Self-Authorship Development of Chinese College Students: Relationships Among Epistemological, Interpersonal, and Intrapersonal Dimensions

Abstract

Abstract:We describe relationships among epistemological, interpersonal, and intrapersonal development in Chinese college students from the perspective of self-authorship theory. The themes that emerged from interviews with 13 junior or senior students offer insights into unique aspects of self-authorship development in the Chinese higher education context as well as similarities to development in the US context. We used students' narratives about their college experiences to illustrate their journey toward self-authorship. Findings suggest that a style based on hierarchy and interpersonal connection in Chinese culture plays an important role in student development.