1. Dr. Marcus Lee Johnson Developmental & Learning Sciences University of Cincinnati Student Development Theory Workshop September 24 th, 2013 1

2.  B.S. Human Development, ◦ University of California, Davis  Teaching Credential: Biology, ◦ University of California, Irvine  M.S. Educational Psychology, ◦ University of Nevada, Las Vegas  Ph.D. Educational Psychology, ◦ University of Nevada, Las Vegas 2

3. Motivation Task Values Hot Cognition Science Education Human Development Conceptual Change Learning 3

4.  Is “emerging adulthood” something we just made up? 4

5. Approximate Age Psycho Social Crisis Existential Question Examples 0–2 yearsBasic Trust vs. Mistrust Can I Trust the World? Feeding, Abandonment 2–4 years Autonomy vs. Shame and Doubt Is It Okay To Be Me? Toilet Training, Clothing Themselves 4–5 yearsInitiative vs. Guilt Is It Okay For Me To Do, Move and Act? Exploring, Using Tools or Making Art 5–12 yearsIndustry vs. Inferiority Can I Make It In The World Of People And Things? School, Sports 13–19 years Identity vs. Role Confusion Who Am I? What Can I Be? Social Relationships 20–39 yearsIntimacy vs. IsolationCan I Love? Romantic Relationships 40–64 years Generativity vs. Stagnation Can I Make My Life Count? Work, Parenthood 65-death Ego Integrity vs. Despair Is It Okay To Have Been Me? Reflection on Life 5

6. 6 Level of Exploration Level of Commitment HighLow High identity achievement moratorium Low identity foreclosure identity diffusion

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8.  “Adolescents’ capacity to think about possibilities opens up the world of the ideal. Teenagers can imagine alternative family, religious, political, and moral systems, and they want to explore them. They often construct grand visions of a world with no injustice, discrimination, or tasteless behavior... [yet] once adolescents come to see other people as having both strengths and weaknesses they have a much greater capacity to work constructively for social change and to form positive and lasting relationships” (Berk, 2010, p. 305).  What are the advantages and disadvantages to this? How might it inform your interactions with emerging adults? 8

9. Chickering's Theory of Identity Development Engaging College Motivations  Developing Competence  Managing Emotions  Moving through Autonomy toward Interdependence*  Developing Mature Interpersonal relationships  Establishing Identity  Developing Purpose  Developing Integrity  Setting goals and reducing competition (Achievement Goal Theory)  Competence, Autonomy, and Relatedness (Self- Determination Theory)  Enhancing self-efficacy and task value (Expectancy-Value Theory) 9

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11. Johnson & Nussbaum (2012) Johnson & Kestler (2013)  N =178 undergraduates at a large public southwestern university.  Traditional students defined as 18-23 year olds, most entering college from high school. Nontraditional students defined as 24 years of age and older, having taken time off from school.  Results from a MANOVA indicated that the traditional student cluster scored significantly higher on emotion-oriented coping than did the nontraditional cluster.  Emotion-oriented coping was related negatively to academic achievement (GPA); as well as both mastery-avoidance and performance-avoidance goals.  A total of 121 traditional and 36 nontraditional students were assessed using the 3 x 2 Achievement Goal Questionnaire.  The traditional students endorsed other-approach and other-avoidance goals to a greater degree than nontraditional students.  Other-avoidance goals were negatively related to students’ cumulative GPA. 11

12.  Johnson & Sinatra (2013)  166 undergraduate students were randomly assigned to one of three task value instructional inductions (utility, attainment, and control) to determine whether induced task values would result in different degrees of engagement and conceptual change when reading a refutation text about the common cold.  Statistical differences were observed among the participants in the task value and control conditions on perceived engagement as well as conceptual change. The results indicate that the participants who were in the utility condition rated their engagement as significantly higher than those in the control condition. Furthermore, participants in the utility condition demonstrated the greatest degree of conceptual change. 12

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14.  Western societies grant little formal recognition to movement from childhood to adolescence or from adolescence to adulthood.* 14