Automatic ogive scoring rules for the short form of the sentence completion test of ego development

1987 ◽  
Vol 43 (1) ◽  
pp. 119-122 ◽  
Author(s):  
James J. Picano
Keyword(s):  
Ego Development ◽  
Short Form ◽  
Scoring Rules ◽  
Sentence Completion ◽  
Completion Test

Developmental variables in relation to depressive symptoms in adolescent girls

1993 ◽  
Vol 5 (3) ◽  
pp. 485-496 ◽  
Author(s):  
Jill Rierdan ◽  
Elissa Koff
Keyword(s):  
Depressive Symptoms ◽  
Adolescent Girls ◽  
Adolescent Depression ◽  
Ego Development ◽  
Short Form ◽  
Sixth Grade ◽  
Sentence Completion ◽  
Early Maturing ◽  
Completion Test ◽  
Relationship Of

AbstractThis study investigated the relationship of menarcheal timing and ego development to level of depressive symptoms in early adolescent girls. Girls who were postmenarcheal at the beginning of the sixth grade were classified as very early maturers; their premenarcheal peers were regarded as on time. Girls were further classified with the Loevinger Sentence Completion Test as relatively low or high in ego development. Depressive symptoms were assessed with the Beck Depression Inventory, short form. Results indicated a significant interaction of menarcheal timing and ego development: Very early maturing was associated with moderate levels of depressive symptoms for girls who were relatively low in ego development; very early maturing girls who were relatively advanced in ego development had the same minimal level of depressive symptoms as on time girls at either relatively low or advanced levels of ego development. The results support a proposed integration of psychoanalytic and empirically based biopsychosocial approaches to adolescent depression.

Gender Differences in Ego Level

1993 ◽  
Vol 72 (3) ◽  
pp. 752-754 ◽  
Author(s):  
Corinne Hay Mabry
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Gender Difference ◽  
Ego Development ◽  
Short Form ◽  
Significant Gender Difference ◽  
Sentence Completion ◽  
Completion Test

Entering college students (110 women and 63 men) completed a short form (12 items) of the Washington Sentence Completion Test of ego development. Using a Cramer's Phi, a significant gender difference on ego level scores was found, with women scoring higher.

scholarly journals Developmental themes in women's emotional experiences of motherhood

2001 ◽  
Vol 13 (1) ◽  
pp. 165-182 ◽  
Author(s):  
SUNIYA S. LUTHAR ◽  
KIMBERLY DOYLE ◽  
NANCY E. SUCHMAN ◽  
LINDA MAYES
Keyword(s):  
Positive Emotions ◽  
Ego Development ◽  
Child Rearing ◽  
Sentence Completion ◽  
Maternal Role ◽  
Adjustment Problems ◽  
Completion Test ◽  
Psychological Difficulties ◽  
Self Examination ◽  
Washington University

In this study, women's levels of ego development and their psychological difficulties were examined in relation to feelings in the maternal role. The sample consisted of 91 mothers from diverse socioeconomic backgrounds. Ego development was assessed by the Washington University Sentence Completion Test, and psychological difficulties were operationalized by self-reported global symptomatology, maternal substance abuse, and expressed anger. Outcome variables included feelings of satisfaction, distress, and support in the maternal role, as well as the degree to which negative and positive emotions were integrated in response to hypothetical vignettes of challenging everyday child-rearing experiences. Hypotheses were that women at high levels of ego development would show greater deterioration in the presence versus absence of self-reported adjustment problems than would those at lower levels. A series of interaction effects each indicated trends consistent with the hypotheses. These results add to accumulating evidence that tendencies toward self-examination, characteristic of high developmental levels, do not inevitably serve protective functions but may be linked with heightened reactivity to negative intrapsychic forces.

