The life‐styles of students and their problems change during the courses of their individual academic experiences. A freshman's problems centre around the loosening of home ties and the learning of independent responsibility. During the next two years, the studies themselves and student‐life assume a central position, while questions relating to the founding of a family, entering work‐life, and the risk of experiencing financial difficulties come to the fore at the end of the undergraduate period. The development of the scientific thinking of students lines up with the life‐stages sketched above. The initial emphasis on the learning of facts gives way to a relativistic and critical way of appraising science and research. This more sophisticated approach to knowledge can lead to a personal theoretical point of view and to individual commitments at the end of the academic experience. 相似文献