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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