Relevant bibliographies by topics / Self-authorship

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Self-authorship'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Self-authorship"

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Baxter Magolda, Marcia B. "Self-Authorship." New Directions for Higher Education 2014, no. 166 (June 2014): 25–33. http://dx.doi.org/10.1002/he.20092.

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Pizzolato, Jane Elizabeth. "Assessing self-authorship." New Directions for Teaching and Learning 2007, no. 109 (2007): 31–42. http://dx.doi.org/10.1002/tl.263.

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S Alkathiri, Mohammed. "Assessing Doctoral Student Development of Self-Authorship: The Epistemological, Intrapersonal, and Interpersonal Growths." International Journal of Doctoral Studies 14 (2019): 597–611. http://dx.doi.org/10.28945/4413.

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Aim/Purpose: The purpose of this study was to assess to what extent current doctoral students developed self-authored perspectives, as well as to assess whether or not there was an association between the number of years in the doctoral program and the development of three dimensions of self-authorship (i.e., Epistemological, Intrapersonal, and Interpersonal). Background: Self-authorship is a way of knowing that assists adults in the management of their lives in a way that helps them succeed in society. It is important to study the development of self-authorship in doctoral students because such development is necessary for individuals to overcome the challenges they experience in doctoral programs. The importance of this study rests on the fact that self-authorship development may prompt doctoral students’ ability to succeed in the completion of their doctoral degrees, as well as to meet the challenges of their future in academia. Methodology: Forty-five doctoral students in a Teaching and Learning program were surveyed on three constructs: Epistemological, Intrapersonal, and Interpersonal. The Doctoral Students’ Self-Authorship Questionnaire was developed by the author based on Baxter Magolda’s theory of self-authorship development. Three level-two constructs of self-authorship were conceptually and operationally defined. Contribution: There is no instrument available (i.e., a questionnaire) to assess the self-authorship perspectives of doctoral students. Although it is expected that people will develop self-authored perspectives as they get older, it is unknown to what extent current doctoral students develop self-authorship. No previous studies have assessed doctoral student self-authorship. Findings: The findings showed that participants had advanced levels in all three dimensions and continued to develop towards self-authorship. However, results showed a nonsignificant association between years in the doctoral program and self-authorship development. In other words, although doctoral students spend many years in certain programs, this spent time does not contribute significantly to their development of self-authorship. Recommendations for Practitioners: The current study suggested that doctoral programs should investigate their students’ development toward self-authorship and provide them with more opportunities to better improve their self-authorship. Recommendation for Researchers: The findings suggest further research into the developmental opportunities available for students within doctoral programs that assist students’ ability to develop self-authored perspectives. Impact on Society: The findings supported the importance of assessing doctoral students’ self-authorship as part of doctoral programs. Without the assessment of doctoral student development of self-authorship in their programs, less effort might be taken to address student needs in developing self-authorship. Future Research: Future research may continue the study of self-authorship for doctoral students from different disciplines or schools, especially where attrition rates are high.
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Golob, Sacha. "XIII—Self-Knowledge, Transparency, and Self-Authorship." Proceedings of the Aristotelian Society 115, no. 3 pt 3 (December 1, 2015): 235–53. http://dx.doi.org/10.1111/j.1467-9264.2015.00393.x.

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Wessels, Anke K., Sarah Brice, Kelsey Chan, Emily Desmond, Deana Gonzales, Chelsea Lee, and Ryan Stasolla. "Fostering Self-Authorship and Changemaking." Experiential Learning and Teaching in Higher Education 4, no. 2 (September 1, 2022): 8. http://dx.doi.org/10.46787/elthe.v4i2.3447.

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Johnson, Jessica L. "Self-Authorship in Pharmacy Education." American Journal of Pharmaceutical Education 77, no. 4 (May 13, 2013): 69. http://dx.doi.org/10.5688/ajpe77469.

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Baxter Magolda, Marcia B. "Three Elements of Self-Authorship." Journal of College Student Development 49, no. 4 (2008): 269–84. http://dx.doi.org/10.1353/csd.0.0016.

