Developmental Differences between High School and College.

One of the most notable theories that elaborately discussed human development is the Psychosocial Theory
by Erik Erikson. In this theory, Erikson introduced the eight (8) stages of human development, and among these 8
stages is the adolescence stage which will be one of the focuses of our study. According to Feist & Feist (2008), the
adolescent stage is the most crucial stage among the eight stages of development. This is the stage wherein drastic
sexual and social developments are manifested. It is also the stage wherein the formation of a depressed mood is
more frequent than usual (Arnett, 2006). Moreover, the adolescence stage is also defined as the transitioning period
from childhood to adulthood (Spear, 2000). As children reach the adolescence stage, they also begin to develop a
sense of autonomy (Murphy, Greenwell, Ressell, Brecht, & Schuster, 2008). “The development of autonomy
typically accelerates because of rapid physical and cognitive changes, expanding social relationships, and additional
responsibilities.” (Zimmer-Gimbeck & Collins, 2003, as cited by Murphy, Greenwell, Ressell, Brecht, & Schuster,
2008). As adolescents progress through their developments, society begins to induce expectations toward them and
these expectations usually come from a specific expectant or leader – the educator or the parent/s. When these
expectations are raised by the leader, followers – adolescents – tend to perform better at a certain task (Mitchell &
Daniels, 2003; Eden, 2014).  The high expectations induced by a specific leader “...augment the followers’ self-
expectations and self-efficacy (i.e., their belief in their ability to perform better), boosting motivation and effort, and
culminating in enhanced performance.” (Eden, 2014). This phenomenon is called the Pygmalion effect (Mitchell &
Daniels, 2003; Eden, 2014). Initially, Pygmalion effect takes effect within the academe, but some researchers
suggest that Pygmalion effect may also take effect outside the academe, such as the workplace (Livingston, 2003).
As defined by Boser, Wilhelm, and Hanna (2014), Pygmalion effect is a phenomenon where students tend to
perform better when there are more expectations of them. In the succeeding sections, we will be discussing several
contributors to students’ better academic performance. We also intend to conduct a moderation study that would
explain how Pygmalion effect takes effect among high school students and college students. In this way, we will be
able to contribute to one of our gaps concerning the lack of studies regarding Pygmalion effect among college
students.
There are several notable differences between high school and college students. This includes their
differences in terms of what developmental stage they fall in to. According to Feist & Feist (2008), the adolescence
stage starts at 13 years of age and ends in ages 18 or 19. The same age where people enter secondary school.
Moreover, in a the theory by Arnett (2000), he proposed a new development stage called the emerging adulthood
which ranges the ages 18 to 25 years old – the same age where most college students are in (Arnett, 1994).
Emerging adulthood is somewhat analogous to Erik Erikson’s prolonged adolescence – a period that is in some
ways adolescence and in some ways young adulthood. According to him, emerging adulthood or prolonged
adolescence is distinguished by relative independence from social roles and from normative expectations; they also
have a more developed sense of autonomy. (Arnett, 1994; Feist & Feist, 2008). With this given theory, we can
suggest that high school students is categorized in the adolescence stage whereas the college students in the
emerging adulthood stage. With these given distinctions, we can categorize high school students of ages 13 to 18 as
adolescents (Psychosocial Theory) and college students of ages 18 to 25 as emerging adults or prolonged
adolescents.
Adolescence stage is the developmental stage where there is a growth of independence or autonomy
(Arnett, 1994). Although parents are still considered a source of affection and instrumental aid, adolescents
increasingly make their own decisions and parents' authority over those decisions declines (Flanagan, Schulenberg,
& Fuligni, 1993). In a study by Blakemore and Choudhury (2006), they pointed out several characteristics of an
adolescent. According to them, the adolescence stage is the “transition from childhood to adulthood is also
characterised by dramatic changes in identity, self-consciousness and cognitive flexibility.”; it also the stage where
“there seems to be a qualitative shift in the nature of thinking such that adolescents are more self-aware and self-
reflective than prepubescent children.” However, these shift and transition may not always result in a positive
outcome. According to Zarrett and Eccles (2006), adolescents in high school may suffer from declined academic
performance, interest, and self-perception of ability. Some researchers suggest that this may be due to “intrapsychic
upheaval” as youth struggle to manage the simultaneous occurrence of multiple life changes (Simmons & Blyth,
1987). Furthermore, in terms of cognitive development, adolescents or high school students is “cognitively a period
of acquisition during which knowledge and skills are obtained” (Schaie, 1982, as cited by Arnett, 1994). It was also
found that the cognition progression of adolescents involves moving from a belief in absolute truths, to a relativism
in which nothing is trusted as valid, to the choice and embrace of an individualized and self chosen set of beliefs and
values; (Perry, 1970; Kitchener & King, 1981, as cited by Arnett, 1994).
The emerging adulthood stage on the other hand – where majority of college students are in, is the stage
where college students are able to discover new-found independence: the college environment enables them to
practice self-governance, individuation from parents, and freedom to direct their own lifestyle in a safe environment
that delays many adult responsibilities (Zarrett & Eccles, 2006); this stage also marks as the separation from their
families and adjustment to college (Flanagan, Schulenberg, & Fuligni, 1993). In terms of cognition, the emerging
adulthood stage is an achieving stage during which the knowledge and skills the person has obtained are applied to
adult work (Arnett, 1994). Another key feature in the emerging adulthood stage is that “it is the period of life that
offers the most opportunity for identity explorations in the areas of love, work, and worldviews.”. Although identity
exploration is more on the adolescence stage, Arnett (2000) noted that identity formation has rarely been reached in
high school.
With these key findings, we can therefore suggest that the reason why studies about Pygmalion effect is
less likely to be administered in higher year levels is because college students have a better sense of autonomy and
independence from contributing factors such as their parents. Emerging adults experience increase in maturity which
comes with expectations that one will take responsibility for oneself, make independent decisions, and become self-
sufficient (Keller, Cusick, & Courtney, 2007).