Date of Award:
5-2007
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Human Development and Family Studies
Department name when degree awarded
Family, Consumer, and Human Development
Committee Chair(s)
Troy E. Beckert
Committee
Troy E. Beckert
Committee
Tom Lee
Committee
Brian Higginbotham
Abstract
The purpose of this study was to examine the extent to which factors influencing cognitive autonomy differed for "identified" and "not identified" troubled adolescents. One hundred and nineteen residential treatment youth aged 14 to 18 and 137 public high school adolescents were compared using the Cognitive Autonomy Self Evaluation (CASE) inventory, which examines five elements of cognitive autonomy including evaluative thinking, voicing opinions, decision making, self-assessing, and comparative validation. Findings reveal that generally cognitive autonomy did not differ according to troubled status. However, ninth-grade females at the traditional public high school rated themselves much higher in evaluative thinking, voicing opinions, decision-making, and self-assessing than the ninth-grade females at the residential treatment center. Implications for these findings and further recommendations were also discussed.
Checksum
d36a8fce4bcb64461b7acb3e501f31db
Recommended Citation
Reiser, Matthew Laurence, "A Comparison of Cognitive Autonomy in Adolescents from a Residential Treatment Center and a Traditional Public High School" (2007). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 2585.
https://digitalcommons.usu.edu/etd/2585
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