Chickering's Student Development Theory



Arthur Chickering’s Student Development Theory

Seven Vectors of Student Development

1. Developing Competence

• Intellectual Competence – Mastering content, gaining intellectual sophistication, and the ability to comprehend, analyze and synthesize.

• Physical and Manual Competence – Athletic or artistic achievement, designing, and gaining strength.

• Interpersonal (Social) Competence – Listening, cooperating, communicating, responding appropriately, and developing skills with helping relationships flourish.

2. Managing Emotions

• Becoming aware of emotions and acknowledging them as signals.

• Dealing with emotions before they create negative backlash.

3. Moving through Autonomy toward Interdependence

• Learning to function with relative self-sufficiency, to take responsibility for pursuing self-chosen goals, and to be less bound by others’ opinions.

• Emotional independence – Freedom from continual need for reassurance, affection, or approval.

• Ability to organize activities and solve problems in a self-directed way.

• Greater autonomy enables healthier forms of interdependence, thus relationships are now based on equality and reciprocity.

4. Developing Mature Interpersonal Relationships

• Tolerance and appreciation of differences, both interpersonally and interculturally.

• Capacity for intimacy, choosing healthy relationships, & making lasting commitments.

5. Developing Purpose

• Developing vocational plans and aspirations.

• Developing personal interests.

• Determining one’s interpersonal and family commitments.

6. Developing Integrity

• Humanizing values – Shifting away from automatic application of uncompromising beliefs and using principled thinking in balancing one’s own self-interest with the interests of one’s fellow human beings.

• Personalizing values – Consciously affirming core values and beliefs while respecting other points of view.

• Developing congruence – Matching personal values with socially responsible behavior.

7. Establishing Identity

• Comfort with body and appearance.

• Comfort with gender and sexual orientation.

• Sense of self in a social, historical, and cultural context.

• Sense of self in response to feedback from valued others

• Self-acceptance and self-esteem.

• Personal stability and integration.

Chickering, A. W. & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco, CA: Jossey-Bass.

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