Abstract

Erik Erikson developed the “Psychosocial Development”, which covers eight stages

across the life span of an individual.  These stages permanently shape personality

throughout childhood to adulthood, each stage involves a “crises” in personality, a major

development issue that is particularly important at that time and will remain an issue to

some degree throughout the rest of life. The psychosocial development is affected by life

experiences. Erikson made a major contribution to the field of psychology with his

developmental theory. The stages are Trust vs. Mistrust, Autonomy vs. Shame & Doubt,

Initiative vs. Guilt, Industry vs. Inferiority, Identity vs. Role Confusion, Intimacy vs.

Isolation, Generativity vs. Stagnation, Ego Identity vs. Despair. The experiment used two

types of measurement, the qualitative where the hypothesis states that Erik Erikson is

right in predicting psychosocial stages while at the quantitative data, the experimenters’

hypothesized that the gender of an individual depends on Psychosocial Stages. All

participants were asked “What is the major concern or issue in your life right now?” For

the qualitative measurement results compared to Erikson’s theory using level of accuracy

by percentage and the frequency distribution across the stages revealed 73.33%. The

stage 3 has a frequency of 3 with 20.0 percent and also 20.0 for the valid and cumulative

percent. In stage 4, the frequency was 2 by way of 13.3 for percent and valid percent,

together with 33.3 for cumulative percent. Within stage 5, the frequency was 3 along with

20.0 meant for percent and valid percent, while 53.3 for cumulative percent. In stage 6,

frequency shows 2, with the percent and valid percent of 13.3 by way of 66.7 for

cumulative frequency. This indicates that the null hypothesis for qualitative measurement

is accepted. Therefore Erik Erikson is right in predicting Psychosocial Stages of

Development. On the other hand, quantitative measurement results show that the female

frequency was 9, having 60 percent and the valid and cumulative percent was 60.0. On

contrary, the male’s frequency was 6 by which the percentage was 40.0, valid percent

shows 40.0 and the cumulative percent was 100.0. Having the total of 15 in frequency

with 100 percent and the valid percent also has 100.0. Furthermore, Pearson Chi-square

revealed the asymptotic significance is 0.195 at 0.05 level of significance. This data

shows that in quantitative measurement the null hypothesis was rejected, this means that

gender does not depend on Psychosocial Stages of Development.

The Study of Gender-specific Differences in Examining Erik Erikson’s Psychosocial

Stages of Development

Hope is both the earliest and the most indispensable virtue inherent in the state of

being alive. If life is to be sustained hope must remain, even where confidence is

wounded, trust impaired. --Erik Erikson

The word 'psychosocial' is Erikson's term, effectively from the words

psychological (mind) and social (relationships).

Erik Erikson psychosocial stage of development is broke down into eight stages.

Those eight stages cover development form birth to death. Though many stages cover

early childhood, most of the time lived is during adulthood (young, middle, and old

adults). Individuals develop in different ways sometimes life experience can cause

someone to stay in life span more than another. In the following paragraphs I will discuss

the stage of development that I am currently based on my age and personality traits,

positive and negatives of the developmental stage, how my current stage of development

affects behavior and relationships, and how other developmental issue influence

personality.

Erikson believed that his psychosocial principle is genetically inevitable in

shaping human development. It occurs in all people.

He also referred to his theory as 'epigenesis' and the 'epigenetic principle', which

signified the concept's relevance to evolution (past and future) and genetics.

Erikson explained his use of the word 'epigenesis' thus: "...epi can mean 'above' in

space as well as 'before' in time, and in connection with genesis can well represent the

space-time nature of all development..." (from Vital Involvement in Old Age, 1989).

In Erikson's theory, Epigenetic therefore does not refer to individual genetic

make-up and its influence on individual development. This was not central to Erikson's

ideas.

