scholarly journals Nurture Adolescents’ Cyberethics by Enhancing Their Self-Knowledge and Self-Awareness Using a Pressure-Free Self-Assessment Strategy [Abstract]

10.28945/3663 ◽  
2017 ◽  
Author(s):  
Wing Shui Ng
Keyword(s):  
Instructional Strategy ◽  
Theoretical Perspective ◽  
Peer Pressure ◽  
Role Playing ◽  
Future Research ◽  
Second Phase ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Reflection ◽  
Self Knowledge

Aim/Purpose: In adolescents’ cyberethics education, case-based discussion, debate and role-playing are commonly used instructional strategies to engage students in critical dialogues in an open setting. However, the open setting is entirely different from the private and individual environment when adolescents go online. Teachers are in a position of higher power and peers’ observation provokes certain level of peer pressure. Students may not truly express their attitudes in the process for self-reflection. Background: This study elaborated an instructional strategy with a pressure-free self-assessment exercise that aimed to enhance adolescents’ self-knowledge and self-awareness regarding their attitudes on cyberethics. Methodology: The instructional strategy was divided into two phases. The purpose of the first phase was to enable students to obtain background knowledge on cyberethics. The second phase, with a pressure-free self-assessment element, aimed to enhance students’ self-knowledge and self-awareness on cyberethics. The study was carried out in a subsidized secondary school in Hong Kong. A total of 28 students at secondary three level participated in this study. Contribution: In theoretical perspective, the researcher suggested an adolescents’ cyberethics framework with dimensions of information security, privacy, intellectual property and netiquette. To nurture adolescents’ cyberethics, this study emphasized the importance of including theories of self-presentation, self-knowledge and self-awareness in the area of social psychology into cyberethics education. Findings: Students considered that the self-assessment exercise enabled self-reflection and enhanced self-knowledge on their attitudes of cyberethics. They also found it more effective for self-reflection compared with commonly used strategies and they will be more aware of cyberethics in their future online activities. Recommendations for Practitioners : Education practitioners are recommended to include a pressure-free self-assessment exercise to enhance the teaching effectiveness of cyberethics education. Recommendation for Researchers: This study opens avenues for further investigations of adolescents’ cyberethics with consideration of adolescents’ cognitive, psychological, social and emotional factors. Impact on Society : It is expected that the attitudes and behaviors of digital citizens can be improved by using this instructional strategy in cyberethics education. Future Research: Researcher could explore how different developmental factors affect adolescents’ decision-making on various issues of cyberethics.

scholarly journals A Self-assessment Approach to Adolescents’ Cyberethics Education

10.28945/4623 ◽  
2020 ◽  
Vol 19 ◽  
pp. 555-570
Author(s):  
Wing Shui Ng
Keyword(s):  
Teaching Method ◽  
Instructional Methods ◽  
Role Playing ◽  
The Self ◽  
Future Research ◽  
Self Assessment ◽  
Face To Face ◽  
Social And Emotional ◽  
Assessment Approach ◽  
Self Knowledge

