The Relationship of Proportional Reasoning Ability to Self-Concept: A Cognitive Developmental Approach

Abstract

The relationship between proportional reasoning ability and self concept was studied from a cognitive developmental approach. A sample of 222 adolescents attending public middle or senior high school in a rural southern state were assigned to two problem solving groups, ineffective and effective, based on their performance on three sets of proportional reasoning tasks. The two groups had comparable Cognitive (intellectual) Skills Index scores. Data were also collected on self concept using the My Characteristic Self scale, instrumentality and expressiveness (Self Perception Inventory); and masculinity (Adolescent Sex Role Inventory). The Hotellings multivariate test of significance revealed statistical significance (at = .05) between the two problem solving groups. The investigation of the univariate F-tests indicated that self concept was a statistically significant (cx = .05) dependent variable. The relationship between age and self concept was nonsignificant (r = .19). The results were discussed in relation to similar findings in elementary school and early adolescent age youth.