Erikson, like Freud, was largely concerned with how personality and behaviour is

influenced after birth - not before birth - and especially during childhood. In the 'nature v

nurture' (genes v experience) debate, Erikson was firmly focused on nurture and

experience.

The stages are Trust vs. Mistrust, Autonomy vs. Shame & Doubt, Initiative vs.

Guilt, Industry vs. Inferiority, Identity vs. Role Confusion, Intimacy vs. Isolation,

Generativity vs. Stagnation, and Integrity vs. Despair.

Trust vs. Mistrust (Hope). From ages birth to one year, children begin to learn

the ability to trust others based upon the consistency of their caregiver(s). If trust

develops successfully, the child gains confidence and security in the world around him

and is able to feel secure even when threatened. Unsuccessful completion of this stage

can result in an inability to trust, and therefore an sense of fear about the inconsistent

world. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in

the world around them.

Autonomy vs. Shame and Doubt (Will). Between the ages of one and three,

children begin to assert their independence, by walking away from their mother, picking

which toy to play with, and making choices about what they like to wear, to eat, etc. If

children in this stage are encouraged and supported in their increased independence, they

become more confident and secure in their own ability to survive in the world. If children

are criticized, overly controlled, or not given the opportunity to assert themselves, they

begin to feel inadequate in their ability to survive, and may then become overly

dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their own

abilities.

Initiative vs. Guilt (Purpose). Around age three and continuing to age six,

children assert themselves more frequently. They begin to plan activities, make up

games, and initiate activities with others. If given this opportunity, children develop a

sense of initiative, and feel secure in their ability to lead others and make decisions.

Conversely, if this tendency is squelched, either through criticism or control, children

develop a sense of guilt. They may feel like a nuisance to others and will therefore

remain followers, lacking in self-initiative.

Industry vs. Inferiority (Competence). From age six years to puberty, children

begin to develop a sense of pride in their accomplishments. They initiate projects, see

them through to completion, and feel good about what they have achieved. During this

time, teachers play an increased role in the child’s development. If children are

encouraged and reinforced for their initiative, they begin to feel industrious and feel

confident in their ability to achieve goals. If this initiative is not encouraged, if it is

restricted by parents or teacher, then the child begins to feel inferior, doubting his own

abilities and therefore may not reach his potential.

Identity vs. Role Confusion (Fidelity). During adolescence, the transition from

childhood to adulthood is most important. Children are becoming more independent, and

begin to look at the future in terms of career, relationships, families, housing, etc. During

this period, they explore possibilities and begin to form their own identity based upon the

outcome of their explorations. This sense of who they are can be hindered, which results

in a sense of confusion ("I don’t know what I want to be when I grow up") about

themselves and their role in the world.

Intimacy vs. Isolation (Love). Occurring in Young adulthood, we begin to share

ourselves more intimately with others. We explore relationships leading toward longer

term commitments with someone other than a family member. Successful completion can

lead to comfortable relationships and a sense of commitment, safety, and care within a

relationship. Avoiding intimacy, fearing commitment and relationships can lead to

isolation, loneliness, and sometimes depression.

Generativity vs. Stagnation (Care). During middle adulthood, we establish our

careers, settle down within a relationship, begin our own families and develop a sense of

being a part of the bigger picture. We give back to society through raising our children,

being productive at work, and becoming involved in community activities and

organizations. By failing to achieve these objectives, we become stagnant and feel

unproductive.

Ego Integrity vs. Despair (Wisdom). As we grow older and become senior

citizens, we tend to slow down our productivity, and explore life as a retired person. It is

during this time that we contemplate our accomplishments and are able to develop

integrity if we see ourselves as leading a successful life. If we see our lives as

unproductive, feel guilt about our pasts, or feel that we did not accomplish our life goals,

we become dissatisfied with life and develop despair, often leading to depression and

hopelessness.

Erikson does not believe that the proper solution to a stage crisis is always

completely positive. Some exposure or commitment to the negative end of the person's

bipolar conflict is sometimes inevitable- you cannot trust all people under all

circumstances and survive, for example. Nonetheless, in the healthy solution to a stage

crisis, the positive resolution dominates.

