Art is part of our natural human behavior. For four years, college students go through several developmental stages. Art in higher education can become a fundamental part of students’ behavior. Like language and laughter, art is a basic part of the self-concept and development. Experimental learning is one outline of the many comprehensive theories of college student development that can be used as measuring tools for administrators, professors, institutional policies, improvements, and practices. The college environment is a place that fosters outcomes of growth and challenges, and as a result, support is needed because a student lives different levels of maturity within social contexts. College can be an “advisory circle” as the environment provides education, support, realization, awareness, and knowledge that develop strength for the future and the world ahead. The purpose of this study is to examine the relationship between art and non-art majors and the development of the self-concept in higher education. The data is derived from senior students at four-year institutions who completed the college senior survey from the Cooperative Institutional Research Program (CIRP) of the Higher Education Research Institute (HERI) of UCLA. Descriptive statistics, cross-tabulations, and chi-square testing were performed to examine the relationship between art and development of the self-concept in higher education. The major themes of the college senior survey are academic and social adjustment, sources of satisfaction and dissatisfaction, academic, residential and employment experiences, plans for the next academic year, patterns of behavior, life goals and self-concepts, and feelings of personal success. The findings of this study suggest that art majors and art careers have a good self-concept when studying the controlled variables of gender, race/ethnicity, GPA, art majors/non-art majors, career occupation, institution type, and control. The independent variables that are the HERI standards of student/faculty interactions, educational environment/climate, campus environment satisfaction, academic achievement/change, and learning styles/self-rating were also examined alongside the dependent variables of character and development of art and non-art majors’ self-concept, self-esteem, ideal self, and self-image.
|Commitee:||Cicirelli, Anna, Doria, Jr., Joseph V.|
|School:||Saint Peter's University|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 79/09(E), Dissertation Abstracts International|
|Subjects:||Art education, Educational leadership, Higher education|
|Keywords:||Art, Developmental stages, Experimental learning, Higher education, Life goals, Self-concept|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be