Abstract
This study examines differential relations of ego identity (EI) with cognitive ability, and cognitive modifiability among adolescents. A sample of 238 adolescents aged 16-18 was administered three dynamic assessment measures (Set-Variations II, Complex Figure, and the Organizer from the Learning Propensity Assessment Device) and the Adolescent Ego Identity Scale (AEIS). Canonical correlation analysis revealed positive correlation of AEIS factors with cognitive ability (Rc=0.40, p<0.05) and cognitive modifiability (Rc=0.39, p<0.05). Hierarchical regression analysis revealed that cognitive modifiability contributed significantly (5%) to prediction of total EI score of the AEIS, beyond the contribution of cognitive ability (8%). The findings are discussed in relation to the common factors affecting cognitive modifiability and ego identity among adolescents. The findings indicate that adolescents with a higher cognitive ability and cognitive modifiability possess abstract resources to deal with normative identity crises and therefore can cope better with conflicts and reach better EI formation. Cognitive modifiability added significantly to the understanding of the mechanism of EI formation. This might add a novel perspective for psychotherapy as clinicians might use a mediated learning approach in enhancing adolescents’ modifiability, both cognitive and emotional as a venue for emotional changes and psychological resiliency.
Highlights
This study examines differential relations of ego identity (EI) with cognitive ability, and cognitive modifiability among adolescents
The findings indicate that ego identity overall score (AEIS) was positively correlated with cognitive ability (Rc=.40, p
In the present paper we demonstrated how Dynamic Assessment (DA) contributes significantly to prediction of ego identity above and beyond standardized static tests of cognitive ability
Summary
This study examines differential relations of ego identity (EI) with cognitive ability, and cognitive modifiability among adolescents. An integrative component of the MLE approach is related to the conceptualization of the developing individual as an open system that is modified by mediating agents, much like Vygotsky’s [14,15] concept of the zone of proximal development. This component has led to both theoretical elaboration of Dynamic Assessment (DA) of learning potential and development of an applicative system of measuring cognitive modifiability. The DA approach was used extensively in research and proposed as a more efficient and
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