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stvdant ravicar model, in- have bwn for th, maat pan belatad. (wthe
modsl has mt incapon(sd Ihe instilulkml mWm, acadhmic, and imllermal
dawlopnmnt Shdent aflaim lo be -ful mat be ram by Ihe inslibtiam
and Ma$ part oflha insblulh, both wppor(ing Ihe inslitu(ional miasimn
(G-. 1996).
Evans. Fane& 8 Gu~OiBfik (1998) (wlheirdiscurrion ofcdlege
~d6velop~revnwsdsevwalperbilentrtudentm'~modeksudl
as, p m to thaory ~ lo px4ise model, gmundsd fmnal hew model ( R w 8
Mckr. 1980), the cube (Mawill. Wng, 8 Hunt 1974) andth, developmental
inteNenlion modsl (Evans 1987). Kurt Lavh's (1936) fonnula B = #PXE) has
also becoma an important mmentone of rtudent development lhe~~~. This
fomk stam ma behaviour is a b don of Ihe panon inlerscling with Vleir
amimrmant,ahasbaanursdlodevakQw~wchas:
Challenge and support (Sanfad. I-). Imolvacrd (&tin. 1984) and
m i a n d ~atermg (Sch~opbsg. 1984,1909). In ha reviawofume
mul(k&ral thwries, wch as FWs Pmbgwy of- Ommasdl MimxiW
Idenlily W, and Student tlw&pmnl Thainy, Manning (1994)
povidedmme~emplesDfIheuaeofIheofylop-. Shldantandmd
dwekwent sre influem64 by Ihe dmIknge8 and experbrcsa StUdmLs fau, in
their psycM&aI dwabpmant (Chidcaring. 1988,1993). hiamin 8 Wlings
(1997) found UMI social rekltiolghips and selfd~~llmlbm p$yad an impiant
rdeinsludntsalisfadhandmtadmatsludant~nisam~