Engaging differences: Self‐Authorship and the decision‐making process

Laughlin, Anne; Creamer, Elizabeth G.

doi:10.1002/tl.264

Cited by 11 publications

(11 citation statements)

References 3 publications

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“…In the third phase, Becoming the Author of One's Own Life, individuals are expected to construct their own internal perspectives about knowledge (Epistemological), about themselves (Intrapersonal), and about the nature of their relationships with others (Interpersonal) (Baxter Magolda, 2001). When individuals reach these third and fourth phases, they are considered self-authored (Laughlin & Creamer, 2007;Pizzolato, 2005Pizzolato, , 2006Pizzolato, , 2007. In this fourth and final phase, Internal Foundations, individuals are observed as having acted 'in ways that integrated the intrapersonal and cognitive in interpersonal arenas' (Pizzolato, 2007, p. 32).…”

Section: Self-authorship Dimensions and Phasesmentioning

confidence: 99%

Assessing Doctoral Student Development of Self-Authorship: The Epistemological, Intrapersonal, and Interpersonal Growths

Alkathiri

2019

IJDS

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Aim/Purpose: The purpose of this study was to assess to what extent current doctoral students developed self-authored perspectives, as well as to assess whether or not there was an association between the number of years in the doctoral program and the development of three dimensions of self-authorship (i.e., Epistemological, Intrapersonal, and Interpersonal). Background: Self-authorship is a way of knowing that assists adults in the management of their lives in a way that helps them succeed in society. It is important to study the development of self-authorship in doctoral students because such development is necessary for individuals to overcome the challenges they experience in doctoral programs. The importance of this study rests on the fact that self-authorship development may prompt doctoral students’ ability to succeed in the completion of their doctoral degrees, as well as to meet the challenges of their future in academia. Methodology: Forty-five doctoral students in a Teaching and Learning program were surveyed on three constructs: Epistemological, Intrapersonal, and Interpersonal. The Doctoral Students’ Self-Authorship Questionnaire was developed by the author based on Baxter Magolda’s theory of self-authorship development. Three level-two constructs of self-authorship were conceptually and operationally defined. Contribution: There is no instrument available (i.e., a questionnaire) to assess the self-authorship perspectives of doctoral students. Although it is expected that people will develop self-authored perspectives as they get older, it is unknown to what extent current doctoral students develop self-authorship. No previous studies have assessed doctoral student self-authorship. Findings: The findings showed that participants had advanced levels in all three dimensions and continued to develop towards self-authorship. However, results showed a nonsignificant association between years in the doctoral program and self-authorship development. In other words, although doctoral students spend many years in certain programs, this spent time does not contribute significantly to their development of self-authorship. Recommendations for Practitioners: The current study suggested that doctoral programs should investigate their students’ development toward self-authorship and provide them with more opportunities to better improve their self-authorship. Recommendation for Researchers: The findings suggest further research into the developmental opportunities available for students within doctoral programs that assist students’ ability to develop self-authored perspectives. Impact on Society: The findings supported the importance of assessing doctoral students’ self-authorship as part of doctoral programs. Without the assessment of doctoral student development of self-authorship in their programs, less effort might be taken to address student needs in developing self-authorship. Future Research: Future research may continue the study of self-authorship for doctoral students from different disciplines or schools, especially where attrition rates are high.

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Section: Self-authorship Dimensions and Phasesmentioning

confidence: 99%

Assessing Doctoral Student Development of Self-Authorship: The Epistemological, Intrapersonal, and Interpersonal Growths

Alkathiri

2019

IJDS

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“…Three themes emerged: students' sources of information, their decision-making process, and their resulting feelings. Because these components are closely linked to the three aspects of self-authorship described by Laughlin and Creamer (2007) we utilized their terminology in our analysis (see also Baxter Magolda, 1998).…”

Section: Course Withdrawalmentioning

confidence: 99%

“…In reviewing the interviews with the aim of discovering how students make their course withdrawal decisions, we found that students engaged in an elementary decision-making process. Based on the iterative analysis, we organized the students' comments about their decision process via three components of self-authorship outlined by Laughlin and Creamer (2007): students' sources of information when considering a decision, the management of this information in their decisionmaking process, and the affective and behavioral impact of the resulting decision.…”

