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Perhaps the most widely known and applied theory of student development is Chickering and Reisser's psychosocial development model (1993). Chickering and Reisser suggest that establishing identity is the key developmental issue that arises for students during the university years. They propose seven vectors along which traditionally aged university students develop: Developing Confidence: intellectual, physical/manual, and interpersonal Managing Emotions: recognizing, accepting, appropriately expressing and controlling emotion Moving Through Autonomy Toward Interdependence: increasing emotional independence, self-direction, and problem-solving abilities, as well as recognizing and accepting interdependence Developing Mature Interpersonal Relationships: developing capacity for healthy intimate relationships that contribute to sense of self, while accepting and appreciating differences Establishing Identity: based on feedback from significant others, developing comfort with self (physically and emotionally), one's lifestyle, gender, sexuality and cultural heritage Developing Purpose: developing clear vocational goals and committing to personal interests and activities Developing Integrity: moving from rigid, moralistic thinking to a more humanized personalized value system; acknowledging and accepting the beliefs of others.
According to the theory, students' progress through the first four vectors simultaneously during their first and second years and (generally) through the fourth vector during their second and third years (given a standard four-year program). During the third and fourth years, they progress simultaneously through the last two vectors. Students move through these vectors at different rates and may even move back and forth through them, depending on levels of challenge, support and maturity. Although based on traditional-aged students, elements of Chickering's theory can be used with all students.
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