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CainHalM1997 ljc.pdf (3.21 MB)

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Ideological and Interpersonal Identity Statuses of Senior University Students with Learning Disabilities

Cain, Hal M.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1391610747

Abstract Details

1997, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
This study was an introductory inquiry into the identity development of persons with learning disabilities (LD). The theoretical foundation of this research rests in the works of Erik H. Erikson and James E. Marcia, and is based on psychosocial models of human development that embrace biological, cognitive, and environmental etiologies. A self-administered assessment of identity development, the Extended Objective Measure of Ego Identity Status-2 (EOMEIS-2) was used as part of a research packet mailed to college students with learning disabilities in Texas and Midwestern universities. Participants for this study were 84 senior university students who had previously been identified as having learning disabilities. Descriptive analysis was conducted with regard to identity statuses. The descriptive analyses were reported in percentages of participants in each status by age category and gender. In addition, a cross-classification analysis using General Loglinear Modeling methods were employed to investigate the potential associations between and among the selected factors of age (A), gender (G), and ideological (D) and interpersonal (N) identity statuses as measured by the EOMEIS-2. The majority of the students in this sample were in the Moratorium status (i.e., still exploring options and not committed to a direction) for both ideological (e.g., occupation, political and religious beliefs, and lifestyle) and interpersonal (e.g., sex roles, dating relationships, friendships, and recreational) areas of identity development. Differences were found in the identity statuses of male and female students on ideological identity, but not on interpersonal status. Models of association were found for terms of both the Ideological identity and Interpersonal identity factors. Analyses using ideological identity showed the best-fit model included all pairwise associations but no three-way associations (AG,AD,GD). Two models were selected as fitting the factors using interpersonal identity. One model (G,AN) included the pairwise association of age and Interpersonal identity status with a three-way association including gender. The other model included contained two pairwise associations but no three-way interaction (AG,AN). Implications for further research in the area of identity development of persons with learning and other disabilities are discussed. In addition, applications to rehabilitation and counseling are included.
Bruce S. Growick (Advisor)
Michael A. Klein (Committee Member)
Robert F. Rodgers (Committee Member)
Darcy H. Granello (Committee Member)
110 p.
Education

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Citations

  • Cain, H. M. (1997). Ideological and Interpersonal Identity Statuses of Senior University Students with Learning Disabilities [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391610747

    APA Style (7th edition)

  • Cain, Hal. Ideological and Interpersonal Identity Statuses of Senior University Students with Learning Disabilities . 1997. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1391610747.

    MLA Style (8th edition)

  • Cain, Hal. "Ideological and Interpersonal Identity Statuses of Senior University Students with Learning Disabilities ." Doctoral dissertation, Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391610747

    Chicago Manual of Style (17th edition)

osu1391610747
181
© 1997, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.