• Login
    View Item 
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of UA Campus RepositoryCommunitiesTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournalThis CollectionTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournal

    My Account

    LoginRegister

    About

    AboutUA Faculty PublicationsUA DissertationsUA Master's ThesesUA Honors ThesesUA PressUA YearbooksUA CatalogsUA Libraries

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Identity Development in College Students and the Perceived Effectiveness of Academic Program in Facilitating Growth

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    azu_etd_12894_sip1_m.pdf
    Size:
    1.944Mb
    Format:
    PDF
    Download
    Author
    Chavez, Pedro C.
    Issue Date
    2013
    Keywords
    college
    college students
    development
    emerging adulthood
    higher education
    Educational Psychology
    adulthood
    Advisor
    Burross, Heidi L.
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Emerging adulthood is a new concept that identifies the span of time between 18 and 24 as a unique period of human development. The recognition of this stage as distinct and meaningful established a framework to better understand this under researched group. Yet more research needs to be conducted to address what factors and resources that are conducive to transition from this period into healthy and capable adults. A sample of 464 college students between 18 and 24 was gathered from three social science courses, two hard science courses, and two performing arts walk-in sessions. In order to assess differences in identity exploration and commitment, the Ego Identity Process Questionnaire (EIPQ) was utilized. Of these 464 participants, 6 participants took part in qualitative interview sessions. Interview questions asked participants to state their past experiences and expectations before coming to college, how those expectations had changed, what experiences and events were viewed as beneficial or detrimental toward becoming an adult, and their future plans and aspirations.No statistically significant differences were found in commitment and exploration scores between course enrolled, academic year, gender, and ethnicity. These results suggest that identity status should be regarded as a separate construct. The analysis of qualitative interviews 1) supported the validity of the EIPQ to assess identity statuses, 2) recognized developing competence and establishing autonomy as common goals among college students, 3) identified social support and the unique opportunities available at college as crucial resources and experiences conducive to adult growth, 4) identified academic difficulties and managing emotions as valuable challenges to student's development while financial difficulties and personal crises posed detrimental obstacles, and 5) recognized that achieving individual and cultural criteria was more important in establishing adult status than biological age.Thus, college can be recognized as a source of both difficulties and opportunities toward interpersonal and professional development. More exploration should be conducted in order to address how colleges can bolster its benefits while reducing negative outcomes. Furthermore, exploring the differences within identity status may provide a better understanding of the services, resources, and experiences that may support emerging adults toward adult development.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Educational Psychology
    Degree Grantor
    University of Arizona
    Collections
    Dissertations

    entitlement

     
    The University of Arizona Libraries | 1510 E. University Blvd. | Tucson, AZ 85721-0055
    Tel 520-621-6442 | repository@u.library.arizona.edu
    DSpace software copyright © 2002-2017  DuraSpace
    Quick Guide | Contact Us | Send Feedback
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.