Authenticity and inauthenticity in narrative identity

Abstract

Self-reported authenticity is related to higher well-being, however, employing self-report questionnaires to measure authenticity may be limited in that they do not capture the lived experience of authenticity. We employ a narrative identity approach to the study of authenticity to potentially better capture some of the idiosyncratic richness and nuance of authentic experience. In Study 1, 87 undergraduates wrote descriptions of three separate memories: one in which they felt authentic, one in which they felt inauthentic, and a vivid, emotional memory. Thematic analysis identified five dimensions of authenticity (relational authenticity, resisting external pressures, expression of true self, contentment, owning one's actions) and 4 dimensions of inauthenticity (phoniness, suppression, self-denigration, and conformity). In study 2, 103 undergraduates provided written descriptions of authentic and inauthentic experiences. Scenes were coded for the dimensions of authenticity and inauthenticity listed above, and those categories were related to self-report scales assessing authenticity and related constructs (autonomy, honesty, Machiavellianism). Correlational and factor extension results suggested that narratives themes showed evidence of both convergent and discriminant validity. Implications for narrative and self-report approaches to authenticity are discussed.

Older Adults Diagnosed With Schizophrenia in Long-term Care Facilities: Life Course Theory for Holistic Nursing Research and Practice

“…Being Authentic . Authentic interactions with OADWS include being true, genuine, sincere, straightforward, and dependable (RN.com, 2014; Wilt et al, 2019). Holistic nurses and nursing researchers who are authentic may increase their abilities to both show respect and practice empathy in long-term care settings, thus increasing their chances of gaining the trust and engagement of OADWS.…”

Narrative Tensions in Strained Junior Elite Performers’ Experiences of Becoming Elite Performers

“…For purpose-based performers, there are important to experience meaning and agency in their process of becoming. The junior elite performers that are represented in the "Striving to Stay at the Top of the Game" composite narrative share, in our view, characteristics with a performance-based identity profile and represent a PE fit that has external and obsessive features (Houltberg et al, 2018;Wilt et al, 2019;Scholtz, 2020). Hence, despite a good PE fit, this composite narrative represents implicit (i.e., concealed to the performers themselves) underlying ambivalence and narrative tensions.…”

“…As a result, they lacked the self-esteem and agency to resist the cultural narrative and re-story their identity. After years of trying to fit in and to live up to other expectations, they were “just hanging in there,” and seemingly lacked purpose and ownership in their own development process ( Houltberg et al, 2018 ; Wilt et al, 2019 ).…”

“…This idea is based on the concept of person-environment fit (PE fit), suggesting that people have an innate need to fit with their environments and share reality with others ( Amiot et al, 2006 ; Echterhoff and Higgins, 2018 ; van Vianen, 2018 ). Narrative research has proposed that environments supporting performers exploring and “re-storying” personal authentic identity and offering alternative narratives and identities might be beneficial to reducing unhealthy narrative tensions in the PE fit process ( Carless and Douglas, 2013b ; Willard and Lavallee, 2016 ; Wilt et al, 2019 ). Indeed, previous studies have shown that junior elite performers are likely to adapt, instead of resist, to the environment to avoid impeding their social position or their relationships with their teachers or coaches ( Stabell, 2018 ; Haraldsen et al, 2019 , 2020 ).…”

Взаимосвязь Значимых Жизненных Событий И Переживаний В Юношестве

“…Предметом размышлений в юношестве оказывается не только конечный результат, но и способы его достижения (Бухарина и Толстых, 2019;Данилова, 2020;Курусь и Солдатова, 2020;Adelman et al, 2017). Юношеский возраст переживается юношей (девушкой) позитивно, если у него (нее) есть возможность формировать устойчивые образовательные интересы, есть возможность выбора в собственном жизненном и образовательном пространстве (Adelman et al, 2017), есть возможность увлекаться предметной стороной будущей профессии, кругом связанных с ней социальных задач (Чеснокова, Чурбанова и Молчанов, 2019), есть возможность управлять собственным временем жизни (Бухарина и Толстых, 2019; Wilt, Thomas, & McAdams, 2019). Таким образом, переживание собственной будущей жизни и осознание этих переживаний позволяет юноше или девушке определить свой жизненный путь.…”