AIQ
- IV |
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| INSTRUCTIONS: These items describe different aspects of identity. Please read each item carefully and consider how it applies to you. Fill in the blank next to each item by choosing a number from the scale below: | |
| 1 = Not important to my sense
of who I am 2 = Slightly important to my sense of who I am 3 = Somewhat important to my sense of who I am 4 = Very important to my sense of who I am 5 = Extremely important to my sense of who I am |
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____ |
1. The things I own, my possessions |
| ____ | 2. My personal values and moral standards |
| ____ | 3. My popularity with other people |
| ____ | 4. Being a part of the many generations of my family |
| ____ | 5. My dreams and imagination |
| ____ | 6. The ways in which other people react to what I say and do |
| ____ | 7. My race or ethnic background |
| ____ | 8. My personal goals and hopes for the future |
| ____ | 9. My physical appearance: my height, my weight, and the shape of my body |
| ____ | 10. My religion |
| ____ | 11. My emotions and feelings |
| ____ | 12. My reputation, what others think of me |
| ____ | 13. Places where I live or where I was raised |
| ____ | 14. My thoughts and ideas |
| ____ | 15. My attractiveness to other people |
| ____ | 16. My age, belonging to my age group or being part of my generation |
| ____ | 17. My gestures and mannerisms, the impression I make on others |
| ____ | 18. The ways I deal with my fears and anxieties |
| ____ | 19. My sex, being a male or a female |
| ____ | 20. My social behavior, such as the way I act when meeting people |
| ____ | 21. My feeling of being a unique person, being distinct from others |
Continued - (AIQ-IV, page 2)
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1 = Not important to my sense of who I am 2 = Slightly important to my sense of who I am 3 = Somewhat important to my sense of who I am 4 = Very important to my sense of who I am 5 = Extremely important to my sense of who I am |
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| ____ | 22. My relationships with the people I feel close to |
| ____ | 23. My social class, the economic group I belong to whether lower, middle, or upper class |
| ____ | 24. My feeling of belonging to my community |
| ____ | 25. Knowing that I continue to be essentially the same inside even though life involves many external changes |
| ____ | 26. Being a good friend to those I really care about |
| ____ | 27. My self-knowledge, my ideas about what kind of person I really am |
| ____ | 28. My commitment to being a concerned relationship partner |
| ____ | 29. My feeling of pride in my country, being proud to be a citizen |
| ____ | 30. My physical abilities, being coordinated and good at athletic activities |
| ____ | 31. Sharing significant experiences with my close friends |
| ____ | 32. My personal self-evaluation, the private opinion I have of myself |
| ____ | 33. Being a sports fan, identifying with a sports team |
| ____ | 34. Having mutually satisfying personal relationships |
| ____ | 35. Connecting on an intimate level with another person |
| ____ | 36. My occupational choice and career plans |
| ____ | 37. Developing caring relationships with others |
| ____ | 38. My commitments on political issues or my political activities |
| ____ | 39. My desire to understand the true thoughts and feelings of my best friend or romantic partner |
| ____ | 40. My academic ability and performance, such as the grades I earn and comments I get from teachers |
| ____ | 41. Having close bonds with other people |
| ____ | 42. My language, such as my regional accent or dialect or a second language that I know |
| ____ | 43. My feeling of connectedness with those I am close to |
| ____ | 44. My role of being a student in college |
| ____ | 45. My sexual orientation, whether heterosexual, homosexual, or bisexual |
SCORING
FOR AIQ-IV |
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[version 4, which adds RI to AIQ-IIIx, thus adding 10 new RI items and changing
sequence = item # s of some old items] (Summer 2001 for 2002 SPSP Poster) |
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| PI = Personal Identity Orientation RI = Relational Identity Orientation SI = Social Identity Orientation CI = Collective Identity Orientation (SP = Special items [not scored on scales]) |
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Each of the
scale scores is the sum of the answers (1-5) given to those items. |
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| PI = 2 5 8 11 14 18 21 25
27 32 [sum of answers to 10 items] RI = 22 26 28 31 34 35 37 39 41 43 [ "" 10 items] SI = 3 6 9 12 15 17 20 [ "" 7 items] CI = 4 7 10 13 24 29 38 42 [ "" 8 items] [SP = 1 16 19 23 30 33 36 40 44 45 (10 items not scored on scales)]** |
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**Dollinger et al. (1996) created a new AIQ -IIIx scale named "Superficial Identity" by summing 5 items [AIQ-IIIx SP's # 1, 16, & 18 plus SI's # 9 & 15] as "a measure of an emphasis on surface qualities of self immediately visible to others" (M = 17.46, SD = 3.39). Superficial identity orientation correlated .19 with PI, .75 corrected to .61 with the partly overlapping SI, and .36 with CI. (Dollinger, S. J., Preston, L. A., O'Brien, S. P., & DiLalla, D. L. (1996). Individuality and relatedness of the self: An autophotographic study. Journal of Personality and Social Psychology, 71, 1268-1278.) ("Superficial" on AIQ-IV = 1 9 15 16 19) ***Additional use of an ad hoc "scale" of SP items and single items: In a set of analyses of additional data from the sample described above, Dollinger created a new AIQ-IIIx scale named "Academic Identity" by summing 3 SP items pertaining to the importance of career plans, academic performance, and the student role [AIQ-IIIx SP's # 30, 32, & 34; M =11.9, SD = 2.0] to relate to Achievement coding of the autophotography essays (obtained r = .27). In addition, the AIQ religion item [CI # 10] correlated .16 with the Religion photo code, and the AIQ-IIIx physical abilities item [AIQ-IIIx SP # 27] correlated .23 with the Athletics code for the autobiographical photo essays. (Dollinger, S. J. (1996). Autophotographic identities of young adults: With special reference to alcohol, athletics, achievement, religion and work. Journal of Personality Assessment , 67, 384-398.) ("Academic/college" on AIQ-IV = 36 40 44) **Note: AIQ-IV #23 ('social class') loaded on both SI and CI in college students (especially on SI at Dartmouth) but we expect it should probably load as a CI item among non-college adults. In general, the SP items are intended to provide at least single item assessment of the subjective importance of dimensions that have been included in various theories and measurement models of multidimensional self-esteem (e.g., Briggs, S. R. & Cheek, J. M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54, 106-148.) |
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