Theories of Human Development that Enhance an Understanding of the College Transition Process

Autor/in	Guiffrida, Douglas A.
Titel	Theories of Human Development that Enhance an Understanding of the College Transition Process
Quelle	In: Teachers College Record, 111 (2009) 10, S.2419-2443 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Ethnicity; Racial Identification; Motivation; Individual Development; Student Diversity; Educational Strategies; Self Concept; Student Characteristics; Educational Policy; College Attendance; Minority Groups; Higher Education; College Students; Personality Theories; Developmental Psychology; Social Psychology; College Environment; College Role + Suchen Sie Ihr Suchwort? Ethnizität; psychologische; Motivation (psychologisch); Individuelle Entwicklung; Lehrstrategie; Selbstkonzept; Politics of education; Bildungspolitik; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Ethnische Minderheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Personality theory; Persönlichkeitstheorie; Entwicklungspsychologie; Sozialpsychologie; Hochschulumwelt
Abstract	Background/Context: Although theories of human development often play a central role in K-12 pedagogical practices, evidence suggests that developmental theories have not been used extensively to understand the college transition process or to develop programs to support students during these transitions. Purpose/Objective/Research Question/Focus of the Study: The author reviews theories of identity development, racial identity development, and intrinsic motivation to (a) understand how diverse developmental characteristics, stages/tasks, and cultural processes affect the college transition process and (b) identify strategies for preparing diverse students for, and supporting them during, their transitions to college. Research Design: Salient theories of human development, particularly from the fields of social and cross-cultural psychology, were identified and critically reviewed. Conclusions/Recommendations: The results indicate that in addition to providing students with adequate academic preparation and funding, college faculty and staff must also understand and support college student identity development (including ethnic identity development) and seek to foster intrinsic motivation among students. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10