Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools
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| Title: | Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools |
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| Language: | English |
| Authors: | Ricks, Meagan (ORCID |
| Source: | Journal of Experiential Education. Mar 2021 44(1):65-83. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Immersion Programs, Self Concept, Experiential Learning, High School Students, Decision Making, Futures (of Society), Self Actualization, Student Attitudes, Epistemology, Interpersonal Relationship, Teaching Methods, Student Surveys, Personal Autonomy |
| DOI: | 10.1177/1053825920980787 |
| ISSN: | 1053-8259 |
| Abstract: | Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students' progression toward self-authorship. Methodology/Approach: We used Pizzolato's open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship--epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1286300 |
| Database: | ERIC |
| Abstract: | Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students' progression toward self-authorship. Methodology/Approach: We used Pizzolato's open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship--epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context. |
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| ISSN: | 1053-8259 |
| DOI: | 10.1177/1053825920980787 |
