A SOCIOLOGICAL ASSESSMENT OF STUDENT-COLLEGE INTERACTIONS WAS UNDERTAKEN WITH INTEREST CENTERED ON SOCIOCULTURAL FACTORS AND ATTITUDES. STUDY OBJECTIVES WERE TO (1) IDENTIFY THE SALIENT ROLES OF COLLEGE STUDENTS, THE SETTINGS IN WHICH THESE ROLES ARE PERFORMED, AND THE ROLES OF OTHER PERSONS WITH WHOM THE ACTION IS CARRIED OUT, (2) DESCRIBE AND EXPLAIN THE DIFFERENT MODES OF ADAPTATION TO ROLE EXPECTATIONS, INCLUDING STUDENTS' SELF-CONCEPTS IN THEIR RELATIONS WITH OTHERS, AND (3) RELATE THESE ROLE CONCEPTIONS TO PATTERNS OF ATTITUDE AND CONDUCT, ESPECIALLY AS THEY ARE SHOWN IN SCHOLASTIC ACHIEVEMENT. PRIMARY DATA WERE GATHERED BY SELECTING A SAMPLE OF ENTERING FRESHMEN FROM ONE UNIVERSITY AND FOLLOWING THEIR INDIVIDUAL PROGRESS AND ACHIEVEMENTS THROUGH 4 YEARS OF UNDERGRADUATE SCHOOLING. TECHNIQUES USED DURING THIS PERIOD WERE PERSONAL INTERVIEWS, PREPARED AUTOBIOGRAPHIES, AND PARTICIPANT-OBSERVER REPORTS. VARIOUS METHODS WERE EMPLOYED IN THE ANALYSES OF COLLECTED DATA. ASPECTS WERE DISCUSSED (AND CONCLUSIONS AND IMPLICATIONS DENOTED) WITH RESPECT TO THE FOLLOWING VARIABLES--(1) STUDENT-SCHOOL STRUCTURE INTERACTIONS, (2) STUDENT RESIDENCE ASSOCIATIONS AND ACTIVITIES IN CAMPUS SOCIETY, (3) STUDENT RELATIONS WITH PEERS, TEACHERS, ADVISERS, AND PARENTS, AND (4) CLASSROOM PERFORMANCE AND ATTITUDES, AND ACADEMIC ACHIEVEMENT. PARTICULAR ATTENTION WAS GIVEN TO COMPARISONS BETWEEN HONOR AND REGULAR STUDENTS. (JH)