This experiment aims to determine if Erik Erikson is right in predicting

psychosocial stages of development using qualitative measurement, and the relationship

of gender to psychosocial development using quantitative measurement where the

experimenters’ used statistical method in the computed data.

The depth and breadth of this experiment in the theory of Psychosocial Stages of

Development of Erik Erikson provide students a learning experience that can provoke

thought, increase awareness, and take them to new levels of understanding to other

experiment.

Methodology

Participants

Using non-probability sampling technique, convenience sampling in particular,

the experimenter has chosen the subjects base on the availability of the individuals on the

day the experiment was conducted by giving them the questionnaire provided.

There were 15 participants that have been asked to answer the question, “What is

your major concern or issue in life right now?” The participants were classified according

to age with brackets (3-5), (5-12), (12-20), (20-40), (40-65), (65 and older). For ages 3-5

the participants were two males and a female. For ages 5-12 the respondents were two

males. For ages 12-20 the participants were three females. For ages 20-40 the

respondents were two females. For 40-65 the participants were two females and a male.

For ages 65 and older the participants were a male and a female.

Apparatus

The experimenters used papers and pencil for the recoding of the participants’

responses for the question “What is your major concern or issue in life right now?

Telephone or mobile phone was also used as a medium of communication of the

experimenter and the respondent. A handout is given to the experimenter as a guide for

the experiment. For statistical purposes the experimenters used SPSS or Statistical

Package for the Social Sciences.

Procedure

The experimenters were assigned to prove if Erik Erikson is right to his

theory of Psychosocial Stages of Development. The experimenters were given handouts

for further study of the experiment. There were age brackets in each stages of

development. The experimenters looked for the participants that were qualified to each

age brackets. The participants were informed about the objectives of the experiment and

were asked their consent to use their names for this experiment. The participants were

interviewed personally or through phone for the question “What is your major concern or

issue in life right now?” The answers were recorded on a sheet of paper with the

participants name, gender and age. The experimenters analyzed the participants’

responses and compared the data to the Erikson’s Theory of Psychosocial Stages of

Development. The experimenters’ computed the percentage of precise answers of

participants in each stage and also the percentage of each age bracket generally.

Results

The experimenters were assigned to prove if Erik Erikson is right to his theory of

Psychosocial Stages of Development. There were 15 participants that have been asked to

answer the question, “What is your major concern or issue in life right now?” The

participants were classified according to age with brackets (3-5), (5-12), (12-20), (20-40),

(40-65), (65 and older).

In order to analyzed the participants’ responses and compared the data to the

Erikson’s Theory of Psychosocial Stages of Development. The experimenters’ computed

the percentage of precise answers of participants in each stage and also the percentage of

each age bracket generally.

Data shows that in stage 3, there is 1 subject got precise answer out of 3

respondents (33.33%). In stage 4, there are 2 subject got precise answer out of 2

respondents (100%). In stage 5, there are 2 subjects got precise answer out of 3

respondents (66.66%). In stage 6, there are 2 subjects got precise answer out of 2

respondents (100%). In stage 7, there are 3 subjects got precise answer out of 3

respondents (100%). Lastly, there is 1 subject got precise answer out of 2 respondents in

stage 8.

Statistical Packages for the Social Sciences (SPSS) was used to analyze the data.

SPSS shows the frequencies of data’s. Statistic proves that the mean of gender is

(M=0.4000) and the mean for stages is (M=5.4000).

Frequency table was also presented. In gender, the female frequency was 9,

having 60 percent and the valid and cumulative percent was 60.0. On the other hand,

male shows that the male’s frequency was 6 by which the percentage was 40.0, valid

percent shows 40.0 and the cumulative percent was 100.0. Having the total of 15 in

frequency with 100 percent and the valid percent also has 100.0.

