Abstract:
This study had three purposes: to examine Marcia‟s Ego Identity Statuses in a sample of early and middle Lebanese adolescents, to investigate gender differences, and to explore the relationship between individuals‟ Ego Identity Statuses and their academic achievement. The study was implemented in grades 7, 8, 9, 10 and 11 in one private school. The sample consisted of430 students whose ages ranged between 12 and 17 years. The Ego Identity Process Questionnaire (EIPQ) was used to assess the participants‟ level of Exploration and Commitment in eight life domains (Occupation, Religion, Politics, Values, Family, Friendship, Dating and Sex-Roles) for the purpose of classifying them into one of the four Identity Status categories: Identity Achievement, Identity Moratorium, Identity Foreclosure, and Identity Diffusion. Participants‟ overall average or GPA for the current scholastic year was considered the academic achievement data. Results showed that the highest percentage of participants were in the Identity Moratorium Status (28.37%) and Identity Foreclosure status (27.67%). Moreover, significantly more males (35.10%) than females (20.81%) were found to be in the Foreclosure Identity Status. No significant differences were found in the GPA of participants in the different identity statuses. In future research, cross- sectional as well as longitudinal studies involving larger samples representative of the population across the different regions in Lebanon could provide more accurate information about identity statuses in Lebanese youth
