AN INVESTIGATION OF THE EFFECTS OF UNDERGRADUATE PERSONAL GROWTH COURSES UPON SELECTED DEVELOPMENTAL TASKS OF COLLEGE STUDENTS
Abstract
The present investigation was undertaken in an attempt to determine the effect of instruction as a strategy for facilitating student growth in developing autonomy, purpose in life, and mature interpersonal relationships. The Student Developmental Task Inventory, 2nd edition (SDTI-2) was selected for this study because it is based upon Chickering's (1969) conceptual model of college student development and it provided an objective measure of the areas of development emphasized in Education 150 and Education 210, two undergraduate personal growth courses at Purdue University. Experimental subjects for the investigation consisted of students enrolled in Education 150 (n = 53) and Education 210 (n = 51) during the 1981 Spring semester. Members of the control group (n = 50) were volunteers identified by academic advisors as potential enrollees in personal growth courses. All subjects completed a pretest administration of the SDTI-2 and a personal data questionnaire at the beginning of the semester. One hundred and thirty-one subjects completed a posttest administration at the end of the semester. The hypotheses for the study stated that: (1) developmental task achievement levels of developing autonomy, purpose in life, and mature interpersonal relationships were not related to specific demographic variables; and (2) enrollment in a personal growth course has no effect upon the achievement of college students on selected developmental tasks. The .05 level of significance was used to evaluate the relevant F-ratios. One-way analyses of variance and chi-square analyses were performed between SDTI-2 pretest scores and demographic variables. These analyses revealed that age, gender, race, academic school, residence while attending college, reason for taking a personal growth course, and SATV score were unrelated to achievement on SDTI-2 pretest scores. However, significant relationships were obtained between developmental task scores and class, participation in varsity athletics, GPA, SATM, and PGPA. Analysis of covariance and three-factor repeated measures analysis of variance were used in a nonequivalent control group design to ascertain the effect of personal growth courses upon selected developmental tasks of college students. Generally, the results of the investigation revealed no significant difference in SDTI-2 achievement levels due to treatment conditions. Proponents of the concept of student development have argued strongly for curricular experiences to facilitate growth of the whole individual. Further research is needed to provide empirical information to substantiate student development theories and practices. Only then will student development educators be able to provide specific programs to accomplish stated goals and demonstrate that reasonable progress is being made toward their fulfillment.
Degree
Ph.D.
Subject Area
Academic guidance counseling
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