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Gunderman, Richard B., and Jakob A. Weaver. "Self-authorship in Radiology Education." Academic Radiology 25, no. 3 (March 2018): 403–4. http://dx.doi.org/10.1016/j.acra.2017.12.001.

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Welkener, Michele M., and Marcia B. Baxter Magolda. "Better Understanding Students’ Self-Authorship via Self-Portraits." Journal of College Student Development 55, no. 6 (2014): 580–85. http://dx.doi.org/10.1353/csd.2014.0057.

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Fallar, Robert, Basil Hanss, Roberta Sefcik, Lucy Goodson, Nathan Kase, and Craig Katz. "Investigating a Quantitative Measure of Student Self-authorship for Undergraduate Medical Education." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051989678. http://dx.doi.org/10.1177/2382120519896789.

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Construct: In this study, the authors investigated the validity of a quantitative measure of self-authorship among medical students. Self-authorship is a cognitive-structural theory incorporating the ability to define one’s beliefs, identity, and social relations to operate in a complex, ambiguous environment. Background: Competency-based medical education (CBME) provides learners with the opportunity to self-direct their education at an appropriate pace to develop and exhibit required behaviors while incorporating functioning relationships with supervisors and trainers. Students must develop skills to adjust and succeed in this educational climate. Self-authorship is a theoretical lens that is relevant to identifying the development of the skills necessary to succeed in a CBME curriculum. Understanding the level of attained self-authorship by medical students can provide important information about which professional characteristics are more prevalent among those who are more self-authored and about how students succeed in medical school. Although there are calls in the extant literature for the application of self-authorship in medical education, there is no quantitative measure to assess its development among medical students. Approach: The authors developed a survey to measure self-authorship, including a free text question regarding the thought process around a hypothetical ethical situation during training. Data were collected in 2014 and 2015 from undergraduate medical students and analyzed using factor analysis and qualitative analysis of the free text. Validity evidence was sought regarding content, internal structure, and relationships to other variables. Results: Analysis supports the use of a 22-item instrument to assess 3 constructs of self-authorship: asserting independence and autonomy, knowledge processing, and sense of self in ethical situations. Content analysis of text responses supported the ability of the instrument to separate development, or a lack thereof, of self-authorship. Conclusions: The authors identified an instrument that measures multidimensional, higher-order characteristics that intersect with self-authorship. This instrument can be useful at a macro level for curricular and student assessment of self-authorship. Development of these characteristics can help foster success in a CBME environment and support curricular efforts in this regard. Understanding a student’s level of self-authorship can help identify areas for support as well as allow for comparisons of different student characteristics.
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Dissertations / Theses on the topic "Self-authorship"

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Keene, Frances B. "Fostering Self-Authorship in the Student Conduct Environment." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/72849.

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The Learning Partnerships Model (LPM) (Baxter Magolda and King, 2004) is a framework for promoting self-authorship. Self-authorship is a holistic development theory that employs three dimensions (epistemological, intrapersonal, interpersonal). The LPM can be tailored to a variety of academic tasks, including course design and curriculum development. The model has also been used in co-curricular settings to design community-standards programs, internship programs, and to improve academic advising. An exhaustive review of the literature on one particular co-curricular setting, the student conduct office, revealed studies about the conduct process and student outcomes achieved through that process but no research on student conduct and self-authorship. I explored how the principles of the LPM are evident in student conduct environments where learning is occurring. The sample consisted of student conduct environments at three institutions where students involved in the conduct process achieve learning outcomes that exceed the learning outcomes achieved by like students at other institutions based on a national quantitative assessment (NASCAP). I spent three days on each campus, observing office operations that included 21 conduct hearings. I interviewed every hearing officer in the three student conduct offices (n=8). I found that the principles of the LPM were evident in these environments. Hearing officers created conditions for learning and development to occur. Specifically hearing officers' engaged in four key behaviors that support the principles of the LPM. They created a connection with the student, sought to understand the conduct incident, provided encouragement, and promoted learning and autonomy. Hearing officers purposefully built a welcoming environment in order to solicit information that would enable them to understand students' lived experiences and developmental capacities. They partnered with students to create expectations for future behavior that encouraged student autonomy and accountability. These actions by hearing officers created conditions intentionally to promote learning and development. The findings provide tangible strategies that can be used in the student conduct process to promote self-authorship.
Ph. D.
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Okello, Wilson Kwamogi. "FROM SELF-AUTHORSHIP TO SELF-DEFINITION: REMAPPING THEORETICAL ASSUMPTIONS THROUGH BLACK FEMINISM." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1542843872478829.

