Toward a Social Psychology of Authenticity: Exploring Within-Person Variation in Autonomy, Congruence, and Genuineness Using Self-Determination Theory
Why this work is in the frame
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Bibliographic record
Abstract
Authenticity entails autonomy, congruence, and genuineness. In this article, we use a self-determination theory framework to discuss a critical aspect of social environments that facilitates these aspects of authenticity, namely the experience of autonomy support. Although authenticity is often studied as a trait or individual difference, we review research demonstrating that authenticity varies within individuals and predicts variations in well-being. Next, we show that perceiving autonomy support within a relational context is associated with people feeling more authentic and more like their ideal selves and displaying constellations of Big 5 personality traits indicative of greater wellness in that context. To explore another important part of authenticity, being genuine in interactions with others, we review evidence linking autonomy support to situational variation in identity disclosure among lesbian, gay, and bisexual individuals. This research suggests that perceiving autonomy support within a context or relationship helps lesbian, gay, and bisexual individuals be more open about their sexual orientation and identity, which in turn affords greater opportunities for the satisfaction of not only autonomy, but competence and relatedness needs as well, facilitating well-being. We conclude by highlighting future directions in the study of authenticity’s dynamic nature, and the importance of the situation in its expression and its relation to well-being.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it