Abstract
This study examined the relationship between intellectual development and identity from the beginning of the student's freshman year in college to the end of the sophomore year. Hierarchical structural equation modeling was performed on the data utilizing LISREL VI. The optimal structural model included significant positive longitudinal paths from time one to time two for both intellectual development and identity. In addition, the cross-lagged path from identity to intellectual development was significant and positive. The results of this investigation suggest that one's sense of identity as a college freshman plays an important role in his or her intellectual development at the end of the sophomore year. Results for intervention possibilities and further research are discussed.
Similar content being viewed by others
References
Bentler, P. M., and Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures.Psychological Bulletin 88:588–606.
Berzonsky, M. D. (1985). Diffusion within Marcia's identity states paragism: Does it foreshadow academic problems?Journal of Youth and Adolescence 14:527–538.
Buczynski, P. L. (1991). The relationship between identity and cognitive development in college freshmen: A structural equation modeling analysis.Journal of College Student Development, 32, 3 212–222.
Buczynski, P. L. (1990, April).Relations between identity, moral development, and intellectual ability in college undergraduates. Paper presented at the meeting of the American Educational Research Association, Boston, MA.
Cauble, M. A. (1976). Formal operations, ego identity, and principled morality: Are they related?Developmental Psychology 12:363–364.
Chickering, A. W. (1969).Education and Identity. San Francisco: Jossey-Bass.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests.Psychometrika 16:297–334.
Erikson, E. H. (1968).Identity: Youth and Crises. New York: Norton.
Erwin, T. D. (1977).The Erwin Identity Scale. Harrisonburg, VA: Office of Student Assessment, James Madison University.
Erwin, T. D. (1982).The Scale of Intellectual Development. Harrisonburg, VA: Office of Student Assessment, James Madison University.
Erwin, T. D. (1988).Score Manual for the Erwin Identity Scale. Harrisonburg, VA: Office of Student Assessment, James Madison University.
Erwin, T. D., and Marcus-Mendoza, S. (1988). Motivation and students' participation in leadership and group activities.Journal of College Student Development 29:356–361.
Erwin, T. D., and Schmidt, M. R. (1982). The convergent validity of the Erwin Identity Scale.Educational and Psychological Measurement 41:1307–1310.
Hayes, J. M. (1977). Ego identity and moral character development in male college students. Unpublished doctoral dissertation, The Catholic University of America.
Hogan, R. (1973). Moral conduct and moral character: A psychological perspective.Psychological Bulletin 73:232.
Joreskog, K. G. (1981). Statistical models for longitudinal studies. In F. Schusinger, S. Medmich, and J. Knop (eds.),Longitudinal Research: Methods and Uses in Behavior Science (pp. 118–124). Boston: Martines Nighoff Publishing.
Joreskog, K. G., and Sorbom, D. (1984).LISREL VI: Analysis of Linear Structural Relationships by Maximum Likelihood and Least Squares Methods. Chicago: National Education Resources.
Marcia, J. D. (1966). Development and validation of ego identity status.Journal of Personality and Social Psychology 3:551–558.
Marcia, J. E. (1980). Identity in adolescence. In J. Adelson (ed.),Handbook of Adolescent Psychology (pp. 159–187). New York: John Wiley & Sons.
Perry, W. G. (1968).Patterns of Development in Thought and Values of Students in a Liberal Arts College: A Validation of a Scheme (Final report, project number 5-0825, contract number SAE-8973). Cambridge, MA: Bureau of Study Counsel, Harvard University.
Podd, M. H. (1972). Ego identity status and morality: The relationship between two developmental constructs.Developmental Psychology 6:497–507.
Tucker, L. R., and Lewis, C. (1973). A reliability coefficient for maximum likelihood factor analysis.Psychometrika 38:1–10.
Widaman, K. F. (1985). Hierarchically nested covariance structure models for multitrait-multimethod data.Applied Psychological Measurement 9:26.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Buczynski, P.L. Longitudinal relations among intellectual development and identity during the first two years of college: A structural equation modeling analysis. Res High Educ 32, 571–583 (1991). https://doi.org/10.1007/BF00992629
Received:
Issue Date:
DOI: https://doi.org/10.1007/BF00992629