Self-Knowledge as an Outcome of Application Journal Keeping in Social Psychology

1997 ◽  
Vol 24 (2) ◽  
pp. 124-125 ◽  
Author(s):  
Stuart Miller
Keyword(s):  
Social Psychology ◽  
Content Analysis ◽  
Psychosocial Development ◽  
Social Experiences ◽  
The Self ◽  
Cognitive Operations ◽  
Self Knowledge

Students enrolled in Social Psychology kept application journals, in which they applied course concepts to their daily social experiences. A content analysis of the entries revealed evidence of the acquisition of 12 possible farms of self-knowledge, defined by applying each of 4 cognitive operations (labeling, explaining, educing consequences, and self-assessing) to each of 3 different aspects of the self (thoughts, feelings, and actions). This analysis provides instructors with a framework for assessing various dimensions of an important component of student psychosocial development: understanding the self.

scholarly journals Análisis del impacto de un curso sobre autoconocimiento personal como medio de mejora profesional docente

2021 ◽  
Vol 24 (3) ◽  
Author(s):  
Morelia Valencia Medina ◽  
Gabriel Carmona Orantes
Keyword(s):  
Content Analysis ◽  
Data Analysis ◽  
Personal Development ◽  
Qualitative Methodology ◽  
Ad Hoc ◽  
The Self ◽  
Educational Activity ◽  
Post Test ◽  
Self Knowledge ◽  
The Relationship

Este estudio presenta los resultados de un curso acerca de las relaciones e implicación entre el desarrollo personal, la profesión docente, la educación y el autoconocimiento mediante prácticas de autobservación. Se centra en el análisis de una actividad educativa consistente en la observación sostenida desde la atención hacia la interioridad personal de los propios participantes, todos profesionales docentes. Se constata que dicha acción proporciona una nueva mirada o comprensión del “sí mismo” y de la relación educadora con el alumnado. Así mismo, se muestra como se alcanzan las finalidades del curso, consistentes en producir reflexión entre los participantes sobre la Educación y su finalidad, así como, poner en valor la necesidad del trabajo interior sobre de la emocionalidad propia de los/as educadores/as y de como su autoconocimiento produce indirectamente mejoras educativas en el alumnado. El estudio se ha realizado sobre una población de 37 participantes. Se ha usado una metodología cualitativa de carácter inductivo a partir de un instrumento, cuestionario, construido “ad hoc” y aplicado según modelo pretest-post test. Para el análisis de datos se utilizó el programa ATLAS.ti.  del que se desprenden resultados significativos centrados en el efecto de desarrollo personal que constatan los educadores y educadoras mediante la práctica de la auto observación y como esta predispone a una consideración en cuanto objetivo educacional, el desarrollo de prácticas de autoconocimiento del mundo emocional de su alumnado. Finalmente, se presentan los resultados más relevantes sobre conocimiento del “Si mismo” que mayor impacto han tenido en el desarrollo del sujeto profesional docente. Personal development is a sensitive matter for those who practice a profession interacting with people. Teaching allows, perhaps more than any other field, to be aware of the relationship between one's performance and its effects on students. Therefore, the interest in knowing its different factors and aspects is sustained over the years.This study proposes to learn about the perception of primary andsecondary education teachers about the relationship between self-knowledge, through self-observation practices, with personal development and, in turn, the incidence of the latter in professional improvement.The study is based on the content analysis of the thoughts manifested by the participants of a training-educational activity. This activity consisted of sustained observation from attention to personal interiority from all teaching professionals. The population of the study consists of 37 participants. An inductive qualitative methodology is used with an instrument, questionnaire, constructed “ad hoc” and it’s applied according to the pretest-posttest model.The data analysis was performed using the ATLAS Ti program. After the analysis, the following significant results emerged:71% of the teachers expressed interest in strengthening self-observation as a way of self-knowledge and as a goal for personal development and improvement of professional practice.It is found this action provides a new understanding of the "self" and the educational relationship teachers have with students.

