Our purpose is to investigate the sense of belonging, interest development, and embeddedness in bachelor students’ possible selves to develop a self-authorship intervention program. Our project responds to both students’ needs and societal challenges. On the one hand, students in disciplinary study programs who don’t qualify for a specific occupation (e.g., students studying psychology, other social sciences, or the humanities) feel that their professional identity development is less linked to their course content and has no prescribed professional identity. This also connects to their sense of belonging to both the study program and the study field. On the other hand, future job requirements became less defined along classical disciplinary boundaries. Job applicants need to find the call that meets their strengths and values and be ready to present those assets and limitations. Self-authorship training aims to exploit skills to find their values and the social network that holds them in their professional development which starts after a successful job application.
Ambition: We aim to develop an intervention program based on our findings for psychology students, and later for a broader scene of similar study programs (history, sociology, etc.).