INFLUENCE OF MARCIA’S MORATORIUM AND FORECLOSURE EGO IDENTITY STATUSES ON READING ATTITUDE OF STUDENTS IN SECONDARY SCHOOLS IN TANGAZA AND NEIGHBOURING AREAS IN SOKOTO STATE, NIGERIA

Abstract

The paper studied how identity statuses of moratorium and foreclosure influenced the reading attitude of adolescent students in secondary schools in Tangaza and neighbouring areas. Correlational descriptive research design was used for the study. Six research questions and two hypotheses were formulated. A total of six sub-hypotheses were tested on Microsoft Excel software and www.statskingdom.com. The eleven senior secondary schools located in Tangaza, Silame, and Binji local governments formed the population of the survey. A three--stage sampling technique was used, consisting of stratified, purposive, and simple random sampling techniques. The sample for the study was 164 generated from three randomly selected schools; Instruments used in the research were the 16-item Ego Identity Scale (Short) (Greg, 2008) and the Reading Attitude Questionnaire adapted by Akhmetovaa, Imambayevab, and Csapo (2022). Pearson Product Moment Correlation (PPMC) was used to test the hypotheses. Results showed there was no significant relationship between moratorium and foreclosure ego identity statuses and reading attitude of the samples. The study recommended among others that parents, guardians and teachers should consistently guide and encourage adolescents to explore various options in different aspects of life and be committed to such according to their goals and aspirations as they develop into adults; students however should be encouraged by their teachers and parents to develop positive reading attitude as that is part of what lead to identity achievement.