Establishing and Clarifying Purpose Task

The Establishing and Clarifying Purpose Task is composed of four subtasks: Educational Involvement, Career Planning, Lifestyle Planning, and Cultural Participation. Students who have high achievement on this task (a) have well-defined and thoroughly explored educational goals and plans and are active, self-directed learners, (b) have synthesized knowledge about themselves and the world of work into appropriate career plans, both making emotional commitment and taking steps now to allow realization of career goals; (c) have established a personal direction in their lives and made plans for their futures that take into account personal, ethical, and religious values, future family plans, and vocational and educational objectives; and (d) exhibit a wide range of cultural interests and active participation in both traditional and non-traditional cultural events.

Developing Autonomy Task

The Developing Autonomy Task is defined by four subtasks: Emotional Autonomy, Interdependence, Academic Autonomy, and Instrumental Autonomy. Students who have high achievement on this task: (a) are able to meet their needs and action on their own ideas without the need for continuous reassurance from others; (b) can structure their lives and manipulate their environment in ways that allow them to satisfy daily needs and meet responsibilities without extensive direction or support from others; (c) structure their time and devise and execute effective study strategies to meet academic expectations without the need for direction from others; and (d) recognize the reciprocal nature of the relationship between the individual and his/her community and acts as a responsible, contributing member.

Mature Interpersonal Relationships Task

The Mature Interpersonal Relationships Task is defined by two subtasks: Peer Relationships and Tolerance. Higher achievers on this task: (a) have relationships with peer that are open, honest, and trusting; their relationships reflect a balance between dependence and self-assured independence; and (b) show respect for and acceptance of those of different backgrounds, beliefs, cultures, races, lifestyles, and appearances.

Salubrious Lifestyle and Response Bias Scales

A scale in the SDTLA is the measure of the degree to which students report possessing certain behavioral characteristics, attitudes, or feelings, but unlike a developmental task or subtask, may not be directly affected by participation in the higher education environment. The Salubrious Lifestyle scale indicates to what degree students adhere to a healthy lifestyle. The Response Bias scale is helpful in interpreting the validity of a student's report.