Section: Interviewmentioning

confidence: 99%

“…Self-authorship: affective and behavioral outcomes of the decision. According to Laughlin and Creamer's (2007) application of self-authorship, the individual is "reflecting on the outcome of the decision and changing or reaffirming future decision making processes through learning or development" (p. 44). The students we interviewed had reflected on the outcome of their decision to withdraw from a course, voicing predominantly negative affective outcomes.…”

Section: Interviewmentioning

confidence: 99%

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What Are They Thinking? Students' Affective Reasoning and Attitudes about Course Withdrawal

et al. 2012

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In this mixed-methods study we identify situations that impact students' decisions to withdraw from a course and examine their affective reasoning and attitudes toward course withdrawal. Exploring students' decision-making processes through the lens of self-authorship, we show that students frequently seek information from people with whom they have a personal rather than academic relationship, make decisions with little awareness of academic consequences, and often experience a feeling of dissonance when withdrawing from courses, even describing themselves as “quitters.” Our results lead to recommendations that can assist academic advisors in developing meaningful interventions that advance students' decision-making abilities and intellectual development.

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“…Pizzolato (2010) noted the challenge posed by the fact that some items can be similarly endorsed by respondents at different phases of self-evolution and concluded that "qualitative methods may seem like the best option for self-authorship research" (p. 201), assuming that interview approaches invite participants to discuss meaning making in ways that illuminate cross-cultural variations. Elizabeth Creamer and Anne Laughlin (2005) and Laughlin and Creamer (2007) found that their self-authorship questionnaire provided information about whom students consulted for career decisions rather than how they constructed their consultations, the latter information emerging in interviews. Aware of the assessment challenges recounted here and in the interest of providing a psychometrically sound measure for assessing educational practice to promote self-authorship, Creamer continued work on the Career Decision Making Survey, which includes Likert-type items keyed to External Formulas, Crossroads, and early Self-Authoring (Creamer, Baxter Magolda, and Yue, 2010).…”

Section: Assessment Formatsmentioning

confidence: 99%

Barber¹

2012

ASHE Higher Education Report

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Nudging Minds to Life: Self‐Authorship as a Foundation for Learning Meaning Making and Collegiate Learning Outcomes The Nature of Meaning Making: Constructivist‐Developmental Assumptions Self‐Evolution and the Journey Toward Self‐Authorship Conclusion Assessing Self‐Authorship and Its Evolution Assessment Challenges Assessment Formats Four Interviews to Assess Self‐Authorship Conclusion Development of the Ten Positions in the Journey Toward Self‐Authorship Baxter Magolda's Study Wabash National Study of Liberal Arts Education Nuances of Self‐Authorship Trusting External Authority: External Positions Trusting External Authority Tensions with Trusting External Authority Recognizing Shortcomings of Trusting External Authority Developmental Progression in External Meaning Making Entering the Crossroads: Predominantly External Positions Questioning External Authority Constructing the Internal Voice Developmental Progression in Entering the Crossroads Leaving the Crossroads: Predominantly Internal Positions Listening to the Internal Voice Cultivating the Internal Voice Developmental Progression in Leaving the Crossroads Self‐Authorship: Internal Positions Trusting the Internal Voice Building an Internal Foundation Securing Internal Commitments Developmental Progression in Internal Meaning Making Using the Self‐Authorship Assessment Guide Assessing Student Characteristics and Experience Example of a Phase 1 Summary (Excerpts) Assessing Developmental Meaning Making Example of a Phase 2 Summary (Excerpts) Links Between Development and Experiences Working Through Difficult Summaries The Value of Listening to Students Appendix: Wabash National Study of Liberal Arts Education: Qualitative Research Team References Name Index Subject Index About the Authors

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Engaging differences: Self‐Authorship and the decision‐making process

Abstract: Decisions that involve consideration of inconsistent or contradictory information provide a context for understanding and supporting intellectual development.

Cited by 11 publications

References 3 publications

Assessing Doctoral Student Development of Self-Authorship: The Epistemological, Intrapersonal, and Interpersonal Growths

Assessing Doctoral Student Development of Self-Authorship: The Epistemological, Intrapersonal, and Interpersonal Growths

What Are They Thinking? Students' Affective Reasoning and Attitudes about Course Withdrawal

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