Towards self-authorship: postgraduate psychology students' meaning-making journeys

English: In this study, the meaning-making processes of postgraduate psychology students were explored as they move towards the development of self-authorship. During the period of emerging adulthood, individuals are afforded the freedom to explore and experiment with potential identity alternatives. Students enrolled at Higher Education Institutions (HEIs) represent a subgroup of emerging adults who experience unique challenges to their cognitive and psychosocial development. Baxter Magolda’s theory on self-authorship served as the theoretical framework for this study. Following a constructivist-developmental, narrative approach, Baxter Magolda plotted individuals’ journeys from an external to an internal way of making meaning within epistemological, intrapersonal, and interpersonal dimensions. Educational experiences challenge the cognitive and psychosocial development of students towards self-authorship. Postgraduate psychology students in particular, undergo a process of personal development and growth along with the acquisition of academic knowledge and skills. Sensitivity for their intrapersonal worlds and interpersonal dynamics as future mental health practitioners is essential. This qualitative research study followed a multiple case study approach rooted within a constructivist framework. Through purposive sampling, four postgraduate psychology students from the University of the Free State were selected to complete two reflective writing tasks and participate in two in-depth interviews during their honours year. The data were analysed thematically. Each participant’s experiences were reconstructed into main and subthemes. A cross-case analysis was also conducted, and the following themes were identified: In their search for self, participants’ experiences related to identity development, finding purpose and direction, and defining their own belief systems. Experiences that were identified as contributing to personal growth included the academic experience, specifically experiences intrinsic to the honours psychology programme and the selection process for the master’s degree. Participants were challenged to engage in personal reflection and critical thinking. Interpersonal relationships with classmates, friends, family, husbands, and lecturers were identified as either offering support and/or challenging current worldviews. Changes experienced included relational redefinition and restructuring, becoming more autonomous and independent, and questioning authority while listening to their internal voice to define their beliefs, identities, and ways of knowing. The findings of this study highlight the nuanced and cyclical pathway towards self-authorship of postgraduate psychology students who are expected to undergo significant intrapersonal growth and more advanced cognitive functioning as they journey towards becoming mental health professionals.