self awareness essay with references

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What Self-Awareness Really Is (and How to Cultivate It)

Tasha Eurich

Although most people believe that they are self-aware, true self-awareness is a rare quality. In this piece, the author describes a recent large-scale investigation that shed light on some of the biggest roadblocks, myths, and truths about what self-awareness really is — and what it takes to cultivate it. Specifically, the study found that there are actually two distinct types of self-awareness, that experience and power can hinder self-awareness, and that introspection doesn’t always make you more self-aware. Understanding these key points can help leaders learn to see themselves more clearly.

It’s not just about introspection.

Self-awareness seems to have become the latest management buzzword — and for good reason. Research suggests that when we see ourselves clearly, we are more confident and more creative . We make sounder decisions , build stronger relationships , and communicate more effectively . We’re less likely to lie, cheat, and steal . We are better workers who get more promotions . And we’re more-effective leaders with more-satisfied employees and more-profitable companies .

TE Tasha Eurich , PhD, is an organizational psychologist, researcher, and New York Times bestselling author. She is the principal of The Eurich Group, a boutique executive development firm that helps companies — from startups to the Fortune 100 — succeed by improving the effectiveness of their leaders and teams. Her newest book, Insight , delves into the connection between self-awareness and success in the workplace.

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Self-Awareness Essay Examples

Type of paper: Essay

Topic: Time , Knowledge , Communication , Belief , Development , Behavior , Life , Awareness

Words: 1600

Published: 03/10/2020

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Introduction to Self-Awareness

This paper aims to discuss the aspects about the concept of self-awareness. Self-awareness is an important subject and aspect that is associated to our lives and we all have to concentrate on our actions, behaviors and beliefs from time to time. It is important to concentrate on the agreements and commitments that one makes with oneself (Heatherton & Baumeister, 1991).

Such agreements or self-concentration helps us to set the achievable goals in our lives and, in these agreements, we try to concentrate on our abilities, desires and our behaviors. Everyone has a different sort of thinking, a unique belief set and behavior related to its practical approach to deal with the matters of life.

Many times, we think about where we stand in our lives, and where we want to stand in our lives. There is a gap that needs to be fulfilled within a due course of time. Such goals are our career and professional goals, which need to be completed in one or the other way around. We accordingly, try to concentrate on the things that we do or we do not do. We may find things that we intend to do and, sometimes, we find things that seem to be as fantasies or that are not doable in real time.

Important Aspects and Features of Self-Awareness

First of all, we can consider the aspects related to the values that are naturally stable characteristics of any individual. The values contribute to greater extent in setting the attitudes and prioritization of our lives. We look at our surroundings and society for determination of the social and cultural values. We feel a lot of concerned about the cultural and social values practiced by the people living around us. As a child, we learn to adopt these cultural values right from the stage of our childhood. The religion, society and culture plays a vital role in the value determination (Joinson, 2001). We have to follow the trend that is set by our ancestors and the forefathers despite of the fact that we disagree with them. Sometimes, we start feeling that we are acting as a part of someone else, whereas in actuality, our way of responding to the events and behavior follows a completely different approach.

For instance, my ancestors have been practicing a particular religion or faith and it is obvious that they were following the norms and values of that religion. I have been close to my grand-father since my childhood and noticing his actions as he met with the people. I have learned the social values regarding how to live within a given society. I also learnt, how to interact with the people by seeing at the actions of my grandfather. I have adapted all the beliefs and thoughts that are inherited by my fore-fathers and ancestors. It seems to me as a natural tendency found amongst all the human beings. The values inherited from the ancestors or society by a human being becomes adaptable naturally due to many reasons.

But, it is not essential that we become satisfied with the concept and theory related to it. At any stage of our lives, we can think about the flaws or the inconsistencies that exist in the matter of understanding with regards to our belief, existing systems, and values. This is the time to concentrate on the shortcomings and limitations that we consider about the belief system.

However, it is a fact that, I was not able to express this difference of opinion in front of my elders or openly in front of the society. Self-expression is something, that every person must exercise as a human being. The freedom of expression is a universal right for all the human beings in this world. But, we see that in practice, the elders do not find it worthy to listen to the difference of opinion or any criticism about the conventional value system.

