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Finding your place at school : momentary fit, state authenticity and academic experiences Guo, Yingchi
Abstract
Individuals have the tendency to approach or avoid a given situation, yet this choice may be implicitly influenced by one’s experience of fit to the environment. As proposed by the State Authenticity as Fit to Environment (SAFE) model, individuals tend to gravitate towards situations where they experience self-concept fit, goal fit, and/or social fit, composing a gestalt sense of state authenticity. With two experience sampling studies, this work aims to validate this key assertion of the SAFE model and examine its implications in academic settings. Study 1 validated that when people experienced self-concept fit, goal fit, and social fit in a given situation, they felt authentic to themselves. Notably, each type of fit was cued by distinctive contextual features, and uniquely predicted the gestalt sense of state authenticity. All three types of fit positively predicted individuals’ willingness to return to the current situation and state attachment to university. Self-concept fit and low social fit specifically predicted individual’s working memory capacity. In a conceptual replication of Study 1, Study 2 additionally demonstrated that in classes where students felt three types of fit, they reported higher class/self overlap and state attachment to their major. Study 2 also showed cumulative effects of fit and state authenticity on longer-term academic outcomes, such as major/university commitment and course grades. Furthermore, Study 2 yielded preliminary evidence indicating that experiences of marginalization had a dampening effect on individuals' overall sense of fit and authenticity. This work establishes a foundation for understanding students’ academic outcomes through the lens of the SAFE model, paving the way for examining the detrimental impacts of marginalization on self-segregation.
Item Metadata
| Title |
Finding your place at school : momentary fit, state authenticity and academic experiences
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| Creator | |
| Supervisor | |
| Publisher |
University of British Columbia
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| Date Issued |
2023
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| Description |
Individuals have the tendency to approach or avoid a given situation, yet this choice may be implicitly influenced by one’s experience of fit to the environment. As proposed by the State Authenticity as Fit to Environment (SAFE) model, individuals tend to gravitate towards situations where they experience self-concept fit, goal fit, and/or social fit, composing a gestalt sense of state authenticity. With two experience sampling studies, this work aims to validate this key assertion of the SAFE model and examine its implications in academic settings. Study 1 validated that when people experienced self-concept fit, goal fit, and social fit in a given situation, they felt authentic to themselves. Notably, each type of fit was cued by distinctive contextual features, and uniquely predicted the gestalt sense of state authenticity. All three types of fit positively predicted individuals’ willingness to return to the current situation and state attachment to university. Self-concept fit and low social fit specifically predicted individual’s working memory capacity. In a conceptual replication of Study 1, Study 2 additionally demonstrated that in classes where students felt three types of fit, they reported higher class/self overlap and state attachment to their major. Study 2 also showed cumulative effects of fit and state authenticity on longer-term academic outcomes, such as major/university commitment and course grades. Furthermore, Study 2 yielded preliminary evidence indicating that experiences of marginalization had a dampening effect on individuals' overall sense of fit and authenticity. This work establishes a foundation for understanding students’ academic outcomes through the lens of the SAFE model, paving the way for examining the detrimental impacts of marginalization on self-segregation.
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| Genre | |
| Type | |
| Language |
eng
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| Date Available |
2023-08-14
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| Provider |
Vancouver : University of British Columbia Library
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| Rights |
Attribution-NonCommercial-NoDerivatives 4.0 International
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| DOI |
10.14288/1.0435188
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| URI | |
| Degree | |
| Program | |
| Affiliation | |
| Degree Grantor |
University of British Columbia
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| Graduation Date |
2023-11
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| Campus | |
| Scholarly Level |
Graduate
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| Rights URI | |
| Aggregated Source Repository |
DSpace
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Rights
Attribution-NonCommercial-NoDerivatives 4.0 International