Abstract

Through a series of interviews with 27 entering, high-risk college students, this study investigated the relation between self-authorship, coping style, and adaptation. Findings suggest high-risk college students enter with self-authored ways of knowing, but self-authorship disappears quickly as students have marginalizing experiences. Subsequent adaptation seems related to students' abilities to employ problem-focused coping strategies, which are related to the reemergence of self-authorship.

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