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Psychosocial development of college ...

Huang, Yu.

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Psychosocial development of college students in Taiwan.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Psychosocial development of college students in Taiwan./
Author:	Huang, Yu.
Description:	372 p.
Notes:	Adviser: Robert F. Rodgers.
Contained By:	Dissertation Abstracts International60-05A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9931616
ISBN:	0599317892

Psychosocial development of college students in Taiwan.
Huang, Yu.

Psychosocial development of college students in Taiwan. - 372 p.

Adviser: Robert F. Rodgers.

Thesis (Ph.D.)--The Ohio State University, 1999.

The purpose of the study was to develop an instrument to measure Chickering's psychosocial development theory that was sensitive to Taiwanese college students and their culture and then to explore differences based upon ranks, gender, major, academic involvement, faculty-student relationship, peer relationship, family relationship, and living, co-curricular, and work experiences. This study also determined which independent variables explained the greatest amount of unique variance in psychosocial development for all college students, male students, female students, and different ranks of students in Taiwan.

ISBN: 0599317892Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Psychosocial development of college students in Taiwan.
LDR:03358nam 2200337 a 45 001 929942
005 20110427
008 110427s1999 eng d
020 $a 0599317892
035 $a (UnM)AAI9931616
035 $a AAI9931616
040 $a UnM $c UnM
100 1 $a Huang, Yu. $3 1253425
245 1 0 $a Psychosocial development of college students in Taiwan.
300 $a 372 p.
500 $a Adviser: Robert F. Rodgers.
500 $a Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1474.
502 $a Thesis (Ph.D.)--The Ohio State University, 1999.
520 $a The purpose of the study was to develop an instrument to measure Chickering's psychosocial development theory that was sensitive to Taiwanese college students and their culture and then to explore differences based upon ranks, gender, major, academic involvement, faculty-student relationship, peer relationship, family relationship, and living, co-curricular, and work experiences. This study also determined which independent variables explained the greatest amount of unique variance in psychosocial development for all college students, male students, female students, and different ranks of students in Taiwan.
520 $a A Chinese College Student Psychosocial Development Inventory was developed to collect data. Face, content and construct validity were established by a panel of experts, a field test, a pilot study and formal study. The reliability was determined by an internal measure of consistency from pilot and formal study.
520 $a Twenty institutions were selected from the total of 78 institutions based on the proportion in the target population in terms of location, public/private, and university/college. The instrument was administered to 1420 Taiwanese college students who were randomly selected from 20 institutions based upon the proportion of the target population by major, gender and rank. 945 respondents were used in the study.
520 $a The findings indicate the psychosocial development of college students in Taiwan follows Chickering's theory with the development increasing from freshmen to upper class. There is no gender difference; however, female students, comparing with male students, disadvantage on the development of competence, emotions, autonomy, and purpose. Major, academic involvement, faculty-student relationship, peer relationship, family relationship, and living, co-curricula, and work experiences make significant differences on psychosocial development. After controlling for personal characteristics and class rank, college experiences can significantly explain the variance of psychosocial development in each vector ranged from 41% to 17%. Academic involvement and peer relationship are the two most important factors to explain the variance of psychosocial development in all vectors. The results of multiple regression indicate that the development for different ranks and different gender of students in different vectors were explained by different college experiences.
590 $a School code: 0168.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Higher. $3 543175
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Psychology, Social. $3 529430
690 $a 0451
690 $a 0525
690 $a 0620
690 $a 0745
710 2 0 $a The Ohio State University. $3 718944
773 0 $t Dissertation Abstracts International $g 60-05A.
790 $a 0168
790 1 0 $a Rodgers, Robert F., $e advisor
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9931616