Category: Personal Growth

Abstract

University years are often regarded as a period of transition to adulthood. Researchers agree that university experiences have certain effects on peoples personal development. However, it is still necessary to learn more about how this period affects peoples development. This study explores some effects that university experiences have on students. A qualitative research design is used to address the research problem. Eight students took part in the research. The chosen data collection method was the semi-structured interview, as this method enables the researcher to elicit a lot of information and encourage the participants to share their views freely. Open coding was used as the data analysis method. From this study, it is found that university experiences have had an impact on the interviewees personal development in terms of social interactions, maturity, independence, and the acquisition of positive habits. The participants report that they have become more extroverted, flexible, independent, and mature. It is thus clear that a university can be regarded as a positive environment that shapes students personal development.

Introduction

Psychological and emotional development differs at different stages of human life. The periods of adolescence and young adulthood are influential as they tend to shape how people transition into adulthood. For instance, the ways people interact with others are often shaped by their university experiences (Newman & Newman, 2014). Moreover, university experiences can affect the way ones identity develops (Scott, Whiddon, Brown, & Weeks, 2015). It is necessary to note that social identity theories prevail in the modern academic world when it comes to analyzing the effects of educational experiences on students development (Patton, Renn, Guido, & Quaye, 2016). This theoretical framework entails a focus on various aspects including but not confined to such areas as ethnicity, race, gender, and sexual orientation.

At the same time, it is still unclear whether university experiences can shape peoples features such as their major character traits, leadership styles, worldviews, and so on. McAdams (2015) states that university life can often be regarded as a positive environment that positively affects students personal development. The purpose of the present study is to identify whether university experiences influence students personal development. To this end, the research question is as follows: can ones university experiences affect his or her personal development?

It is important to mention my biases and background to ensure that these biases will not affect the process of analyzing and collecting data. I am a university student whose personal features were somewhat shaped during my first year of studies, which means that I expect to find that university experiences have many effects on individuals. Therefore, it is important to remember that there may be people whose identities and characters remained unchanged.

Methods

Methodology and Method

This study focuses on peoples perspectives and attitudes, which means that their accounts must be analyzed. I used the qualitative research design as it enables researchers to explore peoples views and attitudes rather than estimate correlations and particular trends (Creswell, 2014). Furthermore, I used a case study research design to address the research question mentioned above. I chose this approach because the present study concentrates on a particular group (i.e. students) and their perspectives.

Sampling

I employed convenience sampling as the studys sampling method. This method enables the researcher to choose participants who will eagerly and openly share their experiences (Creswell, 2014). Random sampling cannot ensure this important element as people chosen randomly may agree to participate but still not share their ideas openly and freely. The participants of this study included the researchers friends and acquaintances, as well as random students who agreed to participate (and were recruited on the universitys campus). The major criterion to be eligible for the study was being a current student. Other variables (such as gender, age, and ethnicity) were not taken into account.

Data Collection and Processing

I chose the semi-structured interview as the data collection method since it enables the researcher to elicit as much information as possible. In this method, the researcher uses a set of prepared questions to remain focused on the matter at hand (Creswell, 2014). At the same time, the chosen data collection method enables the researcher to ask clarifying questions and dig deeper, making it possible to identify new themes and concerns during interviews.

A review of the existing literature, as well as personal experience, shows that some parts of peoples lives and personalities undergo certain changes during their academic years. The prepared questions addressed several aspects of university experiences and their impact on personality. The questions highlighted such areas as the participants courses, how they feel about them, their expectations concerning their university experiences as compared to reality, and habits and personality traits acquired. Furthermore, I encouraged the participants to share their ideas concerning how they changed (if any), the people and events that caused these changes, and important lessons learned. All these areas helped the researcher identify whether university experiences affected the participants personal development. The interviews were audio-recorded and transcribed. After the transcription of the interviews, I deleted the records. I read each transcript several times, and the most recurrent themes were identified. I utilized open coding as the data analysis tool.

Ethics

The participants were informed about the purpose of the study and its major features. I also assured them that their personal information would be confidential and secure. The participants names were not disclosed; they were only referred to by participant number. The questions asked were clear and unbiased, and the participants were able to withdraw from the study at any point or refuse to answer any questions. The participants signed written consent forms in which all these aspects were highlighted.

Results

This research involved eight participants, five of whom were second-year students and three of whom were first-year students. The participants had different majors including business and sociology, chemical engineering, business and finance, law, music technology, computer science, languages, and psychology. The following themes were identified: background information, expectations, and reality, personal traits before and after entering university, attitudes towards studies, habits, lessons learned, transitional events, and people who affected the participants in any way. As for any changes in the participants personalities, the participants named such areas as independence, confidence, maturity, self-organization, ambition, sociability, and flexibility. For instance, over half of the participants (over 60%) stressed that they have become more extroverted. Participant 8 notes, At uni, I push myself to act more extroverted (Participant 8). All participants state that they have become more mature and independent and have reached another level of maturity (Participant 6). Being more disciplined or more organized with work is another important aspect mentioned.