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Stone, Sharon L. M. "Examining the development of self-authorship among student veterans." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154172.

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Garcia, Erin. "Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3831.

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This phenomenological, qualitative study addressed student perceptions of their meaning-making process towards self-authorship in a self-designed gap year experience and was conducted in a public higher educational institution in the Southeast. Data was gathered through interviews from a purposeful sample of gap year program participants and program administrators. Emerging themes and categories were identified by coding and analyzing the interview data, such as continual reflection reinforces the value of individual meaning-making, self-expectations versus self-worth, the influence of societal expectations are minimized, and self-designed learning helps to solidify changes in self-authorship. The data showed a strong connection between multiple meaning-making contexts for students and an enhancement in their authorship, as well as multiple-identities. The findings may be useful in gap year program reflection and redesign, and provide implications for self-design in experiential learning opportunities and gap year outcomes.
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Hughes, Byron A. "The Influence of Masculinity on Self-Authorship in College Men." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/79668.

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The holistic development of college students encompasses their growth academically, socially, and personally and occurs as students master knowledge, develop connections with others, and increase their engagement in the college setting (Kuh, Kinzie, Schuh, and Whitt, 2013; Mauk, 2011; Shushok, 2008; Sungok, Shim, Ryan, and Cassady, 2012). Self-Authorship is a theory that describes holistic development in people as they transition from externalized to internalized ways of knowing (Baxter Magolda, 2009). The purpose of this qualitative study was to explore how constructs of masculinity influence Self-Authorship in college men. The conceptual framework for this study was Baxter Magolda's (2008) dimensions of Self-Authorship: Epistemological, Interpersonal, and Intrapersonal. Data were collected through interviews with men in their final year of study in college. The Masculine Behavior Scale (Snell, 1996) was utilized to organize participants into three groups: high scorers, medium scorers, and low scorers, which allowed me to further examine their experiences within the dimensions of Self-Authorship. Analysis of the data revealed three key findings. First, participant scores on the Masculine Behavior Scale declined as their motivation to learn moved from external (status, power, etc.) to internal factors (learning for the sake of learning). Second, high scorers formed relationships that affirmed their abilities. Yet, medium/low scorers developed relationships for the sake of mutual benefit. Lastly, high scorers sought external validation, while medium/low scorers relied upon internal validation.
Ph. D.
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Tankersley, Christopher James. "Becoming an Orientation Leader: A Catalyst for Self-Authorship Development." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365413596.

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Li, Yifei. "A Grounded Theory of Chinese College Students' Self-Authorship Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu15555034262482.

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Acevedo, Epinal Sara. "Enabling Geographies| Neurodivergence, Self-Authorship, and the Politics of Social Space." Thesis, California Institute of Integral Studies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815948.

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Enabling Geographies: Neurodivergence, Self-Authorship, and the Politics of Social Space examines and co-documents the political relevance of alternative educational, vocational, and community-living strategies developed and implemented by autistic grassroots educators serving autistic and otherwise neurodivergent youth in Berkeley, California. These educators reject the conceptualization and treatment of neurodivergent embodiment and expression as a medical pathology or a charity case and, in concert with grassroots disability justice initiatives, reclaim it instead as a vibrant cultural and political experience. They so do while simultaneously calling for the emancipation and collective liberation of all disabled people. More specifically, our collaborative inquiry documents the role of autistic educators in the visioning of strategies designed to enable a creative opening of differential social spaces wherein to freely and fully embody neurodivergence. Neurodivergence is an umbrella term covering a wide range of alternative individual neurocognitive styles.

