DOCUMENT RESUME

ED 255 105 HE 018 023

AUTHOR Hood, Albert A.
TITLE Student Development: Does Participation Affect
Growth?
INSTITUTION Association of College Unions-International,
Bloomington, IN.
PUB DATE Dec 84
NOTE 5p.
PUB TYPE Collected Works Serials (022) Reports
Research /Technical (143)
JOURNAL CIT ACU-I Bulletin; v52 n6 p16-19 Dec 1984
EDRS PRICE MF01/PC01 Plus Postage.
DESCRIPTORS *Cognitive Development; College Freshmen; College
Seniors; *College Students; Developmental Stages;
*Extracurricular Activities; Higher Education;
Individual Development; Interpersonal Competence;
Longitudinal Studies; Psychological Characteristics;
*Student Development; *Student Participation;
*Student Unions
ABSTRACT
Student development along three cognitive and three
psychosocial dimensions was studied at the University of Iowa. Six
instruments were admini!tered to students during their freshman and
senior years. Attention was directed to moral development, ego
development, and conceptual level, as well as freeing interpersonal
relationships, establishing identity, and developing purpose. Each of
the three measures of cognitive development showed significant
increases in the seniors' scores over their freshman scores. No
consistent pattern of college experiences was found to be related to
growth on the cognitive measures. For the interpersonal measures,
scores showed students' developed increased tolerance and acceptance
of differences among individuals and also increased their capacity
for mature and intimate relationships, along with growth in
confidence and sexual identity. Study results indicate that
participation in various types of extracurricular activities such as
those provided by college unions is related to growth in certain
psychosocial areas of development. Intervention strategies that deal
with students' psychosocial needs and increased emphasis on the
cultural, recreational, and social development in college union
programming are recommended. (SW)

***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
**********.t************************************************************
 Student development:
Does participation affect growth?
Albert B. Hood DEPANTMENT OF EDUCATION
THIS
NATIONAL INSTITUTE OF EDUCATION TO REPRODUCE
EDUCATIONAL RESOURCES INFORMATION "PERMISSION GRANTED BY
MATERIAL
HAS BEEN
CENTER ERICI
4""1.;ec emet,1 has been reproduced as
tecerved twit, the person or orrprhiation
ongrnatmc; it
Minor changes have been made to improve
reprodur ittlY1 q,1,4,tY

111 Points at view of witt)tii Siatt41 m this docu RESOURCES

moot do not mei ussLedy reptesont ot1t4.41NIE TO THE EDUCATIONAL
CENTER (ERIC)."
positron or p-obt.s INFORMATION