It is necessary to add that the participants anticipated university to be a challenge with a significant workload. Most of the interviewees report that their academic lives are busy and that studies can be regarded as a challenge. Only one participant states the opposite:

I thought I would be quite busy with my work and study and stuff, but, it is erm& quite free, I mean, erm, my timetable is not as packed as I thought it will be (Participant 3).

Interestingly, participants also mention that during their studies, they have acquired the skills necessary to interact with others more successfully. One of the interviewees states that university experiences transform a student into someone who can merge in with different people (Participant 4). The majority of participants (six out of eight) would recommend the university to other people, while two interviewees mention the financial aspect, which makes higher education less worthwhile than it could be. I expected that the participants university experiences would be associated with picking up new habits. However, only two participants mention the appearance of new habits. One of these habits was a new accent, and the other habit was a healthier diet.

As for transitional events and people who have changed the participants personalities, only a few interviewees mention some specific events or people that changed something in their lives or personalities. However, these interviewees do not provide many details on the matter. For instance, one of the participants explains thus: These are the two people who have helped me, the first gave me confidence and the other helped me find ambition (Participant 4). It is necessary to note that all the participants state that they are quite ambitious and claim that this trait of their characters had appeared long before they entered university. Importantly, they stress that this trait is what enabled them to enter university.

Discussion

Extroversion

The results of this study show that university experiences have had an impact on the participants personal development. One of the major effects is associated with sociability. The participants stress that they have become more open and flexible when interacting with other people. McAdams (2015) claims that extroversion is both a predisposition and an acquired feature. The researcher stresses that a positive environment plays an essential role in the development of extroversion. Even if people are quite introverted by nature, they can become more open and active in positive environments. Indeed, the results of this study reveal the relevance of this assumption. All the participants have found themselves in positive environments in which collaboration between different people is the norm. This positive environment (which is often a characteristic feature of university life) has had positive effects on the interviewees personal development.

The perspective of one participant in particular is especially interesting in this respect. Participant 8 makes an active effort to be more extroverted, saying, I push myself to act more extroverted. The interviewee reports that university experiences are positive overall and that being more extroverted is regarded as a way to improve and develop oneself. At that, it is still clear that the environment plays a central role in the process of this participants development.

Maturity & Independence

Maturity and independence are aspects mentioned by all participants. These concepts are quite interconnected. The participants argue that they have to be more mature in university as they do not have anyone on whom to rely. The majority of interviewees mention the roles that their parents and school teachers played during their school years. University experiences are quite different as students have to make decisions, manage their time, prioritize tasks, and so on. Roberts and Nickel (2017) note that people mature with age, and the period of young adulthood is central to this process. The researchers also add that maturity occurs due to the increased independence of individuals as well as their active participation in social life. When people start fulfilling certain social roles (e.g., of a student, a parent, a spouse, an employee), they become more responsible, agreeable, and flexible.

The participants use similar arguments when describing their maturity and independence. They claim that they have been forced to mature as they have no one else to make decisions for them. The role of a student implies the need to interact with various people, manage schedules, prioritize tasks, manage finances, and so on. The participants claim that they have learned to complete such tasks, which has made them significantly more mature.

Habits

As mentioned above, it was expected that participants would acquire some new habits during their university years. However, the vast majority of participants could not think of any habit acquired during this period. All of their current habits (e.g. drinking and going out) appeared before their enrolment in a university. However, one case is quite interesting as the participant mentions the acquisition of a positive habit, which is healthy eating. It is possible to assume that the lack of free time and financial resources, a common feature of student years, can often contribute to the development of unhealthy eating habits. Nevertheless, Participant 7 states that the habit acquired during university years was healthier eating. Researchers state that healthy eating is becoming a widespread convention among university students (Deliens, Clarys, De Bourdeaudhuij, & Deforche, 2014). The environment shapes peoples choices concerning food. The perspective of Participant 7 can be regarded as evidence supporting this assumption. The interviewee contemplates the reasons for the development of this habit and notes that it could have appeared possibly because of socializing more and being more aware of people (Participant 7). It is clear that the environment plays a central role in the development of healthy lifestyles.

Concluding Remarks

In conclusion, it is possible to state that university experiences have had a significant impact on the participants personal development. The major areas affected include extroversion, maturity, and independence. The interviewees emphasized that they have positive attitudes towards their university years as contributing to their personal development. Apart from being a certain kind of investment in their future (one that is necessary to acquire a good job), university experiences have made them more prepared for adulthood. The participants stress that they have become more flexible, open, and matureall features that are vital for their successful transition to adulthood. It is necessary to note that this study has certain limitations as the number of participants is quite small. However, this research can become the basis for further studies aiming at the identification of major influences that university experiences have on students personal development. In future studies, it will be important to increase the sample size and ensure that the research participants are proper representatives of the student population at large.

