De elopmen and Psychome ic E alua ion o he Mul ig oup
E hnic Iden i y In en o y
Desa ollo y E aluación Psicomé ica del In en a io Mul ig upal de
Iden idad É nica
Suhe man Suhe man1
Uni e si as Islam Nege i Raden In an Lampung (Indonesia)
Uni e si y o Szeged (Hunga y)
Tibo Vidáko ich
Uni e si y o Szeged (Hunga y)
Abs ac
Despi e widesp ead use, he e is limi ed esea ch e alua ing he psychome ic p ope ies and measu emen in a iance o
he Mul ig oup E hnic Iden i y In en o y (MEI2) ac oss di e se popula ions. Cu en app oaches o measu ing E hnic
Iden i y o en lack ele ance o di e se cul u al con ex s, especially in he Indonesian con ex and among seconda y
s uden s. This s udy in es iga es he psychome ic p ope ies o he MEI2 among Indonesian seconda y school s uden s
ep esen ing di e se e hnic backg ounds. The pa icipan s consis ed o 276 seconda y school s uden s (60.1% emale;
39.9% male). Con i ma o y ac o analysis e i ied he alidi y o he MEI2, wi h he goodness-o - i index indica ing ha
he model was economical and easonable. Fu he mo e, he co ela ion be ween he h ee domains e ealed a signi ican
posi i e ela ionship. The indings suppo he MEI2 as a alid ins umen o assessing s uden s' e hnic iden i y in his
speci ic con ex . The con ibu ion o his esea ch is o be os e ing di e se- iendly lea ning en i onmen s and suppo s
educa o s in acknowledging and emb acing he complexi ies o s uden s' e hnic iden i ies wi hin Indonesian cul u al
landscapes.
Resumen
A pesa de su uso gene alizado, hay una in es igación limi ada que e alúa las p opiedades psicomé icas y la in a iancia
de medida del In en a io Mul ig upal de Iden idad É nica (MEI2) en di e sas poblaciones. Los en oques ac uales pa a
medi la Iden idad É nica a menudo ca ecen de ele ancia en con ex os cul u ales di e sos, especialmen e en el con ex o
indonesio y en e es udian es de secunda ia. Es e es udio in es iga las p opiedades psicomé icas del MEI2 en e
es udian es de secunda ia indonesios que ep esen an di e sos o ígenes é nicos. Los pa icipan es consis ie on en 276
es udian es de secunda ia (60.1% muje es; 39.9% homb es). El análisis ac o ial con i ma o io e i icó la alidez del MEI2,
con el índice de bondad de ajus e indicando que el modelo e a económico y azonable. Además, la co elación en e los
es dominios e eló una elación posi i a signi ica i a. Los hallazgos apoyan al MEI2 como un ins umen o álido pa a
e alua la iden idad é nica de los es udian es en es e con ex o especí ico. La con ibución de es a in es igación es
omen a en o nos de ap endizaje amigables con la di e sidad y apoya a los educado es en el econocimien o y la
acep ación de las complejidades de las iden idades é nicas de los es udian es den o de los paisajes cul u ales indonesios.
Palab as cla e / Keywo ds
A i mación y Pe enencia, Log o de Iden idad É nica, Pe enencia É nica, Análisis Fac o ial Con i ma o io, E nicidad.
A i ma ion and Belonging, E hnic Iden i y Achie emen , E hnic Belonging, Con i ma o y Fac o Analysis, E hnici y.
1 Co esponding Au ho : [email p o ec ed]
Re is a Fuen es
2025, 27(1), 47-64
h ps://doi.o g/10.12795/ e is a uen es.2025.26543
Recei ed: 2024-09-04
Re iewed: 2024-10-10
Accep ed: 2024-10-31
Fi s Online: 2024-11-15
Final Publica ion: 2025-01-15
REVISTA FUENTES, 27(1), 47-64 www. e is ascien i icas.us.es/index.php/ uen es/index
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1. In oduc ion
E hnic iden i y se es as a c ucial p o ec i e ac o ac oss di e en e hnic g oups and de elopmen s ages
du ing adolescence in school educa ion (D’hond e al., 2021; Fishe e al., 2020; Lai e al., 2024). Mo eo e ,
i is a signi ican de e minan o psychological well-being wi hin e hnic mino i y communi ies (Balidemaj &
Small, 2019; Ri as-D ake e al., 2014). Speci ically, he s eng h o e hnic iden i ica ion co ela es wi h
heigh ened sel -es eem, posi i e pe sonal g ow h, and indi idual compe ence (Kim e al., 2014). D awing upon
Bu ke & S e s (2022) concep ualiza ion, iden i y is unde s ood as a mul i ace ed cons uc shaped by di e se
o ien a ions, alues, and belie s, ul ima ely culmina ing in a commi men o one's e hnici y (S yke & Bu ke,
2000). Con e sely, social iden i y heo y posi s ha ego iden i ica ion, he co e componen , is in e wined wi h
a sense o belonging o a social g oup, hus imbuing i wi h inhe en alue (Delia, 2015). Consequen ly, Phinney
(1992) sugges s ha o e ime, e hnic iden i y e ol es in o a complex, mul i-laye ed cons uc , wi h in eg al
p ocesses encompassing he e alua ion o e hnic signi icance and an indi idual's allegiance o hei e hnic o
cul u al g oup. Resea che s de ine e hnic iden i y as an indi idual's sel -pe cep ion o med by hei awa eness
o belonging o an e hnic g oup and he emo ional impo ance hey associa e wi h ha membe ship (Taj el,
1981).
