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• W284026180 abstract "Much of the research on college student development has focused on defining the structure of student development rather than the process by which it occurs. In an effort to understand the process more clearly, students at a mid-sized university in the midwest were asked to identify factors which they thought impacted their identity and moral development. The results indicated relationships, curricular and co-curricular activities, and personal values were important to students, however, there was variation in the importance of these factors for students in their first year and last year of school and for men and women. The implications of these results for practice and research are discussed. In recent years, a considerable amount of quantitative data has been collected on the development of students during the college years (Cooper, Healy, & Simpson, 1994; Cornelius, 1995; Hunt & Rentz, 1994; Kilgannon & Erwin, 1992; King & Kitchener, 1994; Marcia, 1980, 1993; Taub, 1995). For example, research on Chickering's (1969) theory of identity has examined change during the college years (Bruess & Pearson, 2000), the relationship between identity and cognitive development (Polkonsnick & Winston, 1989), and the correlation between specific college experiences and identity development (Kilgannon & Erwin, 1992). Similarly, research on Marcia's (1966) identity statuses has focused on change during college (Marcia, 1980, 1993; Waterman & Waterman, 1971) and the relationship between the identity statuses and constructs such as self-esteem (Marcia, 1967), locus of control (Rodman, 1983), decision-making styles (Blustein & Phillips, 1990), cognitive development (Boyes & Chandler, 1992; Protinsky & Wilkerson, 1986), values (Stephen, Fraser, & Marcia, 1992), and moral development (Rowe & Marcia, 1980; Skoe & Marcia, 1991). Studies have shown intellectual development progresses during college and is correlated with identity development (Buczynski, 1991), cognitive complexity, IQ and moral development (King & Kitchener, 1994). Likewise, research has demonstrated an increase in ability to reason complexly about moral issues during college (Biggs & Barnett, 1981), and that moral reasoning is correlated with other constructs, such as identity (Skoe & Marcia, 1991) and college experiences (Kilgannon & Erwin, 1992). However, much of the research on moral development (Garmen, Bassinger, Gregg, & Gibbs, 1996; Gilligan & Attanucci, 1988; Lidell, Halpin, & Halpin, 1993; Pratt, Golding, & Hunter, 1984, Stiller & Forrest, 1990; Walker, deVries, & Trevethon, 1987) has focused on understanding the differences between the justice-based morality defined by Kohlberg (1984) and the care-based morality defined by Gilligan (1982). In addition to the many quantitative studies on the nature of development, a few qualitative studies have been conducted (Baxter Magolda, 1992; Belenky, Clinchy, Goldberger, & Tarule, 1986; Gilligan, 1982; Josselson, 1987, 1996). These have generated new theories about development or added to existing theories, but very few have studied development during college. For example, Belenky et al. and Gilligan found that relationships and early socialization are important to women's intellectual and moral development, but their studies were conducted on women outside of the college environment. Similarly, Josselson's longitudinal study demonstrated that women's identity is significantly influenced by their early relationships with their parents, but revealed very little about the impact of college. Baxter Magolda's (1992) longitudinal study of intellectual development in college students is one of the few to identify both the structure of change and the process by which change occurs. She confirmed stages of intellectual development that roughly parallel those of Perry's (1969) theory and demonstrated that women's progress through the stages is interpersonal, while men's approach is more impersonal. …" @default.
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• W284026180 date "2001-04-01" @default.
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• W284026180 title "Students' Perceptions of Factors Which Impact Their Identity and Moral Development" @default.
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