References

Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE.

Deliens, T., Clarys, P., De Bourdeaudhuij, I., & Deforche, B. (2014). Determinants of eating behaviour in university students: A qualitative study using focus group discussions.BMC Public Health, 14(1). Web.

McAdams, D. P. (2014). The art and science of personality development. San Francisco, CA: Cengage Learning.

Newman, B. M., & Newman, P. R. (2014). Development through life: A psychological approach. San Francisco, CA: Guilford Publications.

Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college: Theory, research, and practice. Stamford, CT: John Wiley & Sons.

Roberts, B. W., & Nickel, L. B. (2017). A critical evaluation of the Neo-Socioanalytic Model of personality. In J. Specht (Ed.), Personality development across the lifespan (pp. 157-179). Cambridge, MA: Academic Press.

Scott, M., Whiddon, A. S., Brown, N. R., & Weeks, P. P. (2015). The journey to authenticity: An analysis of undergraduate personal development. Journal of Leadership Education. Web.

Appendix A

Interviewer (I): I am going to ask you a few questions about university and your expectations&

Participant (P): Okay.

I: And how you feel youve changed over your time at uni. Im going to start off with a few general questions. So, what course do you study?

P: Erm, Business and Sociology

I: Uhmm, and you are second year right?

P: Yeah

I: So, just before I go any further, are you okay with me recording this interview?

P: Oh, yeah

I: thats fine, I just have to ask the question as a psychologist

P: I understand

I: Erm, so first of all, what were your expectations of uni when you first started?

P: Erm, I didnt really have much expectations. I know I was excited to start&

I: yeah

P: And I knew that some of my friends from school were going to be in my business lectures&so that made me feel better about everything because I already knew some people.

I: Before you started uni, what kind of person would you say you were?

P:&.I think I was very like&I think i isolated myself a lot to be honest.

Introduction

Human behavior is a reflection of natural environmental constructs hence the emergence of ethnographic studies. The exploration of socio-cultural foundations fosters the derivation of insights concerning the interdependence between the community-based practices and individuality. In a research by Chao (2021), deforestation significantly influenced the mores and virtuosity among the locales in Papua region. Chao (2021), indicates that the profound cutting down of sago and oppressing personalities on advocacy of sustainability threatened social identity and mental well-being. Notably, there is a profound multispecies ethnographic framework that involves variables affecting character development amid people. The intersectionality between individuality and environment is the foundation of multispecies ethnography that decenters the human.

Multispecies ethnography encompasses the integration of distinct values and the effect to human beings. In research by Lemon (2015), the author indicates the influence of human activities to the behavior among dogs in the Soviet nation. According to the researcher, the use of dogs during World Wars fostered the prominent bond between individuals and the animals. As a result, the dogs scavenge the region thus determining the profound effect of interaction among parties. In this case, there is significant exploration of behavioral constructs among entities as a consequence of the World Wars. Aggression negatively affects perceptions and appeals among people thus the importance of integrating moral and virtual approaches in the daily socio-economic activities.

Understanding Multispecies Ethnography

Anthropology is an essential field of study cause of the derivation of insights concerning cultural diversity. According to Heise (2016), the meetup between humans and other species is a condition that risks the loss of aesthetic value. Therefore, it is crucial to address the imminent dangers of interaction involving exploitation for additional benefits among people. The exploration concerning interdependence among all living organisms fosters the necessity of implementing sociological aspects complementing sustainable practices.

The principles of environmental law encompass the dynamic issues that control the balance between human activities and the environment’s aesthetic value. The integral values that constitute the environmental law’s principles include management of waste, production of food, water reserves, the remediation and control of pollution rates, the protection of animals and plants, construction and emission activities, and mining (Tremblay-Huet, 2018). These elements variably influence the effectiveness of the principles of environmental law. Over the decades, technological advancement’s evolutionary trend rendered the change in the environmental laws to enhance efficiency. In most cases, the importance of sustainability lies in integrating both efficient resource utilization and the promotion of public health.

The interdependent relationship between pollution and environmental law is an ideology that highly depends on the effectiveness of the governance system. Politics played a role in the emergence of overexploitation of natural resources mainly because of the government’s lack of defining the various zones of human settlement. After the Second World War, governments focused on increasing the production of goods to enhance economic growth and compensate for the loss incurred during the war. It is also a period that technological advancement intensified. Politics became the determinant element to the determination of biodiversity protection, but the majority of the leaders focused on the essence of power. Ideally, the majority of the leaders abandoned the environmental protection acts and allowed the exploitation of natural resources (Garmestani et al., 2019). An excellent example is the overfishing done by the Japanese government to satisfy the population with an adequate supply of seafood and maximize the exportation business. In essence, the Japanese government’s politics enhanced the overexploitation of marine life to boost the country’s economic growth, hence rendering the concept of environmental pollution.

