INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UME fiUbns the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Aibor MI 48106-1346 USA 313/761-4700 800/521-0600 PSYCHOSOCIAL DEVELOPMENT OF COLLEGE STUDENTS IN TAIWAN DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Yu Huang, B. Ed, M. S. Ed. ***** The Ohio State University 1999 Dissertation Committee: Approved by Professor Robert F. Rodgers, Advisor Professor Leonard L. Baird Advisor Professor Janet L. Henderson College of Education UMI Nimber; 9931616 UMI Microform 9931616 Copyright 1999, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Copyright by Yu Huang 1999 ABSTRACT After the end of martial law in 1987, student affairs in Taiwan was in transition. Based on U. S. experiences, the researcher believes the goals for student affairs in Taiwan need to move from in loco parentis to student development. However, no college student development theory is currently in use in Taiwan. The purpose of the study was to develop an instrument to measure Chickering’s psychosocial development theory that was sensitive to Taiwanese college students and their culture and then to explore differences in the development based upon ranks, gender, major, academic involvement, faculty-student relationships, peer relationships, family relationships, and living, co- curricular, and work experiences. This study also determined which independent variables explained the greatest amount of unique variance in psychosocial development for all college students, male students, female students, and different ranks o f students in Taiwan. A Chinese College Student Psychosocial Development Inventory (CCSPDl) was developed by the researcher to collect data. Face, content and construct validity were established by a panel of experts, a field test, a pilot study and formal study. The reliability of the instrument was determined by an internal measure of consistency from pilot and formal study. 11 Twenty institutions were selected from the total of 78 institutions based on the proportion in the target population in terms of location, public/private, and university/college. The CCSPDl was administered to 1420 Taiwanese college students who were randomly selected from 20 institutions based upon the proportion of the target population by major, gender and class rank. 945 respondents were used in the study. Multivariate Analysis of Variance (MANOVA) and Multiple Regression statistics were used to analyze the data. The findings indicate the psychosocial development of college students in Taiwan follows Chickering’s theory with the development increasing from freshman to upper class. There is no gender difference; however, female students, comparing with the male students, disadvantage on the development of competence, emotions, autonomy, and purpose. Major, academic involvement, faculty-student relationship, peer relationship, family relationship, living experience, co-curricula experience, and work experience all make significant differences on psychosocial development for Taiwanese students. After controlling for personal characteristics and class rank, college experiences can significantly explain the variance of psychosocial development in each vector ranged from 41% to 17%. Academic involvement and peer relationship are the two most important factors to explain the variance of psychosocial development in all vectors for Taiwanese students. The results of multiple regression indicate that the developments for different ranks and different gender of students in different vectors were explained by different college experiences. Based on the findings, recommendations for practice and for further research are presented. Ill Dedicated to my late father, Yu-Chung Huang, husband, Mu-Piao Shih, and children, Hsin-Ya, and Hsin-Wen IV ACKNOWLEDGMENTS There are many people who have been so helpful and supportive to me as I have worked toward the dissertation and my doctoral degree. Sincere thanks go to my advisor. Dr. Robert Rodgers, for his thoughtful, intellectual support and continuous encouragement which made this dissertation possible. His teaching on college student development theories guided me develop the theoretical foundation for this study. His expertise on Chickering’s theory and related researches helped me find the focus and finish this study quickly. His openness and support to me is unmatchable. I would like to thank Dr. Janet Henderson for her kind, intellectual guidance, accessibility, and patience in correcting both my methodological and language errors. I would also thank Dr. Leonard Baird for his accessibility and encouragement. His teaching on the area of college environment helped me develop a focus on related environmental factors in the study. I want to extend a special thanks to Dr. Robert Warmbrod for teaching me advanced statistics and guiding me in statistical explanations. My gratitude also extends to Dr. Mary Ann Sagaria, Dr. Ada Demb, and Dr. Susan Jones for their intellectual teaching in the field of higher education and student affairs and continuous encouragement and support for my study. Thanks to all classmates in higher education for their friendship, sharing, support, challenge, and encouragement during these three years. Special thanks give to the members of the panel and all participants in pilot and formal study. All of you have contributed to the findings of the study. I have learned a lot from you. Special gratitude also goes to the colleagues in the Department of Civics and Moral Education in the National Taiwan Normal University for supporting my study in the Ohio State University. One regret thing happened during this period is that my father passed away at last November. However, the memory of his love and expectation was an important force to push me finish the dissertation. Finally, my husband, Mu-Piao Shih, deserves my most sincere love and gratitude for him. Without his unfaltering support, continuous encouragement and sharing, and taking whole responsibilities to family in Taiwan during these three years, it is impossible to finish the study and the dissertation. My two lovely daughter, Hsin-Ya and Hsin-Wen, thanks for understanding the separation of family and taking good care of yourself in Taiwan. VI VITA September 08, 1954 ................................ Bom - Taipei, R. O. C. 1972 - 1977 .............................................. B.Ed. Civic and Moral Education, National Taiwan Normal University, Taipei, R. O. C. 1976 - 1977 ............................................. Civics Teacher and Director, Division of Guidance, Taipei Ta-Li Girls Junior High School, Taipei, R. 0. C. 1978 - 1979 .............................................. Teaching Assistant, Department of Civic and Moral Education, National Taiwan Normal University, Taipei, R. O. C. 1980 - 1981 .............................................. M. S. Ed. Guidance and Counseling, University of Wisconsin-River Falls, River Falls, W1 1985 - present .......................................... Instructor, Department of Civic and Moral Education, National Taiwan Normal University, Taipei, R. O. C. PUBLICATIONS Research Publication 1. Huang, Y. (1996). The roles and functions of college student affairs. Bulletin of Civic and Moral Education. 5. 167-192. 2. Huang, Y. (1995). The reflection and perspective of college student affairs. Bulletin of Civic and Moral Education. 4. 333-357. V ll 3. Huang, Y. (1994). The implementation and perspective of co-curriculum activities of junior high school. Bulletin of Civic and Moral Education. 3. 288-307. 4. Huang, Y. (1992). Bring into positive function for co-curriculum activities. Journal of Counseling and Guidance. 76. 2-5. 5. Huang, Y. (1986). Reaching the goal of civic education: The implement of student co-curriculum activities. Journal o f Secondarv Education.37 ( 5 ) 42-48. 6. Huang, Y. (1985). Psychological education and adolescent guidance. In R. Z. Hsieh (Ed.), Problems and guidance of todav’s adolescents (pp. 343-386). Taipei, Taiwan: