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Related Concept Videos

Longitudinal Research02:20

Longitudinal Research

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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the...
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Human development is typically examined across three main domains: physical, cognitive, and socio-emotional. These domains represent the significant areas of change and continuity throughout the lifespan, from infancy to late adulthood.
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Erik Erikson's fifth stage of psychosocial development, "identity versus role confusion," is crucial during adolescence (ages 12 to 18). In this stage, adolescents face the developmental task of forging a distinct personal identity, a process influenced by social, psychological, and biological changes typical of this period. Adolescents naturally explore different roles, behaviors, and ideologies as they navigate complex questions of self-concept, asking, "Who am I?" and "What is my place in...
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In cross-sectional research, a researcher compares multiple segments of the population at the same time. If they were interested in people's dietary habits, the researcher might directly compare different groups of people by age. Instead of following a group of people for 20 years to see how their dietary habits changed from decade to decade, the researcher would study a group of 20-year-old individuals and compare them to a group of 30-year-old individuals and a group of 40-year-old...
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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Ego development in adolescence: Longitudinal studies.

Journal of youth and adolescence·2013
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Ego development in the college years: Two longitudinal studies.

C D Redmore1

  • 1Care and Counseling, Inc., 12145 Ladue Rd., 63141, St. Louis, Missouri.

Journal of Youth and Adolescence
|December 6, 2013
PubMed
Summary

This study tracked ego development in college students over time. Results show consistent ego growth, suggesting a fixed developmental sequence and a slowing growth rate with age.

Area of Science:

  • Psychology
  • Developmental Psychology
  • Ego Psychology

Background:

  • Ego development is a key aspect of psychological maturation.
  • Understanding the trajectory and rate of ego growth is crucial for developmental theories.

Purpose of the Study:

  • To investigate the longitudinal progression of ego development in college students.
  • To examine the rate of ego growth and its relationship with age.
  • To explore potential sex differences in ego development over time.

Main Methods:

  • Utilized the Sentence Completion Test of Ego Development for assessment.
  • Administered the test to students from two- and five-year colleges at two time points.
  • Analyzed retest scores for correlations with initial scores and changes in ego level.

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Main Results:

  • Retest scores positively correlated with initial scores (r=0.39 and 0.49).
  • Participants showed significant increases in ego level, advancing typically by half a stage.
  • No significant sex differences in ego level were found at retest, though women initially scored higher.

Conclusions:

  • Findings support the hypothesis of a fixed sequence in ego development stages.
  • The rate of ego growth appears to decrease with increasing age.
  • Longitudinal ego development is characterized by predictable progression and potential stabilization in adulthood.