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Using a participant action research approach, it employs a collaborative learning community, focus groups, and personal narratives to identify how labor practices and institutional barriers affect student and instructor autonomy and authenticity in writing programs. The article proposes curricular and practical solutions to improve well-being and quality of life while addressing rigid power inequities in higher education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/self-determination-theory-and-authenticity-a-response-to-power-inequities-within-higher-education/599457/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/self-determination-theory-and-authenticity-a-response-to-power-inequities-within-higher-education/599457.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to improve in writing programs?","Question",{"text":112,"@type":113},"It investigates labor practices and institutional barriers that influence student and instructor autonomy and authentic self-actualization, then proposes curricular strategies to support identity development and well-being.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What methodology does the article use?",{"text":117,"@type":113},"It uses a participant action research methodology implemented at a large research-intensive university, incorporating focus groups and oral narratives from instructor/co-authors.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article frame authenticity in relation to autonomy?",{"text":121,"@type":113},"It draws on Ryan and Deci’s view that authenticity involves self-authored, endorsed behavior that is not self-deceptive and reflects open, considered engagement with what is actually occurring.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599457,1792188905,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Self-Determination Theory and Authenticity: A Response to Power Inequities within Higher Education  \nStacey Cochran, Sydney Sullivan, Sally F. Benson, Michelle Silvers, and Nick Halsey  \nHealthy identity formation influences an individual’s social and emotional well-being, and reflective writing processes that bolster self-compassion, autonomy, competence, and relatedness can positively affect authentic self-actualization. The present study makes use of a participant action research methodology consisting of a collaborative learning community, focus groups, and personal narratives to investigate ways to ameliorate labor practices and institutional barriers to student and instructor autonomy and authentic self-actualization in writing programs. Tangible solutions for curricular design to improve students’ and instructors’ well-being and quality of life are presented.  \nIntroduction  \nAuthin tehneticityworlisd(oPnarekofet tahle1m26o;stScelmmgmaonneaelnd4o1r1s)edRcharaesearcctheirnstprseyngthcholsogy suggests that socio-contextual factors that contribute to an individual’s authenticity also positively influence their well-being across multiple dimensions including openness to experience, life satisfaction, and non-neuroticism (Sheldon et al. 1391). From a developmental perspective, authenticity among individuals invariably centers on meaningful understanding of the self. Peterson and Seligman summarize the work of several scholars, including Rogers, Deci and Ryan, and Pennebaker and Keough, to show that the function of authenticity may thus serve accurate self-regulation, improved task performance, and a reduction of chronic stress and autonomic activation (Peterson and Seligman 253) .  \nIf we are living authentically, we are in tune with our internal states, emotions, and socio-contextual environments, and we have the ability to respond effectively to those emotions and the social contexts within which we live. Thus, authenticity may well serve a highly adaptive purpose in human development and social functioning.  \nWe believe that cultivation of authenticity, self-compassion, and unconditional positive regard represents a strategy of humanitarian social justice that  \nComposition Studies 50.2 (2022): 95–111  \nmay help to ameliorate epidemic levels of disordered mental health among adolescents and young adults that have arisen in part because of suboptimal educational policies that perpetuate rigid power inequities within higher education and that value rankings, test scores, and social comparison to the detriment of quality of life and well-being of students and teachers. Modeling and encouraging these character strengths from the beginning of the class can support students’ cultivation of wellness (Gurung and Galardi) . Scholars in writing studies are increasingly supporting a focus on well-being as an integral aspect of writing classes (Yagelski and Collins) .  \nAuthenticity can be defined in several different ways. Peterson and Seligman define authenticity as “a character trait in which people are true to themselves, accurately representing—privately and publicly—their internal states, intentions, and commitments,” and they distinguish authenticity from closely related strengths like “honesty” and “integrity” by suggesting that authenticity refers to “emotional genuineness” and “psychological depth” (249-250) . Ryan and Deci define authenticity as involving the following two aspects:  \n1. One’s behavior is authored or endorsed by the self (i.e., it is autonomous), and  \n2. It is not self-deceptive but reflects a considered, meaningful, and open grappling with what is actually occurring. (396)  \nDrawing on these definitions, our objective is to present labor practices and tangible solutions that may be useful in postsecondary writing contexts to facilitate optimal identity status development of students and instructors. To accomplish this, we use a participant action research methodology that was implemented at a large resear","cbCaibChGV6lVkHs","https://ap.wps.com/l/cbCaibChGV6lVkHs","pdf",132491,17,"English","# Introduction\n## Humanitarian Social Justice in Education\n## Definitions of Authenticity\n## Research Objective and Methodology","[{\"question\":\"What does the study aim to improve in writing programs?\",\"answer\":\"It investigates labor practices and institutional barriers that influence student and instructor autonomy and authentic self-actualization, then proposes curricular strategies to support identity development and well-being.\"},{\"question\":\"What methodology does the article use?\",\"answer\":\"It uses a participant action research methodology implemented at a large research-intensive university, incorporating focus groups and oral narratives from instructor/co-authors.\"},{\"question\":\"How does the article frame authenticity in relation to autonomy?\",\"answer\":\"It draws on Ryan and Deci’s view that authenticity involves self-authored, endorsed behavior that is not self-deceptive and reflects open, considered engagement with what is actually occurring.\"}]","Self-Determination Theory and Authenticity: A Response to Power Inequities within Higher Education | PDF",1792088804,43]