of the development that occurs in stu- Kohlberg (197!) has developed

dents as a result of their college ex- a developmental theory of moral
periences. With this improved under- reasoning built on Piaget's ideas.
standing, curricula and instruction, as Kohlberg has delineated stages of
n almost uni- well as student activities and pro- moral growth ranging from the obedi-
versal characteristic of highly edu- grams, can be initiated or revised to ence and punishment orientation of
cated professionals is their constant be of maximum benefit to students. children through an adult level of
search for greater meaning and sig- To attempt to better understand the moral reasoning based on one's own
nificance in their work. Those of us changes that take place during the col- conscience and moral principles. Rest
who work in higher education set- lege years, six instruments designed (1974) developed a paper and pencil
tings practicing our specialties in such to assess development on four differ- instrument, the Developing Issues
areas as student activities, student ent developmental theories were ad- Test, based on Kohlberg 's stage con-
programming, student advising, and ministered first to freshmen and then ception. In this test, six hypothetical
other student service agencies are no to these same students as seniors at moral dilemmas are presented and
exception. In fact, we probably ex- the University of Iowa. the respondent must recognize and
perience greater hunger for meaning Cognitive development theories select his or her preferred way of
in our work because our roles are One set of developmental thinking from an array of different
often less clear than those of our theories generally deals with the cog- samples of thinking.
academic colleagues (Rodgers, 1980). nitive development of college stu- Another cognitive theorist is
In addition, we often have so much dents. Certain types of cognitive Loevinger (1976), who is well-known
to do that we do not take the time to learning that take place in college are for her work on the conceptualization
reflect on our work. universally recognized and under- of the process of ego development
The concept of student de- stood. These include gaining in- and for her construction of the Sen-
velopment has resulted from much- creased verbal and quantitative skills tence Completion Test, a projective
needed efforts to reconceptualize the as well as gaining substantive know- instrument to assess ego develop-
work of student service professionals ledge. Other types of cognitive learn- ment. She describes ego development
in higher education. Student develop- ing are less well understood and less as the striving for self-consistency,
ment is a term that focuses on one of often taught in a direct way. These the search for meaning, and the inte-
the major purposes of higher educa- include rationality, which is the abil- gration of experience.
tion and emphasizes the ways in ity to think logically on the basis of
which professionals in the student useful assumptions and the disposi- Hunt (1971), a third develop-
) services field contribute to the de- tion to weigh evidence, to evaluate mental theorist, developed the con-
velopment of people through higher facts and ideas, and to think inde- struct of conceptual levels, which de-
t\) education. For many student service pendently; and intellectual integrity, scribes the normal development of an
professionals, however, the concept the development of a valid and inter- individual interacting with his or her
Nk, is often a vague one because it is often nalized but not dogmatic set of values environment, Individuals at a low
difficult to put into practice the con- and moral principles including a conceptual level need a 1=d:struc-
cepts of student development theo- sense of conscientiousness and social tured environment that ;Ab-
.N. ries on a day-to-day basis. In addition, responsibility. Cognitive theorists solute rules. These individuals have
there are a number of different theo- generally employ the structuralistic fixed or rigid ways of rela4ng to en-
`' ries and no one theory or set of theo- view articulated by Piaget (1965). The vironmental stimuli. Individuals
ries provides a specific comprehen- process of developmental change is crating at a higher or more abstract
sive model for student service profes- seen as interactive; individuals en- conceptual level are capable of attend-
sionals. counter problems, dilemmas, or ideas ing to a larger variety of stimuli and
Research on how college stu- which cause cognitive conflict de- can organize their consideration of
dents change from their freshman to manding accommodation or changes the environment in more ways. Hunt
senior years can contribute to the un- in their ways of thinking (Knefel- developed the Paragraph Completion
derstanding of the nature and causes kamp, Widick, it Parker, 1978). Method, a semi-projective measure
16 ACU-1 Bulletin
 ties of the union challenge or support three of these vectorsthe freeing in-
thinking would be of particular in- terpersonal relationships, establish-
terest to union and student activities ing identity, and developing pur-
staff. poseutilizing three instruments de-
signed specifically to assess this
Psychosocial theories growth.
Another set of developmental
theories describes the various de- Chickering's vector of estab-
"How students think velopmental tasks that individuals lishing identity includes two aspects;
conceptions concerning body and ap-
face and resolve either adequately or
about particular issues inadequately at various stages in their pearance and the clarification of sex-
ual identity. Erwin (1978) developed
and how the lives. These theories deal with the
feelings, concerns, behavior, ari his Ego Identity Scale to assess de-
environment and preoccupations a+ different life stages.
Psychosocial theorists typically base
velopment on this vector and added
a third componentthat of personal
activities of the their work upon that of Erikson [Link] Erwin Identity Scale
consists of 58 items divided among
(1959), who described a series of de-
union challenge or velopmental phases through which three subscales, each measuring one
an individual moves during the life of the three components.
support thinking cycle. Each developmental; phase is The vector of freeing interper-
would he of particular created by the convergence of a par-
ticular growth phase with certain
sonal relationships, according to
Chickering, consists of two aspects:
interest to union and tasks. These tasks are defined as
learning certain attitudes, forming
(1) increased tolerance and respect for
people of different backgrounds,
student activities particular facets of the self, and learn- values, and lifestyles, and (2) a shift
ing specific skills which must be mas- in the quality of relationships with
staff." tered if one is to manage that particu- close friends and intimates. This shift
lar life phase successfully. Develop- in quality of relationshipg with friends
ment follows a chronological se- refers to moving from dependence
tirlr,11vct to aSSeSS conceptual level quence, and at certain times of life through independence toward an in-
tfliotigh the completion of six sen- particular facets of the personality terdependence, which allows the in-
tent t. emerge as specific concerns which dividual more freedom of movement
the similarities of these three must be addressed. and behavior. Mines (Note 1) de-
4ognitive development theorists who Psychosocial theories include veloped the Mines-Jensen Interper-
ti,vd very different approaches lend those of Sanford (1962) based on sonal Relationship Inventory to as-
on,iderable support to the notion of psychoanalytic theory, Heath's (1968) sess this vector. It consists of 42 items
different stages of cognitive develop- maturation model, and Chickering's and contains two subscales, those of
molt duringi an individual's matura-' (1909) vector model of student de- tolerance level and quality of relation-
iton trom early childhood to early velopment. Chickering's model lists ships.
0(411111004i seven vectors along which develop-
From a cognitive point of view, ment occurs in college students: (1) Chickering's vector of develop-
tht. kolle..ge union worker would be developing confidence, (2) managing ing purpose includes three distinct
mtereqed in ho kinds of problems, emotions, (3) developing autonomy, areas of behavior in which students
mitlicts, and dilelurnaswhich cause (4) establishing identity, (5) freeing in- are expected to change: (1) avocation-
..tudents the cognitive conflicts that terpersonal relationships, (6) devel- al and recreational interests, (2) voca-
tiumand that they accommodate or oping purpose, and (7) developing in- tional plans and aspirations, and (3)
A hang() their Ways of thinking. How tegrity. lifestyle considerations. Rarratt (Note
,tudents think about particular issues This study examines the de- 2) constructed the Developing Pur-
"43 hots. the environment and activi- velopment that occurs in college on poses Inventory containing three
feniber 7984 77
BEST COPY AVAILABLE
-14 3
L....
separate subscales, each composed of TABLE 1
15 items measuring avocational/recre- Correlations between amount of participation in
ati,onal interests, vocational interests, activities and confidence and quality of
and st of life.
rom the psychosocial view- relationship scores
point, the union and student activities
staff would be interested in the age
of the student, the decisions and Scale and Activity 1977 1981
needs of primary concern, and the 011.11,111.