E hnici y encompasses complex classi ica ions such as Whi e, Black, Asian Paci ic Islande , and
Hispanic/La ino, which a e deeply in e wined wi h biological, economic, and sociocul u al ac o s (Gee e al.,
2022; Johnson e al., 2019). These ac o s collec i ely in luence psychological expe iences in p o ound and
mul i ace ed ways (Cheme s e al., 2011; Phinney e al., 1997; Phinney & Ong, 2007; Wilson, 2017). Gene ic
p edisposi ions speci ic o ce ain e hnic g oups can signi ican ly impac men al heal h ulne abili ies and s ess
esponses. Addi ionally, economic dispa i ies, mani es ed in a ying le els o socioeconomic s a us and
access o quali y educa ion and employmen , play a c ucial ole in shaping psychological well-being.
Fu he mo e, sociocul u al elemen s, including cul u al iden i y, expe iences o disc imina ion, and cul u ally
speci ic coping mechanisms, p o oundly in luence indi idual and collec i e psychological expe iences
(Phinney, 1996). E hnic mino i ies equen ly encoun e sys emic disc imina ion and mic oagg essions,
con ibu ing o heigh ened s ess, anxie y, and dep ession. Con e sely, cul u al s eng hs such as communi y
suppo and collec i e esilience o e p o ec i e psychological bene i s, bu e ing agains he nega i e impac s
o disc imina ion and economic ad e si y.
Go man explici ly iden i ied “ ace” (Go man, 1969), “ eligion” (Go man, 2023), and “na ionali y” (Go man,
2008) as h ee dis inc componen s o e hnici y. Fu he mo e, Go man (2009) con ended ha indi iduals
classi ied by socie y as membe s o acial, eligious, o na ional mino i y g oups a e likely o be s igma ized by
hose ou side hese g oups. This s igma iza ion o en leads o social ma ginaliza ion, exclusion, and
disc imina ion, impac ing indi iduals' men al heal h, social s anding, and o e all quali y o li e (Gaines J e al.,
2013). The s eng h o one's e hnic iden i y may be in luenced by ac o s such as upb inging, cul u al p ac ices,
communi y en i onmen , and pe sonal expe iences. In some cases, indi iduals may s ongly iden i y wi h hei
e hnic g oup, aluing and p ese ing i s cul u al adi ions and language. On he o he hand, he concep o a
na ional iden i y is also signi ican and can be ein o ced h ough educa ion, pa io ic symbols, and na ional
e en s. Religious iden i y is ano he c ucial aspec . Some indi iduals may p io i ize hei eligious iden i y o e
e hnic iden i y o see hem as in e connec ed. I 's impo an o no e ha iden i y is a complex and mul i ace ed
concep , and indi iduals may na iga e and nego ia e hei a ious iden i ies based on di e en con ex s and
li e s ages. Mo eo e , he in e play be ween e hnic, na ional, and eligious iden i ies can be dynamic and may
e ol e o e ime.
Phinney (1996) delinea es h ee key dimensions pe aining o e hnic g oups, which in ol e he
di e en ia ion o hei de ining cha ac e is ics. These cha ac e is ics may include a sha ed cul u al he i age,
collec i e g oup expe iences, and a sense o social iden i y. Con e sely, indi iduals wi hin he same e hnic
g oup may exhibi a ia ions in how hey exp ess and pe cei e hei e hnici y. While ce ain a ibu es o
e hnici y may be unique o speci ic g oups o indi iduals, he e a e also commonali ies ha cu ac oss all e hnic
g oups. As Phinney (1996) elucida es, indi iduals om any e hnic backg ound can possess a dis inc cul u al
legacy ha di e ges om hei con empo a y cul u al en i onmen , ace di e en ial ea men based on hei
e hnici y, and main ain an iden i y ha emphasizes hei e hnic g oup a ilia ion. Essen ially, comp ehending
he pa hways conduci e o os e ing heal hy pe sonali ies wi hin his di e se popula ion is impe a i e (Jackson
e al., 2020). Indi iduals dis inguish hemsel es om one ano he based on a ious ac o s, wi h e hnici y o en
se ing as a use ul classi ica ion in coping wi h daily li e e en s. The de ining ea u e o an e hnic g oup lies in
he sha ed acknowledgmen among i s membe s o i s unique iden i y and cohesi e na u e (Albe , 2014).
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Consequen ly, inqui ies abou membe ship in an e hnic g oup ypically assume a singula in e p e a ion wi hou
conside ing indi idual pe spec i es (Hame e al., 2020).
These objec i es demons a ed he necessi y o ools and measu es o assess e hnic iden i y. Empi ical
esea ch unde sco es he di ec co ela ion be ween e hnic iden i y and signi ican ou come a iables, such as
coping s a egies o p ejudice ((Li am & Oh, 2022; Villegas-Gold & Yoo, 2014; Yoo & Lee, 2005), sel -wo h
(Gummadam e al., 2016), and psychological well-being (Ajibade e al., 2016). Howe e , indings a y based
on how e hnic iden i y is concep ualized and measu ed (Dimi o a e al., 2018; Phinney e al., 1997; Sladek e
al., 2020). The e o e, de eloping alid and eliable me hods o assessing his cons uc is impe a i e. The
s udy o e hnic iden i y has ga ne ed signi ican a en ion in esea ch ci cles due o i s c ucial ole in iden i y
o ma ion and psychological well-being (Ri as-D ake e al., 2014). Phinney (1992) de eloped he "Mul ig oup
E hnic Iden i y Measu e (MEIM)," a 14-i em ool designed o assess a ious componen s o e hnic iden i y,
such as posi i e e hnic a i udes, sense o belonging, e hnic iden i y achie emen , and e hnic beha io s. The
MEIM assesses he explo a ion and commi men o an e hnic iden i y, ocusing on eelings o belonging and
pa icipa ion in cul u al e en s, ypically ac oss a ious e hnic g oups. I does no accoun o he speci ic
his o ical, eligious, cul u al, o social expe iences unique o any single e hnic g oup. The MEIM subscales
e alua e e hnic iden i y explo a ion, a i ma ion, belonging, and commi men o a pa icula e hnic g oup.