Furthermore, within stages table, the stage 3 has frequency of 3 with 20.0 percent

and also 20.0 for the valid and cumulative percent. In stage 4, the frequency was 2 by

way of 13.3 for percent and valid percent, together with 33.3 for cumulative percent.

Within stage 5, the frequency was 3 along with 20.0 meant for percent and valid percent,

while 53.3 for cumulative percent. In stage 6, frequency shows 2, with the percent and

valid percent of 13.3 by way of 66.7 for cumulative frequency. In contrary, the stage 7

shows the frequency of 3, along with 20.0 intended for percent and valid percent,

together with 86.7 for cumulative percent. Alternatively, in stage 8, the frequency was 2,

for percent and valid percent was 13.3 and 100.0 for cumulative percent.

Crosstabs was also provided; the Case Processing Summary shows that the cases

of gender and stages was valid supply (N=15) together with 100 percentage. In contrary,

the missing has (N=0) along with 0 percentage. By means of (N=15) as well as 100

percentage.

The cross tabulation of the subjects was divided into two groups, the male and the

female, for stage 3, there is 1 female and 2 males with the total of 3 subject for initiative

vs. guilt. In stage 4, there were no female involved and 2 males’ subjects for industry vs.

inferiority. By stage 5, there were 3 females, having no male subjects concerned in

identity vs. role confusion. In additional stage 6 shows that there were 2 females

encompassing no male subjects by intimacy vs. isolation. In stage 7, there were 2 female

and 1 male subjects involved in generativity vs. stagnation. Lastly, in stage 8, there were

2 females and 1 male subjects concerning ego integrity vs. despair. Having the total of 9

female subjects and 6 male subjects with the totality of 15 subjects for the 6 stages (from

stage 3-stage 8).

Chi-square Tests was also presented, Pearson Chi-square show the value of 7.361,

(df=5) and Asymptotic Significance (2-sided) of 0.195. The Likelihood ratio has the

value of 9.780, (df=5) and Asymptotic Significance (2-sided) of 0.082. While the Linear-

by-Linear Association shows 1.031, (df=1) and Asymptotic Significance (2-sided) of

0.310. With the N of Valid Cases of 15.

Graph 1: Bar Graph showing Percentage in General and Percentage by Stages

The Bar graph illustrates the Percentage in General and Percentage by Stages by

which the stage 3 shows 33.33% in per stages and 6.67% for general. In stage 4, 100% in

per stages and 13.13% in general. By stage 5, 66.66% in per stages and 13.13% in

general. On the other hand, in stage 6, 13.13% in general and 100% in per stages. In stage

7, 205 in general and 100% in per stages. Lastly, 6.67% in general and 50% in per stages.

Graph 2: Bar graph showing the Number of Correct Response of Male and Female based

on Stages and in General

The Bar graph illustrates the Number of Correct Response of Male and Female

based on Stages and in General. The red bar stands for Female respondents which 7

subjects got precise answer out of 9 subjects (77.78%) based on psychosocial stages. In

contrary, the blue bar stands for the Male respondents which 4 subjects got precise

answer out of 6 subjects (66.67%) based on Psychosocial Stages.

Graph 4: Pie Graph showing the Percentage of Total Number of Correct and Incorrect

Response

The Pie Graph illustrates the Percentage of Total Number of Correct and Incorrect

Response. The blue pie stands for the correct response which 11 subjects got the precise

answer out of 15 respondents (73.33%). While, the red pie stands for the incorrect

response which 4 subjects got imprecise answer out of 15 respondents (26.67%).

Graph 3: Percentage showing the Total Number of Female and Male Subjects

The Pie graph illustrates the Total Number of Female and Male Subjects wherein

the blue pie stands for number of females subjects which is 9 out of 15 respondents

(60%). On the other hand, red pie stands for male subjects which is 6 out of 15

respondents (40%).