Patients’ Perceptions of Caring and Uncaring Nursing Encounters in Inpatient Rehabilitation Settings

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Joan C Cheruiyot ◽  
Petra Brysiewicz
Keyword(s):  
South Africa ◽  
Content Analysis ◽  
Inpatient Rehabilitation ◽  
Structured Interview ◽  
The Self ◽  
Personal Relationships ◽  
Individual Interviews ◽  
Textual Data ◽  
Interview Guide ◽  
Being There

This study explores and describes caring and uncaring nursing encounters from the perspective of the patients admitted to inpatient rehabilitation settings in South Africa. The researchers used an exploratory descriptive design. A semi-structured interview guide was used to collect data through individual interviews with 17 rehabilitation patients. Content analysis allowed for the analysis of textual data. Five categories of nursing encounters emerged from the analysis: noticing and acting, and being there for you emerged as categories of caring nursing encounters, and being ignored, being a burden, and deliberate punishment emerged as categories of uncaring nursing encounters. Caring nursing encounters make patients feel important and that they are not alone in the rehabilitation journey, while uncaring nursing encounters makes the patients feel unimportant and troublesome to the nurses. Caring nursing encounters give nurses an opportunity to notice and acknowledge the existence of vulnerability in the patients and encourage them to be present at that moment, leading to empowerment. Uncaring nursing encounters result in patients feeling devalued and depersonalised, leading to discouragement. It is recommended that nurses strive to develop personal relationships that promote successful nursing encounters. Further, nurses must strive to minimise the patients’ feelings of guilt and suffering, and to make use of tools, for example the self-perceived scale, to measure this. Nurses must also perform role plays on how to handle difficult patients such as confused, demanding and rude patients in the rehabilitation settings.

Metacognitive diversity across cultures

2018 ◽  
Author(s):  
Joëlle Proust ◽  
Martin Fortier
Keyword(s):  
Social Psychology ◽  
The Self ◽  
Metacognitive Skills ◽  
Childrearing Practices ◽  
Potential Factors

This book collects essays on linguistics, on anthropology, on philosophy, on developmental, experimental, and social psychology, and on the neurosciences, with the aim of integrating knowledge about the variability of metacognitive skills across cultures, and of identifying the potential factors accounting for such variability—such as childrearing practices, linguistic syntax and semantics, beliefs about the self, and rituals. In this introductory chapter, the main reasons that make this topic scientifically and culturally important are presented.

scholarly journals Self-coding: A method to assess semantic validity and bias when coding open-ended responses

2021 ◽  
Vol 8 (3) ◽  
pp. 205316802110317
Author(s):  
Rebecca A. Glazier ◽  
Amber E. Boydstun ◽  
Jessica T. Feezell
Keyword(s):  
Content Analysis ◽  
The Self ◽  
Bad Faith ◽  
Simple Method ◽  
Demographic Groups ◽  
Survey Questions ◽  
Coding Method ◽  
Significant Disagreement ◽  
Rich Data ◽  
Semantic Validity

Open-ended survey questions can provide researchers with nuanced and rich data, but content analysis is subject to misinterpretation and can introduce bias into subsequent analysis. We present a simple method to improve the semantic validity of a codebook and test for bias: a “self-coding” method where respondents first provide open-ended responses and then self-code those responses into categories. We demonstrated this method by comparing respondents’ self-coding to researcher-based coding using an established codebook. Our analysis showed significant disagreement between the codebook’s assigned categorizations of responses and respondents’ self-codes. Moreover, this technique uncovered instances where researcher-based coding disproportionately misrepresented the views of certain demographic groups. We propose using the self-coding method to iteratively improve codebooks, identify bad-faith respondents, and, perhaps, to replace researcher-based content analysis.

scholarly journals Rethinking the Perceived Self: Samples from Facebook

2014 ◽  
Vol 9 (1) ◽  
pp. 209-228
Author(s):  
Anita Kasabova
Keyword(s):  
Social Media ◽  
Cultural Differences ◽  
The Self ◽  
Age Group ◽  
Active Participant ◽  
The Real ◽  
Group I ◽  
Self Knowledge ◽  
Anglo American

