College Student Identity

Applying the Burke-Tully procedure to the measurement of the college student role, this article explores the consensus of college students on role meanings, the correspondence between college student role and identity meanings, and the implications of variations in identity on role performance. Data on the meanings of the college student role and four counter-roles, college student identity, and three role performances were obtained from a questionnaire administered to 640 college undergraduates. Results indicate that: (1) there is a general consensus on the meanings of the college student role, (2) college student identities are not limited to the range of meanings which characterize the college student role, and (3) differences in the college student identity are related to variations in role performances. The findings suggest that individuals may be motivated to excel in activities that support the meanings of their identities.