The Formation Process Of College Students' School Identification

College students'school identification has aroused people's attention. However, no literature on the formation process of college students'school identification appeared. On the basis of references to related research, this paper explored the issue. Studying this issue can not only expand the research field and increase a case for institutional research but also provide reference for scientific decision-making of institution management. Last, and perhaps the most important, the research can promote common development for college students and their schools as a theoretical guidance.The purpose of this paper which carried out in-depth interviews with 15 full-time undergraduate students in H University adopting a qualitative research method is exploring the formation process of college students'school identification. This study coded and analyzed the data collected using the three coding technology of grounded theory and ultimately developed a grounded theory model of college students'school identification. At the same time, this paper described and explained the sub-categories in the model with some descriptive materials. The model include:1. The causal or basic condition of college students'school identification: effective institutional support system and positive institutional cultural paradigm.2. The phenomenon caused by causal or basic condition: responsibilities, obligations, honor, dignity and collective memory.3. The context effecting on the formation strategy or process of college students'school identification: initiative to obtain, positive contacts, competition and incentives.4. The intervening condition effecting on the formation strategy or process of college students'school identification: external input, the institution's reputation and the characteristics, effective institution system and beautiful natural environment.5. The formation process of college students'school identification: confusion and conflict, change and adaptation, contradictions and amalgamation, confidence and wishes, evolution and interaction.6. The consequence and significance. At the school level, the consequence are the college students'attachment, trust and togetherness to school. At the individual level, the consequence is obtaining the institution membership. College students'school identification has a great significance not only for the institution but also for the college students.7. The driving forces of college students'school identification: the first is inner individual self-development needs and another is the institutional functions.On the basis of psychology and organizational identification theories,this research recognizes the formation process of college students'school identification as a two-way construction process from a pedagogy perspective. In this process, college students and their schools developed mutual trust and attained development based on rational calculations, resources, culture and institutions through communication and interaction.The research believes that studies on college students'school identification can not only be analyzed and interpreted from the cultural perspective. Effective institutional support system plays the same or even more important role compared with positive institutional cultural paradigm. Recognizing college students'school identification as a consequence expands the direction and the scope of the research.The inner individual self-development needs and the institutional functions are the driving forces of college students'school identification. And it is driven by the two forces that the institution provides college students'development with conditions. The college students'development also promotes the development of institutions. Development promotes identification. Identification also promotes development.