Psychological and developmental differences between students who withdraw from college for personal -psychological reasons and continuing students.
Item
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Title
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Psychological and developmental differences between students who withdraw from college for personal -psychological reasons and continuing students.
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Identifier
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AAI3008880
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identifier
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3008880
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Creator
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Wasserman, Karen Nancy.
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Contributor
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Adviser: Georgiana Shick Tryon
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Date
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2001
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Psychology, Social | Women's Studies
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Abstract
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Higher education helps students fulfill developmental needs, direct and control different life phases, and locate the resources necessary to make changes in their lives (Marienau & Chickering, 1982). The college setting helps promote developmental changes that allow students to move their lives in chosen directions (Chickering, 1967a). Specifically, during college, student growth occurs in the areas of developing competence, managing emotions, developing autonomy, establishing identity, freeing interpersonal relationships, developing purpose, and developing integrity (Reisser, 1995). Compared to those who withdraw from college, students who persist in college show greater accomplishment on these developmental tasks (Chickering, 1974). Research indicates that college dropouts are also more personally troubled than are students who stay in school (Houston, 1970). Dropout and continuing students may also differ with regard to attributional styles used to assess life events. Specifically, students who attribute internal, global, stable causes for bad events are at-risk for depression and perhaps for college dropout (Hirsch and Keniston, 1970).;Students leave college for various reasons, and the literature often does not distinguish between students who leave college for one reason compared to students who leave for another purpose. In addition to students who leave college because of academic difficulty or failure, there are students who withdraw for personal-psychological reasons. This latter group of students has not been studied separately from other types of dropouts. This study compared 25 students who left school for personal-psychological reasons to 25 continuing students in their accomplishment of student developmental tasks, attributional styles, and personal concerns. Results of this study suggested possible potential proactive interventions for students who are at risk for withdrawal for personal-psychological reasons. Due to the study's limitations, however, the reader should be cautious about drawing conclusions from findings.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