Aim/Purpose: Teachers usually educate students’ cyberethics using debate, case-based discussion, and role-playing instructional methods in a face-to-face setting. With the presence of teacher and peers, students may not be willing to share their true attitudes, and it may affect the effectiveness of the teaching methods. To tackle the challenge, the author applied a teaching method with a core component of a pressure-free self-assessment approach to improving adolescents’ cyberethics education. This study aimed to explore the impact of the self-assessment method on students’ self-knowledge and self-awareness of cyberethics. Background: Since people usually use their own devices in an individual environment to participate in online activities, going online can be regarded as a private act. The behaviours of youngsters in the online environment may be different from that in the classroom when they are engaged in a face-to-face discussion, especially as they are not required to use their real names to go online. Research has suggested that youngsters have a higher inclination to misbehave online. Together with the fact that they are regular Internet users, and they are overrepresented online, there is an urgent need to foster ethical online behaviour in adolescents. Methodology: A group of 28 students of age about 14 participated in this study. They were studying in secondary level 3 of a government-subsidised secondary school. All of them were required to take an information technology course in their formal curriculum. The researcher applied a framework of adolescents’ cyberethics education to nurture the students with appropriate cyberethics. It includes four dimensions, namely information security, privacy, intellectual property and netiquette. In the first phase of the teaching method, the students received a lecture on cyberethics to obtain related knowledge. In the second phase, the students were engaged in a self-assessment exercise on cyberethics. Data were collected using a knowledge test, a questionnaire, and the self-assessment exercise. Contribution: This paper highlights the challenge arisen from the face-to-face setting of commonly used instructional methods of cyberethics education, such as role-playing and debate. This study suggested a self-assessment teaching method with the rationales underpinned by theories in the area of social psychology. This paper provides detailed elaboration on the instructional method. The author also suggested a framework of adolescents’ cyberethics education. Findings: The students considered the self-assessment exercise allowed them to reflect on their attitudes on cyberethics. It thereby enhanced their self-knowledge on cyberethics. They also expressed that the method was more effective for self-reflection compared with commonly used instructional methods. Moreover, importantly, they stated that they would be more aware of cyberethics in their future online activities. Recommendations for Practitioners: Teachers are advised to use a self-assessment exercise together with commonly used instructional methods, such as case-based discussion, debate, and role-playing, in their future practices of cyberethics education. Recommendation for Researchers: Researchers could consider youngsters’ cognitive and psychological development, and social and emotional factors to improve adolescents’ cyberethics education. Impact on Society: It is anticipated that youngsters would have a higher level of awareness to uphold information security, protect privacy, respect intellectual property and maintain appropriate netiquette. They could then demonstrate more appropriate behaviours when they go online after receiving cyberethics education using the approach elaborated in this paper. Future Research: It is valuable to explore how different factors in cognitive, psychological, social, and emotional domains affect youngsters’ online behaviours. Future research may also design effective instructional methods to improve adolescents’ cyberethics education.

The Role of Death in Life: Existential Aspects of Human Motivation

2012 ◽  
pp. 42-64 ◽  
Author(s):  
Pelin Kesebir ◽  
Tom Pyszczynski
Keyword(s):  
Self Regulation ◽  
Theory Development ◽  
Future Research ◽  
Self Awareness ◽  
Existential Anxiety ◽  
Four Dimensions ◽  
Self Reflection ◽  
Human Motivation ◽  
And Behavior

The capacity for self-reflection, which plays an important role in human self-regulation, also leads people to become aware of the limitations of their existence. Awareness of the conflict between one's desires (e.g., to live) and the limitations of existence (e.g., the inevitability of death) creates the potential for existential anxiety. In this chapter, we review how this anxiety affects human motivation and behavior in a variety of life domains. Terror management theory and research suggest that transcending death and protecting oneself against existential anxiety are potent needs. This protection is provided by an anxiety-buffering system, which imbues people with a sense of meaning and value that function to shield them against these concerns. We review evidence of how the buffering system protects against existential anxiety in four dimensions of existence: the physical, personal, social, and spiritual domains. Because self-awareness is a prerequisite for existential anxiety, escaping self-awareness can also be an effective way to obviate the problem of existence. After elaborating on how existential anxiety can motivate escape from self-awareness, we conclude the chapter with a discussion of remaining issues and directions for future research and theory development.

scholarly journals THE DEVELOPMENT OF LIFE-LONG LEARNING COMPETENCIES: POSITIONING STUDENTS FOR SELF-REGULATION

2015 ◽  
Author(s):  
Richard J. Aleong ◽  
David S. Strong
Keyword(s):  
Engineering Students ◽  
Sense Of Self ◽  
Self Regulation ◽  
Self Awareness ◽  
Self Reflection ◽  
Reflective Process ◽  
Life Long Learning ◽  
Self Knowledge ◽  
Learning Competencies ◽  
Insight Into

