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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
Language: English
Authors: Ricks, Meagan (ORCID 0000-0003-1602-4894), Meerts-Brandsma, Lisa, Sibthorp, Jim
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
FullText Links:
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  Data: Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools
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  Data: <searchLink fieldCode="AR" term="%22Ricks%2C+Meagan%22">Ricks, Meagan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1602-4894">0000-0003-1602-4894</externalLink>)<br /><searchLink fieldCode="AR" term="%22Meerts-Brandsma%2C+Lisa%22">Meerts-Brandsma, Lisa</searchLink><br /><searchLink fieldCode="AR" term="%22Sibthorp%2C+Jim%22">Sibthorp, Jim</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Experiential+Education%22"><i>Journal of Experiential Education</i></searchLink>. Mar 2021 44(1):65-83.
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  Data: 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
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  Data: 19
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Immersion+Programs%22">Immersion Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Futures+%28of+Society%29%22">Futures (of Society)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Actualization%22">Self Actualization</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink>
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  Data: 10.1177/1053825920980787
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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        Value: 10.1177/1053825920980787
    Languages:
      – Text: English
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      Pagination:
        PageCount: 19
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    Subjects:
      – SubjectFull: Immersion Programs
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: High School Students
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      – SubjectFull: Student Surveys
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      – SubjectFull: Personal Autonomy
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      – TitleFull: Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools
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