In a different scenario, the international relations and conventions sought to establish the short-term and long-term concept of protecting the environment. These initiatives engulfed the primary goal of sustainability. Although the nations managed to determine specific regulations that enhance sustainability practice, such as the cap of CO2 emission, dumping of waste in water bodies, some countries forged records to earn the green initiative position. In a survey conducted, the researchers established that some states form records through political ideals to achieve the primary goal of profitability (Agenda, 2018). An excellent example is the dumping of waste. The spill of waste exercise is a costly venture; therefore, some governments focus on invoking political attitudes across other countries to sign off a deal in providing a dumping site. As a result, politics become an emblem of the malpractice of unsustainability with environmental racism being experienced in the receiver country.

In essence, the implementation of sustainability ideals is a significant issue facing the global government under the mainframe of capitalism. Another excellent example involves the adherence by the automobile companies to the cap rule of CO2 emission. Although the companies appreciate the initiative by the United Nations concerning sustainability, some of the conditions render extra expense to the production by the company (Agenda, 2018). In this case, the automobile companies focused on incorporating technological advancements as the tool of increasing the efficiency level of the cars. It is an adaptation that contributed to the adherence of the law without the stake of politics.

Personality Growth and Development

Human beings are social and the capital affects the growth and development of an individual. On the one hand, domestic violence risks exposing a child to learning the negative moral values in resolving issues and disputes. On the other hand, the intentional aggression towards people renders the realization of the importance of rehabilitative behaviour. The theory contributes in the understanding about the influential aspect of therapeutic environment. It is important that families focus on the implementation of initiatives the enhance the effective ideologies in problem-solving (Patra et al., 2018). Apart from the mainframe from the social learning concept, it is the responsibility of the community to establish institutions to boost the healthy and rehabilitative surrounding for addicts. Addiction negatively influences the networking among persons due to the reliance on adequate financing for drugs. In this case, it is essential to incorporate metaparadigm treatment to elevate the quality of living and connectivity.

Public opinion plays a crucial role in the implementation process of a policy due to the necessity to address the divergent viewpoints. Strategies that aim at improving the growth and development of a region rely on the ability of the individuals’ endorsement (Boke, 2019). An excellent example of an approach is the incorporation of a community-based intervention enhancing the rehabilitation among criminal offenders (Lemon, 2015). It is an initiative that requires the coordination among all stakeholders to boost the performance outlier. On the one hand, guidelines establish the marginal expectation from particular interdependent theoretical frameworks. On the other hand, the mainframe is a reflection of the optimal contribution by all parties. According to Schulthies (2019), the development of participatory asset mapping requires the optimal engagement of different people within a region to enhance the collection of crucial information. The mapping process is a reflection towards the profound impact to the establishment of action plans boosting the quality of service. Sustainable growth and development depend on the integration of certain initiatives that enhance the relationship building among dynamic participants while elevating impact of social equity.

Proficiency in social work is a multidimensional phenomenon that requires the acquisition of advanced knowledge and skills during the interaction. The expertise enshrines such facets as communication, cultural competence, organization, critical thinking, active listening, and advocacy. Primarily, it is crucial for the personnel to establish relations with the community members to enhance the gathering of vital details regarding the welfare and the challenges affecting the growth and development (Midgley et al., 2019). Different ethnic groups foster different customs and norms hence the importance to establishment a functional framework enhancing the recognition and appreciation of dynamic perspectives. The diversity is a platform that ensures the sharing of information and strategies regarding equity and the effectiveness in service delivery through the programs.

Racism is one of the common social problems within the American community thus the prominence to incorporate competent solutions through policies. Discrimination based on ethnic identity is a problem that renders the unequal distribution of resources that leads to the marginalization of the groups. However, the introduction of guidelines regarding the engagements and interaction among the personnel enhance the participation in the growth and development and trickle-down effect of the benefits (Jansson, 2018). The action plan that involves the alleviation of the matter requires the establishment of the interdependence between the interests of the public domain and the ideal approaches. Therefore, the procedure entails defining the problem, identifying the available community-based resources, and determining the core factors promoting equity across the domain.

A video game is an emblem of physical education despite its unique aspect of limiting physical movement but optimizing cognitive functions. Researchers establish that university students from the adolescent stage engage in dynamic activities with a significantly higher adventurous and entertainment index (Zurita-Ortega et al., 2018). There is a profound interdependent relationship between video games and the players’ physical health. According to Zurita-Ortega et al. (2018), the sedentary state while playing video games poses a significant impact on physical well-being due to the lack of exercise of the body. It is essential to establish the key variables that attribute the effect of video gaming among the players despite the age group.