The second thing, that is important, to discuss in the context of self-awareness is the interpersonal style or communication tactics that we usually adopt during interaction with others. It is one of the important aspects that is related to the self-awareness and self-confidence of an individual (Carlopio & Andrewartha, 2012).

Such an aspect deals with our probabilities to lead and communicate others in various matters of our lives. We usually adopt this from with our closed ones or relatives, such as our mentors, teachers, parents and our friends. We closely watch that how they interact with the other people and what style they adopt during the conversation with the others. As a child, we use to follow the actions and words of our elders, which is again a part of natural learning and self-awareness. The interpersonal skills developed during the childhood continue to enact during the later time of our lives.

As a child, I have also tried to follow my ancestors’ style of communicating with others and developed the interpersonal style of dealing with others. It is the conventional way, and as the time passed on, I also tried to learn from the teachers and other elders. The schooling era of my life provided me with a lot of opportunities to interact with other individuals and learn the real application of communication skills. This particular time provided me with the convenience of opportunities to look into the techniques and ways related to the interpersonal communication. I have also gained adequate level of confidence as the time passed on during my tenure at the school. I have learnt various ways of communication and interaction with my colleagues.

Why Self-Awareness is so Valuable

Regards to the self-awareness involves the development of a individual’s behavior. The individual’s behavior is dependent upon the previous factor that is cultural and social norms developed as per our living in a particular society. Naturally, we become familiar with the things and events that are going on around us and develop a particular way to respond to the situation that is evolved. Our behaviors are developed on seeing the cultural values and norms practiced among the people around us. For example, I have developed my behavior based upon the facts that I saw in the personality of my elders and teachers. The school was also one of the important places where I have learnt about the development of behavior and I witnessed certain ways to express it. This part of my life that I have spent in the school involves learning some of the key features related to the self-awareness.

I have watched closely how the seniors and other colleagues behave and interact with the evolving situation. The religious and cultural values have played an important role in shaping my behaviors, attitudes, and approaches in my life.

Although, I have felt that there were many things going on in the society that can be considered as unacceptable or at least I can show my indifference with them. But, I discarded this thought of expressing the indifference as I knew that the practice of showing acceptability to the indifferences and criticism is not favored among the people.

Self-awareness is an important aspect of our life that helps us to explore things and matters about ourselves (Cherniss, 2000). This is considered as a continued process throughout our life and we usually learn as the life goes on. Self-awareness is important for everyone who is interested in becoming a successful human-being. There are certain features and aspects that are associated with the self-awareness and self-consciousness. It requires a continuous self-evaluation and self-analysis performed by us on a continuous basis. The cultural values, social norms and learning of our behaviors based upon seeing others that are close to us play a vital role in the development of our personality (Salovey & Mayer, 1990).

Action Plan

- Phase 1: I need to focus on continuously working for the betterment of my ability to improve and excel with the adequate advancements in my knowledge. - Phase 2: I need to follow the commitments that I have made to the people. I need to stricitly follow key agenda on the to-do list. - Phase 3: I need to develop my behavior in accordance with the statements and principled stance. I would like to learn the approaches and theories related to the improvement in self-awareness, and thereby, improving the personality from several perspectives. I would even like to improve the communication skills so as to better understand a scenario in my life. I would even like to learn the conversational approaches so as to enhance my management, leadership, and communicating skills and abilities.

Heatherton, T.F., & Baumeister, R.F., 1991. Binge eating as escape from self-awareness. Psychological bulletin, 110(1), p. 86. Joinson, A.N., 2001. Self‐disclosure in computer‐mediated communication: The role of self‐awareness and visual anonymity. European Journal of Social Psychology, 31(2), p. 177-192. Carlopio, J., & Andrewartha, G., 2012. Developing Management Skills: A comprehensive guide for leaders. Australia: French’s Forest. Cherniss, C., 2000. Emotional Intelligence: What is it and Why it Matters. Annual Meeting of the Society for Industrial and Organizational Psychology. Louisiana, New Orleans. Salovey, P., and Mayer, J., 1990. Emotional Intelligence: Imagination, Cognition, and Personality. Washington DC: American Psychological Association. Seeman, M., 1982. On Personal Consequences of Alienation in Work. American Sociological Review, 32. pp. 273-85.

