Effects of Involvement in Clubs and Organizations on the Psychosocial Development of First-Year and Senior College Students

Autor/inn/en	Foubert, John D.; Grainger, Lauren U.
Titel	Effects of Involvement in Clubs and Organizations on the Psychosocial Development of First-Year and Senior College Students
Quelle	In: NASPA Journal, 43 (2006) 1, S.166-182 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5455
Schlagwörter	Clubs; Student Organizations; Student Participation; Individual Development; College Freshmen; College Seniors; Public Colleges; Student Development; Life Style; Scores; Measures (Individuals); Longitudinal Studies; Multivariate Analysis; Personal Autonomy; Student Leadership + Suchen Sie Ihr Suchwort? Club; Klub; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Individuelle Entwicklung; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Lebensstil; Messdaten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Multivariate Analyse; Individuelle Autonomie; Studentenwerk
Abstract	Students at a midsized public university in the southeast completed the Student Development Task and Lifestyle Inventory at the beginning of their first year, beginning of their sophomore year, and end of their senior year. More involved students reported greater development in moving through autonomy toward interdependence and establishing and clarifying purpose. Uninvolved students had consistently lower developmental scores. Students who joined or led organizations reported more development than those who just attended a meeting. (Contains 2 tables.) (Author).
Anmerkungen	NASPA - Student Affairs Administrators in Higher Education. 1875 Connecticut Avenue NW Suite 418, Washington, DC 20009. Tel: 202-265-7500; Fax: 202-797-1157; Web site: http://www.naspa.org/pubs/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10