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<p>Goal self-concordance predicts well-being, with ego identity development as a key pathway to enhance it. This study designed a developmental psychological intervention (integrating cognitive self-construction, affective self-discovery, curriculum systematicity, and group counseling interactivity) to explore its effects on university students’ ego identity/goal self-concordance and ego identity’s mediating role. A quasi-experiment included an experimental group (<i>n =</i> 84, 4-week intervention: self/career/interpersonal/love and marriage exploration) and a control group (<i>n =</i> 90, regular activities). Data were analyzed via a 2 × 2 repeated measures MANOVA and PROCESS mediation analysis, using validated Chinese scales (EISMS, EOM-EIS-2, Goal Self-Concordance Scale). The intervention improved ego identity (multivariate Time×Group interaction: Wilks’ λ = 0.893, <i>p</i> &lt; .001 for EISMS; Wilks’ λ = 0.762, <i>p</i> &lt; .001 for EOM-EIS-2), increasing “current ego involvement” (<i>F =</i> 10.170, <i>p =</i> .002), “future ego involvement” (<i>F =</i> 11.555, <i>p =</i> .001), “identity achievement” (<i>F =</i> 26.161, <i>p</i> &lt; .001), “identity moratorium” (<i>F =</i> 23.542, <i>p</i> &lt; .001), and reducing “identity diffusion” (<i>F =</i> 15.707, <i>p</i> &lt; .001). Additionally, ego identity partially mediated the intervention’s effect on goal self-concordance via increased “current ego involvement” (indirect effect = 0.303, 95% CI [0.035, 0.616]), “identity achievement” (0.508, [0.056, 1.101]), and reduced “identity diffusion” (0.511, [0.109, 1.049]), while the direct effect was non-significant (<i>B =</i> 0.763, <i>p =</i> .127). Findings validate the intervention’s effectiveness and mediating pathways, informing university psychological health education.</p>

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Enhancing Goal Self-Concordance Through Ego Identity Development: The Impact of Developmental Psychological Interventions in University Students

  • 期刊论文

  • 发表日期：

    2026年4月10日

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  • Lu Cao,
  • Jianhong Ma

摘要

Goal self-concordance predicts well-being, with ego identity development as a key pathway to enhance it. This study designed a developmental psychological intervention (integrating cognitive self-construction, affective self-discovery, curriculum systematicity, and group counseling interactivity) to explore its effects on university students’ ego identity/goal self-concordance and ego identity’s mediating role. A quasi-experiment included an experimental group (n = 84, 4-week intervention: self/career/interpersonal/love and marriage exploration) and a control group (n = 90, regular activities). Data were analyzed via a 2 × 2 repeated measures MANOVA and PROCESS mediation analysis, using validated Chinese scales (EISMS, EOM-EIS-2, Goal Self-Concordance Scale). The intervention improved ego identity (multivariate Time×Group interaction: Wilks’ λ = 0.893, p < .001 for EISMS; Wilks’ λ = 0.762, p < .001 for EOM-EIS-2), increasing “current ego involvement” (F = 10.170, p = .002), “future ego involvement” (F = 11.555, p = .001), “identity achievement” (F = 26.161, p < .001), “identity moratorium” (F = 23.542, p < .001), and reducing “identity diffusion” (F = 15.707, p < .001). Additionally, ego identity partially mediated the intervention’s effect on goal self-concordance via increased “current ego involvement” (indirect effect = 0.303, 95% CI [0.035, 0.616]), “identity achievement” (0.508, [0.056, 1.101]), and reduced “identity diffusion” (0.511, [0.109, 1.049]), while the direct effect was non-significant (B = 0.763, p = .127). Findings validate the intervention’s effectiveness and mediating pathways, informing university psychological health education.