alexa Cognitive Modifiability and Ego Identity among Adolesce
ISSN: 2161-0487

Journal of Psychology & Psychotherapy
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Research Article

Cognitive Modifiability and Ego Identity among Adolescents

David Tzuriel*

Bar Ilan University, Ramat Gan, Israel

Corresponding Author:
DavidTzuriel
Bar Ilan University, Ramat Gan, 52900, Israel
Tel: +97235318151
Fax: 97237384029
E-mail: [email protected]

Received date: May 15, 2014; Accepted date: June 19, 2014; Published date: June 28, 2014

Citation: Tzuriel D (2014) Cognitive Modifiability and Ego Identity among Adolescents. J Psychol Psychother 4: 147. doi:10.4172/2161-0487.1000147

Copyright: © 2014 Tzuriel D. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

 

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.

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