Is cognitive ability associated with educational and interpersonal identity trajectories?

Abstract

Identity formation is a life-long process that influences individuals’ lives in multiple domains; however, minimal research has explored antecedents of individual differences in identity development within these different domains. In this four-wave longitudinal study (N = 259), latent growth curve analysis was used to investigate whether T1 cognitive ability significantly predicted educational and interpersonal commitment, in-depth exploration, and reconsideration of commitment. Cognitive ability associated more strongly with slopes, but not intercepts, for interpersonal commitment and in-depth exploration and educational reconsideration of commitment than their corresponding counterparts and significantly negatively associated with the intercepts for both educational and interpersonal reconsideration of commitment. Findings suggest cognitive ability associates differentially with changes in both domains and indicate individuals with lower cognitive ability start off questioning their educational and interpersonal commitments more compared to individuals with higher cognitive ability and, thus, may benefit from early support in their educational and interpersonal development.