Within the engineering attribute of life-long learning is the ability for self-regulation, described as the process in which students plan, monitor, control, and adjust their behaviour to meet specific goals. To be self-regulating requires a degree of self-awareness and self-reflection to build knowledge about the self. This self-knowledge contributes to one’s values, personal identity, and motivational beliefs that may direct academic behaviour. In this paper, we present insight into the implementation of a workshop program designed to engage undergraduate engineering students in a facilitated self-reflective process. The workshop program challenged participants to think about how they see themselves in their engineering education and how they envision the person they wish to become in their future career. The research aims to offer educators with pedagogical insight into students’ sense of self, self-regulating processes, and new ways to promote the skills of life-long learning.

scholarly journals Peak Performance: A Communications-Based Leadership and Teamwork Simulation for Fourth-Year Medical Students

2020 ◽  
Vol 7 ◽  
pp. 238212052092999
Author(s):  
Sarah Smithson ◽  
Gary Beck Dallaghan ◽  
Jason Crowner ◽  
Laura Trollinger Derry ◽  
Akshitha (Ammu) Vijayakumar ◽  
...  
Keyword(s):  
Medical Students ◽  
Leadership Competencies ◽  
Educational Activity ◽  
Peak Performance ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Reflection ◽  
Simulation Based ◽  
Professional Coaching ◽  
Fourth Year Medical Students

Background: Medical education has traditionally been rooted in the teaching of health and disease processes, with little attention to the development of teamwork and leadership competencies. Objective: In an era of value-based health care provided by high-functioning teams, new approaches are needed to develop communication, leadership, and teamwork skills for medical students. Design: We designed and piloted a simulation-based educational activity called Peak Performance that linked a workbook, which focused on self-reflection on communication and leadership skills, with professional coaching. The simulation scenario placed students in the role of an upper-level resident on an inpatient service, followed by a small group debrief with students, a clinical faculty member, and a professional executive coach. After the debriefing session, students were invited to complete a self-reflection workbook within 1 week of the initial simulation. The final element of the curriculum was an individualized session with an executive coach. Peak Performance was offered to all fourth-year medical students enrolled in the Social and Health Systems Science required course at the University of North Carolina School of Medicine. Results: Pre-/post-self-assessments of leadership competencies were completed by students. Pre-simulation self-assessment scores ranged from 3.72 to 4.33 on a 5-point scale. The lowest scores were in “Managing Conflict” and “Managing Others.” The highest score was in “Self-Awareness.” The post-simulation scores decreased in every competency, with “Managing Others” dropping significantly from 3.72 pre-simulation to 3.36 post-simulation (0.31, P < .05). Satisfaction with the curriculum was high, as reflected by a Net Promoter Score of 91% (“excellent” > 50%). Conclusions: A novel simulation-based educational activity linked to professional coaching is a feasible and impactful strategy to develop leadership, communication, and teamwork skills in medical students. Student insight and self-awareness increased as evidenced by a decrease in competency self-assessment after guided reflection and individualized coaching.

Self-awareness and personal development plans of students

2018 ◽  
Vol 4 (8) ◽  
pp. 176-183
Author(s):  
Catalina Radu
Keyword(s):  
Personal Development ◽  
Proper Time ◽  
Business Students ◽  
Educational Process ◽  
Self Awareness ◽  
Self Assessment ◽  
Career Anchors ◽  
Self Reflection ◽  
Johari Window ◽  
Development Plans

As students are highly influenced in the learning process by their emotions, they also need a proper time for self-reflection. This paper aims to present the main insights of business students in the Bucharest University of Economic Studies, Romania when challenged to set their personal development plans, after reflecting on their own strengths and weaknesses observed especially through JOHARI window used in class and three self-assessment questionnaires—drivers (working styles), career anchors and Belbin (team roles). Building personal development plans is an important step in the educational process. Although not taken at its real value because of the young age of the students, it is an activity that should be considered each semester, very well linked to the management discipline and to the career development of students/future graduates. Keywords: Students, personal development plans, motivation, educational process.

