Student Development in College: Theory, Research, and by Nancy J. Evans, Deanna S. Forney, Florence M. Guido, Lori D.

By Nancy J. Evans, Deanna S. Forney, Florence M. Guido, Lori D. Patton, Visit Amazon's Kristen A. Renn Page, search results, Learn about Author Central, Kristen A. Renn,

The second one variation of pupil improvement in collage may also help pupil affairs practitioners comprehend the developmental demanding situations dealing with modern day students. it is going to supply students with a finished and inclusive assessment of an important pupil improvement theories and comparable learn, together with new methods with which they won't be regular, fairly on the topic of social identification improvement. most significantly, it's going to help scholar affairs pros in designing person, staff, and institutional ways to paintings extra successfully with scholars at numerous developmental degrees and to facilitate pupil growth.This moment version comprises the "foundational theories" of scholar improvement present in the 1st variation, but in addition bargains more recent integrative social id theories that examine pupil improvement in a extra holistic manner. those theories are severe for figuring out the varied scholar populations of the twenty-first century.TABLE OF CONTENTSPrefacePart One: knowing and utilizing pupil improvement TheoryPart : Foundational TheoriesPart 3: Integrative TheoriesPart 4: Social identification DevelopmentReferences

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Kegan (1982) focused on the evolution of the self and how individuals make sense of their world, particularly their relationships with others. An important outcome of development that Kegan identified is self-authorship—the ability to “internalize multiple points of view, reflect on them, and construct them into one’s own theory about oneself and one’s experience” (Ignelzi, 2000, p. 8). Following her former students into their adult lives, Baxter Magolda (1999a, 2001, 2007) used Kegan’s concept of self-authorship to explain the shift she identified in young adulthood from an identity shaped by external forces and others’ viewpoints to an internal identity created by individuals themselves.

Hypotheses are formulated and subjected to empirical test for verification. Conditions that could interfere with the results are carefully controlled. Much of the theory and research reviewed in this book has a positivist perspective. For instance, King and Kitchener (1994) presented stages of cognitive development that they believe are apparent in the thinking of individuals regardless of the situation in which the individuals find themselves. They studied cognitive development using a standardized set of interview questions and trained interviewers to present these questions in a similar manner to all research participants.

They then outlined a program of research based on explicitly stated hypotheses, which were then tested in a predetermined manner. This research is used to verify the concepts associated with their theory. King and Kitchener’s work is excellent within the context of the positivistic tradition. Others who create and test student development theory predominantly from a positivist perspective (which means the underlying assumptions mirror this perspective) include Perry (1968), Kohlberg (1976), Cross (1971), and Helms (1993a).

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