1

Student Development TheoryImportance, history and utility

2

Abstract

• This research paper explores various

student development theories as they

apply to students of higher education of

learning.

3

Introduction

• Student development theories are defined as a

group of educational psychologies which

postulate how knowledge is acquired and

developed by students in higher institution of

learning.

4

Basic Assumptions

• Every student is unique and different from

any other student (Austin, 1984).

• Student’s environment plays a crucial role

in the development process (Austin, 1984)

5

Basic Assumptions

• Students are stakeholders in their

education so they play active role in their

willingness to get educated (Austin, 1984).

6

Categories of Theories

• Cognitive-structural

• Psychosocial

• Humanistic Existential Theories (Evans,

Forney & Guido-DiBrito,1998).

7

Categories of Theories

• Cognitive Structural Theories

• Student Development Process Model

(Evans, Forney & Guido-DiBrito,1998).

8

Categories of Theories

• Student Development Process Model: It is

divided into abstract and practical.

9

Student Development Theories

• Having explored the categories that

student development theories belong to,

some of the theories shall be explored.

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Kohlberg’s Theory of Moral Development

• This theory is based on the assumption

that moral reasoning is the basis for moral

behaviour (Kohlberg, Lawrence & Lickona,

ed. (1976).

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Kohlberg’s Theory of Moral Development (cont,.)

• This theory is consistent with the fact that moral

reasoning develops in six developmental stages

where each successive stage is more adept than

the preceding stage (Kohlberg 1958).

12

Kohlberg’s Theory of Moral Development (cont,.)

• Kohlberg agrees that this theory is

basically about the developmental stages

of moral reasoning, it is justice-based.

• This theory is often used in counseling.

13

Schlossberg's Transition Theory

• This is another student developmental

theories which deals with the transition

and the effects of such transitions (Evans,

Forney & Guido-DiBrito,1998).

14

Schlossberg's Transition Theory(cont.)

• There are different types of transition

which are: anticipated, unanticipated and

nonevent (Evans, Forney & Guido-

DiBrito,1998).

15

Schlossberg's Transition Theory(cont.)

• Schlossberg understands that transition

has impacts on people so came up with

coping strategies which are known as 4S’s

(Evans, Forney & Guido-DiBrito,1998).

16

Kolb’s Theory of Experiential Learning

• This theory posits that an individual can

learn directly from his experiences which

may be direct or indirect experiences (Itin,

1999).

17

Kolb’s Theory of Experiential Learning (cont.)

• Kolb’s models of learning include:

• Concrete experience

• Abstract Conceptualization

• Reflective Observation, and

• Active Experimentation

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Kolb’s Theory of Experiential Learning (cont.)

• Experiential learning does not require the

presence of a human teacher for learning to take

place because learning is acquired basically

through experiences (Kolb, Boyatzis, &

Mainemelis, 2000).

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Kolb’s Theory of Experiential Learning (cont.)

• Kolb argued that it is not all experiences

that lead to learning because some factors

must be satisfied (Evans, Forney & Guido-

DiBrito,1998).

20

Conclusion

• It was mentioned that student development

theories are simply defined as a group of

educational psychology which postulate how

knowledge is acquired and developed.

21

Conclusion

• Kohlberg’s Theory of Moral Development

is based on the assumption that humans

are creations of reason and moral beings.

22

Conclusion

• Kolb’s Theory of Experiential Learning

posits that an individual can learn directly

from his experiences.

23

Conclusion

• Schlossberg’s Transition Theory is another

student developmental theories which

deals with the transition and the effects of

such transitions.

24

References

• Astin, A. Student involvement: a developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308, 1984.

• Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass.

• Kohlberg, Lawrence; T. Lickona, ed. (1976). "Moral stages and moralization: The cognitive-developmental approach". Moral Development and Behavior: Theory, Research and Social Issues. Holt, NY: Rinehart and Winston.

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References

• Kohlberg, Lawrence (1958). "The Development of Modes of Thinking and Choices in Years 10 to 16". Ph. D. Dissertation, University of Chicago.

• Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. The Journal of Experiential Education 22(2), 91-98.

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References

• Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential Learning Theory: Previous Research and New Directions. In Perspectives on cognitive, learning, and thinking styles. Sternberg & Zhang (Eds.). NJ: Lawrence Erlbaum.