skills and attitudes which must be de- Confidence

veloped before the student can be- Campus organizations .07 .29*
come confident in coping with vari- Recreational activities .22 .38"
ous tasks.
Procedure Quality of relationships
This study attempts to assess Campus organizations .05 .23*
the development of college students Recreational activities .14 .35**
along three cognitive and three psy-
chosocial dimensions. The study was N= 75 75
initiated by administering six differ-
ent instruments on a random basis
one to every sixth freshman during * = Significant at .05 level *.* = Significant at .01 level
the two-day summer orientation at-
tended by entering students in 1977.
Three of the instruments dealt with nificant increases in the seniors' For interpersonal relation-
cognitive theories: the developing Is- scores as compared with the scores ships, scores on both the tolerance
sues Test (Rest, 1974), the Paragraph the same students received as and quality of relationships subscales
Completion Method (Hunt, 1971), freshmen. Scores on Hunt's Para- showed significant increases during
and the Sentence Completion Test graph Completion Method showed a the four-year period. Students de-
(Loevinger, 1976). The other three in- substantial increase of approximately veloped increased tolerance and ac-
struments dealt with _psychosocial a half a conceptual level stage by the ceptance of differences among indi-
theories: the Erwin Identity Scale end of the senior year. A significant viduals and also increased their capa-
(Erwin, 1978), the Mines-Jensen Inter- increase in the moral development city for mature and intimate relation-
Relationships Inventory level was indicated by scores from ships. They became more able to per-
Mines, Note I), and the Developing Rest's Developing Issues Test, and ceive others, to listen to them, and to
rposes Inventory (Barratt, Note 2). scores of Loevinger's Sentence Com- understand different views without
Between 100 and 180 freshmen com- pletion Test indicated that these stu- the need to dominate or pass judg-
pleted each instrument so that a total dent4 underwent significant changes ment.
number of approximately 1,000 enter- in ego development during their un- When growth on these sub-
ing freshmen participated. The in- dervadua te years. scales was examined in relation to
struments were then scored yielding specific college experiences, few
beginning scores against which . Growth on each of these three trends were found. The exception
further growth could be measured. instruments was then examined in re- was on the quality of relationships
Four years later, in the spring lation to various undergraduate ex- subscale and students' participation
of 1981during what would be the periences such as college major, over - in campus organizations and recrea-
second semester of their senior year sea travel, type of residence, work tional activities. Each of these types
all students in the original sample experience, participation in various of experiences showed no relation-
who still remained on campus were cainpus activities, and plans and com- ship to the scores on this subscale
asked to retake whatever instrument mitments for postcollege years. No when students were tested as fresh-
they had completed as freshmen. consistent pattern of college experi-
men but showed significant relation-
Testing centers were set up in the ences was found to be related to ships
heavily traveled campus buildings, growth on any of these cognitive (Tablewith
1).
their senior year scores
and a variey of techniques were used measures. Substantial cognitive de- Similar results were found for
to encourage participation. After sev- velopment took place, but it was not the vector of establishing identity as
eral follow -up letters, phone calls, possible to relate this growth to any measured by the Erwin Identity Scale.
and even some canvassing of the stu- aspects of undergraduate Seniors showed considerable growth
dents' residences, an eventual partici- [Link] on two of the subscales of this instru-
pation rate was obtained which In examining psychosocial de- mentconfidence and sexual iden-
ranged from 60 to 80 percent, depend- velopment, significant growth was tity. Few relationships were found be-
ing upon the particular instrument. found both on the Erwin identity tween various college experiences
The seniors were also asked to com- Scale and the Mines-Jensen Interper- and growth on these subscales.
plete a questionnaire which included sonal Relationship Inventory. The in- Again, the exception was with the
demographic items as w. '! as items strument measuring the third Chick- confidence subscale and its relation-
dealing with their cur, a commit- ering vector, Barratt's Developing ship to participation in campus or-
ments, experiences, and activities Purposes Inventory, was found to ganizations. There were no differ-
during their college years. contain a number of weaknesses; ences between participants and non-
Results therefore, results on that vector must participants on the confidence sub-
Each of the three measures of await the construction of a revised scale as entering freshmen, while as
cognitive development showed sig- and improved scale. seniors those who had participated
18 ACU-I Bulletin
 TABLE 2 Rodgers, Theories underlyinj;
Mean scores on the confidence scale student development. In DA...
itir active and nonactive students Creamer (Ed.), Student development
in higher education. Washington,
D.C.; American College Personnel
Mean confidence scores Association L 1980.
Sanford, N. Development status of
Activity Nonactive Active the entering freshman. In N. San-
ford (Ed.), The American college.
11)77 New York: John Wiley & Sons,
Campus organizations 63.0 65.2 1962.
Recreational activities 62.2 67.3 Reference notes
1. Mines, R. Development and tvlida-
19S1 tion of the Mines-Jensen Interpersonal
Campus organizations 66.1 72.7* Relationship Inventory (Iowa Stu-
Recreational activities 63.9 73.8 dent Development Project Techni
cal Report #6). Unpublished man-
uscript, University of Iowa, 1977.
Significant differences nonactive vs. active at .05 level 2. Barratt, W. Construction and vali-
dation of the Developing Purposes In-
.= Significant differences at nonactive vs. active a: 0.1 level
ventory. (Technical Report of
Studies, 5, 11, 14, 25). Unpub-
actively or who had held leadership and acceptance of differences among lished manuscript, University of
roles in these activities indicated sig- individuals, but they also increase Iowa, 1978.
nificantly, higher levels of self-confi- their self-confidence and their capa- In addition to those cited in the
dence. These studens obtained more city for mature, interpersonal re- text, Hassan Khalili, Patricia King,
positive and more self-reliant images lationships. Amad Riahinejad, Linda Jo Ruprecht,
of themselves and felt more confident Karen Towers, and Douglas Whitney
about expressing beliefs and deci- References have all made significant contribu-
sion (Tables 1 and 2). Butts, P.R. The college union idea. tions to this research effort.
The results of this study indi- Stanford, Calif.: Association of Col-
cate that participation in various types lege Unions-International, 1971.
of extracurricular activities such as Chickering, A. Education and iden-
these provided by college unions is tity. San Francisco: Jossey -Bass,
Mated to growth m certain_psychoso- 1969.
areas of development. The results Erikson, E. Identity in the life-cycle.
offer empirical support for the state- Psychological issues monograph. New
ments of union professionals (e.g., York: International Universities A.,