DISCUSSION

The experiment aims to determine the level of accuracy of Erikson’s Theory of

Psychosocial Stages of Development. To get the sufficiency of the data, the

experimenters used two types of measurement, the quantitative measurement and the

qualitative measurement. Qualitative data comes from the participants’ response for a

certain question that is “What is your major concern/issue in your life right now?” The

experimenters analyzed the answers and rated the level of accuracy of the subjects

answer by rating the answers in percent. While for the quantitative measurement was

measured the data statistically by calculating the mean, pearson chi square.

Using direct method in collecting of data and the convenience sampling in

choosing fifteen participants. Another factor the experimenter’s considered was the

knowledge of participants to the answer in the given question by age bracket and certain

stage. Giving facts about the subjects they are composed of six males and 9 females.

Each result was discussed by category based on Erikson’s Theory of Psychosocial

Stages of Development. The categories for the theory gave information if the theory is

reliable. The theory of Erikson has eight stages, but the experimenters’ prefer to study the

late sixth stages where the subjects’ can response to the given question. The experiment

has two hypotheses. For qualitative, the hypothesis is “Erik Erikson is right in predicting

Psychosocial Stages of Development.” While at quantitative, the hypothesis states that

“Psychosocial Stages of Development depends on the gender of individuals.”

In connection to these two hypotheses that had been formulated by the

experimenter that served as tentative solution to the problem thus needed to be supported

by statiscal facts.

Each response of participants’ per category, under the qualitative measurement

revealed the following data:

The first stage is Initiative vs. Guilt, with an age bracket of 3 to 5 among the three

respondents for this category. Only one out of three got the precise answer with a

percentage of 33.33. Though only one out of fifteen obtained the precise answer with a

6.67 percent.

Industry vs. Inferiority falls under the second stage, with an age bracket of 6 to

11. The two respondents got the precise answer with a percentage of 100. This means that

two out fifteen got the 13.13 level of percentage.

The respondents with ages 12 to 20 years old are under the third stage which is

Identity vs. Role Confusion. Among the three respondents, two out of three respondents

got the precise answer for about 66.66 percent. On the other hand, two out of fifteen got

the precise answer with a 13.13 percent.

The fourth stage is Intimacy vs. Isolation with an age bracket of 21-40; indicates

that two respondents got the precise answer with a percentage of 100. Conversely, two

out of fifteen got the precise answer with a 13.13 percent.

Three out of fifteen got 20 percent under the stage of Generativity vs. Stagnation

and three out of three got the precise answer of a 100 percent, the subjects with the age

bracket of 41-65.

The Last stage is the Ego Integrity vs. Despair notifies that one out of fifteen

respondents got the 6.67 percent and one out of two got the precise answer of 50 percent.

With the age bracket of 65 and above.

Overall interpretation of the data that had been gathered under the qualitative

data, eleven out of fifteen respondents in different age bracket and different stages of

development revealed that 73.33% got the precise answer. Therefore, the hypothesis for

qualitative measurement are accepted and the null hypothesis is rejected, this mean that

the theory of Erik Erickson is accurate in predicting psychosocial stages is accurate under

the qualitative measurement.

The aforementioned discussion for each stages of Erik Erickson theory of

Psychosocial Stage of Development were computed by means how close or how far was

the answer of participants to the Erickson’s prediction of human development. By these

data, it is very evident that the subjects has a very close answered to the experimenters’

question. However, it is revealed that, the three percent participants under the seventh

stage got the most precise answered with one hundred percent and also from this age

bracket got the closest percentage among the fifteen with the percentage of twenty

percent.

After the discussion with the qualitative measurement, where the answer of the

participants was compared to the Erickson Theory of development, the second part of the

study centralized on the hypothesis for quantitative measurement which states “Does the

gender of an individual depends on psychosocial stages.

Statistical Package for Social Sciences (SPSS) served as the tool upon an easier

and more accurate computation of data, in order to present logical and accurate

conclusion in this part of experiment where the measurement is more statistically.

