Schooling type and sexual preference effects on sexual identity exploration and commitment among women
Date of Publication
2008
Document Type
Bachelor's Thesis
Degree Name
Bachelor of Arts Major in Psychology
College
College of Liberal Arts
Department/Unit
Psychology
Thesis Adviser
Roberto Mendoza
Defense Panel Member
Patrick Garcia
Abstract/Summary
Various literatures have shown differences between men and women in different aspect of personality during the developmental stages, in which sexual identity is one of those. One's schooling type (single-sex and coeducational) and sexual preference was said to affect many aspects of one's behaviors and attitudes, including sexual identity exploration and commitment. Moreover, recent developments by Arnett's (2000) theory prompted the investigation of his emerging adulthood stage, a stage characterized by greater opportunities for identity exploration. By analyzing several models of identity development theories, it was deduced that as with Marcia's (1966) model, the most important parts of sexual identity development are the exploration and commitment stages. For these reasons, the researchers investigated whether there are similarities or differences in women's sexual identity exploration and commitment based on their schooling type, and the Measure of Sexual Identity, Exploration and Commitment in women, 150 from each school types in the emerging adulthood stage. The researchers compared the exploration and commitment of women based on their schooling type and sexual preference through the use of quantitative methods of analysis.
Abstract Format
html
Language
English
Format
Accession Number
TU13392
Shelf Location
Archives, The Learning Commons, 12F, Henry Sy Sr. Hall
Physical Description
90[14] leaves ; 29 cm.
Recommended Citation
Chanpongco, C., Candano, J., & Yao, C. P. (2008). Schooling type and sexual preference effects on sexual identity exploration and commitment among women. Retrieved from https://animorepository.dlsu.edu.ph/etd_bachelors/10954
