The present study investigated the role that differences in identity orientations may play as students negotiate the transition to a university context. Measures of identity status, identity processing style, and student developmental tasks were administered to 363 entering university freshmen. Results indicated that differences in identity statuses accounted for significant variation in the students’ progress on measures of academic autonomy, educational involvement, and mature interpersonal relationships. Moreover, in most cases these associations were mediated by the students’identity processing style. In general, the findings suggest that students with an informational identity style are best prepared to effectively adapt within a university context, whereas those with a diffuse/avoidant style are most apt to encounter difficulties.

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The academic content of graduate preparation programs and the competencies they instill in their graduates is central to the quality and competence of student affairs practitioners within colleges and universities. The focus of this study was to gain additional understanding of what professional competencies were considered important for entry level practitioners by student affairs administrators and preparation program faculty, and whether these competencies were expected to be attained in either preparation programs or on the job. Significant differences were found between the three surveyed groups related to both importance and where the competencies were expected to be attained. These findings have implications for both preparation programs and the mentoring role of supervising administrators. 664 Linda Kuk is the chair of the Student Affairs in Higher Education program and a faculty member in the School of Education. Brian Cobb is also a faculty member inthe School of Education, Colorado State University; he teaches research design and quantitative analysis. Cynthia Forrest is the dean of student services at Framingham State College, Emerita. Brought to you by | HEC Bibliotheque Maryriam ET J.

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