Chi- Square indentified whether the hypothesis based on the theory of Erickson is

accepted or rejected, would depend on the 0.05 level of significance. Another

interpretation in terms of accuracy of the respondents’ answers could be explained that

the participants’ gender does not depend on the psychosocial theory.

The participants’ composed of nine females with an equivalent of sixty percent

and six males with an equivalent of forty percent, with a total of fifteen participants’

which is one hundred in percentage.

For the stage initiative vs. guilt there were female and two males’ respondents

one of the male got it precisely. The next stage is the Industry vs. Inferiority where two

males got the closest answer to the given theory. Identity vs. Role Confusion falls under

the fifth stage three females got the nearest possible answer. Two females answer the

question precisely under the Intimacy vs. Isolation stage. On seventh stage where

Generativity vs. Stagnation notifies two females make a precise respond. The last stage is

the Ego Integrity vs. Despair stage only male gave a more possible answer.

Therefore the aforementioned results shows that, in the Female category seven out

of nine got a closest answer with a percentage of 77.78 while in male category four out of

six got nearest answer with a percentage of 66.67. This shows that the number of

respondents who got the wrong answer in both gender were the same but of different

distribution on population.

The chi-square revealed .195 which means that (M=5.6000) p > 0.05, therefore,

this mean that the calculated chi-square is greater than the critical value , then the data

did not fit the Erikson’s theory which means the null hypothesis is rejected, then the

hypothesis that gender of an individual did not depend on Psychosocial Stages of

Development is accepted.

The result of the experiment shows that gender has no relationship in predicting

psychosocial stages. This may be determined through personality, life experiences and

social interactions. Family orientation appears to be the primary factor affecting ones

psychosocial development.

According to John Locke, humans are born without knowledge commonly termed

as “Tabularasa” or “blank slate”. For him, life and experience “write” knowledge on

humans. From the day a child was born, the first person that is supposed to be giving

love, care, affection is the mother and the whole family. From this event in an infant’s

development has started. Each stage must be successfully fulfilled in order to pass

through the succeeding stages. How a person fulfills these stages depends on the

individual’s personality, experiences and social interactions. Therefore, the study proves

that gender has nothing to do with one’s psychosocial development.

For further development of this study, the experimenters’ recommend to have

equal distribution of gender population, equal number of respondents in each subgroups,

and provide instrument that would make the study measurable quantitatively.

References

Erickson. E.H. (1958). Young man Luther: A study in psychoanalysis and history. New

York: Norton.

Erick. E. H. (1989). Element of a psychoanalytic theory of psychosocial development. ;In

S.I. Greenspan & G.H Pollock (Eds.), The course of life. Vol. 1: Infancy (pp. 15-

830. Madison. CT: Internal University Press Inc.

Locke, J.L(1994). Phases in the child’s development of language :American Scientist, 82,

436-445.

Downie, N. M (1984). Basic Statistical Methods: New York, NY 10022. Harper and

Row, Publisher Inc.,

Birion, Juan,et. al (2008). General Psychology : Valenzuela City, Mutya Publishing Inc.

Appendix

Appendix A

STAGE 33 to 5 years old

5 years old (Male)Gusto kong ms-perfect yung final exam namen! Kasi promise sakin ni daddy kapag naperfect ko yung test ibibili nia ko ng remote control na helicopter. No perfect test, no helicopter.

4 years old (Female)Wallet, car, toys, iiyak ako kapag nawala sila

5 years old (Male)PSP, paborito ko kasing laruan yun

STAGE 46 to 11 years old

10 years old (Male)School,para matuto

12 years old (Male)Mag dota para mas lalo pa akong gumaling

STAGE 512 to 20 years old

20 years old (Female)School, para makapag tapos ng pag-aaral

19 years old (Female)Pag-aaral, kasi nung nag-stop ako naisip kong kailangan ito para makapag-trabaho at magka-pera.

