Change in self-actualizing, assessed by the Personal Orientation Dimensions (POD), was examined for two sections of a sophomore level psychology class. The subjects were administered the POD at the beginning and the end of the semester. No significant differences were found in the amount of change in self-actualizing between the two groups. It was suggested that college may be a growth experience and that students at the sophomore level will not engage in growth exercises if they feel it is not related to their grades. It was further suggested that more research is needed on the POD and of ways to combine affective with intellectual components in educational settings.
| Identifer | oai:union.ndltd.org:WKU/oai:digitalcommons.wku.edu:theses-3638 |
| Date | 01 April 1977 |
| Creators | Miller, Michael |
| Publisher | TopSCHOLAR® |
| Source Sets | Western Kentucky University Theses |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Masters Theses & Specialist Projects |
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