Video gaming is a bilateral phenomenon that involves both active and sedentary playing fields. The hypothesis in the article engulfs determining the effect of video gaming to the increase in lean and fat mass, men showing more adverse effects than women, and the positive impact of the intervention program (Zurita-Ortega et al., 2018). Further, the researchers utilize longitudinal and qualitative analysis for the derivation of in-depth results. The active state of engagement improves the cognitive and physical functionality of the human body. Therefore, video gaming is an initiative that proficiently contributes to improving well-being among adolescents with minimal exposure to dangerous elements, cause of its indoor factor. Exergames foster the solution to the debate regarding the negative effect of video games among players, especially physical health.

Decentering Humans in Multispecies Ethnography without their Exclusion

A significant percentage of the global population encounter a profound challenge concerning research on animals and plants without relevance on humans. Candea (2010) conducted research concerning the impact of decentering human from multispecies ethnography without their exclusion under the spectral view of meerkats social behavioral study. In the research, it is noted that meerkats live in groups with one dominant male and female. The exploration fostered the realization of understanding animal behavior under dynamic approaches. In this case, animal behavior researchers in Kalahari Desert feature a series inferred to profound essence of meerkats’ survival in the jungle. The Meerkat Manor series is an excellent example of decentering humans in multispecies ethnography without excluding the people. Primarily, individuals appreciate the form of entertainment fostered through the spectral view of meerkats’ animal behavior. As a result, it is crucial to integrate engagement and detachment of animal and human relations.

Human beings are composite creatures and an embodiment of distinct value of interdependence on nature. It is important to study people’s culture under the spectral view of ecological sustenance to promote sustainability. The lack of sustainability renders the profound negative effect of ethnographic ideologies. TallBear (2011), in the video argues that individuals cohabit with other animals as an anthropological aspect on mutualism and essence of nature to social growth and development. The marginal difference in exploring animals and plants behavior renders the insights onto relevance of implementing policies that complement aesthetic value of living organisms globally. One of the entities that renders the decentralization of humans within the multispecies ethnography include a comprehension of justice and moral practice.

Conclusion

Consequently, multispecies ethnography is a multidimensional phenomenon that significantly affects the living quotient between people. Human behavior depends on the environment and optimal use of the moral code. The poor implementation of virtual acts risks the necessity of the interdependent relationship between a child’s growth and the surrounding. It is crucial to illustrate to the frameworks that attribute to the social advancement and cohesion amid people. Multispecies ethnography renders the necessity of decentralizing the existence of individuals under different spectral views to articulate the importance of sustainability and ideological interpretation to the nature of interaction.

References

Agenda, P. (2018). United Nations Environment Programme. Group, 11, 11h15.

Boke, C. (2019). Plant listening: How North American herbalists learn to pay attention to plants.Anthropology Today, 35(2), 23-27.

Candea, M. (2010). ‘I fell in Love with Carlos the Meerkat’: Engagement and detachment in human- animal relations.American Ethnologist 37 (2): 241-258.

Chao, S. (2021). Children of the palms: growing plants and growing people in a Papuan Plantationocene. Journal of the Royal Anthropological Institute, 27(2), 245-264.

Garmestani, A., Ruhl, J. B., Chaffin, B. C., Craig, R. K., van Rijswick, H. F., Angeler, D. G.,… & Allen, C. R. (2019). Untapped capacity for resilience in environmental law. Proceedings of the National Academy of Sciences, 116(40), 19899-19904.

Heise, Ursula. (2016). Biodiversity, Environmental justice, and multispecies communities. In imagining extinction: The cultural meanings of endangered species (University of Chicago Press), pp.162-201

Lemon, A. (2015). MetroDogs: The heart in the machine.Journal of the Royal Anthropological Institute, 21(3), 660-679.

Midgley, J., Surender, R., & Alfers, L. (Eds.). (2019). Handbook of Social Policy and Development. Edward Elgar Publishing.

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice. (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

Patra, P., Prakash, J., Patra, B., & Khanna, P. (2018). Intimate partner violence: Wounds are deeper.Indian Journal of Psychiatry, 60(4), 494.

Schulthies, B. (2019). Partitioning, phytocommunicability and plant pieties. Anthropology Today, 35(2), 8-12.

TallBear, K. (2011). Why interspecies thinking needs indigenous standpoints. Cultural Anthropology, 24.

Tremblay-Huet, S. (2018). Should environmental law learn from animal law? Compassion as a guiding principle for international environmental law instead of sustainable development. Revue québécoise de droit international/Quebec Journal of International Law/Revista quebequense de derecho internacional, 125-144.

Zurita-Ortega, F., Chacón-Cuberos, R., Castro-Sánchez, M., Gutiérrez-Vela, F. L., & González-Valero, G. (2018). Effect of an intervention program based on active video games and motor games on health indicators in university students: A pilot study. International Journal of Environmental Research and Public Health, 15(7), 1329.