scholarly journals Defining Self-Awareness in the Context of Adult Development: A Systematic Literature Review

2021 ◽  
pp. 105256292199006
Author(s):  
Julia Carden ◽  
Rebecca J. Jones ◽  
Jonathan Passmore
Keyword(s):  
Leadership Development ◽  
Literature Review ◽  
Adult Development ◽  
Systematic Literature Review ◽  
Management Education ◽  
Future Research ◽  
Self Awareness ◽  
Working Definition ◽  
Self Knowledge ◽  
Definition Of

Self-awareness is often seen as a critical component in leadership and career success, and has therefore become a feature in MBAs, leadership development, and management education. It has become a popular “buzzword” in management literature, yet when reviewing this literature, there appears to be no consistent definition of the construct. This article reports a systematic literature review, covering how the construct of self-awareness is defined and how it differs from self-consciousness and self-knowledge within the context of management education. After screening, 31 articles were included in the review, analysis of which identified there is an overlap with how self-awareness, self-consciousness, and self-knowledge are defined. Other themes from our analysis include the identification of the components of self-awareness, how to be self-aware, and the purpose of self-awareness. The contribution of our article is the provision of clarity on the construct of self-awareness and a working definition, which can be used in the fields of leadership and management development by practitioners in education and organizations, and for future research within the context of adult development and the workplace.

scholarly journals Pastoral Care in Doctoral Education: A Collaborative Autoethnography of Belonging and Academic Identity

10.28945/4900 ◽  
2022 ◽  
Vol 17 ◽  
pp. 001-023
Author(s):  
Danielle Hradsky ◽  
Ali Soyoof ◽  
Shaoru Zeng ◽  
Elham M Foomani ◽  
Ngo Cong-Lem ◽  
...  
Keyword(s):  
Pastoral Care ◽  
Doctoral Students ◽  
Academic Writing ◽  
Doctoral Education ◽  
Future Research ◽  
Self Awareness ◽  
Writing Groups ◽  
Education Programs ◽  
Self Reflection ◽  
Doctoral Writing

Aim/Purpose: It is increasingly recognized that doctoral education programs should better support doctoral students. In particular, it has been noted that students experience significant isolation during their PhD, which negatively affects their educational experiences and their personal wellbeing. Doctoral writing groups are collaborative learning communities that have in recent years received increasing attention to address this issue. This collaborative autoethnography explores the affective benefits (i.e., benefits associated with emotions and feelings) of these doctoral writing groups, particularly focused on the pastorally supportive nature of these learning communities. Background: Writing groups have been shown to promote academic writing skills and build reflective practice, personal epistemology, and academic identity. We have found that a much more significant benefit of our writing groups has been the pastoral care we have experienced, particularly in relation to the turbulent emotions often associated with academic writing. This should, perhaps, not be surprising since it is clear that academic writing is a form of identity work. There is, therefore, a clear need to better support doctoral students, particularly with regard to the more affective components of academic writing. This prompted us to write this collaborative autoethnography to showcase what we consider to be the primary role of doctoral writing groups: pastoral care. Methodology: We employ a collaborative autoethnographic methodology to integrate our personal reflections into the existing literature in the field. Contribution: We argue that doctoral writing groups are vehicles of pastoral care as they promote wellbeing, foster resilience, provide academic care, and build social capital. Findings: We demonstrate that doctoral writing groups foster students’ sense of belonging through self-reflection and the sharing of experiences in a safe space, which builds perceived self-efficacy and self-awareness. Furthermore, through the self-reflection and discussion that is inherent in doctoral writing groups, students also develop a better understanding of themselves and their place within the academy. Recommendations for Practitioners: Our research highlights that writing groups may be designed to teach academic communication skills, but they provide an affective benefit that cannot yet be quantified and which should not be underestimated. Incorporating writing groups into doctoral education programs can, therefore, have a positive influence on the educational experiences of PhD students and improve their overall wellbeing. This paper concludes by providing practical suggestions to help practitioners implement writing groups into doctoral education programs, particularly focused on how these groups can be made more pastorally supportive. Recommendation for Researchers: This paper also extends the theoretical understanding of pastoral care by providing a framework for pastoral care within the doctoral writing group environment. We show how pastoral care can be conceptualized as the promotion of self-awareness, self-efficacy, reflection, and empowerment of doctoral students through nurturing communities where all members are valued, encouraged, guided, and supported. Our experiences, which we have integrated throughout this paper, also highlight the importance of relationship-building within the educational community, particularly when these relationships are characterized by mutual respect and shared responsibility. Impact on Society: The poor well-being of doctoral students has now been well-established across the world, but strategies to improve the academic environment for these students are still lacking. This paper provides evidence that implementing writing groups as a strategy to embed pastoral care in a doctoral education environment helps doctoral students flourish. Ultimately, this can lead to an improved academic research culture into the future. Future Research: Future research should explore other methods of better integrating pastoral care interventions into doctoral education programs in order to reduce isolation and promote student wellbeing.

