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College-Student Personal-Growth and Attributions of Cause

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Bibliographic Details
Title: College-Student Personal-Growth and Attributions of Cause
Language: English
Authors: Anderson, W. P., Lopez-Baez, Sandra I.
Source: Professional Counselor. 2012 2(1):66-80.
Availability: National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org
Peer Reviewed: Y
Page Count: 15
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Student Development, Attribution Theory, Cognitive Mapping, Self Disclosure (Individuals), Posttraumatic Stress Disorder, Phenomenology, Predictor Variables, Life Satisfaction, Student Experience, Undergraduate Students, Academic Achievement, Statistical Studies, Comparative Analysis, Student Adjustment, Questionnaires, Mixed Methods Research, Measures (Individuals), Tables (Data), Factor Structure, Spiritual Development, Achievement Gains
ISSN: 2164-3989
Abstract: Little is known about levels of personal growth attributed by students to typical college life experiences. This paper documents two studies of student self-reported and posttraumatic growth and compares growth levels across populations. Both studies measure student attributions of cause to academic and non-academic experiences, respectively. It is suggested that future research on the outcome of college life experiences can use a similar approach with a variety of variables.
Abstractor: As Provided
Number of References: 13
Entry Date: 2015
Accession Number: EJ1063206
Database: ERIC
Description
Abstract:Little is known about levels of personal growth attributed by students to typical college life experiences. This paper documents two studies of student self-reported and posttraumatic growth and compares growth levels across populations. Both studies measure student attributions of cause to academic and non-academic experiences, respectively. It is suggested that future research on the outcome of college life experiences can use a similar approach with a variety of variables.
ISSN:2164-3989