The 18th century French philosopher Denis Diderot’s remark that “Only passions, great passions can elevate the soul to great things”, is significant and deserves primary attention as a close look at history reveals that all the great people were obsessed with some passion or the other. The ambition and the passions of an individual are closely linked as one is most likely to go after his most dominant passion to cherish his ambition in life.

It is the innate passion of the individual that motivates him and leads him to undertake any amount of challenges for the accomplishment of his dreams and ambitions. Each individual has his/her own unique passions and my greatest passion in life is for the poor and needy humans.

Hailed from a very poor region in Russia and having lost my dad at the age of 15, I always had a passion to make this world a better place for the poor and the homeless children whom I came across from my early childhood onwards. Thus, my passion for the suffering humanity has drastically changed my life and this instilled in me a strong desire to dedicate my life for their cause. Within no time I realized that I needed to pursue the career of a social worker to fulfil my passion for the poor and downtrodden section of the society.

My desire to become a committed social worker transformed my way of life too. I became more and more interested in social issues, and each time I saw injustice and maltreatment done to the helpless, I was tormented with sympathetic and empathetic feelings towards them. I still remember how I dreamt of building a huge house in my locality so that I can provide solace and shelter to the homeless and the needy. I even cherished the fantasy of building a shelter for the strayed animals and birds that did not have a resting place to sleep. I wanted to learn more about social problems and my passion for the society and the people around me prompted me to pursue my higher studies either in psychology or sociology.

My passion for the suffering humanity was so strong that I always enjoyed travelling, discovering new cultures, and meeting new places and people. Knowing more about various cultures and human beings provided me immense satisfaction and I used to spend sleepless nights learning about human behaviour and human psychology. After my school studies I decided to pursue my higher studies at the California University where I want to study either Health and Social Care Management or Sociology.

My family members realized how determined I was in the pursuit of my ambitions and I am grateful to my mother and relatives for providing me constant support, encouragement and confidence. One of the reasons I wanted to study in California was that I really fell in love with Los Angels the very first time I visited the city. Besides, I am fascinated by the American culture and I believe that Los Angels is the right place to equip myself with the necessary knowledge and skills to cherish my passion in life-that of helping the humanity and making the lives of the people around me happier.

Thus, my passion for the cause of the poor, the helpless and the needy has contributed both to my personal and professional growth. The years I worked hard to accomplish my innate passion also saw me through the development of my personality. Within no time I established myself as a person with a lot of social contacts and I could see that my communication skills and leadership abilities have also been improved considerably. To conclude, it was my social commitment and my passion for the poor and the needy that resulted in my personal and professional growth.

Abstract

University years are often regarded as a period of transition to adulthood. Researchers agree that university experiences have certain effects on people’s personal development. However, it is still necessary to learn more about how this period affects people’s development. This study explores some effects that university experiences have on students. A qualitative research design is used to address the research problem. Eight students took part in the research. The chosen data collection method was the semi-structured interview, as this method enables the researcher to elicit a lot of information and encourage the participants to share their views freely. Open coding was used as the data analysis method. From this study, it is found that university experiences have had an impact on the interviewees’ personal development in terms of social interactions, maturity, independence, and the acquisition of positive habits. The participants report that they have become more extroverted, flexible, independent, and mature. It is thus clear that a university can be regarded as a positive environment that shapes students’ personal development.

Introduction

Psychological and emotional development differs at different stages of human life. The periods of adolescence and young adulthood are influential as they tend to shape how people transition into adulthood. For instance, the ways people interact with others are often shaped by their university experiences (Newman & Newman, 2014). Moreover, university experiences can affect the way one’s identity develops (Scott, Whiddon, Brown, & Weeks, 2015). It is necessary to note that social identity theories prevail in the modern academic world when it comes to analyzing the effects of educational experiences on students’ development (Patton, Renn, Guido, & Quaye, 2016). This theoretical framework entails a focus on various aspects including but not confined to such areas as ethnicity, race, gender, and sexual orientation.

At the same time, it is still unclear whether university experiences can shape people’s features such as their major character traits, leadership styles, worldviews, and so on. McAdams (2015) states that university life can often be regarded as a positive environment that positively affects students’ personal development. The purpose of the present study is to identify whether university experiences influence students’ personal development. To this end, the research question is as follows: can one’s university experiences affect his or her personal development?

It is important to mention my biases and background to ensure that these biases will not affect the process of analyzing and collecting data. I am a university student whose personal features were somewhat shaped during my first year of studies, which means that I expect to find that university experiences have many effects on individuals. Therefore, it is important to remember that there may be people whose identities and characters remained unchanged.