Ini ially, he scale comp ised h ee subscales: (a) a i ma ion o belonging, (b) e hnic iden i y achie emen , and
(c) e hnic beha io s. The MEIM has been alida ed wi h middle school, high school, and college popula ions,
including Mexican Ame ican, A ican Ame ican, Chinese, Aus alian, A menian, and Eu opean Ame ican
samples in he Uni ed S a es and in e na ionally (Lee & Yoo, 2004; Wo ell, 2000; Wo ell e al., 2004).
Howe e , he alida ion p ima ily in ol ed US popula ions. We a e now aiming o ex end his esea ch by
ocusing on a sample om seconda y educa ion in Indonesia.
Ini ially, Phinney (1992) p oposed ha all i ems in he Mul ig oup E hnic Iden i y Measu e (MEIM) loaded
on o a single e hnic iden i ica ion ac o . Howe e , subsequen empi ical in es iga ions e ealed a wo- ac o
s uc u e. Dandy e al. (2008) iden i ied wo dis inc ye closely ela ed ac o s: a i ma ion, belonging, and
commi men (consis ing o se en i ems), and explo a ion (comp ising i e i ems). No ably, e en hough he
MEIM was measu ed on a wo-scale basis in he US sample, Phinney & Ong (2007) iewed g oup membe ship
as de eloping o e ime and occu ing when indi iduals explo e, unde s and, and commi o an e hnic g oup.
Recen s udies ha e co obo a ed he MEIM's wo-dimensional s uc u e (Yap e al., 2014); howe e ,
al e na i e h ee- ac o models ha e also been desc ibed (Fishe e al., 2020; Gaines J e al., 2010, 2013).
The e o e, i is wo h in es iga ing whe he a h ee-scale model may be app op ia e in he Indonesian con ex .
The mul iplici y o ac o s iden i ied ac oss di e se samples sugges s ha he unde lying cons uc o e hnic
iden i y may be composed o se e al ace s, including a i ma ion o belonging, e hnic iden i y achie emen ,
and e hnic belonging.
To o e come his dispa i y and enhance he con en and ace alidi y o he scale, Phinney & Ong (2007)
es ablished he “Mul ig oup E hnic Iden i y Measu e-Re ised (MEIM-R)”. I comp ises wo subscales (i.e.,
“Explo a ion (3 i ems) and Commi men (3 i ems)”) and consis s o a subse o he 12-i em MEIM and one
addi ional i em. Addi ionally, Ba y (2002) on he de elopmen o an e hnic iden i y scale o Eas Asian
immig an s demons a es he impo ance o conside ing he mul idimensional na u e o e hnic iden i y and i s
in e ac ion wi h social and cul u al ac o s. Howe e , one limi a ion o Ba y's s udy is ha i ocused speci ically
on Eas Asian immig an s, and he esul s may no be gene alizable o o he e hnic g oups o o non-immig an
popula ions.
Despi e he widesp ead use o he MEIM-R, “only a hand ul o esea ch ha e e alua ed i s psychome ic
p ope ies and measu emen in a iance o es ablish consis ency in he concep o e hnic iden i y ac oss
di e se na ional and in e na ional popula ions”. These indings p o ided suppo o an in e ela ed wo- ac o
cons uc o in es iga ion and du y (Blozis & Villa eal, 2014; Habibi e al., 2021; Maehle e al., 2019; Musso
e al., 2018), un o una ely he e we e con adic o y indings in e ms o MI, which is essen ial o p ac ical
compa isons o g oups. Musso e al. (2018) and Habibi e al. (2021) epo ed he p esence o MI in a a ie y
o adul Eu opean popula ions and I anian con ex , espec i ely. Maehle e al. (2019) epo ed ha explo a ion
and commi men we e mode a ely posi i ely connec ed wi h li e sa is ac ion le els o na ional (Ge man)
iden i ica ion, bu no such co ela ion was seen o e hnic iden i y, while Maehle e al. (2019) disco e ed ha
a e co ec ing o beha iou s, all bu one o he impac s o a i udinal e hnic iden i y we e no longe signi ican ,
indica ing ha a i udes we e no p edic i e o esponde beha io , e en he a i ude a e impo an o daily li e
(Suhe man & Vidáko ich, 2022).
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O e all, hese esul s imply he necessi y o con inued psychome ic es ing o he Mul ig oup E hnic
Iden i y In en o y (MEI2), especially wi h seconda y s uden popula ions. This is c ucial in seconda y
educa ion due o he complex na u e o iden i y o ma ion in adolescen s. Adolescen s unde go signi ican
de elopmen al changes, making i necessa y o ensu e he assessmen ool accu a ely measu es e hnic
iden i y's nuances. Acco ding o Bandu a (2013), his heo y sugges s ha adolescen s' belie s abou hei
abili y o unde s and and na iga e hei e hnic iden i y can in luence hei engagemen in he p ocess. Robus
es ing allows o adjus men s o accoun o de elopmen al ac o s, ensu ing he MEI2's alidi y ac oss di e se
s uden popula ions. This ongoing e alua ion suppo s i s ele ance in in o ming educa ional policies and
in e en ions aimed a p omo ing cul u al inclusi i y and posi i e iden i y de elopmen among seconda y
s uden s.
