CC BY 4.0In the educational domain, the development of identity becomes especially salient
during school transition phases. To assess the specific identity processes that match
the adolescents’ experiences before and after the school transition, the Educational
Identity Processes Scale (EIPS) was developed. The present study aimed to test the
psychometric qualities of the EIPS by examining its factor structure, the internal and
convergent validity of the identity dimensions, and whether the questionnaire was
measurement invariant over time. The pre-transition version was tested in a Dutch sample
(N = 242 early adolescents) and the post-transition version was tested in a Lithuanian
sample (N = 1,268 mid-adolescents). Findings indicated good psychometric qualities for
both the pre- and post-transition versions of the EIPS. Additionally, context dependencies
were observed, as distance to the transition influenced the meaning of specific identity
processes and determined whether specific processes could be considered as part of
normative development
