The Relationship between Resilience and Self-Identity: A Latent Growth Model

Thisstudy utilizes longitudinal data from the KCYPS to examine the relationship between resilience and self-identity in the transition period from elementary school to secondary school.

Participants were 2, 002 children. The hypothesized model was examined by structural equation modeling (SEM).

The results showed that the intercept and the slope of children's resilience will affect positive self-identity fit the observed data well (χ² _df=30= 537.10, p= 0.00, TLI= 0.95, CFI= 0.97, RMSEA= 0.08). Children's resilience in 4^th grade subsequently affected the formation of children's self-identity.; there was a significant individual variation in these changes over time.

These results indicate the effect children's resilience may have on their self identity over time and offer evidence-based practice guidelines for setting self-identity. In this study, however, environmental factors (e.g. Family's and teachers’ support) affecting self-resilience and self-identity were not taken into account. Therefore, multiple approaches to identify the developmental trajectories of self resilience and self-identity would be needed.