Fu he mo e, exis ing esea ch p edominan ly o igina es om he e ogeneous cul u es wi h ex ensi e
immig a ion his o ies, such as he Uni ed S a es, Canada, and Eu ope. Howe e , he e emains a dea h o
da a conce ning he Indonesian con ex . This gap in he li e a u e is compounded by he limi ed u iliza ion o
samples om I aly, he Uni ed S a es, and Canada in e alua ing ins umen s like he MEI2. To
comp ehensi ely unde s and he nuances o e hnic iden i y wi hin di e se cul u al con ex s, i is impe a i e o
ga he da a om a b oad spec um o cul u al backg ounds. Ins umen s de eloped and alida ed solely wi hin
Eu opean coun ies may no ully cap u e he complexi ies o e hnic iden i y when applied o Asian cul u es,
including Indonesia.
This s udy seeks o add ess hese gaps in he li e a u e by examining he psychome ic p ope ies o he
MEI2 among Indonesian seconda y s uden s, ep esen ing a di e se a ay o e hnic backg ounds. By ocusing
on an Indonesian con ex ha has been ela i ely unde s udied in he ealm o e hnic iden i y esea ch, we aim
o p o ide insigh s ha a e mo e ep esen a i e and inclusi e. Addi ionally, by adap ing and alida ing he MEI2
ques ionnai e o use in he Indonesian con ex , we con ibu e o he de elopmen o cul u ally sensi i e
ins umen s ha can accu a ely cap u e he nuances o e hnic iden i y wi hin his speci ic cul u al milieu.
Building upon hese ounda ional insigh s, he p ima y aim o his s udy was o assess he psychome ic
p ope ies o he MEI2 among Indonesian seconda y s uden s ep esen ing di e se e hnic backg ounds. Ou
in es iga ion hones in on h ee key dimensions o e hnic iden i y - 'a i ma ion belonging', 'e hnic iden i y
achie emen ', and 'e hnic belonging' - wi h he objec i e o o e ing a nuanced comp ehension o he in ica e
na u e o e hnic iden i y. These dimensions ha e ga ne ed conside able a en ion in p io schola ship as pi o al
elemen s in he de elopmen o e hnic iden i y and i s ami ica ions o indi iduals' psychological well-being,
as well as i s in e play wi h a ious social and cul u al in luences. While Phinney & Ong (2007) ini ially p oposed
a wo-dimensional s uc u e, ecen schola ship unde sco es he impo ance o conside ing all h ee
dimensions (Fishe e al., 2020; Gaines J e al., 2010, 2013). To achie e his, we e alua ed he ac o s uc u e
and in e nal consis ency eliabili ies o he MEI2 ques ionnai e, which we adap ed o use in he Indonesian
con ex . By ailo ing he MEI2 ques ionnai e o sui he Indonesian cul u al milieu, we aim o p o ide insigh s
gleaned om seconda y school s uden s ac oss Indonesia, he eby en iching ou unde s anding o e hnic
iden i y wi hin his speci ic demog aphic con ex . Pa icula ly, we o mula ed he ollowing esea ch ques ions
in his s udy: (1) Is he MEI2 ques ionnai e’s alid and eliable in a sample o seconda y educa ion?; (2) Does
he MEI2 ques ionnai e’s mee he model i c i e ia?; (3) Wha is he ela ionship be ween a a i ma ion and
belonging, e hnic iden i y achie emen , and e hnic belonging o p o ide iden i y among s uden in seconda y
educa ion?. Th ough his app oach, ou s udy o en ich he unde s anding o e hnic iden i y and i s implica ions
o psychological well-being in he Indonesian con ex , while also con ibu ing o he b oade c oss-cul u al
li e a u e on e hnic iden i y assessmen .
2. Theo e ical Backgo und
2.1. A i ma ion and Belonging
A i ma ion and belonging a e c ucial dimensions in e hnic iden i y de elopmen , signi ican ly enhancing
psychological well-being and social in eg a ion, pa icula ly among di e se popula ions. Resea ch by Phinney
e al. (2001) highligh s ha indi iduals who eel a s ong sense o belonging o hei e hnic g oup expe ience
highe sel -es eem and g ea e li e sa is ac ion. This sense o communi y p o ides a bu e agains he nega i e
e ec s o socie al ma ginaliza ion. Yip e al. (2008) ound ha e hnic a i ma ion can mi iga e he s ess
associa ed wi h disc imina ion, demons a ing i s p o ec i e ole. Addi ionally, belonging o e s a ne wo k o
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social suppo essen ial o emo ional and p ac ical assis ance, which enhances social skills and cul u al
compe encies, as suppo ed by Umaña-Taylo e al. (2014).
Fu he mo e, posi i e ein o cemen om one's e hnic g oup os e s a cohe en and posi i e sel -iden i y.
Jones & Gallihe (2007) obse ed ha adolescen s who ecei e a i ma ion om hei e hnic communi y a e
mo e likely o de elop a s ong e hnic iden i y, main aining cul u al con inui y and p ide in hei he i age.
