This vector is closely related to the previous one, as it is the ability for students to personalize humanizing values, and apply them to their own behavior.
It may involve the creation of goals, and is influenced by the family and lifestyle of the individual. Achieving competence.
The vectors have a tendency to interact with each other, and this can cause reevaluation of issues associated with vectors that had already been worked through.
The first group, which deals with overall development, has been dominated by Arthur Chickering's seven vectors model since it first appeared Chickering, It is important for students to find emotional and instrumental independence.
Developing congruence involves bringing actions in line with beliefs. It involves becoming comfortable with oneself. Emotional independence means the ability of a student to willingly risk relationships of those who are close to them in exchange for pursuing their own individual interests or convictions.
Self-esteem and stability grow.
The revised model is presumed to apply to college students of all ages, and Chickering and Reisser "tried to use language that is gender free and appropriate for persons of diverse backgrounds" p. In both the original and revised models, Chickering tries to bring knowledge and practice closer together.
Advisors can help the student veteran redefine their sphere of influence as larger than just those with whom they shared the uniform, helping them to adapt to their new place in a larger society. Moving through autonomy toward interdependence.