The SDTLA is made up of three developmental tasks (Establishing and Clarifying Purpose, Developing Autonomy, and Developing Mature Interpersonal Relationships, each of which is further delineated by subtasks) and two scales (Salubrious Lifestyle and Response Bias).  Definitions of the tasks, subtasks, and scales follow.

Establishing And Clarifying Purpose Task (PUR). 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.

Educational Involvement Subtask  (EI).  Students who have accomplished this subtask have well-defined educational goals and plans, are knowledgeable about available resources, and are actively involved in the academic life of the college/university.  After careful investigation and self-analysis, they have selected areas of academic concentration for which they are intellectually com-patible and academically qualified, and with which they are temperamentally suited.  They are not passive learners; they take initiatives to insure that they are obtaining relevant and appropriate edu-cational experiences through activity such as initiating personal study projects, attending non-required lectures and programs, and making regular contact with academic advisors, faculty, and staff members.

I have a mature working relationship with one or more members of the academic community (faculty member, student affairs/services staff member, administrator).
A. Yes
B. No, I don’t like dealing with them.
C. No, I have tried to form relationships, but haven’t been successful yet.
D. No, I don’t know any.
E. No, I don’t have time for that kind of thing.

I am purposefully developing intellectual skills and personal habits that will assure that I continue to learn after completing my formal education.
A. I haven’t thought about this.
B. I rely completely on course requirements to do this.
C. I think about this some times.
D. I do this systematically.

Career Planning Subtask  (CP).  An awareness of the world of work, an accurate under-standing of one’s abilities and limitations, a knowledge of requirements for various occupations, and an understanding of the emotional and educational demands of different kinds of jobs evi-dence the ccomplishment of this subtask.  Students who have achieved this subtask have synthe-sized knowledge about themselves and the world of work into a rational order which enables them to make a commitment to a chosen career field and formulate specific vocational plans.  They have taken the initial steps necessary to prepare themselves through both educational and practical expe-riences for eventual employment, and have taken steps necessary for beginning a job search or enrollment in graduate school.

While in college, I have visited a career center or library to obtain information about a chosen career.
A. No, but I will do that when I find time.
B. No, I don’t need career information.
C. No, there is no place or person that deals with career on my campus.
D. Yes

When thinking about occupations I am considering entering,
A. I don’t know what is required in order to be competitive for a job.
B. I haven’t decided which occupations interest me most.
C. I have a general idea of what is required.
D. I can list at least five requirements.

Lifestyle Planning Subtask  (LP).  Achievement of this subtask includes establishing a per-sonal direction and orientation in one’s life that takes into account personal, ethical, and religious values, future relationship/family plans, and vocational and educational objectives.  Plans need not be highly specific, but must have sufficient clarity to permit identification of present steps that can lead to plan realization; that is, they can specify how current activities relate to the realization of the kind of future they envision for themselves.

I am currently involved in one or more activities that I have identified as being of help in determining what I will do with the rest of my life.
A. True
B. False

When thinking about the kind of life I want five years after college, I have …
A. not come up with a very clear picture.
B. a vague picture, but have been unable to identify the specific steps I need to take now.
C. a clear enough picture that I can identify the steps that are necessary for me to take now in order to realize my dream, even though I haven’t done very much about it yet.
D. a clear enough picture and have identified the steps I need to take now.

Cultural Participation Subtask  (CUP).  Students who have accomplished this subtask are actively involved in a wide variety of activities, including traditional cultural events such as attend-ing plays, ballets, museums, art exhibits, and classical music concerts, as well as new forms of expression and ethnic celebrations and performances.  Their leisure time is spent productively in such activities as reading, pursuit of hobbies, and voluntary participation in student organizations.  They exhibit a wide array of cultural interests and a developed sense of aesthetic appreciation.

Within the past twelve months, I have visited a museum or an art exhibit when not required for a class.
A. Yes
B. No, I don’t like those kinds of things.
C. No, I just haven’t gotten around to it.
D. No, there aren’t such things available here.

Within the past six months, I have experienced unfamiliar artistic media or performances.
A. True
B. False

 Developing Autonomy Task (AUT).  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.
 
Emotional Autonomy Subtask  (EA).  Students who have accomplished this subtask are free from the need for continuous reassurance and approval from others.  Trusting their own ideas and feelings, they have the self-assurance to be confident decision-makers and to voice dissenting opinions in groups.  They have confidence in their abilities and are prudent risk-takers.  The reli-ance on parents for direction is minimal.  Relationships with authority figures are constructive and non-defensive.

If I thought my friends would disapprove of a decision I made, I would most likely . . .
A. try to keep them from finding out (keep it a secret).
B. tell them and pretend I didn’t care what they thought.
C. tell them and explain my reasoning for this decision.
D. make up something to mislead them from knowing the truth.

I trust the validity of my values and opinions, even when they aren’t shared by my parent(s).
A. Never
B. Seldom
C. Sometimes
D. Often

Interdependence Subtask  (IND).  Students who have high scores on this subtask recognize the reciprocal nature of the relationship between the individual and his/her community.  They fulfill their citizenship responsibilities and are actively involved in activities that promote improvement of the institution and the larger community.  Concern for others is reflected in their awareness of how their behavior affects the community.

