The Effects of an Online Reflective Writing Program on Self-Awareness, Self-Reflection, and Self-Esteem among Graduate Students Majoring in Counseling Psychology

2018 ◽  
Vol 30 (1) ◽  
pp. 1-22
Author(s):  
Mingyeong Kim ◽  
Jeong Mi Lee
Keyword(s):  
Graduate Students ◽  
Counseling Psychology ◽  
Self Esteem ◽  
Reflective Writing ◽  
Self Awareness ◽  
Writing Program ◽  
Self Reflection

The Effects of Self-Awareness and Self-Reflective Writing on Online Task Performance

2016 ◽  
Vol 6 (2) ◽  
pp. 39-55
Author(s):  
Gamze Yilmaz ◽  
Leah LeFebvre
Keyword(s):  
Task Performance ◽  
Reflective Writing ◽  
Task Environment ◽  
Task Completion ◽  
Self Awareness ◽  
Problem Solving Skills ◽  
Self Reflection ◽  
The Public ◽  
Analytical Thinking ◽  
Post Hoc

This study examined self-awareness and self-reflective writing effects on performance in an online task environment. Participants (N = 98) were randomly assigned to one of four conditions: self-awareness (private vs. public) and self-reflection (reflection vs. no-reflection). They were instructed to complete two successive online survival tasks that required analytical thinking and problem-solving skills. Findings demonstrated that participants in the private self-awareness condition performed better after writing a self-reflection than the no self-reflection condition. However, participants in the public self-awareness condition performed worse in the second task upon completion of their self-reflection compared with those that did not write a self-reflection. Additionally, a post-hoc linguistic analysis of the self-reflections illustrated that high-performers discussed their task completion using more cognitively complex language compared to low-performers.

The Effects of Self-Awareness and Self-Reflective Writing on Online Task Performance

2020 ◽  
pp. 1435-1452
Author(s):  
Gamze Yilmaz ◽  
Leah LeFebvre
Keyword(s):  
Task Performance ◽  
Reflective Writing ◽  
Task Environment ◽  
Task Completion ◽  
Self Awareness ◽  
Problem Solving Skills ◽  
Self Reflection ◽  
The Public ◽  
Analytical Thinking ◽  
Post Hoc

This study examined self-awareness and self-reflective writing effects on performance in an online task environment. Participants (N = 98) were randomly assigned to one of four conditions: self-awareness (private vs. public) and self-reflection (reflection vs. no-reflection). They were instructed to complete two successive online survival tasks that required analytical thinking and problem-solving skills. Findings demonstrated that participants in the private self-awareness condition performed better after writing a self-reflection than the no self-reflection condition. However, participants in the public self-awareness condition performed worse in the second task upon completion of their self-reflection compared with those that did not write a self-reflection. Additionally, a post-hoc linguistic analysis of the self-reflections illustrated that high-performers discussed their task completion using more cognitively complex language compared to low-performers.

Chutes, Not Ladders

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan
Keyword(s):  
School Success ◽  
Cultural Practices ◽  
Self Regulation ◽  
Research Data ◽  
Self Awareness ◽  
Self Reflection ◽  
Single Sex ◽  
Black Bodies ◽  
Boys Of Color ◽  
And Control

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.

Features of self-awareness of adolescents with socialized behavior disorder

2020 ◽  
pp. 50-55
Author(s):  
Anna Afonina ◽  
Aleksandr Kazyulin ◽  
Boris Volodin ◽  
Dmitry Petrov
Keyword(s):  
Behavior Disorder ◽  
Self Esteem ◽  
The Self ◽  
Self Concept ◽  
Self Awareness ◽  
Affective Component

This study presents the results of studying the features of self-consciousness of adolescents with socialized behavior disorder, such as self-attitude (affective component of the image of the Self), self-concept, self-esteem and the level of claims.

