Understand The Development Of College Students

By Author: Jack
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Rest and Siegler have argued that the depiction of development as overlapping waves is more consistent with data on stage mixture (the use of more than one stage of development at a time) and individual variability. Using this approach, there are changes with increasing age in the relative usage of given strategies associated with developmental levels, and individuals can Replica Omega Speedmaster access more than one strategy at a time, allowing for differences in context and task demands. These reflect upward shifts in profiles of responses across age/educational levels.

Putting response variability in the context of schema theory, different situations activate different schema. "When a person has an activated post conventional schema, she or he is less likely to have an activated personal interest schema". Conversely, under conditions where a personal interest schema is activated, one is less likely to rely on post conventional schema. This may be why residential communities that are explicitly organized around community values (e.g., ...
... Piper & Buckley, 2004) help students learn to take responsibility for their actions: such environments are more likely to activate post conventional schema and/or discourage/ minimize the use of personal schema. Perry's scheme is distinctive in the way it captured the variability of student responses to their experiences in that it explicitly acknowledges that development is not always in forward motion, and is sometime deflected. Perry offered three deflections to growth: temporizing (a prolonged pause within a position, often aware of next steps but not taking them); retreat (to earlier levels of development, often out of Replica Breitling anger or alienation); and escape (especially from the middle positions through alienation, "exploiting the provision for detachment offered by advanced structures themselves". This is a topic in great need of further exploration.

In summary, there are many strong models that describe developmental patterns in the organization and reorganization of thinking that is available to those seeking to understand the development of college students. This body of literature gives collegiate educators rich resources to use as they construct learning environments for students. As noted above, choices about how to promote development are affected by how one defines and envisions development. Such choices are also affected by one's understanding of how development unfolds, which the models reviewed here so richly describe.