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

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 con-text 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 connec-tion in Chinese culture plays an important role in student development.