Abstract How the self perceives reality is a traditional topic of research across several disciplines. I examine the perceived self on Facebook, as a case-study of self-knowledge on „classical” social media. Following Blascovich & Bailenson (2011), I consider the distinction between the real and the virtual as relative. Perceptual self-knowledge, filtered through social media, requires rethinking the perceived self in terms of social reality (Neisser, 1993). This claim dovetails Jenkins’s (2013) notion of the self as an active participant in consumption. I argue that the perceived self in social media could be conceived in terms of how it would like to be perceived and appraised by its virtual audience. Using Neisser’s (1993) typology of self-knowledge and Castañeda’s (1983) theory of I-guises, I analyse seven samples from Anglo-American and Bulgarian Facebook sites and show that the perceived self produces itself online as a captivating presence with a credible story. My samples are taken from FB community pages with negligible cultural differences across an online teenage/twens (twixter) age group. I then discuss some problematic aspects of the perceived self online, as well as recent critiques of technoconsumerism.

Kierkegaard as Physician of the Soul: On Self-forgiveness and Despair

2009 ◽  
Vol 37 (3) ◽  
pp. 174-185 ◽  
Author(s):  
Simon D. Podmore
Keyword(s):  
The Self ◽  
Psychological Perspective ◽  
The Unconscious ◽  
Pastoral Identity ◽  
Self Forgiveness ◽  
Self Knowledge ◽  
Divine Forgiveness

Despair (sickness of the spirit) and divine forgiveness are decisive psychological and theological themes essential to both Søren Kierkegaard's relational vision of ‘the self before God’ and his own personal struggles with guilt and the consciousness of sin. Reading Kierkegaard as both a physician and a patient of this struggle, therefore, this article examines The Sickness unto Death (1849) as an attempt to resolve the sinful ‘self’ by integrating a psychological perspective on despair with a theology of the forgiveness of sins. It is suggested that by presenting this integrative notion of self-knowledge through the ‘higher’ Christian pseudonym of Anti-Climacus, Kierkegaard is indicting his own resistances to accepting divine forgiveness and thereby operating—via a ‘higher’ pastoral identity—as a physician to his own soul. By diagnosing the unconscious psychological and theological relationships between sin/forgiveness, offense, and human impossibility/divine possibility, Kierkegaard finally reveals faith—as a self-surrendering recognition of acceptance before the Holy Other—to be the key to unlocking the enigma of the self in despair.

scholarly journals Underlying processes behind false perspective production

2015 ◽  
Vol 32 (1) ◽  
pp. 256 ◽  
Author(s):  
Antonio L Manzanero ◽  
Beatriz López ◽  
Javier Aróztegui
Keyword(s):  
Content Analysis ◽  
Traffic Accident ◽  
Irrelevant Information ◽  
High Dimensional ◽  
Actual Role ◽  
Cognitive Operations ◽  
Underlying Processes

<p>This study aimed to determine the extent to which content analysis can provide useful information when discriminating between actual versus false statements. Participants were instructed to either describe a traffic accident as eyewitness actual role or to describe the accident as a simulated victim. Data were analysed in terms of accuracy and quality, and were represented using high dimensional visualization (HDV). In Experiment 1 (between-participant design), participants made significantly more references to cognitive operations, more self-references and less changes in order when describing the event as simulated victim. In Experiment 2 (within-participants design) participants also made significantly more references to cognitive operations and more self references when describing the event from the simulated victim as well as being less accurate, providing less irrelevant information and more evaluative comments. HDV graphics indicated that false statements differ holistically from actual ones.</p>

scholarly journals SELF-KNOWLEDGE: AN IMPORTANT FACTOR FOR IMPROVING TEACHERS' EMOTIONAL RESPONSIVENESS IN LIFELONG EDUCATION

2021 ◽  
Vol 4 ◽  
pp. 136-149
Author(s):  
Ilga Kusnere
Keyword(s):  
Personal Growth ◽  
Real Life ◽  
The Self ◽  
Professional Activity ◽  
Lifelong Education ◽  
Educational Work ◽  
Knowledge Process ◽  
Emotional Responsiveness ◽  
Methodological Tool ◽  
Self Knowledge