A i ma ion also plays a signi ican ole in academic and p o essional de elopmen , wi h Cokley & Chapman
(2008) inding ha s uden s who eel a i med in hei e hnic iden i y a e mo e mo i a ed and pe o m be e
academically. Mo eo e , indi iduals secu e in hei e hnic iden i y a e mo e likely o app ecia e and espec
di e si y, p omo ing c oss-cul u al unde s anding and ole ance, and con ibu ing o a cohesi e mul icul u al
socie y (Ve kuy en, 2006).
A i ma ion and belonging is scale e e s o g oup membe ship and a i udes owa d he indi idual's g oup
(Casey-Cannon e al., 2011). In he majo i y o p io s udies, a sense o belonging o an e hnic g oup and
a i udes owa d he g oup ha e been iden i ied as undamen al componen s o e hnic iden i y. A i ma ion an
belonging encompasses an indi idual's emo ional and cogni i e acknowledgmen and accep ance o hei
connec ion wi h a speci ic e hnic o cul u al g oup (Spence e al., 2000). I in ol es expe iencing posi i e
emo ions and emb acing one's associa ion wi h hei e hnic g oup, o en cha ac e ized by eelings o p ide and
posi i e ega d owa ds hei cul u al iden i y. This dimension explo es he ex en o which indi iduals a i m
and eel posi i ely connec ed o hei e hnic iden i y. Thus, a i ma ion ac i i ies ha speci ically emphasize
hemes o belonging (i.e., a i ma ion and belonging) a e likely o be mo e e ec i e in mi iga ing h ea s han
s anda d a i ma ion ac i i ies, as hey mo e di ec ly add ess he c ucial elemen o close ela ionships (Layous
& Nelson-Co ey, 2021).
These aspec s can be in luenced by an indi idual's a i ude (Alpha, 2022). Common sel -a i ma ion
exe cises in ol e indi iduals w i ing abou hei signi ican pe sonal alues, which, wi hou explici ly ocusing
on belonging, help educe he ad e se impac o s ess ul e en s on a ious ou comes, such as academic
pe o mance and suscep ibili y o po en ially ha m ul heal h in o ma ion (Layous & Nelson-Co ey, 2021).
C i che & Dunning (2015) esea ch emphasizes ha a key aspec o s anda d sel -a i ma ion exe cises
in ol es elici ing memo ies o close pe sonal connec ions. The e o e, a i ma ion p ac ices speci ically
cen e ed on hemes o belonging ( e e ed o as a i ma ion and belonging) may o e mo e signi ican bene i s
in o e coming haza ds han adi ional a i ma ion ac i i ies due o hei clea e emphasis on social
connec ions. Fo ins ance, esea che s explo ed whe he a i ma ion and belonging could enhance ou comes
o ulne able indi iduals compa ed o s anda d a i ma ion ins uc ions (Hales e al., 2016). This is due o i s
clea emphasis on social connec ions, which a e i al o o e coming a ious haza ds and enhancing o e all
well-being. These p ac ices can be pa icula ly bene icial in educa ional se ings whe e os e ing a sense o
belonging can lead o imp o ed academic ou comes and g ea e engagemen .
2.2. E hnic Iden i y Achie emen
E hnic iden i y e e s o an indi idual's pe sonal, sel -ca ego izing concep in which hey iden i y wi h an
e hnic g oup and i s cul u al iden i y, belie s, alues, and adi ions (Boo h e al., 2022). Phinney (1996)
cha ac e izes e hnic iden i y as a las ing, ounda ional elemen o one's iden i y, encompassing a eeling o
belongingness o an e hnic g oup along wi h he sen imen s and pe spec i es connec ed o ha a ilia ion.
E hnic iden i y s ands as a c ucial componen o one's sel hood, encapsula ing hei a ilia ion wi h an e hnic
g oup and i s cul u al ace s. I holds immense impo ance in shaping an indi idual's eelings o belonging, sel -
es eem, and o e all wel a e.
Neble J e al. (2012) highligh “ he signi icance o cul u al asse s, such as e hnic iden i y, o he p ope
de elopmen o e hnically mino i y you h. E hnic iden i y is a mul i ace ed psychological cons uc ha
desc ibes one pa o a pe son's o al iden i y linked wi h e hnici y” (Ri as-D ake e al., 2014). Iden i y can be
ecognized as an unde s anding ha comes on a social basis and is ela ed o one's posi ion in social
in e ac ion (Casa ez e al., 2022). E hnic iden i y is “a mul i ace ed cons uc ha encompasses componen s
o one's iden i y de i ed om ca ego iza ion wi h an e hnic g oup, he amoun o which one demons a es,
consolida es belie s abou , and pa icipa es wi h one's e hnic g oup, and eelings linked wi h g oup
membe ship” (Syed & Juang, 2014).
Acco ding o de elopmen al esea ch, ea ly o middle adolescence ( oughly ages 10 o 16) is a signi ican
ime o he o ma ion o e hnic iden i y (F ench e al., 2006). Se e al s udies (Blozis & Villa eal, 2014; B i ian
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52
e al., 2015) suppo he no ion ha , as a cul u al asse , “e hnic iden i y plays bo h a p o ec i e (e.g., agains
disc imina ion and p ejudice associa ed wi h mino i y s a us) and a p omo ional (e.g., ela ed o highe sel -
es eem, be e academic achie emen , and men al heal h) ole in you h's de elopmen . Howe e , he majo i y
o his esea ch has been conduc ed in Wes e n con ex s. Ve y li le s udy has been conduc ed on Indonesian
sample e hnic iden i ica ion”.
