Towards self-authorship: postgraduate psychology students' meaning-making journeys

[摘要] English: In this study, the meaning-making processes of postgraduate psychology students wereexplored as they move towards the development of self-authorship. During the period ofemerging adulthood, individuals are afforded the freedom to explore and experiment withpotential identity alternatives. Students enrolled at Higher Education Institutions (HEIs)represent a subgroup of emerging adults who experience unique challenges to their cognitiveand psychosocial development. Baxter Magolda's theory on self-authorship served as thetheoretical framework for this study. Following a constructivist-developmental, narrativeapproach, Baxter Magolda plotted individuals' journeys from an external to an internal wayof making meaning within epistemological, intrapersonal, and interpersonal dimensions.Educational experiences challenge the cognitive and psychosocial development of studentstowards self-authorship. Postgraduate psychology students in particular, undergo a process ofpersonal development and growth along with the acquisition of academic knowledge andskills. Sensitivity for their intrapersonal worlds and interpersonal dynamics as future mentalhealth practitioners is essential.This qualitative research study followed a multiple case study approach rooted within aconstructivist framework. Through purposive sampling, four postgraduate psychologystudents from the University of the Free State were selected to complete two reflectivewriting tasks and participate in two in-depth interviews during their honours year. The datawere analysed thematically. Each participant's experiences were reconstructed into main andsubthemes. A cross-case analysis was also conducted, and the following themes wereidentified: In their search for self, participants' experiences related to identity development,finding purpose and direction, and defining their own belief systems. Experiences that wereidentified as contributing to personal growth included the academic experience, specificallyexperiences intrinsic to the honours psychology programme and the selection process for themaster's degree. Participants were challenged to engage in personal reflection and criticalthinking. Interpersonal relationships with classmates, friends, family, husbands, and lecturerswere identified as either offering support and/or challenging current worldviews. Changesexperienced included relational redefinition and restructuring, becoming more autonomousand independent, and questioning authority while listening to their internal voice to definetheir beliefs, identities, and ways of knowing. The findings of this study highlight the nuancedand cyclical pathway towards self-authorship of postgraduate psychology students who areexpected to undergo significant intrapersonal growth and more advanced cognitivefunctioning as they journey towards becoming mental health professionals.

[发布机构] University of the Free State