Methods

Methodology and Method

This study focuses on people’s perspectives and attitudes, which means that their accounts must be analyzed. I used the qualitative research design as it enables researchers to explore people’s views and attitudes rather than estimate correlations and particular trends (Creswell, 2014). Furthermore, I used a case study research design to address the research question mentioned above. I chose this approach because the present study concentrates on a particular group (i.e. students) and their perspectives.

Sampling

I employed convenience sampling as the study’s sampling method. This method enables the researcher to choose participants who will eagerly and openly share their experiences (Creswell, 2014). Random sampling cannot ensure this important element as people chosen randomly may agree to participate but still not share their ideas openly and freely. The participants of this study included the researcher’s friends and acquaintances, as well as random students who agreed to participate (and were recruited on the university’s campus). The major criterion to be eligible for the study was being a current student. Other variables (such as gender, age, and ethnicity) were not taken into account.

Data Collection and Processing

I chose the semi-structured interview as the data collection method since it enables the researcher to elicit as much information as possible. In this method, the researcher uses a set of prepared questions to remain focused on the matter at hand (Creswell, 2014). At the same time, the chosen data collection method enables the researcher to ask clarifying questions and dig deeper, making it possible to identify new themes and concerns during interviews.

A review of the existing literature, as well as personal experience, shows that some parts of people’s lives and personalities undergo certain changes during their academic years. The prepared questions addressed several aspects of university experiences and their impact on personality. The questions highlighted such areas as the participants’ courses, how they feel about them, their expectations concerning their university experiences as compared to reality, and habits and personality traits acquired. Furthermore, I encouraged the participants to share their ideas concerning how they changed (if any), the people and events that caused these changes, and important lessons learned. All these areas helped the researcher identify whether university experiences affected the participants’ personal development. The interviews were audio-recorded and transcribed. After the transcription of the interviews, I deleted the records. I read each transcript several times, and the most recurrent themes were identified. I utilized open coding as the data analysis tool.

Ethics

The participants were informed about the purpose of the study and its major features. I also assured them that their personal information would be confidential and secure. The participants’ names were not disclosed; they were only referred to by participant number. The questions asked were clear and unbiased, and the participants were able to withdraw from the study at any point or refuse to answer any questions. The participants signed written consent forms in which all these aspects were highlighted.

Results

This research involved eight participants, five of whom were second-year students and three of whom were first-year students. The participants had different majors including business and sociology, chemical engineering, business and finance, law, music technology, computer science, languages, and psychology. The following themes were identified: background information, expectations, and reality, personal traits before and after entering university, attitudes towards studies, habits, lessons learned, transitional events, and people who affected the participants in any way. As for any changes in the participants’ personalities, the participants named such areas as independence, confidence, maturity, self-organization, ambition, sociability, and flexibility. For instance, over half of the participants (over 60%) stressed that they have become more extroverted. Participant 8 notes, “At uni, I push myself to act more extroverted” (Participant 8). All participants state that they have become more mature and independent and have “reached another level of maturity” (Participant 6). Being more disciplined or “more organized with work” is another important aspect mentioned.

It is necessary to add that the participants anticipated university to be a challenge with a significant workload. Most of the interviewees report that their academic lives are busy and that studies can be regarded as a challenge. Only one participant states the opposite:

I thought I would be quite busy with my work and study and stuff, but, it is erm… quite free, I mean, erm, my timetable is not as packed as I thought it will be (Participant 3).

Interestingly, participants also mention that during their studies, they have acquired the skills necessary to interact with others more successfully. One of the interviewees states that university experiences transform a student into “someone who can merge in with different people” (Participant 4). The majority of participants (six out of eight) would recommend the university to other people, while two interviewees mention the financial aspect, which makes higher education less worthwhile than it could be. I expected that the participants’ university experiences would be associated with picking up new habits. However, only two participants mention the appearance of new habits. One of these habits was a new accent, and the other habit was a healthier diet.

As for transitional events and people who have changed the participants’ personalities, only a few interviewees mention some specific events or people that changed something in their lives or personalities. However, these interviewees do not provide many details on the matter. For instance, one of the participants explains thus: “These are the two people who have helped me, the first gave me confidence and the other helped me find ambition” (Participant 4). It is necessary to note that all the participants state that they are quite ambitious and claim that this trait of their characters had appeared long before they entered university. Importantly, they stress that this trait is what enabled them to enter university.

Discussion

Extroversion

The results of this study show that university experiences have had an impact on the participants’ personal development. One of the major effects is associated with sociability. The participants stress that they have become more open and flexible when interacting with other people. McAdams (2015) claims that extroversion is both a predisposition and an acquired feature. The researcher stresses that a positive environment plays an essential role in the development of extroversion. Even if people are quite introverted by nature, they can become more open and active in positive environments. Indeed, the results of this study reveal the relevance of this assumption. All the participants have found themselves in positive environments in which collaboration between different people is the norm. This positive environment (which is often a characteristic feature of university life) has had positive effects on the interviewees’ personal development.