E hnic iden i y can be measu ed in a ious ways, and i is an impo an aspec o an indi idual's sense o
belonging and sel -wo h (Gummadam e al., 2016). Iden i y achie emen is he bes esul o he iden i y
de elopmen p ocess; iden i y di usion is cha ac e ized by a change in meaning o wo h owa ds onesel and
a lack o cla i y ega ding one's place in socie y, and s ems om a ailu e o esol e iden i y di icul ies (Phinney,
1992). Addi ionally, e hnic iden i y achie emen is componen measu es he ex en o which indi iduals eel
success ul in hei e hnic iden i y and hei pe cep ion o hei accomplishmen s in ela ion o hei e hnic
backg ound (Thompson, 2016). Fu he mo e, Ve kuy en & B ug (2002) s a ed ha e hnic iden i y achie emen
pe ains o how much indi iduals ha e es ablished a con iden pe cep ion o hemsel es as pa o an e hnic
o acial communi y and comp ehend and emb ace hei e hnici y o ace. This means ha people who ha e
achie ed a s ong e hnic iden i y ha e a clea unde s anding and posi i e accep ance o hei e hnic o acial
backg ound. The emo ional componen o e hnic iden i y is he way an indi idual eels abou hei g oup
membe ship, and i can ha e signi ican implica ions o pe sonal well-being.
2.3. E hnic Belonging
Belonging o an e hnic g oup e lec s a a o able connec ion o one's own e hnic communi y, while
achie ing e hnic iden i y in ol es ac i ely seeking knowledge abou one's e hnic backg ound. Engaging in
e hnic ac i i ies demons a es in ol emen in cul u al p ac ices, and a i udes owa ds indi iduals om di e en
e hnic g oups a e encapsula ed in o he -g oup o ien a ion (Kouli & Papaioannou, 2009; Phinney, 1992). Ting-
Toomey e al. (2000) desc ibed e hnic belonging as he amalgama ion o e hnic cus oms and p inciples wi h
o he o ms o iden i ica ion. E hnic belonging e e s o he eeling o belonging o a pa icula e hnic g oup. I
encompasses a sense o a achmen , p ide, and posi i e associa ion wi h one's e hnic o cul u al iden i y
(Eps ein & Heizle , 2015). Addi ionally, e hnic belonging signi ies "a a o able connec ion o one's own e hnic
g oup, while e hnic iden i y achie emen in ol es ac i ely explo ing knowledge abou e hnic iden i y. E hnic
p ac ices encompass in ol emen in e hnic- ela ed ac i i ies, and o he -g oup o ien a ion pe ains o a i udes
and sen imen s owa ds indi iduals om o he e hnic g oups" (Kouli & Papaioannou, 2009).
Mo eo e , Phinney (1992) explained ha he aspec o e hnic belonging measu es how closely a ilia ed
and a ease indi iduals eel wi hin hei own e hnic communi y. This sense o belonging s ands as a c ucial
aspec o e hnic iden i y and holds conside able in luence o e an indi idual's o e all wel a e and social
in e ac ions (Eps ein & Heizle , 2015). E hnic belonging di e s om o he ace s o e hnic iden i y like e hnic
iden i y achie emen , which in ol es ac i ely seeking knowledge abou one's e hnic iden i y, and e hnic
p ac ices ha encompass pa icipa ion in e hnic- ela ed ac i i ies (Sa e hwai e-F eiman & Umaña-Taylo ,
2023). I is also linked o o he -g oup o ien a ion, ocusing on a i udes and emo ions owa ds indi iduals om
di e en e hnic backg ounds (Lee, 2005).
Wi h his scale o e hnic belonging, s uden s end o exhibi se e al key beha io s and a i udes. Fi s ly,
hey a e likely o show a highe deg ee o pa icipa ion in cul u al and e hnic ac i i ies, as hei sense o
belonging encou ages ac i e engagemen in hei communi y's adi ions and p ac ices. This in ol emen no
only os e s a deepe connec ion o hei cul u al he i age bu also enhances hei social ne wo ks wi hin hei
e hnic g oup. Fu he mo e, s uden s wi h a s ong sense o e hnic belonging a e mo e likely o expe ience
posi i e psychological ou comes, such as highe sel -es eem and lowe le els o anxie y and dep ession. This
is because a s ong e hnic iden i y p o ides a s able sense o sel and a suppo sys em, which can bu e
agains he s esso s o daily li e and disc imina ion. Mo eo e , a obus sense o e hnic belonging can
con ibu e o academic success. S uden s who eel a s ong connec ion o hei e hnic communi y o en bene i
om he collec i e suppo and encou agemen o hei pee s and amily membe s. This communal suppo
can mo i a e hem o achie e academic excellence and pu sue highe educa ion goals.
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53
3. Me hod
3.1. Pa icipan s
Pa icipan s we e selec ed om a g oup o seconda y school s uden s (N = 276) om a ious Indonesian
public and p i a e schools. The s uden s we e ec ui ed om schools acc edi ed by A in bo h u ban and u al
se ings. Random class selec ion was conduc ed o each g ade le el. The speci ic sample included 166 gi ls
(60.1%; Mage = 13.04; SD = 0.79) and 110 boys (39.9%; Mage = 12.85; SD = 0.87). Se en h- o nin h-g ade
s uden s and 11-15 aged (Mage = 12.96; SD = 0.83) we e selec ed a andom om mo e han en schools in
ci ies and dis ic s wi h seconda y s uden in Lampung p o ince, Indonesia. The s udy was app o ed by he
Ins i u ional Re iew Boa d o he XXX (Numbe : 6/2023) and signed an in o med consen o m elec onically.
