Arthur Chickering's (1969) psychological theory that men and women from the ages of 17 through 25 years share common developmental tasks was tested in a cross-sectional study of the psychosocial development of 241 college students and adults. Evidence supported a sequence of developmental tasks for women that differed from Chickering's theory.…

Freshmen participants in a student development transcript program demonstrated significant progress on developmental tasks and had highly positive perceptions of the university environment. (Author)

Hypothesized that developmental studies students, who were judged to be inferior in educational skills, would be below the level of regular students in resolving developmental tasks. Results from the Student Developmental Task Inventory-2 revealed that regularly admitted freshmen had significantly higher scores on Appropriate Educational Plans…

Investigated the impact of developmental concerns on 140 college students' self-disclosure using an instrument based on Erikson's psychosocial theory of development. Results indicated two developmental issues were found to be significant predictors of willingness to disclose problems to fathers and to same- and opposite-sex friends. (Author/BL)

Summarizes reliability and validity studies reported about the Student Developmental Task Inventory, second edition (SDTI-2), an objective assessment instrument based on Chickering's theory of psychosocial development described in Education and Identity. Outlines other findings related to differences in psychosocial development. (Author/ABB)

The growing adult population in higher education highlights the need for student personnel workers to study adult development. The five propositions set forth here are intended to serve as a knowledge base for student personnel workers as they face their new clients. (Author)

A comparison of scores for northern Black students from urban environments and published scores for southern students on the Student Developmental Task Inventory reached significance on several subtasks. (Author)

Presents ordering theory as a useful method in the identification and validation of logical hierarchies among tasks that measure student development. An example shows the application of ordering theory to the measurement of college students' decision making about careers. (Author/ABB)

A national survey of campus officers and selected professional leaders reveals that the majority of student affairs and academic officers are supportive of a developmental transcript. ACPA leaders are enthusiastic and registrars are moderately supportive. A core of support seems to exist on most types of campuses. (Author)

Explored the relationship between participation in varsity athletics and the achievement of developmental tasks. Athletes (N=48) and nonathletes (N=43) took the Student Developmental Task Inventory, in which differences were found (i.e., educational plans, career plans, and mature relationships with peers). Athletes scored significantly lower than…

Counselors in a university setting are in a position to offer rape victims postassault adjustment counseling and at the same time to help minimize the impact of the assault through normal developmental tasks. A conceptual framework of the postassault adjustment process is presented. (Author)

Describes the Student Developmental Task Inventory (SDTI-2) which assesses the level of student development in terms of autonomy, purpose, and intimate relationships. The development, reliability, and validity of the SDTI-2 are discussed; student uses are suggested. (RC)