The impact of a developmental studies program on the psychosocial development of academically underprepared entering university students
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| Publicado en: | ProQuest Dissertations and Theses (1994) |
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| Resumen: | Designing curriculum and programs to address both the cognitive and psychosocial aspects of new students early in their university experience is paramount to their retention and success. The purpose of this study was to investigate the impact of an eight-week developmental studies program on the achievement of Chickering's developmental tasks of traditional-aged undergraduate students. The Student Developmental Task and Lifestyle Inventory (SDTLI), based on Chickering's theory, was utilized to measure the psychosocial development of academically underprepared entering university students participating in a developmental studies program. Academically underprepared students were assigned to admission categories based on ACT composite scores. A sample of 33 academically underprepared students was selected for the eight-week intensive developmental studies program and a sample of 30 academically underprepared students was selected, by cluster sampling, from required freshmen orientation classes. SDTLI task score measures on Establishing and Clarifying Purpose task, Developing Mature Interpersonal Relationships task, and Academic Autonomy task were collected at week one of each program and at week eight of each program. A two-factor analysis of variance with repeated measures was used to test the hypotheses. The three-way interaction among admission category, racial classification, and developmental task was nonsignificant. The two-way interactions between admission category and developmental task, racial classification and developmental task, and admission category and racial classification were nonsignificant. The main effects for admission category and racial classification were nonsignificant. The main effect for developmental task was significant, $p\le.05$. An ANOVA of the main effect for developmental task resulted in a significant F value, $p\le.05$. Tukey's HSD with harmonic mean was used for the follow-up procedure. The Tukey's HSD analysis indicated that the Establishing and Clarifying Purpose task was significantly higher, $p < .05$, across all levels of admission category and racial classification. It was concluded that the intervention strategy, intensive eight-week development studies program or freshman orientation, did not differentially impact psychosocial development as measured by the SDTLI; however, both interventions had a positive impact on the establishment and clarification of purpose among academically underprepared students. |
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| ISBN: | 9798208252857 |
| Fuente: | ProQuest Dissertations & Theses Global |