This s udy's sample comp ised all e hnocul u al subg oups o pa icipan s (e.g., Ja anese, Lampung, Ba ak,
Sundanese), as de e mined by hei esponses o he demog aphic ques ionnai e. Addi ionally, p i a e and
public schools a e pa o he sample because in Indonesia, he seconda y school sys em comp ises bo h
public and p i a e schools. The inclusion o bo h p i a e and public schools in he sample can p o ide a mo e
comp ehensi e unde s anding o he educa ional landscape. Public schools end o ha e la ge s uden
popula ions, o en ca e ing o a wide ange o socioeconomic backg ounds, and ollow a s anda dized
cu iculum. Con e sely, p i a e schools migh ha e smalle class sizes, addi ional esou ces, and a ied
eaching me hods due o hei independence. Including bo h ypes o schools allows esea che s o cap u e
di e se pe spec i es, eaching me hodologies, and esou ces a ailable o s uden s in di e en school
en i onmen s. Including bo h ypes o schools in he sample allows esea che s o cap u e di e se
pe spec i es and educa ional app oaches, o e ing insigh s in o how di e en en i onmen s may in luence
s uden s' e hnic iden i y and academic expe iences. Table 1 shows he demog aphics o he pa icipan s.
Table 1
Demog aphic Cha ac e is ics o he Pa icipan s in his Resea ch
Demog aphic
F equency
Pe cen age (%)
Gende
Female
166
60.1
Male
110
39.9
School Ca ego y
P i a e
187
67.8
Public
89
32.2
Li ing Place
Ci y
159
57.6
Dis ic
117
42.4
E hnic g oup
Ba ak
21
7.6
Ja a
175
63.4
Lampung
47
17.0
Sunda
33
12.0
Religions
Budhis
8
2.9
Ca holic
9
3.3
Hindu
6
2.2
Moslem
231
83.7
P o es an
22
8.0
3.2. Ins umen
The MEI2 was de eloped by Phinney (1992) and Kouli & Papaioannou (2009) and some ques ions was
de eloped by esea che s. The de elopmen o ques ions o i ems by esea che s is because ha we need o
assess and unde s and a ious aspec s o e hnic iden i y and i s impac on psychological adjus men ,
academic achie emen , and he holis ic o ma ion o e hnic iden i y among indi iduals. The i ems consis o 21
i ems and comp ise h ee subscales, i.e., a i ma ion and belonging (5 i ems), e hnic iden i y achie emen (7
i ems), and e hnic belonging (9 i ems). All i ems cons uc ed we e measu ed independen ly. Each i em was
placed on a 5-poin scale anging om 1 (s ongly disag ee) o 5 (s ongly ag ee). The measu e was ansla ed
om English in o Indonesian language. The subscale was selec ed based on hei ecognized signi icance in
unde s anding he complexi ies o e hnic iden i y in seconda y educa ion. Ou li e a u e e iew emphasizes
hei impo ance in s uden s' academic and socio-cul u al expe iences. Focusing on hese subscales allows
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54
o a mo e nuanced explo a ion o e hnic iden i y in icacies in ou esea ch con ex , p o iding cla i y in he
e ised in oduc ion o enhance anspa ency in ou esea ch design.
A i ma ion and belonging: In he a i ma ion and belonging, he i e i ems scale a e: (1) “I ha e a lo o p ide
in my e hnic g oup and i s accomplishmen s”, (2) “I eel a s ong a achmen owa ds my own e hnic g oup”,
(3) I eel good abou my cul u e o e hnic backg ound (Phinney, 1992). E hnic Iden i y Achie emen : This
subscale comp ises 5 i ems. The ollowing a e examples o e hnic iden i y achie emen i ems: (1) “I ha e spen
ime ying o ind ou mo e abou my own e hnic g oup, such as i s his o y, adi ions, and cus oms”, (2) “I ha e
a clea sense o my e hnic backg ound and wha i means o me”, (3) “I hink a lo abou how my li e will be
a ec ed by my e hnic g oup membe ship” (Phinney, 1992). E hnic Belonging: This subscale consis s o nine
i ems, each o which is de ailed below. Th ee o he ollowing hings we e disco e ed o be accu a e in he
ac ual in en o y: (1) “I like keeping he adi ions o he he i age o my e hnic g oup”, (2) “The alues o my
e hnic g oups de e mine my li e”, (3) “In gene al, belonging o my e hnic g oup is an impo an pa o my sel -
image” (Kouli & Papaioannou, 2009). Addi ionally, some ques ions which a e de eloped by esea che s: “I
know abou being adi ional ab ic clo h, such as Tapis Lampung” and “I know he alues o Tapis Lampung,
such as economy, cul u e, s o y”.
3.3. Da a Analysis
S a is ical Package o he Social Sciences (SPSS) e sion 25 and pa ial leas squa es s uc u al equa ion
modeling (PLS-SEM) in Sma PLS 4 will be used o analyze he indings o his ques ionnai e's da a collec ion.
Con i ma o y Fac o Analysis (CFA) was done o e alua e he measu emen model's i (Jomnonkwao &
Ra ana a aha, 2016). Following he CFA, “we u ilized he chi-squa e es , compa a i e i index (CFI), Tucke –
Lewis index (TLI), oo mean squa e e o o app oxima ion (RMSEA), s anda dized oo mean squa e esidual
(SRMR), and Kaise –Meye –Olkin (KMO)” index o e alua e he model's i (Kline, 2015). The deg ees o
eedom and p- alue o he chi-squa e s a is ic a e ep esen ed nume ically. We examined C onbach's alpha
and composi e eliabili y a e inishing he CFA o es ablish he o e all eliabili y o he esea ch. “In e nal
consis ency eliabili ies (C bα; C onbach's alpha) and composi e eliabili ies (ω; McDonald's coe icien omega;
Rayko (1997)) we e calcula ed o e alua e dependabili y. As indica ed by Habók & Magya (2018), alues
la ge han 0.70 imply posi i e esul s o empi ical s udy”.
