Investigating the Individual and Social Dimensions of Transformative Learning in Female Students

Document Type : Research Paper

Authors

1 M.A. in Educational Psychology, Faculty of Education & Psychology, Alzahra University, Tehran, Iran.

2 Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Alzahra University

3 Assistant professor at department of Educational Psychology, Faculty of at Education and Psychology, Alzahra University, Tehran, Iran

Abstract

Study at the university is accompanied by major changes in the environment, lifestyle and way of learning that can create a profound learning situation called transformative learning. The aim of this study is to identify the consequences and processes of transformative learning in female students in individual and social dimensions. The study approach is a descriptive survey of female students in Tehran, irrespective of the field and university. The data collection tool was a Transformative Learning questionnaire by Stukey, Taylor & Cranton (2013). The transformative learning theory of Meziru (1991) was used as a theoretical framework for this research. The study consisted of 110 female students aged 18-44. Quantitative and qualitative data may suggest that a more informed, autonomous and responsible individuality can be developed within the framework of university and student life. The content analysis of the responses showed the importance of learning in the academic, emotional, economic and religious aspects of student life. Students have experienced highly valued outcomes such as greater independence, easier dealing with others, increased patience, more courage, and a greater sense of closeness to God.

Keywords

References

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Women's Studies Sociological and Psychological
Volume 17, Issue 4 - Serial Number 61
January 2020
Pages 163-188

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