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Experience sampling is considered one of the best methods for measuring behavior (Furr, 2009, https://doi.org/10.1002/per.724). When used for this purpose, it requires a coding system to transform diversified reports on what people are doing, provided as responses to an open-ended question, into interpretable data. We present a categorization of everyday behaviors that can be used to code responses from experience sampling and diary studies conducted with different groups of participants—from adolescents to elderly people. This categorization was developed and validated on a set of 19,840 responses to an open-ended question about participants’ recent activity, provided by 667 persons ranging in age from 12 to 66. As a result of the multistage work, we present a categorization system which forms a hierarchy from three broad categories to 97 narrow ones through middle levels of five, 23, and 63 categories of behaviors. The possible usage of the developed categorization is discussed.

Identity is built in the context of an individual’s professed values, moral principles, and often, religiosity. Adolescence and emerging and early adulthood are times of intensive identity construction and of changes in religious attitudes. Therefore, the aim of this study was to characterise people across these three developmental periods in terms of the level of their identity and religiosity, and to examine whether particular identity styles allow for the prediction of the overall level of religiosity. For this purpose, the whole sample of N = 1017 individuals and particularly from adolescence (n = 307), emerging adulthood (n = 410), and early adulthood (n = 302) were studied. The results showed a lower level of the informational style and a higher level of the diffuse-avoidant style in adolescence as compared with the two older groups, who did not differ from each other. The overall level of religiosity did not significantly differentiate the developmental groups; however, it was explained by identity formation styles in different ways at particular developmental stages. Results of moderation analyses suggest that the informational style has positive effect only in adolescence; the normative style has positive effects in each age group but is strongest in early adulthood, and the diffuse-avoidant style presents negative effect in adolescence.