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Describes the development of the Georgia Autonomy Scales, an instrument used by student affairs professionals to assess the level of autonomy development of students. Estimates of the instrument's reliability and validity were judged sufficiently high to permit use with groups of students. (MKA)

Using M. R. Weisbord's model of organizational diagnosis, researchers developed the Student Organization Environment Scales to measure students' perceptions of the psychosocial environment or climate of college student organizations. Development of the instrument is described and estimates of its reliability and validity are reported. Describes uses for the scale. (Author/RJM)

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 domains in which they were already proficient. (RJM)

Describes process used in constructing Student Developmental Task and Lifestyle Inventory (SDTLI), instrument designed to measure certain aspects of Chickering's theory of psychosocial development of traditional-age college students. Summarizes reliability and validity studies. Discusses use of SDTLI. (NB)

Surveyed 168 college students to examine how work and participation in student organizations contribute to student's personal development. Results showed students who participated in organizations were more developed in terms of educational, career, and lifestyle plans than other students. (BH)

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)

Examined interpersonal values of fraternity pledges and members, and independents, using the Survey of Interpersonal Values. Students who joined a fraternity came to value independence less and to value leadership more than did nonmembers and, as a group, attained more homogeneous values regarding benevolence and independence. (Author/KS)

Examined rates of cognitive and psychosocial development and the influences of salient life experiences of traditional-aged college students. Results from 15 college students over one academic year suggest that intellectual and psychosocial developmental processes are not uniform, occur at discrepant rates, and are significantly affected by life events. (Author/NB)

Surveyed college student affairs divisions (N=118) to assess magnitude of student paraprofessional use and similarities and differences among programs in regard to rationale for paraprofessional use, types of paraprofessional work activities, recruitment and selection, training, compensation, hours worked, and supervision. Found that more than 72 percent of responding institutions had at least one student paraprofessional program. (Author/NB)

There were no significant differences in academic abilities among sampled fraternities. Differences in the social environments were found when the high and low achieving fraternity groups were compared. Independence, academic achievement, and intellectuality, as measured by the University Residence Environment Scale, differentiated the environments. (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)

Investigated similarities and differences in developmental task achievement between college students in the United States and Puerto Rico. Freshmen and senior students in Puerto Rico and the United States were administered the Student Developmental Task Inventory. Results suggested that developmental growth patterns are transcultural. (RC)

Finds Caple's self-organization paradigm useful in its examination of mechanisms by which change in college students can be examined and ultimately predicted and influenced. Doubts the value of Caple's using analogies from physics, or argument by analogy in forming the theory. Advocates research to support the theory. Considers development more cumulative, progressive, and predictable than Caple would suggest. (KS)