non-significant. Additionally, the reliability of the measures assured accurate assessment of the measures. These findings make it plausible that adult sponsored volunteer programs support positive identity development and increased self-efficacy of adolescents."],"dc:identifier":["https://doi.org/10.33915/etd.828","https://researchrepository.wvu.edu/etd/828"],"dc:subject":["Educational psychology"],"dc:title":["Identity and Self -Efficacy Development of Adolescents in an Adult Sponsored Volunteer Program"],"thesis:degree_discipline":["Learning Sciences and Human Development"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-24T06:15:01Z"}