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

2020 ◽  
Vol 61 (1) ◽  
pp. 84-102
Author(s):  
Nadia du Toit ◽  
Luzelle Naudé
Keyword(s):  
Meaning Making ◽  
Psychology Students ◽  
Self Authorship

Reflexive Identity and Self-authorship Development on Psychology Students

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Luiza Bontempo e Silva ◽  
Rosa del Carmen Flores Macías
Keyword(s):  
Psychology Students ◽  
Self Authorship

Long Strides on the Journey Toward Self-Authorship: Substantial Developmental Shifts in College Students’ Meaning Making

2013 ◽  
Vol 84 (6) ◽  
pp. 866-896 ◽  
Author(s):  
James P. Barber ◽  
Patricia M. King ◽  
Marcia B. Baxter Magolda
Keyword(s):  
College Students ◽  
Meaning Making ◽  
Self Authorship

Developing Self-Authorship in College to Navigate Emerging Adulthood

2014 ◽  
Author(s):  
Marcia Baxter Magolda ◽  
Kari B. Taylor
Keyword(s):  
Young Adults ◽  
College Student ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Adult Development ◽  
Student Development ◽  
Meaning Making ◽  
Personal Characteristics ◽  
Young Adult Development ◽  
Self Authorship

Many emerging adults find themselves navigating the complex transition from adolescence to adulthood while enrolled in college. The key to navigating the demands of college (and emerging adulthood) is not simply what decisions one makes but also how one makes them. This chapter foregrounds college student development research regarding the developmental capacities that underlie young adults’ decision-making processes. Drawing upon two longitudinal studies of college student and young adult development, the authors show how young adults move from uncritically following external formulas learned in childhood toward gaining the capacity for self-authorship—a journey that involves developing internal criteria for crafting one’s identities, relationships, and beliefs and yields the ability to navigate external demands. The authors emphasize that diverse combinations of personal characteristics, experiences, and meaning-making capacities yield diverse pathways toward self-authorship. They also highlight how higher education can promote self-authorship and explore further research to better understand self-authorship’s relevance across cultures.

Doctoral Training of Psychology Students in France

2003 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Christine Roland-Lévy
Keyword(s):  
Doctoral Programs ◽  
Psychology Students ◽  
Doctoral Training ◽  
University System ◽  
The Third ◽  
Conducting Research ◽  
The University ◽  
Psychology Doctoral ◽  
Phd Programs ◽  
Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

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