One of the main arguments of this dissertation is that disabled service providers are uniquely positioned to intervene and unsettle institutionalized ableism vis-à-vis “safety-net” programs, especially against the historical backdrop of traditional community (care) services. The term ‘transition services’ means a coordinated set of activities to facilitate a disabled person’s movement from school to post-school activities. To document these strategies, the autistic leaders in question and myself co-designed the line of inquiry, methodology, and goals of this dissertation. We held collaborative meetings, interviews, and group conferences for almost two years. Our findings are presented through activist ethnographic vignettes, oral narrative analysis, and historical-analytical frameworks emerging from disability studies, activist anthropology, critical sociology, postmodern philosophy, and critical human geography. Overall, our methodology aims at capturing the program’s dynamics and philosophy, its gains and successes, as well as the institutional barriers and limitations to developing and sustaining autistic leadership roles in disability service provision.

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Hobbs, Klinton E. "Advances in student self-authorship : a program evaluation of the Community Standards Model /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1333.pdf.

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Bearden-White, Roy. "Reading The Self: Print Technologies, Authorship, and Identity Formation in the Eighteenth Century." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/900.

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During the early part of the eighteenth century, the growth of the book trades depended upon a series of technological advances. With each innovation, new forms of printed material, such as newspapers, essays, novels, and biographies became available and in many cases, extremely popular. Cultural perceptions of popularity among the growing body of readers, however, immediately relegated most of these new forms to a subaltern status. As the new readers became new writers, subcultures developed around each new form, which then changed the perceived social status of both the members of the subculture and the textual form. Even though printed materials has often been seen as simple commodities, reading subcultures of the eighteenth century had the power to redefine the social meaning of a given textual form and they often did so because in changing the status of the text they could also alter their own status. The members of these various subcultures used their associated textual form as a means to redefine their own identity as well as the social status of the text itself. Each of the varieties of publications gained or lost social status based upon their association with particular subcultures. In this way, the formation of textual subcultures provided a conduit through which individuals could create, maintain, and renegotiate personal identity. By examining the creation of specific textual subcultures in conjunction with shifts in technology, my work offers a new, empirically supported model for understanding the precise relationship between reading and identity formation at the moment when modern, market-based culture came into existence. Challenging the interpretive tradition established by Ian Watt in the 1950s, I formulate a dynamic model of identity creation based upon the perception of technological membership. Because Watt's focus, as well as those of many succeeding critics, was upon a single genre rather than upon individuals' interaction with new print mediums, the current understanding of eighteenth-century identity is a progressively static model of reading which cannot be applied beyond that specific historical period. My work directly challenges current ideas of subculture formation and the inherent bonds between members by establishing how writers negotiated their own self-perceptions through authorial participation and, ultimately, defined their own social status. By determining how people created their own cultural identities through associations with forms of printed material and evolving technologies, my work reconsiders previous interpretations of literary history based upon economic class formation and prompts re-evaluations of basic critical literary terms, such as `literature,' `popular,' and `aesthetic worth.' With a new model for understanding identity formation in market culture, my research offers models extending beyond the eighteenth century and informing current debates about textual cultures. In recent years, the mass digitization of printed material has prompted announcements of both the death of the book and a decrease in mass literacy; yet, online communication, particularly social networking sites such as Facebook or Twitter, has grown dramatically. Computer technology, in this respect, is no more than another phase of printing innovations, which itself is fostering the creation of new reading subcultures.
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Books on the topic "Self-authorship"

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Creating contexts for learning and self-authorship: Constructive-developmental pedagogy. Nashville: Vanderbilt University Press, 1999.

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Assessing meaning making and self-authorship: Theory, research, and application. Hoboken, N.J: Wiley Periodicals, Inc., 2012.

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Autobiography and authorship in Renaissance verse: Chronicles of the self. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2003.

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Development and assessment of self-authorship: Exploring the concept across cultures. Sterling, Va: Stylus Pub., 2010.

