As higher education institutions make intentional steps to include underrepresented groups and ensure their success in school, it is particularly important to understand their epistemological, intrapersonal, and interpersonal development as a key factor of supporting their academic and developmental needs. Institutions of higher education are challenged to prepare graduates for engaged citizenship in an increasingly multifaceted world that requires college graduates to demonstrate higher-level order epistemological abilities to successfully navigate in the 21st century. This qualitative study investigates self-authorship theory through the perceptions and experiences of first-generation undergraduate students, contextualizes periods of cognitive dissonance, examines contextual and environmental factors related to development, and frames these experiences as catalysts that promote self-authoring behaviors. This study captures the unique stories of 14 first-generation undergraduates at a public 4-year comprehensive liberal arts institution on the West Coast of the United States. Future research and practical application strategies to promote self-authorship are provided for higher education professionals to intentionally design supportive learning environments in an effort to better serve the developmental needs of first-generation undergraduates.

中文翻译：

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第一代本科生的自创性：经验和催化剂的定性研究。

由于高等教育机构有意采取措施将代表性不足的群体纳入其中并确保他们在学校取得成功，因此将他们的认识论、内在和人际发展作为支持其学术和发展需求的关键因素来理解尤为重要。在一个日益多元化的世界中，高等教育机构面临着让毕业生为参与公民做好准备的挑战，这个世界要求大学毕业生展示更高层次的认识论能力，以便在 21 世纪成功导航。这项定性研究通过第一代本科生的看法和经验来调查自我作者理论，将认知失调时期置于情境中，检查与发展相关的情境和环境因素，并将这些经验作为促进自我创作行为的催化剂。这项研究记录了美国西海岸一所公立 4 年综合文理学院的 14 名第一代本科生的独特故事。为高等教育专业人员设计支持性学习环境以更好地服务第一代本科生的发展需求提供了未来的研究和实际应用策略，以促进自编。