ERIC Number: ED205297
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Age and Cognitive-Developmental Factors in the Development of Self-Conception.
Noppe, Illene Cupit
Age and cognitive developmental level were used as independent variables in order to assess their relative effects on the number and kinds of self-referent constructs used by children and adolescents. Fifty-four 8-year-olds, sixty-four 12-year-olds, and forty-six 16-year-olds were recruited from their respective third, seventh, and eleventh grades in a middle-class suburban school district. All subjects were first given the Twenty Statements Test (TST), an instrument recognizing 20 answers to the questions, "Who am I?", and were then individually administered three of the four Piagetian tasks designed to measure levels of concrete and formal thought. The statements from the TST protocols were content analyzed into 32 categories (such as activities, possessions, interpersonal feelings and attitudes, kinship roles, sense of competence, moral worth, and existential aspect). Results of chi-square tests indicated significant increases, decreases, and curvilinear changes for both the age level and the cognitive-developmental level analyses. Results further indicated that researchers must be careful about treating age and cognitive-developmental level as equivalent factors. The hypothesis that the self-concept becomes increasingly differentiated with age was supported by neither the age nor the cognitive-developmental level analysis. Implications for further research are discussed. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Twenty Statements Test (Kuhn)
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Boston, MA, April 2-5, 1981).