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College Student Identity and Emotional Intelligence. Eugenia V. Purcar Dr. Don Thompson, Dr. Cindy Miller- Perrin Division of Natural Science; Pepperdine University . ::Results::. Abstract - PowerPoint PPT Presentation
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College Student Identity and Emotional Intelligence
AbstractThis research examines the longitudinal
relationship between identity and emotional intelligence development in undergraduate students. Using sample data collected from approximately 4000 undergraduate subjects
who completed a 400 item survey during each of four college years, we examine the
relationship between the Objective Measure of Ego Identity Status (OMEIS) and a number of Emotional Intelligence indicators, measured
longitudinally.
::Results::
Acknowledgments Thank you to the Pepperdine Natural Science Department and Dr. Thompson for their
support throughout this project.
IntroductionThe OMEIS is an instrument used to measure
ego identity in an attempt to offer an alternative to a clinical overview. It assigns
scores to four identity status scales: diffusion, foreclosure, moratorium, and achievement.
The four status values are driven by two binary variables: exploration and commitment.
Diffusion as one’s status describes one who has not explored nor made a commitment on
his or her beliefs, values, roles, ideological alliances. Foreclosure is the next status, and refers to those have committed to various
ideological beliefs but have not explored those beyond their own. The moratorium status
applies to individuals who are in the midst of exploring, but have not yet formed their combination of ideologies, values, etc.
Achievement deals with those who have investigated belief alternatives and have
adopted their own as a result.The three categories that comprise emotional intelligence are: the appraisal and expression of emotion, the regulation of emotion, and the
utilization of emotions in problem solving. These three categories refer to both the
individual's strength in applying them to the self as well directing them towards others and
can be both verbal and non-verbal.
MethodsFrom 2010 to 2012, 3,824 responses were
obtained to the OMEIS survey. Because we were primarily interested in longitudinal trends, we specified the data set to include only students who had taken the survey both their freshman and junior years. Thus the data is divided into
two sets, freshman, or, “2010” and juniors, “2012.” This yielded a sample size of 112.
Eugenia V. PurcarDr. Don Thompson, Dr. Cindy Miller-Perrin
Division of Natural Science; Pepperdine University
female male female maleFreshmen Juniors
18.500019.000019.500020.000020.500021.000021.500022.000022.500023.0000
Diffusion Mean
female male female maleFreshmen Juniors
19.0000
19.5000
20.0000
20.5000
21.0000
21.5000
22.0000
Foreclosure Mean
female male female maleFreshmen Juniors
21.5000
22.0000
22.5000
23.0000
23.5000
24.0000
24.5000
25.0000
Moratorium Mean
female male female maleFreshmen Juniors
29.6000
29.8000
30.0000
30.2000
30.4000
30.6000
30.8000
31.0000
31.2000
31.4000
Achievement Mean
.825 Significance
.’054 Significance
.769 Significance
.535 Significance
female male Total female male TotalFreshmen Juniors
35.0000
36.0000
37.0000
38.0000
39.0000
40.0000
41.0000
42.0000
43.0000
44.0000
Appraisal Mean
female male Total female male TotalFreshmen Juniors
32.0000
33.0000
34.0000
35.0000
36.0000
37.0000
38.0000
39.0000
Regulation Mean
female male Total female male TotalFreshmen Juniors
24.0000
25.0000
26.0000
27.0000
28.0000
29.0000
30.0000
Utilization Mean
.98 Significance .535 Significance
.967 Significance
ReferencesAdams, Gerald R.The Objective Measure of Ego Identity Status: A Reference
Manual. 1998.N. S. Schute et al. Development and Validation of a Measure of Emotional
Intelligence, 1997. Personality and Individual Differences. 1998: 167-177.
Miller-Perrin, Thompson. The Development of Vocational Calling, Identity, and
Faith in College Students: A Preliminary Study of the Impact of Study Abroad. 2012; 13
DiscussionAcross the identity measures, there exist some noteworthy patterns. The data indicates that diffusion is higher in males than
females and actually increases in both genders over time. In the results given by the foreclosure graph, there was a higher mean score for females which then decreased junior year, while the male mean score exhibited a reverse trend. In contrast, the moratorium measure revealed the exact opposite: male scores were higher freshman year, then decreased junior year with the female mean score exceeding the male score freshman year. The achievement score exhibited the same trend as diffusion, with male scores being consistently higher for each year.
For appraisal and expression, regulation, and utilization the male score was consistently higher across all three measures for every year. While the first two categories’ charts indicate that the mean decreased between age group, at statistically significant levels, utilization surprisingly increased. This pattern is observed regardless of gender. (need a “conclusion” box, indicating what conclusions we are to draw from all of this. This might be a place to insert some correlation or regression results.)