scholarly journals Human Relations in Instructional Supervision: EFL Trainees’ Appraisal of a TEFL Practicum

2017 ◽  
Vol 6 (1) ◽  
pp. 38
Author(s):  
Juvenale Patinvoh Agbayahoun
Keyword(s):  
Student Teachers ◽  
Instructional Supervision ◽  
Self Awareness ◽  
Mixed Method Research ◽  
Self Assessment ◽  
Self Reflection ◽  
Training Tool ◽  
The One ◽  
Practicum Experiences

Instructional or educational supervision is a valuable training tool that can be used to support pre-service teacher education. When it is well implemented, it helps student teachers develop self-awareness, self-assessment and self-reflection skills. This study explores a group of 18 Beninese EFL trainees’ perceptions of instructional supervision and their practicum experiences. It also examines the nature of the relations between them and their supervisors. A mixed method research design is used for the study. The data are collected through three instruments: a questionnaire addressed to the participant EFL trainees, the written records of their practicum experiences, and a follow-up interview to 6 of them who are randomly selected. The findings reveal a lot of discrepancies between the type of supervision they expected and the one they experienced during the practicum. Some useful suggestions are discussed to contribute to a better understanding of the supervisory process and the role of the supervisor in a practicum.

scholarly journals Professional Self-Awareness as a Factor of Personal and Professional Self-Development of University Students

2020 ◽  
Vol 20 (4) ◽  
pp. 454-464
Author(s):  
Zhanna G. Garanina ◽  
Natalia V. Andronova
Keyword(s):  
University Students ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Development ◽  
Professional Self ◽  
Self Knowledge ◽  
High Level ◽  
Development Of Students

Introduction. The article analyzes the problem of professional self-awareness, and the influence of this phenomenon on the process of personal and professional self-development of students. A theoretical study of this problem has shown that professional self-awareness is one of the most important prerequisites for the self-development and self-improvement of university students. Materials and Methods. The article presents the results of an empirical study of the characteristics of self-awareness and self-development of students of the Mordovian State University. A set of methods was used: questionnaire “Ability for self-development” I. V. Zvereva, methodology “Readiness for self-knowledge and self-development” T. A. Ratanova, N. F. Shlyakhta, test “Determination of the level of development of reflexivity” by A. V. Karpov, “Questionnaire of self-attitude” by V. V. Stolin, S. R. Pantileev, methods of researching self-assessment by S. A. Budassi, test “Assessment of self-control in communication” by M. Snyder, questionnaire “The style of self-regulation of students’ behavior” by V. I. Morosanova. Results. Statistically significant correlations between the reflexive, affective and regulatory components of students’ self-awareness and the level of their personal and professional self-development were revealed. It has been found that a high level of development of students’ reflective qualities is associated with their desire for self-knowledge. The connection between self-regulation and readiness for self-knowledge and self-development determines the ability of students to carry out systematic and purposeful work on themselves. It is shown that students with high and above average levels of self-development are aware of the changes taking place in the structure of their personality in the process of vocational training. These students are characterized by higher indicators of reflexivity, self-attitude and self-esteem compared to students with low and below average levels of self-development. Discussion and Conclusion. The results obtained confirm the assumption that personal and professional self-development is conditioned by the students’ ability to reflect and realize their personal and professional qualities.

