Comparing the Democratic Maturity and Self-Fulfillment Achievement of College Juniors and Seniors

The study sought to assess the degree and nature of change in relation to democratic maturity and self-fulfillment between juniors and seniors in a teacher education program in a major university in Tennessee. An important aspect of the program has to do with two critical elements essential for success and living effectiveness in a democracy, and which are seldom recognized in the school and college curriculum - democratic maturity and self-fulfillment of students. Groups Involved The study included 41 junior students ranging in age from 20 to 39 years, with a mean age of 22.78 years and a standard deviation of 3.93 years, and 101 seniors ranging in age from 20 to 52 years with a mean age of 24.26 years and with a standard deviation of 5.40 years. In the junior group there were 9 males and 32 females, and in the senior group there were 14 males and 87 females. All of the students were studying to be teachers or education specialists. Test Used in Study Two newly being developed and validated tests were used in the study. Each one of the tests included 200 true/false type items divided into two major parts, with four part scores and a total score for each of the two parts. Each of the two tests are in final revision, with further validation studies being accomplished to further refine the value of the tests in relation to college students. This kind of gender distribution (many more females than males) is characteristic of teacher preparation programs. Democratic Maturity The Democratic Maturity Test (DEMO) by Cassel and Kolstad (1998) was used for measuring democratic maturity. It is based on the notion as described by John Dewey and others that "democracy is the interdependence of independent individuals." The first four part scores seek to assess "Personal Maturity," in relation to "independence," and the second part has four part scores that seek to measure "Social Integration;" for "interdependence; the two basic elements of a democracy. Self-fulfillment The Self-fulfillment Inventory (SELF) by Cassel (1998) was used to assess self-fulfillment. The test is based on the "cognitive dissonance" theory as described by Leon Festinger (1957), which was initially derived from the "free association" concept explained by Sigmund Freud, and which for many years has served as the basis for psychoanalysis. The cognitive dissonance concept implies need presence, and the greater the dissonance, the greater the need presence. The first four part scores seeks to assess "Internal & Personal" need presence; while the second four part scores deal with "external & Impersonal" need areas. Cognitive dissonance is associated with a "hurt" feeling, and the greater the dissonance, the greater the hurt. Thus, the lower the SELF score the better one's needs have been gratified or fulfilled.  A t-statistic was computed between all mean scores for junior and senior students on both The Democratic Maturity Test and The Self-fulfillment Inventory as shown in Table 1 below. This serves as the means for determining if significant change has taken place from junior to senior year where the culmination of teacher training typically takes place. Table 1 Comparison of Mean Scores Between Junior and Senior College Students Juniors Seniors Difference Scores (N=41) (N=101) 1. AGE (Nearest Six Months): M 22.78 24.27 1.49 SD 3.93 5.40 2. Grade Point Average - GPA: M 2.94 3.06 0.12 SD 0.46 0.48 3. Self-esteem - EST: M 49.76 48.24 -1.52 SD 7.95 8.43 4. Coping Skills - COP: M 65. …

Field of study: Education