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Creamer, Elizabeth G., Marcia B. Baxter Magolda, and Peggy S. Meszaros. Development and assessment of self-authorship: Exploring the concept across cultures. Sterling, Va: Stylus Pub., 2010.

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Bulloch, Linda R. Tribe: A journal approach to the other self. Savannah, GA: R.S. Press, 2007.

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Publish your own book (and pocket the profits!): A complete guide to successful self-publishing. Silverdale, WA: Jacquelyn Peake Associates, 1991.

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Life passages: Writing exercises for self-exploration. Huntington, NY: Kroshka Books, 2000.

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Hess, Scott. Authoring the self: Self-representation, authorship, and the print market in British poetry from Pope through Wordsworth. London: Routledge, 2005.

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Magolda, Marcia B. Baxter. Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, Va: Stylus Pub., 2004.

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Book chapters on the topic "Self-authorship"

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Ball, Frank. "Continued Development: Self-Authorship and Self-Mastery." In On Becoming a Leadership Coach, 29–34. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230614314_4.

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Perez, Rosemary J. "Students’ Development of Self-Authorship." In Case Studies for Student Development Theory, 170–82. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429465611-14.

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Magolda, Marcia Baxter. "The Evolution of Self-Authorship." In Knowing, Knowledge and Beliefs, 45–64. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6596-5_3.

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Prescott, Sarah. "Negotiating Authorship: Women’s Self-Representations." In Women, Authorship and Literary Culture 1690–1740, 39–66. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230597082_3.

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McPherson, Melinda. "Refugee Women, Education, and Self Authorship." In International Perspectives on Migration, 77–93. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7211-3_5.

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Hartley, John. "Authorship and the Narrative of the Self." In A Companion to Media Authorship, 21–47. Oxford, UK: Wiley-Blackwell, 2013. http://dx.doi.org/10.1002/9781118505526.ch2.

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Narvaez, Darcia. "Neurobiology, Moral Education and Moral Self-Authorship." In Moral Education and Development, 31–43. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-716-5_3.

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Lassner, Phyllis. "Fashion as Self-Authorship, Escape from Fascist Terror, and Witness Testimony." In Fashion and Authorship, 273–95. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-26898-5_12.

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Dougherty, M. V. "Contested Authorship, Self-Plagiarism, and the Scholarly Record." In Research Ethics Forum, 197–219. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99435-2_7.

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Guzmán-Cabrera, Rafael, Manuel Montes-y-Gómez, Paolo Rosso, and Luis Villaseñor-Pineda. "A Web-Based Self-training Approach for Authorship Attribution." In Advances in Natural Language Processing, 160–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-85287-2_16.

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Conference papers on the topic "Self-authorship"

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Li, Dorothy Tao. "The Validation of a Quantitative Measure of Self-authorship among Chinese University Students." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11171.

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This paper presents the preliminary evidence for validating the Self-authorship Section of the Career Decision Making Survey (SA-CDMS; Creamer, Baxter Magolda, & Yue, 2010) among Chinese university students. Two samples of undergraduate students (Stage One, N= 263; Stage Two, N= 663) from three universities in the People’s Republic of China participated in this study. In the first stage, the SA-CDMS was translated from English to Chinese, with the psychometric properties preliminarily examined by exploratory factor analysis and internal consistency test. The original 18-item SA-CDMS model failed to identify the theoretical structures as expected, however, several modifications could be identified from the results of Stage One. In the second stage, the modified SA-CDMS showed acceptable reliability and validity based on the results of confirmatory factor analysis and Cronbach’s alpha coefficients. In addition, Pearson’s correlation analysis was employed by Stage Two to examine the correlations among the demographic factors, three phases, and three dimensions of self-authorship framework. In general, the current study provided evidence for utilizing SA-CDMS in the Chinese higher education context. This study added to the literature of the research on self-authorship and offered practical implications to educators and policymakers in promoting self-authorship development among Chinese university students.
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Ciuciulkiene, Nijole. "STRENGHTENING FUTURE VOCATIONAL TEACHERS� SELF-AUTHORSHIP VIA ACTION RESEARCH." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.4/s13.062.

