more culturally sensitive—that is, to examine whether models and theories of identity work as expected in various cultural contexts. Luyckx et al.’s (2008) identity model proposes five identity exploration and commitment processes, and a survey instrument was developed to assess these processes. The current study tests this Dimensions of Identity Development Scale (DIDS) in an indigenous population of emerging adults from Ladakh. Results confirm the central dimensions of identity exploration and commitment. However, the original DIDS structure was not identically replicated in this population, suggesting that identity models should be developed or adapted to the specific sociocultural context.

28:T418,

This study investigated associations among attachment to caregivers, peer appraisal support, and depressive symptoms during the transition to college among underrepresented college students attending an elite predominantly White institution (PWI). It was hypothesized that more secure attachment to caregivers would be related to reductions in the experience of depressive symptoms during the transition to college both directly and indirectly through peer appraisal support. Participants in this longitudinal study included 340 first-year undergraduate students attending a selective PWI. The results of this study show that secure attachment to caregivers was related to fewer depressive symptoms during the first semester of college and indirectly related to reductions in depressive symptoms from the first to the second semester through increased peer appraisal support. The results of this study suggest an enduring role of attachment to caregivers in underrepresented students’ mental health during this challenging life transition.

29:T41f,

In longitudinal daily report research, it is challenging to maintain participation with college student samples due to the time and mental energy required. Small monetary incentives can assuage this; thus, the goal of this study was to determine whether incentive distribution method—via (1) the total compensation at the end of the study period, (2) daily compensation that increases with subsequent surveys, or (3) the same steady compensation each day—leads to different completion rates across five consecutive daily surveys. Both steady and increasing compensation groups were more likely to opt-in to the study, while the steady compensation group was more likely to complete the Day 1 survey. Over 5 days, the steady group had a sharper decrease in participation but had a rebound in participation toward the end of the study. Recommendations and rationale for using a daily steady compensation approach with daily report methodology with emerging adults are discussed.

2a:T56f,