Modality of thought, campus experiences, and the development of values.

Abstract

Prior studies have shown that undergraduates' values change over time and differ depending on students' declared majors. Unfortunately, values have often been measured with modally ambiguous scales, and researchers have tended to ignore the effects of specific campus experiences on values. This study measured values with scales composed of items worded in normative, preferential, and self-descriptive modes. Values, background variables, academic majors, and campus experiences were examined in a panel study conducted with university students. Findings revealed that the three modes of thought were both associated and differentiated for values, confirmed previous findings showing associations between values and academic majors, and indicated that some campus experiences had sizable effects on values. The latter finding suggests that selected students' values can be encouraged through exposure to specific campus experiences.

Empirics on the Origins of Preferences: The Case of College Major and Religiosity

“…This issue is well recognized in the literature (Jennings 1993;Guimond 1999;Sidanius et al 2003;Duff and Cotgrove 1982;Thistlethwaite 1973;Biddle et al 1990). Unfortunately, purely cross-sectional research cannot directly address the direction of causality.…”

“…For example, they tend to place more emphasis on the environment, an attribute shared by those majoring in biology (Hodgkinson and Innes 2001). They also tend to place more emphasis on egalitarianism, tolerance, and freedom and less emphasis on business (Sidanius et al 2003;Jennings 1993;Duff and Cotgrove 1982;Biddle et al 1990). Psychology and nursing students have been reported to be higher than others on empathy (Bécares and Turner 2004).…”

“…There are some studies using complex panel data that have attempted to evaluate the reciprocal causation between college major and attitudes and values (Jennings 1993;Thistlethwaite 1973;Bécares and Turner 2004;Ethington and Wolfle 1988;Duff and Cotgrove 1982;Sidanius et al 2003;Biddle et al 1990;Guimond 1999). That research is uniform in documenting the existence of correlations between major and attitudes and values very early in the college experience (Jennings 1993;Duff and Cotgrove 1982;Thistlethwaite 1973;Sidanius et al 2003;Biddle et al 1990).…”

Stability and change in values: A meta-analysis of longitudinal studies

“…Sheldon (Sheldon et al, 2003;Sheldon & Kasser, 2001;Sheldon, 2005) has studied value changes in adolescence and early adulthood, finding that liberal environment and opportunity for sophisticated thinking in college is not supportive of materialistic and extrinsic values but promotes the development of intrinsic values. Other researchers (Blomquist, Cruise, & Cruise, 1980;Feather, 1973;Hoge & Bender, 1974;Kuh, 1976) have also documented that the mean level of values for undergraduates shift as a result of their education and their academic major in the direction away from materialist and prestige-seeking values, and toward more intellectual, socially concerned, politically aware, and aesthetic values (Biddle, Bank & Slavings, 1990). Later on in the adulthood, developmental trends in traits and roles as a function of biological maturation would helps individuals to take on the social responsibility related to work, family and civic involvement (Costa & McCrae, 2006).…”

The Occupational Expectations of Undergraduate Students in the Conservatory Piano Majors

“…Factors such as successes/failures and the quality of educational environment can lead to changes in their occupational expectations in the early years of the individuals' university education. Biddle et al (1990) reported in their study that university experience may lead to a change in the perspectives of individuals regarding their lives in the future.…”