15 years oldYung pag-cocolage ko! Hindi ko kasi alam kung may pang-aral ako, kapag hindi ako nakapag-aral, for sure magtatrabaho ako, gusto ko munang makapag-tapos bago magtrabaho para malaki sweldo.

STAGE 621 to 40 years old

23 years old (Female)Pamilya, gusto komeron akong kinikita para sa pamilya ko, at this point in time i want to bring back to them what they have given me.

32 years old (Female)Yung pag-aaral ng anak ko ganun naman talaga pag nanay ka! Anak mo problema mo! Gusto ko madisiplina siya kasi walang hiya eh!

STAGE 741 to 65 years old

54 years old (Female)Pamilya kasi gusto kong maging maayos ang buhay at kinabukasan ng mga anak ko.

52 years old (Female)Gusto ko madisiplina yung mga apo ko, naiistress ako eh! Mamamatay ako ng maaga! Pero sana mamatay ako ng mababait na sila.

55 years old (Male)Makapagtapos ang anak ko, matutunan niyang tumayo sa sarili niyang paa.

STAGE 865 years old and above

68 years old (Male)Mapag-bati bati ang hindi magkakasundong anak

65 years old (Female)Sana humaba a ang buhay ko para Makita ko yung anak kong nakasuot ng itim na toga.

54 years oldPamilya, kasi gusto kong maging maayos ang buhay at kinabukasan ng mga anak ko.

52 years oldGusto ko madisiplina yung mga apo ko, na iistress ako eh!! Mamamatay ako ng maaga! Pero sana mamatay ako ng mababait na sila.

55 years oldMakapag-tapos ang anak ko, matutunan niyang tumayo sa sarili niyang paa.

Appendix B

Stage Basic ConflictImportant Events

Outcome

Infancy (birth to 18 months)

Trust vs. Mistrust

Feeding

Children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust.

Early Childhood (2 to 3 years)

Autonomy vs. Shame and Doubt

Toilet Training

Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt.

Preschool (3 to 5 years)

Initiative vs. Guilt

Exploration

Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.

School Age (6 to 11 years)

Industry vs. Inferiority

School

Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.

Adolescence (12 to 18 years)

Identity vs. Role Confusion

Social Relationships

Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.

Young Adulthood (19 to 40 years)

Intimacy vs. Isolation

Relationships

Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.

Middle Adulthood (40 to 65 years)

Generativity vs. Stagnation

Work and Parenthood

Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that

benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.

Maturity (65 to death)

Ego Integrity vs. Despair

Reflection on Life

Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

Appendix C

Frequencies

Statistics

Gender stages

N Valid 15 15

Missing 0 0

Mean .4000 5.4000

Frequency

gender

Frequency PercentValid

PercentCumulative

Percent

Valid female 9 60.0 60.0 60.0

male 6 40.0 40.0 100.0

Total 15 100.0 100.0

stages

Frequency PercentValid

PercentCumulative

Percent

Valid stage 3 3 20.0 20.0 20.0

stage 4 2 13.3 13.3 33.3

stage 5 3 20.0 20.0 53.3

stage 6 2 13.3 13.3 66.7

stage 7 3 20.0 20.0 86.7

stage 8 2 13.3 13.3 100.0

Total 15 100.0 100.0

Bar Chart

Crosstabs

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

stages * gender 15 100.0% 0 .0% 15 100.0%

stages * gender Crosstabulation

Count

gender

Totalfemale male

stages stage 3 1 2 3

stage 4 0 2 2

stage 5 3 0 3

stage 6 2 0 2

stage 7 2 1 3

stage 8 1 1 2

Total 9 6 15

Chi-Square Tests

Value dfAsymp. Sig.

(2-sided)

Pearson Chi-Square 7.361a 5 .195

Likelihood Ratio 9.780 5 .082

Linear-by-Linear Association

1.031 1 .310

N of Valid Cases 15

a. 12 cells (100.0%) have expected count less than 5. The minimum expected count is .80.