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Using Self-Awareness Theory and Skills in Psychology

Asking and reflecting on that question is an example of self-awareness.

How often do you find yourself engaging in this type of reflection?

If you answered, ‘not often,’ then this article is perfect for you.

If you responded, ‘all the time!’ this article also is perfect for you.

Why? Because self-awareness is a skill that like a muscle, needs a good workout to stay strong and flexible.

Emotional intelligence guru Daniel Goleman once said:

If your emotional abilities aren’t in hand, if you don’t have self-awareness, if you are not able to manage your distressing emotions, if you can’t have empathy and have effective relationships, then no matter how smart you are, you are not going to get very far.

Before you continue, we thought you might like to download our three Self-Compassion Exercises for free . These detailed, science-based exercises will not only help you increase the compassion and kindness you show yourself, but also give you the tools to help your clients, students, or employees show more compassion to themselves.

This Article Contains:

What is self-awareness theory a definition, objective self-awareness in psychology, a look at the work of duval and wicklund, a look at the theory in social psychology, 7 examples of self-awareness theory, what is self-perception theory and how does it differ, what are self-awareness skills, 7 ways to improve self-awareness skills, 7 useful activities and exercises, a take-home message.

The American Psychological Association (n.d.) defines self-awareness theory as “the consequences of focusing attention on the self.” Much of the research and literature available today distinguishes between two types of self-awareness: subjective and objective.

Subjective self-awareness is the idea that we are the source of all our perceptions and behaviors. The world revolves around us based on our observations and experience.

Researchers Duval and Wicklund, whom you will read about later, sought to define objective self-awareness. It is the idea that we compare ourselves to others and some standard of correct behavior. These comparisons in behaviors, attitudes, and traits all contribute to our sense of self-awareness (American Psychological Association, n.d.).

What got us to this understanding of self-awareness ? When does self-awareness actually begin? What happens when someone is not self-aware?

In the rest of this article, we will dig into some of the possible answers. As we do, you might reflect on your beliefs about self-awareness. Please feel free to share them in the comments section.

Since then, self-awareness has been the interest of many psychologists (Brownell, Zerwas, & Ramani, 2007). The quest to define when the self emerges, why it is important, and what it means in our development is ongoing.

From a developmental theory perspective, children become self-aware at about 18 months old (Brownell et al., 2007). This period marks the beginning of the “terrible twos” that many parents know too well. Their child begins behaving more independently. They see themselves as separate from others and recognize themselves in mirrors. Their new favorite word is ‘no.’ This is an example of subjective awareness.

Rochat (2003) asserted that five levels of self-awareness exist early in a child’s life. These happen sequentially by about the age of four or five.

Level 0 – Confusion . The child is unable to see a difference between self and the reflection of self . Level 1 – Differentiation . The child begins to understand that the mirror is a reflection of the environment. They see that something is different. Level 2 – Situation . This marks the start of understanding the uniqueness of the self, as seen in a mirror. The child recognizes that the reflection is “out there” in relation to their actual body. Level 3 – Identification. Recognition that the mirror image is the self becomes clearer. Level 4 – Permanence. The child recognizes themself in pictures and videos, even when that self is the younger self. Level 5 – Self-consciousness or “meta” self-awareness. The child is aware of self and how others perceive them.

Objective self-awareness, according to the American Psychological Association (n.d.), is “a reflective state of self-focused attention.” It involves assessing oneself as compared to others and then correcting behaviors and beliefs as needed. When differences exist between our ideal and actual selves, we experience unease. To fix this, we look outside of ourselves to others.

Download 3 Free Self-Compassion Exercises (PDF)

These detailed, science-based exercises will equip you to help others create a kinder and more nurturing relationship with themselves.

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In 1972, Duval and Wicklund developed the idea of objective self-awareness. They asserted that at any given moment, a person could be self-focused or other-focused. Further, they believed that inward focus involved comparing the self with standards.

