Students are viewed as moving toward greater complexity along each of the vectors in response to environmental stimulation which provides the necessary challenge and support to foster growth. Avocational-recreational purpose develops during college attendance as students are confronted with a dilemma of clarifying and limiting avocational and recreational activities because of social interactions. If commitment is made in the social areas, students must select those activities which are compatible with their social partners if these interactions are to continue. The development of vocational plans further confronts students with a need to clarify their avocational and recreational activities. Students must determine their degree of commitment to recreational and avocational activities and place them in the context of their commitment to professional growth.
Vocational purpose is furthered in several ways.
As students become more aware of their own unique values and interests, they formulate plans around their needs. Students develop greater clarity in their vocational planning and utilize education as a way to further develop toward meeting these needs. In the Style of Life subvector, students develop greater clarity in the type of life they wish to lead. Style of life considerations include student's marriage and family plans and life-style preferences. This also involves integration of vocational plans, avocational recreational interests, and style of life.