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Panoramic Mapping of Student Development Interests across Six Domains in Higher Education

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Title: Panoramic Mapping of Student Development Interests across Six Domains in Higher Education
Language: English
Authors: Marco B. Discarga (ORCID 0009-0007-3781-3151), Aaron A. Funa (ORCID 0000-0002-6648-8825), Renz Alvin E. Gabay (ORCID 0000-0002-8108-4589)
Source: International Journal of Research in Education and Science. 2026 12(2):365-388.
Availability: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Student Development, Student Interests, Higher Education, Student Personnel Services, Individual Development, Study Skills, Time Management, Expectation, Career Readiness, Gender Differences, Social Support Groups
Geographic Terms: Philippines
ISSN: 2148-9955
Abstract: Student affairs planning often proceeds without direct evidence of students' expressed development needs; this study provides a six-domain, demand-focused profile to ground decisions. Using a descriptive cross-sectional survey, 259 undergraduates from a Philippine higher education institution rated their interest in six development areas: self-development, study skills, time management, learning expectations about college, preparation for living and working, and support systems. Descriptive statistics profiled each domain; internal consistency reliability was examined; and group comparisons tested differences by sex. Interest was high across all areas, with the strongest ratings for learning-oriented domains (self-development, study skills, time management), while preparation for living and working and support systems also showed substantial interest. Comparisons indicated no practically meaningful differences by sex across domains, challenging assumptions about gender-differentiated programming and suggesting broadly shared priorities. The study contributes an institution-specific, six-domain profile that centers student voice, distinguishes learning-skills demand from support-services demand, and establishes a baseline for monitoring future cohorts. These results clarify where students most want development opportunities in this context and demonstrate the value of structured needs assessments for aligning student affairs initiatives with stated student interests.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506079
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1506079
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  Data: Panoramic Mapping of Student Development Interests across Six Domains in Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Marco+B%2E+Discarga%22">Marco B. Discarga</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-3781-3151">0009-0007-3781-3151</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aaron+A%2E+Funa%22">Aaron A. Funa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6648-8825">0000-0002-6648-8825</externalLink>)<br /><searchLink fieldCode="AR" term="%22Renz+Alvin+E%2E+Gabay%22">Renz Alvin E. Gabay</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8108-4589">0000-0002-8108-4589</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Education+and+Science%22"><i>International Journal of Research in Education and Science</i></searchLink>. 2026 12(2):365-388.
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  Data: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
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  Data: Y
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  Data: 24
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Personnel+Services%22">Student Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Development%22">Individual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Skills%22">Study Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Readiness%22">Career Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 2148-9955
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Student affairs planning often proceeds without direct evidence of students' expressed development needs; this study provides a six-domain, demand-focused profile to ground decisions. Using a descriptive cross-sectional survey, 259 undergraduates from a Philippine higher education institution rated their interest in six development areas: self-development, study skills, time management, learning expectations about college, preparation for living and working, and support systems. Descriptive statistics profiled each domain; internal consistency reliability was examined; and group comparisons tested differences by sex. Interest was high across all areas, with the strongest ratings for learning-oriented domains (self-development, study skills, time management), while preparation for living and working and support systems also showed substantial interest. Comparisons indicated no practically meaningful differences by sex across domains, challenging assumptions about gender-differentiated programming and suggesting broadly shared priorities. The study contributes an institution-specific, six-domain profile that centers student voice, distinguishes learning-skills demand from support-services demand, and establishes a baseline for monitoring future cohorts. These results clarify where students most want development opportunities in this context and demonstrate the value of structured needs assessments for aligning student affairs initiatives with stated student interests.
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  Data: 2026
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  Data: EJ1506079
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 365
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Development
        Type: general
      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Student Personnel Services
        Type: general
      – SubjectFull: Individual Development
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      – SubjectFull: Study Skills
        Type: general
      – SubjectFull: Time Management
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      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Career Readiness
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      – SubjectFull: Gender Differences
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      – SubjectFull: Social Support Groups
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      – SubjectFull: Philippines
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      – TitleFull: Panoramic Mapping of Student Development Interests across Six Domains in Higher Education
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