Butts 1971) emphasizing the value of Press, 1959, 1.

providing such activities on campus Erwin, T.D. The validation of the
and encourag!ng pzrticipation in Erwin Identity Scale. Unpublished
them. A substantial proportion of en- doctoral dissertation, University of
tering freshmen on the typical cam- Iowa, 1978.
pus expresses a strong need to grow Heath, D. Growing up in San
in the areas of self-confidence and in- Francisco: Jossey-Bass, i"
terpersonal relationships, and those Heath, E.D. Matching in. ." in edu-
who have contact with such students cation: The coordination of teaching
resident assistants, activities edvis- method with student characteristics.
ers, academic advisers, and union Toronto: Ontario Institute for
personnelshould encourage such Studies in Education, 1971.
active participation. Knefelkamp, L., Widick, D., &
The concept of student de- Parker, C. Applying new develop-
velopment involves an increased em- mental findings. San Francisco: Jos-
phasis on the cultural, recreational, sey-Bass, 1978.
and social development within col- Kohlberg, L. Stages of moral de-
lege unions. This concept also empha- velopment. In C. Beck, B. Critten-
bates developmental programming den, & E. Sullivan (Eds.), Moral Albert B. Hood is professor of edu-
activities designed to teach students education. Toronto: University of otion and coordinator of the graduate
the4kills needed for maximum use of Toronto Press, 1971. program in student development in post-
their environment and suggeits in- Loevinger, J. Ego development: Con- secondary education at the University of
t reased emphasis on intervention ceptions and theories. San Francisco: Iowa. He completed his undergraduate de-
strategies that deal with students' Jossey-Bass, 1976, gree at the University of New Hampshire
psyhosocial needs. The findings of Piaget, J. The moral judgment of tlw and his doctoral work at Cornell Univer-
this longitudinal study indicate that child. New York: Free Press, 1965. sity. He has held positions in counseling
by participation in union programs Rest, J.R. Manual for the Defining Is- and student affairs at Princeton Univer-
and activities, as well as in other types sues Test, Minneapolis: Minnesota sity and the University Minnesota and
of extracurricular activities, students Moral Research Projects, Univer- is a former editor of the Journal of Col-
not only develop increased tolerance sity of Minnesota, 1974. lege Student Personne .

December 1984 19