Background information
College life provides students with credible personal and developmental incentives that enhance their performance capacity in diverse contexts. The incentives enable them to develop socially, mentally, psychologically, and emotionally.
This promotes students reasoning power and decision making on various issues of immense socioeconomic significance.
Using the knowledge attained from student development theories (in higher education) as well as personal perceptions/experiences with college students, this paper discusses how college life affects students based on observations made.
Contextually, it is possible to apply the mentioned development theories by observing students’ activities and interactions within the college. Indeed, knowledgeable individuals are quite productive and contribute to the economic development of the society.
This is attributable to the favorable environment in colleges, which enables students to interact and develop innovative and creative ideologies. It is recognizable that high-level college settings expose students to new ideas and experiences that enhance their holistic growth.
Student development theorists assert that developing specific competence in students requires a systematic and sustainable approach. For young individuals to be productive, they must get enough exposure and be engaged in thorough educative processes.
This is to facilitate talent identification and nurture their unique skills to make them resourceful. Although college life enables students to develop special competencies crucial for growth, it may present certain negative effects to students.
This is noticeable especially in college environments with inferior rules and regulations. This aspect obligates colleges to recognize that they play a crucial role in developing students’ prowess. They should craft regulations that are socially relevant and morally informed.
Observations
As observed, college life influences students both positively and negatively. That is, there are students who benefit optimally through college settings, skills acquired, and activities accomplished.
Observably, students develop viable relationship techniques, problem solution skills, effective decision making, and emotional attributes that shape their life when they interact with each other.
Such students are able to make credible decisions in life and contribute effectively in the economic growth of their nations as indicated by cognitive theorists (Kadiso & DiGeronimo, 2004).
In US, emphasis is placed on higher education due to its relevance in nurturing skills or competencies to facilitate individual and national stability.
This is critical since educated individuals hold the capacity of designing clear goals; develop mature interpersonal relationships and innovative mindsets (Kadiso.& DiGeronimo, 2004).
This explains why student education should be supported at every level. Indeed, college education enables students to organize themselves into interactive groups that facilitate their holistic growth.
College life in perspective with the theories
Moral and Personal student development theories
According to Pascarella & Terenzini (2005), colleges are educational institutions that equip students with diverse skills. Centers that offer academic, vocational, religion, and social trainings provide students with serene environment that facilitate their development as claimed development theorists.
The services are geared to ensure that students receive social, mental, moral, and psychological growth (Kadiso.& DiGeronimo, 2004). This is to advance students’ basic competencies and moral attributes to facilitate the development of economic and social integration.
Education is a key pillar the drives economic performance in various nations. It also helps in instilling good moral and life principles crucial in enhancing harmony in the societies.
As noted by human development theorists, rational thinking is achieved systematically through learning. As students grow, they should be able to manage their emotions effectively.
They should also acquire proper goal-setting ability, identify their skills adequately, develop mature interpersonal relationship competencies, and ensure efficiency in execution of activities.
These fundamental attributes define ones ability to adopt appropriately in the rapidly changing environment (Pascarella & Terenzini, 2005). The theorists asserted that these attributes can only be achieved through education and learning since they require development of brain capacity and exposure to new ideas.
The principles provided by the theorists hold relevance in the current society to facilitate effective nurturing of students and to encourage social interaction.
Maslow’s Psychological theory
Maslow in his theory focuses on essential elements that are crucial in human development. The elements form basic needs that students should meet in their school life.
He recognizes that college life presents varied dynamics in social, economic, emotional and mental perspectives that influences students’ wellbeing (Pascarella & Terenzini, 2005). However, students should not focus on the negative aspects of life and yearn to develop holistically by balancing their activities.
Maslow asserted in his theory that students should exploit the incentives in their environment to develop social skills. This will enhance their relationship capacity and moral values to advance their dignity.
He provided various social, moral, and psychological principles that should guide students during their college life. The principles include epigenetic principle, identity, security and social principles (Pascarella & Terenzini, 2005).
In particular, epigenetic principle affirms that anything that grows emanates from a certain point hence requires nurturing through systematic procedures and ideals. This principle seeks to equip students with the requisite information on the imperativeness of the college life and its transformative nature.
Identity principle requires students to establish their potential effectively and engage in mutual relationships that are morally driven. Consequently, social principle affirms the importance of socialization with other colleagues.
Maslow asserted that social security, vital for gaining influence and confidence, is developed in colleges or institutions of higher learning (Pascarella & Terenzini, 2005).
This explains its imperativeness in developing students since social inferiority impedes individuals’ performance. The principles have been instrumental in developing students of immense credentials and good values in life.
Piaget’s Cognitive Structural Theory
As indicated, college life affects cognitive thinking and understanding of students in various settings. The theorists focus on student’s psychological and social development influenced through cognitive processes.
Students can only adjust structurally on their cognitive perceptions through consistent interaction with their peers. This enables them to develop strong understanding power critical for holistic growth.
As noted by Kadison & DiGeronimo (2004), students who seek to excel and survive well in the current environment should adopt cognitive reasoning that facilitates effective decision-making.
Cognitive incentives would also enable them to.make rational choices, control their emotions, and accept certain encounters in life. Therefore, cognitive reasoning is essential in building holistic students who hold relevant moral and academic values.
Conclusion
Indeed, student development theories have played critical roles in ensuring effective management of student affairs in learning institutions. The theories provide credible information based on research findings that hold the capacity of developing students morally, socially, mentally and psychologically.
The main aim of the life development incentives is to enable students to be responsible and goal-oriented individuals. Therefore, authorities and students should adopt the principles highlighted by the theorists to enhance their competence levels in diverse perspectives.
References
Kadison, R.& DiGeronimo, D. (2004). College of the overwhelmed: The campus mental health crisis and what to do about it. San Francisco, CA: Jossey-Bass.
Pascarella, E. & Terenzini, P. (2005). How college affects students. San Francisco, CA: Jossey-Bass.