Scholars identify interpersonal interactions as playing significant roles in many developmental processes that occur during the college years (e.g., Baxter Magolda, 2004, 2009a; E. H. Erikson, 1997; Torres, Jones, & Renn, 2009); however, the intersection of interpersonal dimensions of college student development and trauma is scantly discussed…

In this qualitative study, we explored the opportunities and difficulties experienced by cognitively high-ability students during the transition to higher education. Although high-ability individuals undoubtedly have the cognitive capacity to excel academically, research has demonstrated persistent underachievement among this group of students,…

Although the contribution of family support and peer support to university adjustment has been examined separately, few attempts have been made to explore the mechanism underlying this relation. This is the first study in the Asian context to test the role of self-esteem in mediating the effect of social support on first-year university adjustment…

This longitudinal study of Latino/a college students considers the influence of Latino/a college student experiences and ethnic identity on holistic development. Findings indicate that although similar characteristics are seen among Latino/a students, the role of recognizing and making meaning of racism is a significant developmental task. This is…

Examined relationship between college students' perceptions of their families and their accomplishment of developmental tasks. Findings from 170 students revealed that students who perceived their families as balanced differed from students who perceived their families as midrange or extreme in the degree to which their lifestyle was consistent…

Examined whether underprepared students participating in self-awareness course during their first quarter of college would show significant growth along developmental tasks as measured by Student Developmental Task Inventory. Findings from 83 underprepared first-year students enrolled in developmental education program suggest that participation…

Explores the independent contribution of interpersonal relationships, parental attachment, and racial/ethnic identity to traditional-age undergraduate women's autonomy development, removing the effect of biographical correlates. Differences by race/ethnicity and by residence status in relationship to factors of autonomy are investigated.…

A racially mixed random sample of 247 students at a midsized public university in the Southeast completed the Student Development Task and Lifestyle Inventory at the beginning of their first year, beginning of their sophomore year, and end of their senior year (Winston, Miller & Prince, 1987). Results showed partial support of Chickering and…

Investigates student attitudes toward activities that would strengthen their apparent developmental "weaknesses" or areas of less extensive development. Students (N=200) completed measures of psychosocial development and intended program participation. Results show that students preferred programs and services related to developmental…

Reviews development, evaluation, and utility of the Life-Skills Development Inventory-College Form. Results taken from 553 college students establish the reliability and validity of the revised instrument for assessing life-skill achievement in college students. Implications for developmental interventions in response to identified student needs…

"Depth interviews" reveal the development of autonomy to be a complex process characterized by a network of interrelated life experiences in multiple domains. Relational, personal, and educational events influence the pace and direction of developing autonomy. Six themes emerging from the data are discussed and related to developmental theories…