The Dynamics of Student-Environment Interaction; Felician College, 1968-1974.

Autor/in	Jaski, Ernest
Titel	The Dynamics of Student-Environment Interaction; Felician College, 1968-1974.
Quelle	(1975), (50 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Church Related Colleges; College Environment; Comparative Analysis; Enrollment Trends; Longitudinal Studies; Personality Development; Personality Measures; Self Esteem; Standardized Tests; Student Attitudes; Student Characteristics; Student College Relationship; Two Year Colleges; Values; Womens Education + Suchen Sie Ihr Suchwort? Kirchliche Hochschule; Hochschulumwelt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Self-esteem; Selbstaufmerksamkeit; Standadised tests; Standardisierter Test; Schülerverhalten; Wertbegriff; 'Women''s education'; Frauenbildung
Abstract	This study investigated the interactive effects of student personality, values, and changing college environment at Felician College, a church-related two-year Women's college in Illinois. Students enrolled in 1968 were compared with students enrolled in 1974, during which time the enrollment of the college changed from a majority of highly religious novices and postulants committed to teaching or nursing in Catholic schools and hospitals, to a majority of lay students with secular career orientations in many fields. Students' personality profiles and value orientations were measured by Stern's Activity Index and the Allport-Vernon-Lindzey Values Inventory. Perceptions of college environment were measured by Stern's College Characteristics Index. Significant differences were found in the personality traits or need dispositions of the two groups of students and in their perceptions of college environment, along with major shifts in value orientations. While the 1974 students were found to be more emotionally expressive, adaptable, tolerant, egotistic, and agressive than the 1968 students, they nonetheless scored equally on abasement and were even more self-depreciating. Complete survey results are tabulated and included in the document, and eight policy recommendations are made. (BB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC