Creating Crossroads for Self-Authorship: Investigating the Provocative Moment

Through examination of 613 students' narratives about self-selected important decisions, I investigated the student and situation characteristics related to provocation and use of self-authored ways of knowing. The findings gesture toward both particular skills students may need to develop in order to self-author, as well as suggest that movement through The Crossroads (Baxter Magolda, 2001) may be externally induced through programming, interventions, and reforms related to common collegiate experiences.