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Wan, Xinke. "Self-Authoring as Dialogue: A Narrative Study Examining Self-Authorship in Chinese University Students." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889038.

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Conway, Patrick. "AT a Crossroad: Moving Toward Self-Authorship on the Appalachian Trail." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1882303.

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Conway, Patrick. "AT a Crossroad: Moving Toward Self-Authorship on the Appalachian Trail." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882303.

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Goncharova, Yana, Tatyana Savchenko, Olga Sheveleva, and Iuliia Zubcova. "The Mandatory Nature of Online Learning During COVID-19: A Comparative Study of the Experience of Three Universities." In Congreso Internacional de Ingeniería de Sistemas. Universidad de Lima, 2021. http://dx.doi.org/10.26439/ciis2020.5479.

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This paper is devoted to the comparative analysis of three online learning plat forms used by three universities (Dubna State University and Pyatigorsk State University in Russia and University of Campania “Luigi Vanvitelli” in Italy) for the forced adoption of onli ne learning during the COVID-19 pandemic. The advantages, defects and restrictions of each learning platform are analyzed along with the factor of human error and incompetence while using the platforms. It was found that it was difficult to establish the authorship of the tasks performed, to check the real attendance and level of involvement during online lectures, and to ascertain students’ identity without violating laws on personal data and privacy. What is more, the participants of the educational process demonstrated their lack of experience and technical skills to work with the platforms, and their lack of motivation and self-discipline. In accordance with the data received and analyzed in this research, a list of recommendations and technical specifications required is offered. This research is useful for government institutions, universities, academic staff and students working or planning to start working with online learning instruments.
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Richards, Dylan, Jude Chavez, Matthew Pearson, and Craig Field. "Self-determination theory correlates of cannabis-related outcomes among a large, multi-site sample of college student." In 2021 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.01.000.18.

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Background: Self-determination theory (SDT) is a general theory of human motivation that has been applied to understand why people engage in healthy behaviors. That is, more autonomous reasons for engaging in healthy behaviors is associated with an increased likelihood of initiating and maintaining healthy behaviors. Recent research has shown that this framework is useful for understanding engagement in harm reduction behaviors for alcohol among college students. It stands to reason that this framework may be equally useful for cannabis with the potential to inform intervention efforts for reducing harms associated with unhealthy cannabis use. In the present study, we examined autonomous functioning and psychological need satisfaction per SDT as correlates of cannabis-related outcomes among a large, multi-site sample of college students who use cannabis. Method: Participants were 5497 students recruited from Psychology Department participant pools at 10 universities in 8 states across the U.S (AK, CA, CO, ID NM, TX, VA, WA) who completed an online survey for partial course credit. We restricted analyses to those who reported consuming cannabis at least once in the past month (n=1398, about one-fourth of the total sample). The analytic sample was 20.25 years of age on average (SD=3.88) and mostly female (68.9%) and non-Hispanic white (59.4%). Participants completed measures assessing the three facets of autonomous functioning (authorship, interest-taking, and susceptibility to control) and satisfaction and frustration of the psychological needs for autonomy, competence, and relatedness, as well as a variety of measures assessing cannabis-related outcomes, including severity of use (i.e., Cannabis Use Disorder Identification Test [CUDIT]), negative consequences (i.e., Marijuana Consequences Questionnaire [MACQ]), and harm reduction behaviors (i.e., Protective Behavioral Strategies for Marijuana [PBSM]). Results: Consistent with hypotheses, overall autonomous functioning was positively correlated with PBSM (r=.179, p<.001) and negatively correlated with CUDIT (r=-.160, p<.001) and MACQ (r=-.092, p=.017). Separating autonomous functioning by subscale (i.e., domain), the correlations were largest in magnitude for the authorship domain (r=.250, r=-.240, and r=-.168, respectively, p<.001). Also consistent with hypotheses, greater satisfaction of each psychological need was positively correlated with PBSM (.149<rs<.203, ps<.001) and negatively correlated with CUDIT (-.146<rs<-.120, ps<.01) and MACQ (-.171<r<-.132, ps<.01); generally, these correlations were largest in magnitude for relatedness satisfaction. In contrast, greater frustration of each psychological need was negatively correlated with PBSM (-.144<rs<-.121, ps<.001) and positively correlated with CUDIT (.199<rs<.229, ps<.001) and MACQ (.133<rs<.215, ps<.01); the correlations were largest in magnitude for relatedness frustration with PBSM and competence frustration with CUDIT and MACQ. Conclusions: The present study is the first to demonstrate that higher autonomous functioning and greater psychological need satisfaction are protective factors for cannabis-related outcomes, including less consumption, fewer negative consequences, and more frequent use of harm reduction behaviors. SDT provides a rich framework for understanding not only why college students may engage in healthy cannabis-related behaviors, but also the conditions that foster that engagement, making it an ideal theory to inform cannabis interventions. The present findings warrant replication but suggest promise for SDT as a framework for understanding cannabis-related outcomes that future research should investigate further.
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8

