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Everyday Interactions with University Authorities: Authority Treatment Quality, Outcome Favorability and First-Year Students' University Adjustment

Sonoma State University, smithh{at}sonoma.edu

Gerryann Olson

Sonoma State University

Gail Agronick

Education Development Center, Inc

Tom Tyler

New York University

Two hundred and twelve first-year undergraduates completed an authority interaction checklist every time they had a (self-defined) meaningful interaction with university authorities during the first two weeks of their first semester. Students' degree of university identification before they began the term moderated the influence of campus authorities' treatment quality on academic engagement three months later. These longitudinal data provide support for the argument that people who identify with the group the authority represents will interpret the authority's behavior as indicative of their value to the group.

Key Words: college experiences • event contingent design • group authorities • group value model • social identity

Group Processes & Intergroup Relations, Vol. 12, No. 2, 209-226 (2009)
DOI: 10.1177/1368430208101057


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