Self-Awareness and Self-Knowledge

2020 ◽  
Author(s):  
Mark Alicke ◽  
Yiyue Zhang ◽  
Nicole Stephenson
Keyword(s):  
Social Identity Theory ◽  
The Self ◽  
Self Concept ◽  
Human Cognition ◽  
Cognitive State ◽  
Self Awareness ◽  
Self Assessment ◽  
Reflected Appraisals ◽  
Positive Effects ◽  
Self Knowledge

Research has explored the relationship between self-knowledge and self-awareness. Specifically, psychologists see self-awareness as a step on the path toward self-knowledge. Self-knowledge is not a monolithic concept. For instance, the working self-concept is the self that is most relevant and accessible at a given time, while the global self-concept is an enduring, stored version of oneself. Implicit self-views are normally unconscious, whereas explicit self-views are generally conscious. The discrepancy between implicit and explicit self-knowledge sometimes results in inaccurate evaluations of attitudes, thoughts, and feelings. Other types of self-knowledge are context-dependent. Established theories such as social identity theory state that people have distinct self-views in different situations. For example, self-complexity refers to the number of self-aspects a person possesses. Finally, there are also distinctions between accurate (i.e., self-assessment theory) and positive self-knowledge (i.e., self-enhancement theory). Self-assessment theory posits that people are information seekers who desire accurate self-views. On the contrary, self-enhancement theory says that people seek to maintain positive self-views and are averse to negative self-information. Depending on the context and the concerns for self-presentation, individuals have preferences to pursue accurate or enhancing self-information. Increased self-knowledge can manifest in three major ways: via biological, interpersonal, and intrapsychic origins. Biological explanations of the origins of self-knowledge are mostly concerned with genetic expressions and brain activities. Interpersonal paths also help individuals develop self-knowledge. For instance, social comparison facilitates people’s formation of self-views by comparing themselves with similar others. Reflected appraisals increase people’s awareness of their own abilities, qualities, and identities through others’ lens. Intrapsychic self-knowledge can be obtained through self-perception, in which people learn about themselves by observing and analyzing their behaviors in relevant situations. Introspection—focusing on the self—helps people ascertain the reasons behind their feelings and behaviors, which contributes to self-views. However, introspection can sometimes lead to flawed self-knowledge, or result in negative feelings induced by the feelings of inadequacy. Building on introspection, self-awareness provides another avenue for self-knowledge. The capacity to be aware of one’s existence, or reflexive self-consciousness, is a fundamental component of human cognition. Experimentally induced self-awareness has been shown to have positive effects (e.g., greater compliance with internal standards). Sometimes, however, awareness can have aversive consequences (e.g., suicide) because it reveals that one has fallen short of one’s goals. One way to reduce this discomfort is to avoid self-awareness, such as by cognitive deconstruction—an induction of a cognitive state that lacks emotion, a sense of the future, or concentration on the present. Another way to avoid self-awareness is through deindividuation, which is characterized by a temporary loss of personal identity, especially in a large group. Because self-awareness is associated with both life- and death-related thoughts, researchers argue the nature of this awareness is existential.

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