Ribeiro Rabello, Rafaelle. "Between absence and presence: Augmented Reality as a self-fiction poetic." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.105.

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This text comprises an excerpt of the Doctoral research completed in 2021, developed in the Line of Poetics and Processes of Performance in Arts (PPGARTES-UFPA), which will present a conceptual reflection about the creative process that unfolded poetically from the appropriation of an old family photo album. The album in question began to be observed as a place of overlapping time and space, triggering an internal movement of belonging by presenting itself as a place of poetic power due to the physical evidence that emerged from it. Through Augmented Reality, the empty spaces left by the time were occupied, following the tracks and telling another narrative through visual, textual, and sound layers, thus reconfiguring the album, which expanded and became a living space of memory activated by the cybrid experience. The way of facing the presence of absence and at the same time the absence of presence provoked me an inner movement of wanting more and more to belong to that space. There were countless times I approached this album and I was always worried about its gaps and emptiness in its narrative. And, by a sudden feeling of belonging to that space, I began to fill its “silence” and become part of that place. I have been calling this act the movement of self-fiction poetic. This concept is widely discussed in the book Essays on self-fiction, organized by Jovita Maria Gerheim and crossed my research, which I appropriated and used as an operative concept, thus comprising a movement that took place through the appropriation of an object, intervening in a poetic way, from which I became a character manifesting myself subjectively in the fictional narrative. Therefore, I articulated myself between the photographic language and other operational resources that mobile devices made possible, to recreate the space in mixtures with the past and the contemporary in a movement of mixing memories. The album presented itself as a space deconstructed by the action of time and subjects and through the poetic movement, I triggered a series of events, overlapping different times and spaces by inserting photographic files, video, text, and sound that activated this place as a living organism, revealing a new experience with memory. The reconfiguration process of this space was triggered exclusively by digital means. The idea of the movement of self-fiction poetic arose precisely because I brought photographic productions of my own in a mix with the photographs already present in the album. This intersection of authorship that unfolded in the presentation of another narrative, which includes me sometimes as a present character, sometimes as a hidden agent, allowed me to travel through the chain of memory and feel myself belonging to that space-time. By wanting to penetrate a past that was not mine, triggering subjective layers of information produced in the interstice of reality and fiction that photography allowed me, I was able to perceive the album beyond a memory space, but as a place of experience that opened and was available for interventions.
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9

Gureev, Vadim N., Nikolay A. Mazov, and Inna Yu Ilyicheva. "Bibliometric aspect of editorial board members authorship in the parent journal." In Twenty Fifth International Conference and Exhibition «LIBCOM-2021». Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-247-0-2022-19-24.

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The authors discuss the problem of publications by editorial board members in their parent journal with relation to bibliometrics and publication ethics. This issue is of the same nature as self-citedness. However, while self-citedness is classified, its motivation factors are defined, and recommendations are provided for the ethical thresholds, the problem of publishing in parent journals is still awaiting thorough investigation. The authors propose to categorize publishing in the parent journal. The ethical aspects and criteria are discussed, and a new bibliometric index – editorial board-parent journal publications coefficient is proposed to be introduced.
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