The perspective of one participant in particular is especially interesting in this respect. Participant 8 makes an active effort to be more extroverted, saying, “I push myself to act more extroverted”. The interviewee reports that university experiences are positive overall and that being more extroverted is regarded as a way to improve and develop oneself. At that, it is still clear that the environment plays a central role in the process of this participant’s development.

Maturity & Independence

Maturity and independence are aspects mentioned by all participants. These concepts are quite interconnected. The participants argue that they have to be more mature in university as they do not have anyone on whom to rely. The majority of interviewees mention the roles that their parents and school teachers played during their school years. University experiences are quite different as students have to make decisions, manage their time, prioritize tasks, and so on. Roberts and Nickel (2017) note that people mature with age, and the period of young adulthood is central to this process. The researchers also add that maturity occurs due to the increased independence of individuals as well as their active participation in social life. When people start fulfilling certain social roles (e.g., of a student, a parent, a spouse, an employee), they become more responsible, agreeable, and flexible.

The participants use similar arguments when describing their maturity and independence. They claim that they have been forced to mature as they have no one else to make decisions for them. The role of a student implies the need to interact with various people, manage schedules, prioritize tasks, manage finances, and so on. The participants claim that they have learned to complete such tasks, which has made them significantly more mature.

Habits

As mentioned above, it was expected that participants would acquire some new habits during their university years. However, the vast majority of participants could not think of any habit acquired during this period. All of their current habits (e.g. drinking and going out) appeared before their enrolment in a university. However, one case is quite interesting as the participant mentions the acquisition of a positive habit, which is healthy eating. It is possible to assume that the lack of free time and financial resources, a common feature of student years, can often contribute to the development of unhealthy eating habits. Nevertheless, Participant 7 states that the habit acquired during university years was healthier eating. Researchers state that healthy eating is becoming a widespread convention among university students (Deliens, Clarys, De Bourdeaudhuij, & Deforche, 2014). The environment shapes people’s choices concerning food. The perspective of Participant 7 can be regarded as evidence supporting this assumption. The interviewee contemplates the reasons for the development of this habit and notes that it could have appeared “possibly because of socializing more and being more aware of people” (Participant 7). It is clear that the environment plays a central role in the development of healthy lifestyles.

Concluding Remarks

In conclusion, it is possible to state that university experiences have had a significant impact on the participants’ personal development. The major areas affected include extroversion, maturity, and independence. The interviewees emphasized that they have positive attitudes towards their university years as contributing to their personal development. Apart from being a certain kind of investment in their future (one that is necessary to acquire a good job), university experiences have made them more prepared for adulthood. The participants stress that they have become more flexible, open, and mature—all features that are vital for their successful transition to adulthood. It is necessary to note that this study has certain limitations as the number of participants is quite small. However, this research can become the basis for further studies aiming at the identification of major influences that university experiences have on students’ personal development. In future studies, it will be important to increase the sample size and ensure that the research participants are proper representatives of the student population at large.

References

Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE.

Deliens, T., Clarys, P., De Bourdeaudhuij, I., & Deforche, B. (2014). Determinants of eating behaviour in university students: A qualitative study using focus group discussions.BMC Public Health, 14(1). Web.

McAdams, D. P. (2014). The art and science of personality development. San Francisco, CA: Cengage Learning.

Newman, B. M., & Newman, P. R. (2014). Development through life: A psychological approach. San Francisco, CA: Guilford Publications.

Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college: Theory, research, and practice. Stamford, CT: John Wiley & Sons.

Roberts, B. W., & Nickel, L. B. (2017). A critical evaluation of the Neo-Socioanalytic Model of personality. In J. Specht (Ed.), Personality development across the lifespan (pp. 157-179). Cambridge, MA: Academic Press.

Scott, M., Whiddon, A. S., Brown, N. R., & Weeks, P. P. (2015). The journey to authenticity: An analysis of undergraduate personal development. Journal of Leadership Education. Web.

Appendix A

Interviewer (I): I am going to ask you a few questions about university and your expectations…

Participant (P): Okay.

I: And how you feel you’ve changed over your time at uni. I’m going to start off with a few general questions. So, what course do you study?

P: Erm, Business and Sociology

I: Uhmm, and you are second year right?

P: Yeah

I: So, just before I go any further, are you okay with me recording this interview?

P: Oh, yeah

I: thats fine, I just have to ask the question as a psychologist

P: I understand

I: Erm, so first of all, what were your expectations of uni when you first started?

P: Erm, I didn’t really have much expectations. I know I was excited to start…

I: yeah

P: And I knew that some of my friends from school were going to be in my business lectures…so that made me feel better about everything because I already knew some people.

I: Before you started uni, what kind of person would you say you were?

P:….I think I was very like…I think i isolated myself a lot to be honest.