The Study of Gender-specific Differences in Verifying

Erik Erikson’s Psychosocial Stages of Development

Andaya, Jamie Amely C.

Calicdan, Jeanelle C.

Celilio, Princess B.

Del Rosario, Rachel

Galang, Kevin Ranier I.

Malabag, Angelo James A.

Ramos, Rizalito O.

Santiago, Carol Aileen G.

Turingan, Antonio Jr. A.

Polytechnic University of the Philippines

Sta. Mesa, Manila

March 04, 2011

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

STA.MESA MANILA

COLLEGE OF ARTS

DEPARTMENT OF PSYCHOLOGY

Informed Consent to Participate in a Experimental Study

Title of Experiment: The Study of Gender-specific Differences in Examining Erik

Erikson’s Psychosocial Stages of Development

Experimenter (s) / Researcher (s): Jamie Amely Andaya, Jeanelle Calicdan, Princess

Cecilio, Angelo James Malabag, Carol Aileen Santiago, Antonio Turingan Jr.

Under the supervision of Professor Rodrigo V. Lopiga of the College of Arts,

Department of Psychology at the Polytechnic University of the Philippines, we, Jamie

Amely Andaya, Jeanelle Calicdan, Princess Cecilio, Rachel Del Rosario, Kevin

Ranier Galang, Angelo James Malabag, Rizalito Ramos, Carol Aileen Santiago,

Antonio Turingan Jr, students of Bachelor of Science in Industrial and Organizational

Psychology, is conducting a study on Experimental Psychology. The purpose of this

study is to prove if Erik Erikson’s Theory of Psychosocial Stages of Development is right

and to determine if the gender of an individual depends on the said theory.

I am willing to participate in a research project conducted by the group of students

from Polytechnic University of the Philippines. I understand that the project is designed

to gather information about academic work on campus. I will be one of approximately

fifteen people being interviewed for this experiment.

My participation is subject to the following conditions:

1. My participation in this project is voluntary. I understand that I will not be paid for my

participation. I may withdraw and discontinue participation at any time without penalty.

If I decline to participate or withdraw from the study, no one on my campus will be told.

2. I understand that most interviewees in will find the discussion interesting and thought-

provoking. If, however, I feel uncomfortable in any way during the interview session, I

have the right to decline to answer any question or to end the interview.

3. Participation involves being interviewed by researchers from Polytechnic University of

the Philippines. The interview will last approximately 30-45 minutes. Notes will be

written during the interview. An audio tape of the interview and subsequent dialogue will

be making. If I don't want to be taped, I will not be able to participate in the study.

4. I understand that the researcher will not identify me by name in any reports using

information obtained from this interview, and that my confidentiality as a participant in

this study will remain secure. Subsequent uses of records and data will be subject to

standard data use policies which protect the anonymity of individuals and institutions.

5. Faculty and administrators from my campus will neither be present at the interview nor

have access to raw notes or transcripts. This precaution will prevent my individual

comments from having any negative repercussions.

6. I have read and understand the explanation provided to me. I have had all my questions

answered to my satisfaction, and I voluntarily agree to participate in this study.

7. I have been given a copy of this consent form.

If you have any questions or concerns about completing the questionnaire or

about participating in this study, you may contact us at (02) 7163262 or at

iop.tritwo@yahoo.com. If you have any questions about your rights as a research subject,

you may contact us by phone at (02) 716-3262, or by e-mail at iop.tritwo@yahoo.com.

Experiment’s name and signature:

Andaya, Jamie Amely C.

Calicdan, Jeanelle C.

Celilio, Princess B.

Del Rosario, Rachel

Galang, Kevin Ranier I.

Malabag, Angelo James A.

Ramos, Rizalito O.

Santiago, Carol Aileen G.

Turingan, Antonio Jr. A.