The quality of a teacher's professional activity is closely tied to personal growth. Personal growth, however, is influenced by self-knowledge (K. G. Jung 1994, 2001; Wilber 2010, 2013; Plotkin, 2020; Dispenza, 2015, 2016). Nowadays, there is a shift in the approaches of upbringing and educational work – from a child-focused approach to a child-centered one (OECD, 2019). Therefore, one of the currently relevant skills is getting to know oneself in order to cooperate more successfully with others and be able to accept real-life situations. The results obtained confirm that through the self-knowledge process, teachers get to experience their own personality growth. Categories such as empathy, attitude, and daringness are identified in personal growth.The research shows that by experiencing the procedural activities of self-knowledge with the help of “Get to know yourself!” method and methodological tool developed by the author, teachers improve their emotional responsiveness.The results of the study show that through the experiences gained in the self-knowledge process, teachers learn to integrate new models of action into their pedagogical activities. The aim of the study was to show the importance of self-knowledge in improving teachers' emotional responsiveness in lifelong education, by using the method "Get to know yourself!" developed by the author of the study.The objectives of the study were literature examination and evaluation and work with the target audience by using the author's method and methodological tool "Get to know yourself!".Methods: Literature studies, survey, observation. 

scholarly journals Kegiatan Mengenal Diri Pada Remaja di Panti Asuhan

2021 ◽  
Vol 3 (2) ◽  
pp. 230
Author(s):  
Navi Agustina Mas'udi ◽  
Ajeng Aisyah
Keyword(s):  
High School ◽  
Elementary School ◽  
Senior High School ◽  
The Self ◽  
Educational Game ◽  
Self Confidence ◽  
Self Knowledge ◽  
Sports Skills

Masalah yang terjadi pada remaja  panti asuhan adalah kurangnya rasa percaya diri . Tujuan Kegiatan mengenal diri ini adalah untuk meningkatkan rasa percaya diri remaja di panti asuhan. Kegiatan mengenal diri dilakukan dalam 3 sesi yaitu ceramah, games/permainan dan diskusi. Sasaran Kegiatan ini adalah 20 Remaja berusia sekolah dasar sampai Sekolah menengah atas yang tinggal di Panti Asuhan Aisyiyah dan 6 remaja di Panti Asuhan Muhammadiyah. Dari pengamatan ketika acara berlangsung, peserta sangat antusias mengikuti Kegiatan mengenal diri terutama ketika dilakukan dengan metode permainan /games. Dari Kegiatan  ini seluruh  peserta menyukai pemberian materi dengan permainan, karena terjalin komunikasi dan keakraban. Dari hasil Permainan Edukatif terungkap   100% peserta mengungkapan kelebihan  diri dalam aspek psikomotorik seperti kepandaian  menyanyi dan olahraga, 60% pada aspek kognitif  seperti suka membaca dan mudah menghafal pelajaran dan 40% pada aspek afeksi  yaitu ramah, suka menolong dan peduli pada teman. Evaluasi dilakukan setelah 3 pekan. Dari hasil Evaluasi menggunakan kuisioner, 85% peserta menjawab semakin memahami makna percaya diri dan 100%   peserta memahami bagaimana menumbuhkan rasa percaya diri dengan bersyukur dan terus menggali potensi yang mereka miliki. The problem that occurs in orphanages is a lack of self-confidence. The purpose of this self-knowledge activity is to increase the self-confidence of teenagers in the orphanage. Self-knowledge activities are carried out in 3 sessions, namely lectures, games, and discussions. The target of this activity is 20 teenagers from elementary school to senior high school who live in the Aisyiyah Orphanage and 6 teenagers at the Muhammadiyah Orphanage. From observations when the event took place, participants were very enthusiastic about participating in self-knowledge activities, especially when carried out with the game method. From this activity, all participants liked providing material with games, because communication and intimacy were established. From the results of the Educational Game, it was revealed that 100% of participants expressed their strengths in psychomotor aspects such as singing and sports skills, 60% on cognitive aspects such as reading and memorizing lessons easily and 40% on affective aspects, namely friendly, helpful, and caring for friends. Evaluation was carried out after 3 weeks. From the results of the evaluation using a questionnaire, 85% of participants answered that they understood the meaning of self-confidence more and 100% of participants understood how to grow self-confidence by being grateful and continuing to explore their potential.

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