Toward Self-Authorship: Postgraduate Psychology Students' Meaning-Making Journeys

Autor/inn/en	du Toit, Nadia; Naudé, Luzelle
Titel	Toward Self-Authorship: Postgraduate Psychology Students' Meaning-Making Journeys
Quelle	In: Journal of College Student Development, 61 (2020) 1, S.84-102 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Individual Development; Graduate Students; Psychology; Foreign Countries; Student Development; Interpersonal Relationship; Student Experience; Self Concept; Educational Experience; Higher Education; Beliefs; South Africa + Suchen Sie Ihr Suchwort? Individuelle Entwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Psychologie; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studienerfahrung; Selbstkonzept; Bildungserfahrung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Belief; Glaube; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article describes through the lens of self-authorship development the meaning-making processes of South African postgraduate psychology students who are expected to undergo significant growth as they journey towards becoming mental health professionals. Reflective writing tasks and individual interviews of 4 postgraduate students were thematically analyzed to identify individual pathways as well as salient themes towards self-authorship. Academic challenges and interpersonal relationships were instrumental in these students' finding a sense of self and moving towards greater independence, more defined belief systems, and a perspective that encompasses the future. The research findings highlight participants' nuanced and cyclical journeys as they dealt with experiences and challenges that fostered personal growth, more complex ways of knowing, relational restructuring, and listening to an internal voice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01