Predictors of positive development in first-year college students

Area of Science:

• Developmental Psychology
• Higher Education Studies
• Sociology of Education

Background:

• Emerging adulthood (ages 18-25) is a critical developmental period characterized by increased independence and risk-taking behaviors.
• Incomplete executive functioning and reduced social controls during emerging adulthood necessitate understanding protective factors for positive development (PD).
• First-year college students represent a key demographic within emerging adulthood, navigating significant life transitions.

Purpose of the Study:

• To investigate the relationship between participation in civically engaged learning and positive development (PD) outcomes.
• To identify factors that promote positive development among first-year college students during a critical transition phase.

Main Methods:

• A quantitative study surveyed 225 first-year college students during the 2012-2013 academic year.
• Measures of positive development (PD) and engaged learning were administered at the beginning and end of the academic year.
• Stepwise linear regression analysis was employed to assess the predictive influence of engaged learning on PD.

Main Results:

• Participation in engaged learning throughout the academic year significantly predicted student flourishing and increased civic frequency.
• Faith affiliation and parents' civic frequency were identified as additional contributors to students' civic frequency.
• Engaged learning emerged as a key predictor of positive developmental trajectories in this cohort.

Conclusions:

• Engaged learning experiences are crucial for fostering positive development (PD) in first-year undergraduate students.
• Family influence, particularly parents' civic engagement and faith affiliation, plays a role in shaping students' civic behaviors.
• Interventions promoting engaged learning and leveraging family role modeling may enhance PD outcomes in emerging adults.