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The differentiated model builds on Burke's control system model by emphasizing the importance of multidimensionality and how role usage variation affects identity formation. In a study of 146 entering university students, differentiating the college student role into multiple meaning dimensions results in significant variation in degree of role identification improvement. This model ties differences in role use in interaction to identity formation by specifying that the self‐referent feedback necessary for role/identity discrepancy reduction must come from members of a specific referent group who consider the role “real” based on its usefulness as a resource for accomplishing group goals.
Peter J. Collier (Tue,) studied this question.