The cons uc ion alidi y and disc iminan alidi y es s we e hen used o e alua e a measu emen model's
cons uc alidi y. I is impo an , when examining he con e gence o a heo e ical model, o e alua e he le el
o connec ion be ween he model's componen s. When he sum o all elemen s wi hin a single build is mo e
han 0.70, he cons uc is conside ed con i med. Acco ding o he equi emen s, “ he cons uc eliabili y (CR)
o each cons uc mus abo e 0.70, and he a e age a iance ex ac ed (AVE) mus exceed 0.50. Lowe
alues a e allowed only i he CR alue is g ea e han 0.60 (Fo nell & La cke , 1981). In addi ion, we used
HTMT as a disc iminan alidi y c i e ion, which we de i ed by compa ing o a ixed alue. Accep able as a
c i e ion o disc iminan alidi y eligibili y is a cu o alue o 0.90” (Kline, 2015).
4. Resul s
4.1. CFA
CFA is “used o alida e la en ac o s in he measu emen model, indica ing ha all la en ac o s a e
ope a ing success ully and achie ing GoF indices. To assess model i , a CFA diag am was p oduced in he
measu emen model using he pa e n ma ix builde plugin c ea ed by Gaskin & Lim (2016). In his s uc u e
model, single-headed a ows ep esen supposed one-way pa hs, and double-headed a ows ep esen he
co ela ion be ween wo a iables. A ci cle symbolizes a la en a iable ( o example, a ques ionnai e ac o ),
while a ec angle ep esen s an obse able a iable (i.e., ques ionnai e i em). The li le ci cles on he g aph
ep esen he measu emen e o s o each o he measu ed me ics”. Consequen ly, KMO was .885.
Subsequen ly, in he loading ac o was less han 0.40. I is usual p ac ice, acco ding o Tabachnick e al.
(2007), o u ilize a lowe cons ain on i em ac o loading o de e mine whe he o keep o emo e i ems om
he da abase. Following a main componen analysis, alues below 0.40 we e excluded om u he esea ch.
A numbe o da abase en ies wi h a alue less han 0.40 we e emo ed. This ma ched he 0.4 h eshold alue
es ablished by social scien is s (S aub e al., 2004; Suhe man & Vidáko ich, 2022). We in es iga ed he da a
using modi ica ion indices and co a iance on i ems wi h alues g ea e han 5 inside he same ac o in o de
o ge model i and imp o e he CFA model's eliabili y. Modi ica ions o he op imal measu emen model
include co a ying e o componen s ha belong o he same ac o (He mida, 2015). The model i was
REVISTA FUENTES, 27(1), 47-64 h ps://doi.o g/10.12795/ e is a uen es.2025.26543
55
imp o ed (χ^2= 227.671; χ^2/d = 149; p = < .001; CFI = .978; TLI = .975; RMESA = .044, and SRMR = .075).
Figu e 1 will po en ially lead in a i CFA diag am, Table 2 is abou loading ac o o i ems, which is a diag am
ha has been modi ied.
Table 2
Loading sco es i ems
I em Code
Ques ions
Loading
Fac o
A i ma ion and Belonging
AB1
I am happy ha I am a membe o he g oup I belong o.
.681
AB2
I ha e a s ong sense o belonging o my own e hnic g oup.
.734
AB3
I ha e a lo o p ide in my e hnic g oup and i s
accomplishmen s.
.739
AB4
I eel a s ong a achmen owa ds my own e hnic g oup.
.753
AB5
I eel good abou my cul u e o e hnic backg ound.
.657
E hnic Belonging
EA1
I ha e spen ime ying o ind ou mo e abou my own e hnic
g oup, such as i s his o y, adi ions, and cus oms.
.693
EA2
I ha e a clea sense o my e hnic backg ound and wha i
means o me.
.707
EA3
I hink a lo abou how my li e will be a ec ed by my e hnic
g oup membe ship.
.650
EA4
I undes and p e y well wha my e hnic g oup membe ship
means o me, in e m o how o ela e o my own g oup and
o he g oups.
.686
EA5
In o de o lea n mo e abou my e hnic backg ound, I ha e
o en alked o o he people abou my e hnic g oup.
.619
E hnic Iden i y Achie emen
EB1
I like keeping he adi ions o he he i age o my e hnic
g oup.
.642
EB2
The alues o my e hnic g oups de e mine my li e.
.587
EB3
In gene al, belonging o my e hnic g oup is an impo an pa
o my sel -image.
.710
EB4
The alues o my e hnic g oups a e impo an o my
judgmen abou wha I ha e o do.
.677
EB5
The cul u al adi ions o my e hnic g oup absolu ely exp ess
me.
.673
EB6
I know abou being adi ional ab ic clo h, such as Tapis
Lampung.
.542
EB7
I know abou being Tapis Lampung mo i , such as Jung Sa a
mo i , Moun ain Mo i , Flau a and Fauna mo i , Pucuk
Rebung mo i .
.668
EB8
I know abou he p ocess o making Tapis Lampung
.596
EB9
I know he alues o Tapis Lampung, such as economyc,
cul u , s o y.
.677
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