Self-authorship development in international baccalaureate diploma programme students in a Chinese internationalised high school

Abstract

This study investigates the development of self-authorship among students in
their final year of the International Baccalaureate Diploma Programme (IBDP)
within the context of a Chinese international high school. Guided by Baxter
Magolda’s Theory of Self-Authorship with roots in Kegan’s Constructive
Developmental Theory, the study explores how students transition from relying
on external sources of knowledge and authority to constructing internal
frameworks for knowledge, identity, and relationships. Two key research
questions are addressed: (1) How is self-authorship conceptualised in and
through the IBDP curriculum? and (2) To what extent do students in a Chinese
internationalised IBDP school develop self-authorship during their time in the
programme? Using a mixed-methods approach, the study combines
quantitative data from a self-authorship questionnaire with qualitative data
from semi-structured interviews using the Subject-Object Interview (SOI)
protocol and students’ Theory of Knowledge (TOK) essays. The quantitative
phase reveals moderate progression in self-authorship, particularly in the
intrapersonal and epistemological dimensions, while the development in the
interpersonal dimension shows slower progress. Gender differences are also
observed, with female students demonstrating slightly stronger development.
The qualitative findings provide richer insights into how students demonstrate
growing independence in decision-making, resilience in overcoming academic
and personal challenges, and the ability to engage with diverse perspectives.
However, cultural and parental expectations often conflict with students’
internal growth, particularly in the interpersonal dimension, where many
students continue to seek external validation. TOK essays support the qualitative findings by illustrating students’ intellectual struggles in integrating
new knowledge and questioning various areas of knowledge. Overall, the
research contributes to the understanding of self-authorship development in
adolescent students within international education settings, particularly in the
Chinese context. The study highlights how the IBDP fosters holistic
development beyond academic achievement, although the process is uneven
and influenced by the tension between educational practices such as the IBDP ,
and the educational values within the Chinese context. These findings have
implications for educators and policymakers seeking to design student-centred
teaching and learning environments that promote self-authorship.

Keywords: self-authorship, IBDP, adolescent student development, Chinese
international high school.

Date of Award	15 Nov 2025
Original language	English
Awarding Institution	University of Nottingham
Supervisor	Robert Adamson (Supervisor) & Robert Weekly (Supervisor)