I participate in community service activities.
A. Never
B. Seldom
C. Sometimes
D. Often

I have made a positive contribution to my community (residence hall, campus, neighborhood, or hometown) within the past three months.
A. No, that isn’t important to me.
B. No, I don’t know that I could do to make a positive contribution.
C. No, but I have tried to find ways.
D. Yes.

Academic Autonomy Subtask  (AA).  Students who have accomplished this task have the capacity to deal well with ambiguity and to monitor and control their behavior in ways that allow them to attain personal goals and fulfill responsibilities.  High scorers devise and execute effective study plans and schedules; perform academically at levels with which they are satisfied and are consistent with their abilities; are self-disciplined; and require minimal amounts of direction from others.  While they are independent learners, they are also willing to seek academic help when needed.

It’s hard for me to work intensely on assignments for more than a short time.
A. Never (almost never) true of me
B. Seldom true of me
C. Usually true of me
D. Always (almost always) true of me

I have a difficult time in courses when the instructor doesn’t regularly check up on completion of assignments.
A. Never (almost never) true of me
B. Seldom true of me
C. Usually true of me
D. Always (almost always) true of me

Instrumental Autonomy Subtask  (IA).  Students who have completed this subtask demon-strate an ability to structure their lives and to manipulate their environment in ways that allow them to satisfy daily needs and meet responsibilities without extensive direction or support from others.  They are able to manage their time and other aspects of their lives in ways that allow them to meet daily demands, satisfy personal needs, and fulfill community and family responsibilities; to estab-lish and follow through on realistic plans; and to solve most problems as they arise.  They are independent, goal-directed, resourceful, and self-sufficient persons.

I satisfactorily accomplish all important daily tasks (e.g., class assignments, test preparation, room/apartment cleaning, eating, and sleeping).
A.  Never (almost never) true of me
B. Seldom true of me
C. Usually true of me
D. Always (almost always) true of me

Each day,
A. I depend on my memory to make sure that I get done what needs to be done, and that works for me.
B. I keep a calendar or make a “To Do” list of what needs to be done each day and that works for me.
C. I dislike planning what I need to do; I just let things happen and that works for me.
D. I don’t make detailed plans about what I need to do each day, and as a result I forget important things.

 Mature Interpersonal Relationships Task (MIR).  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.

Peer Relationships Subtask  (PR).  Having accomplished this subtask, students describe their rela-tionships with peers as shifting toward greater trust, independence, frankness, and individuality and as feeling less need to conform to the standards of friends or to conceal shortcomings or disagreements.  Stu-dents can distinguish between friends and acquaintances and have both kinds of relationships.  Friend-ships survive the development of differences in activities, beliefs, and values, and reflect an appreciation for individual differences.  Relationships with peers are open and honest; disagreements are resolved or simply accepted.

Because of my friends’ urgings, I get involved in things that are not in my best interest.
A. Never (almost never) true of me.
B.  Seldom true of me
C.  Usually true of me
D. Always (almost always) true of me

I don’t socialize with people of whom my friends don’t approve.
A.  Never (almost never) true of me.
B.   Seldom true of me
C.  Usually true of me
D.  Always (almost always) true of me

 Tolerance Subtask  (TOL).  Respect for and acceptance of those of different backgrounds, beliefs, cultures, races, lifestyles, and appearances describe students who have high achievement on this subtask.  They respond to people as individuals; do not employ racial, sexual, or cultural stereotypes; have an open-ness to new or unconventional ideas and beliefs; and are appreciative of individual differences.  Tolerance involves an openness to and acceptance of differences and does not mean the development of screening devices to shield one from the values and ideas of those with different backgrounds, lifestyles, or belief systems.  Students high in tolerance do not shy from or reject contact with those with different ethnic, racial, or cultural heritage or with different religious beliefs, political views, or lifestyles.

I avoid discussing religion with people who challenge my beliefs, because there is nothing that can change my mind about my beliefs.
A. Never (almost never) true of me.
B.  Seldom true of me
C.  Usually true of me
D. Always (almost always) true of me

A person’s sexual orientation is a crucial factor in determining whether I will attempt to develop a friendship with her/him.
A.  Never (almost never) true of me.
B.  Seldom true of me
C.  Usually true of me
D.  Always (almost always) true of me

Salubrious Lifestyle Scale  (SL).  This scale measures the degree to which a student’s lifestyle is consistent with or promotes good health and wellness practices, including moderating (or abstaining from) consumption of alcohol and abstaining from use of tobacco products.  Eating well-balanced, nutritious meals, maintaining an appropriate body weight, planning for and getting sufficient amounts of sleep and physical exercise, using effective stress reduction techniques, and holding a positive evaluation of one’s physical appearance all contribute to receiving a high score on this scale.

I have personal habits that are potentially dangerous for my health.
A. True
B. False

I plan my activities to make sure that I have adequate time for sleep.
A.  Never (almost never) true of me.
B.  Seldom true of me
C.  Usually true of me
D. Always (almost always) true of me
 

Response Bias Scale (RB).  A high score on this scale means that the student is attempting to portray himself/herself in an unrealistically favorable way.  Scores higher than 3 mean that the validity on the assessment is sus-pect and probably do not accurately describe the student.  (We suggest for research and evaluation purposes, that respondents with RB scores of 4 to 6 be eliminated from the data pool.)

I never regret anything I have done.
A. True
B. False

I never say things I shouldn’t.
A. True
B. False

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