Developing Pragmatic Competence in English Academic Discussions: An EAP Classroom Investigation

2020 ◽  
Vol 16 (1) ◽  
pp. 123-152
Author(s):  
Marcella Caprario
Keyword(s):  
Content Analysis ◽  
Listening Comprehension ◽  
English For Academic Purposes ◽  
Reflective Writing ◽  
Pragmatic Competence ◽  
Missed Opportunities ◽  
Self Reflection ◽  
And Performance ◽  
Communication Breakdowns ◽  
The Impact

AbstractThis qualitative classroom study investigated the development of pragmatic competence in academic discussions through content analysis of student reflective writing. The aims of the study were: to understand the greatest challenges that students faced during the learning process, the causes of those challenges, and the most successful strategies that students employed to overcome the challenges. In addition, the analysis investigated other significant themes in the reflective writing that related to the students’ experiences in developing their pragmatic competence in discussions. Five advanced English for Academic Purposes (EAP) students at a Sino-US institution in China participated over the course of a semester. Results showed that common challenges included: hesitation resulting in missed opportunities to speak, lack of clarity when speaking, inability to repair communication breakdowns, and difficulty with listening comprehension. Self-reflection allowed the learners to understand the various reasons for the challenges they faced and to develop appropriate pragmalinguistic and sociopragmatic strategies for coping with them. It also enabled the instructor to make suggestions suited to learners’ specific needs. In addition to revealing specific challenges, causes, and strategies that students employed, themes that emerged through content analysis included the impact of students’ emotional lives on their learning and performance, as well as the value of authentic communication in the development of pragmatic competence for academic discussions. This exploratory classroom investigation provides suggestions for teaching pragmatic competence in academic discussions and for additional classroom explorations that empower learners to develop autonomy.

Developing a curriculum designed to overcome intolerance: A conceptual approach

2020 ◽  
Vol 16 (2) ◽  
pp. 181-201
Author(s):  
Michael B. Hinner
Keyword(s):  
Multicultural Education ◽  
Diversity Training ◽  
Self Esteem ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Self Awareness ◽  
Conceptual Approach ◽  
Cultural Diversity Training ◽  
Self Image ◽  
Low Levels

Abstract The paper examines the theoretical foundation of intolerance and explores potential topics for a curriculum designed to overcome intolerance. Previous research has shown that a negative self-image and low self-esteem seem to foster intolerance. Likewise, individuals with low levels of self-awareness tend to be more willing to express intolerance while paying less attention to the impression their behaviour and communication has among others. Individuals with a negative self-image and low self-esteem often resist change and tend to look for information that confirms and reinforces their existing viewpoints while ignoring information that contradicts their viewpoints. The research of Kruger and Dunning (1999), though, suggests that instruction in metacognition can overcome these negative characteristics. Especially if metacognitive training is coupled with multicultural education, cultural diversity training, and foreign language instruction as other research has revealed.

scholarly journals Stigma Resistance in Stable Schizophrenia: The Relative Contributions of Stereotype Endorsement, Self-Reflection, Self-Esteem, and Coping Styles

2017 ◽  
Vol 62 (10) ◽  
pp. 735-744 ◽  
Author(s):  
Yu-Chen Kao ◽  
Yin-Ju Lien ◽  
Hsin-An Chang ◽  
Nian-Sheng Tzeng ◽  
Chin-Bin Yeh ◽  
...  
Keyword(s):  
Mental Illness ◽  
Religious Coping ◽  
Coping Styles ◽  
Self Esteem ◽  
Community Dwelling ◽  
Self Report ◽  
Cross Sectional ◽  
Self Reflection ◽  
Positive Reinterpretation ◽  
Stigma Resistance