Adolescent Ego Development within the Family: Family Styles and Family Sequences

1991 ◽  
Vol 14 (2) ◽  
pp. 165-193 ◽  
Author(s):  
Stuart T. Hauser ◽  
John Houlihan ◽  
Sally I. Powers ◽  
Alan M. Jacobson ◽  
Gil G. Noam ◽  
...  
Keyword(s):  
Family Member ◽  
Ego Development ◽  
Moral Dilemmas ◽  
Sentence Completion ◽  
Family Interactions ◽  
Coding System ◽  
Patient Status ◽  
The Family ◽  
Family Style ◽  
Completion Test

We describe a series of analyses that were carried out using the Constraining and Enabling Coding System (CECS). This scheme was specially constructed to identify family interactions conceptually relevant to adolescent ego development. We present results based on the application of these scales to observations of 80 families, consisting of two parents and an adolescent drawn from closely matched high school and psychiatric populations. The families are predominantly upper middle and middle class. Each family member completed the Loevinger Sentence Completion Test and then participated in a revealed-differences task, using responses to Kohlberg Moral Dilemmas as discussion stimuli. Transcripts of these audiorecorded discussions form the database for our family analyses. The family analyses were of two general types. First, we examined relations between family style and the ego development of each family member. The style analyses were based on aggregate scores for each of the enabling or constraining behaviours. After controlling for patient status, adolescent age, and family social class, adolescent and parent ego development scores contributed to explained variance in these family style behaviours. Parental style behaviours, especially of mothers, were also significantly associated with parent ego development as well as adolescent ego development. We then examined family sequences in terms of their links with adolescent ego development. Through these process-oriented analyses, we discovered that the intensity of turn taking and reciprocal enabling (mutual enabling) interactions between mothers and adolescents were significantly enhanced by the ego development of the mother. Such associations between reciprocal interactions and parental ego development were not present for mutual enabling pairings between fathers and adolescents. In our discussion we consider the importance of adding these sequence analyses to our studies, as one more way of exploring relations between family factors and adolescent development.

scholarly journals School principals at different stages of adult ego development: Their sense-making capabilities and how others experience them

2020 ◽  
pp. 174114322090372
Author(s):  
Neil Gilbride ◽  
Chris James ◽  
Sam Carr
Keyword(s):  
Critical Incident ◽  
Ego Development ◽  
School Principals ◽  
Development Stage ◽  
The Self ◽  
Sentence Completion ◽  
Development Theory ◽  
Sense Making ◽  
Completion Test ◽  
Washington University

The way school principals make sense of the context of their work shapes their actions. As in all adults, principals’ sense-making capability is a function of the ego and can change over time. Adult ego development theory describes distinct, qualitatively different stages of sense-making ability. The research reported here assessed the adult ego development stage of 20 school principals in England using the Washington University Sentence Completion Test. Principals in the Self-Aware, Conscientious and Individualist stages of adult ego development were identified. The research used a critical incident technique to analyse principals’ sense-making capabilities and how others experience them in their role as principals. The findings show substantive differences between those in different stages of adult ego development in relation to their sense-making processes, the feelings they experience and display as emotions, how they involve others in the sense-making process and how others experience them. There is a discernible trend in the behaviours of school principals and how others experience them that relates to the transition from the Self-Aware stage to the Conscientious stage and then to the Individualist stage. These findings have significant implications for understanding the practice of school principals.

Relationship of Sports Experience and Ego Development of Adolescent Japanese Athletes

2004 ◽  
Vol 95 (1) ◽  
pp. 13-26 ◽  
Author(s):  
Takashi Takenouchi ◽  
Tae Taguchi ◽  
Aiko Okuda
Keyword(s):  
Sex Differences ◽  
Athletic Performance ◽  
Ego Development ◽  
Sex Role ◽  
Sentence Completion ◽  
Regression Analyses ◽  
Completion Test ◽  
Relationship Of ◽  
The Relationship ◽  
Washington University

This study examined the relationship of sports experience with ego development. A questionnaire was used to assess experience of Crisis, Exploration, and Commitment in the issues of Athletic Performance and of Being a Teammate in 782 adolescent Japanese athletes (423 boys, M age = 15.2 yr.; 359 girls, M age = 15.0 yr.). Their Ego Levels were assessed using the Washington University Sentence Completion Test. Correlations indicated that scores on Crisis, Exploration, and Commitment in the issues of Athletic Performance and Being a Teammate were generally associated with Ego Development. Multiple regression analyses indicated that, for boys, the issue of Athletic Performance was closely associated with Ego Development, while for girls, the issue of Being a Teammate was closely associated with Ego Development. Sports experience with crisis, exploration, and commitment may be related to accommodation, which is, in turn, related to ego development. The sex differences on issues related to ego development may be associated with differences in sex-role development for boys and girls.

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