ERIC Number: ED263185
Record Type: Non-Journal
Publication Date: 1985-Jun
Reference Count: N/A
Ego Identity, Cognitive Ability, and Academic Achievement: Variances, Relationships, and Gender Differences Among High School Sophomores.
Wrabel, Thomas J.
This study examined the contributions of cognitive quantitative ability, cognitive verbal ability, normed test achievement and grade point average to the ego identity of 202 high school sophomores. The instrumentation used in this study was as follows: (1) Rasmussen Ego Identity Scale: Revised Short Form; (2) The 3-R's Abilities and Achievement Test: Ohio Version, Form A, Level 15/16; and, (3) grade point average of each subject from the immediate past year. The study design was correlational using a multiple regression prediction configuration, the Pearson correlation technique, and a T-test. Data were scrutinized by using the Statistical Package for the Social Sciences. When the linear multiple regression technique was used for males and females separately, little or no variance was accounted for in ego identity. Only congnitive verbal ability was significant for males. When all subjects were considered together, the multiple linear regression analysis revealed that the independent variables used in this study attributed only 6 percent of the variance in ego identity. Cognitive verbal ability was significant at the .01 level; cognitive verbal ability and cognitive quantitative ability merged and all predictor variables combined were significant at the .05 level. (Author/LMO)
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Tests, Correlation, Grade Point Average, Grade 10, High School Students, High Schools, Hypothesis Testing, Mathematics Tests, Multiple Regression Analysis, Norm Referenced Tests, Self Concept, Sex Differences, Verbal Ability, Verbal Tests
Publication Type: Information Analyses; Reports - Research; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A