School of Education, Bar-Ilan University, 52900, Ramat-Gan, Israel.
J Youth Adolesc. 1992 Oct;21(5):551-71. doi: 10.1007/BF01537395.
The objective of this study was to investigate the development of ego identity (EI; E. H. Erikson [1968]Identity: Youth and Crisis, Norton, New York) among Israeli Jewish and Arab adolescents. The main hypothesis was that the discordant group membership of Israeli-Arabs is detrimental to the development of EI. Subjects were Israeli-Jewish (n=1329) and Israeli-Arab (n=780) students in Grades 10-12, randomly drawn from nine schools. The Adolescent Ego Identity Scale (AEIS; Tzuriel [1984] "Sex Role Typing, Religiousness, and Ego Identity of Israeli Jewish and Arab Teenagers, Unpublished manuscript, Bar Ilan University, Ramat Gan, Israel; [1990] "Ego Identity Versus Identity Diffusion: Developmental and Educational Perspectives," Megamot:Behavior Research Quarterly, Vol. 32, pp. 484-509) was administered during regular classes time. A multivariate analysis of variance of Ethnic Group × Sex × Grade (2×2×3) performed on the six EI factors revealed that Arabs were higher than Jews on Solidity and Continuity, Commitment and Purposefulness, and Genuineness, but lower on Social Recognition, Meaningfulness-Alienation, and Physical Identity. Significant interactions of Ethnic Group × Sex on EI factors revealed that Arab girls were much higher than Arab boys on Commitment and Purposefulness, and on Solidity and Continuity, whereas in the Jewish group the sex differences were slighter or reversed. On Social Recognition, boys were higher than girls in both ethnic groups, but the gap was substantially higher among Arabs. On EI-Total Jewish boys were higher than the other subgroups, who scored almost equally. Significant interactions of Ethnic Group × Grade on two EI factors revealed a different developmental pattern for Jews and Arabs. Jews showed a gradual and slow increase from one grade to another on Solidity and Continuity with a steep decrease on Social Recognition. Arabs, in contrast showed relatively higher scores in Grades 10 and 12 than in Grade 11 on both factors. Sociocultural and situational interpretations were suggested to explain the results and suggestions for further research are discussed.
本研究旨在探讨以色列犹太裔和阿拉伯裔青少年的自我认同（Ego Identity；E. H. Erikson [1968]Identity: Youth and Crisis, Norton, New York）发展情况。主要假设是以色列阿拉伯人的群体身份不和谐不利于自我认同的发展。研究对象为来自 9 所学校的 10-12 年级的以色列犹太裔（n=1329）和以色列阿拉伯裔（n=780）学生。青少年自我认同量表（AEIS；Tzuriel [1984]“性别角色定型、宗教信仰与以色列犹太和阿拉伯青少年的自我认同，未发表手稿，巴伊兰大学，拉马特甘，以色列；[1990]“自我认同与认同扩散：发展与教育视角”，Megamot：行为研究季刊，第 32 卷，第 484-509 页）在常规课程时间内进行管理。对六个自我认同因素进行的种族群体×性别×年级（2×2×3）的多元方差分析表明，阿拉伯人在坚定性和连续性、承诺和目的性以及真实性方面高于犹太人，但在社会认同、意义疏离和身体认同方面则较低。种族群体×性别对自我认同因素的显著交互作用表明，阿拉伯女孩在承诺和目的性以及坚定性和连续性方面远高于阿拉伯男孩，而在犹太群体中，性别差异较小或相反。在社会认同方面，男孩在两个群体中的得分均高于女孩，但在阿拉伯群体中差距要大得多。在自我认同总分方面，犹太男孩的得分高于其他亚组，而其他亚组的得分几乎相同。对两个自我认同因素的种族群体×年级的显著交互作用表明，犹太人和阿拉伯人表现出不同的发展模式。犹太人在坚定性和连续性方面从一个年级到另一个年级逐渐缓慢增加，而社会认同则急剧下降。相比之下，阿拉伯人在这两个因素上的得分在 10 年级和 12 年级相对高于 11 年级。提出了社会文化和情境解释来解释结果，并讨论了进一步研究的建议。
