Trait and State Authenticity in Higher Education: A Systematic Review

Authenticity is defined as the sense of being one’s true self (Lehman et al., 2019). It has been conceptualised from trait and state perspectives, in that, it can differ between people (trait) and within people (state). Research in this area has attested to the relevance of these perspectives in many domains (Sedikides & Schlegel, 2024). Given the potential motivational signature of authenticity, it is considered especially salient to education and educational outcomes. For example, previous reviews in primary and secondary education suggest that authenticity is associated with a range of important outcomes, including self-regulation, achievement, and psychological health (Alchin et al., 2024). Authenticity has also been examined in context of higher education. However, to date, no such review of this literature exists. Consequently, the aim of the present review is to examine the antecedents, correlates, and consequences of authenticity in higher education students. In doing so, the review will compare trait and state conceptualisations in terms of these outcomes.