Objective: Stigma resistance (SR) has recently emerged as a prominent aspect of research on recovery from schizophrenia, partly because studies have suggested that the development of stigma-resisting beliefs may help individuals lead a fulfilling life and recover from their mental illness. The present study assessed the relationship between personal SR ability and prediction variables such as self-stigma, self-esteem, self-reflection, coping styles, and psychotic symptomatology. Method: We performed an exploratory cross-sectional study of 170 community-dwelling patients with schizophrenia. Self-stigma, self-esteem, self-reflection, coping skills, and SR were assessed through self-report. Psychotic symptom severity was rated by the interviewers. Factors showing significant association in univariate analyses were included in a stepwise backward regression model. Results: Stepwise regressions revealed that acceptance of stereotypes of mental illness, self-esteem, self-reflection, and only 2 adaptive coping strategies (positive reinterpretation and religious coping) were significant predictors of SR. The prediction model accounted for 27.1% of the variance in the SR subscale score in our sample. Conclusions: Greater reflective capacity, greater self-esteem, greater preferences for positive reinterpretation and religious coping, and fewer endorsements of the stereotypes of mental illness may be key factors that relate to higher levels of SR. These factors are potentially modifiable in tailored interventions, and such modification may produce considerable improvements in the SR of the investigated population. This study has implications for psychosocial rehabilitation and emerging views of recovery from mental illness.

scholarly journals On the mental toughness of self-aware athletes: Evidence from competitive tennis players

2017 ◽  
Vol Volume 113 (Number 1/2) ◽  
Author(s):  
Richard G. Cowden ◽  
◽  
Keyword(s):  
South African ◽  
Multivariate Regression ◽  
Research Evidence ◽  
The Self ◽  
Mental Toughness ◽  
Self Awareness ◽  
Regression Analyses ◽  
Tennis Players ◽  
Self Reflection ◽  
The Relationship

Abstract This study examined the relationship between mental toughness (MT) and self-awareness in a sample of 175 male and 158 female South African tennis athletes (mean age = 29.09 years, s.d. = 14.00). The participants completed the Sport Mental Toughness Questionnaire and the Self-Reflection and Insight Scale to assess MT (confidence, constancy, control) and self-awareness (self-reflection and self-insight) dimensions, respectively. Linear regression indicated that self-insight (β=0.49), but not self-reflection (β=0.02), predicted global MT. Multivariate regression analyses were significant for self-reflection (ηp²=0.11) and self-insight (ηp²=0.24). Self-reflection predicted confidence and constancy (ηp²=0.05 and 0.06, respectively), whereas self-insight predicted all three MT subcomponents (ηp²=0.12 to 0.14). The findings extend prior qualitative research evidence supporting the relevance of self-awareness to the MT of competitive tennis athletes, with self-reflection and insight forming prospective routes through which athletes’ MT may be developed.

scholarly journals Pensive professionalism: The role of 'required reflection' on a professional doctorate

2018 ◽  
Author(s):  
Bryan Cunningham
Keyword(s):  
Professional Identity ◽  
Reflective Writing ◽  
Short Paper ◽  
Doctoral Thesis ◽  
Self Reflection ◽  
Professional Doctorate ◽  
Professional Doctorates ◽  
Made In

This short paper examines the origins and nature of the reflective writing that is presently required on one part-taught doctorate in education (EdD) programme. It explores the various ways in which EdD candidates have engaged with self-reflection, using a number of extracts from writing submitted for formal assessments (including of the doctoral thesis itself, the culmination of their doctoral journey). The specific ways in which individuals have been caused to interrogate their place within, and contributions to, their respective professional realms are examined, as is the question of how writing in reflective vein has contributed to the evolution of professional identity. In the context of reflective writing, particular attention is paid to the ways in which the specific matter of developing confidence with accessing and manipulating language is frequently cited by individuals. As appropriate, connections are made in the paper between the above dimensions of what I am terming pensive professionalism and the perspectives of certain writers. The article concludes by drawing attention to the ways in which those of us involved in delivering professional doctorates need to be aware of, and induct our candidates into, the benefits of pensive professionalism.

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