These standards arise from interactions with the external environment. Once internalized, the individual may make adjustments to their thoughts and behaviors. The more self-focused a person is, the more self-aware the person becomes.

To test their ideas, they conducted a series of experiments. In one study, they sought to determine if opinions and performance would change if the subject became more self-aware. A series of three experiments showed this to be the case (Wicklund & Duval, 1971).

Subjects who were tape-recorded, exposed to a TV camera, or faced a mirror while performing a task showed increased self-awareness. Subjects’ opinions aligned with a specified standard (experiment 1 and 2), or their performance improved (experiment 3).

Duval’s and Wicklund’s research is the basis for contemporary research in the area of self-awareness generally and objective self-awareness specifically. Their work demonstrated that empirical study of self-focused attention was possible (Morin, 2011).

Thus, it makes sense that self-awareness is of interest to these researchers. Scientists want to know the origins and effects of our interactions.

An understanding of the interplay between increased self-awareness and standards is important.

Some questions explored by social psychologists include:

Is there such a thing as an automatic comparison of self to standards (Silvia & Phillips, 2013)?
What are the effects of public and private self-awareness on de-individuation and aggression (Prentice-Dunn & Rogers, 1982)?
How does self-awareness affect leadership (Showry & Manasa, 2014)?
Is consumer behavior affected by self-awareness? If so, how (Ertimur & Lavoie, 2019)?
How does culture affect self-awareness (Heine, Takemoto, Moskalenko, Lasaleta, & Henrich, 2008)?

The study of self-awareness within social psychology is ongoing. It is an area filled with dynamic research and is not without criticism (Silvia & Duval, 2001). Silvia and Duval highlight three areas needing further attention:

How expectancies influence approach and avoidance of self-standard discrepancies
The nature of standards
The role of causal attribution in directing discrepancy reduction

Self-awareness is being “in-tune” with yourself in relationship to others, too. If you are a boss who does not listen to your staff, then you might not realize their perception of you. One management tool often used to address this is 360-degree feedback.

Some other examples of the theory include our awareness of:

Our actions in the moment
Attitudes about our actions in the moment
Our emotions in the moment
How we want others to perceive us
Our appearance
Inner conflicts (e.g., between your beliefs and actions)
Our beliefs and values
Other peoples’ attitudes, feelings, and beliefs

An inability to develop self-awareness can make situations uncomfortable for others. It also can lead to greater conflict.

For some people, their lack of self-awareness is out of their control, such as those with certain neurodegenerative diseases (e.g., Alzheimer’s disease, other forms of dementia, anosognosia, schizophrenia, and bipolar disorder), neurological and developmental disorders (e.g., autism spectrum disorder), and brain injury.

In some of these situations, a person still can learn to become more self-aware (Huang et al., 2017; Shany-Ur et al., 2014).

There is no experience required or necessary. Bem believed that people use this same approach when interpreting the behavior of others. Behavior happens; emotion follows.

For example, try this:

Look into a mirror and scowl. Do this for several minutes. Then, ask yourself how you are feeling. Are you angry? Irritable? Annoyed? Your behavior led to the emotion.

Another example is the idea behind faking it until you make it . Maybe you have had a horrible day, but because you agreed to attend a social function, you feel obligated to show up. After arriving, people do what everyone expects. They greet you, you greet them, and everyone smiles. Before you know it, you have forgotten about whatever irritated you. You feel happier or less irritated because you imitated the expected “nod and smile” behavior.

One difference between the two theories is that self-perception asserts that behavior precedes emotion. This happens without an explicit comparison to others’ attitudes or behaviors.

Daniel Goleman (2012) describes self-awareness skills as “knowing what we’re feeling and why. They are the basis for good intuition and decision-making. [Self-awareness] is a moral compass.” His theory of emotional intelligence (Hay Group, 2005) describes three competencies involved in self-awareness:

Emotional self-awareness – Recognizing our own emotions and their effects
Accurate self-assessment – Knowing our own strengths and limits
Self-confidence – Having a strong sense of our self-worth and capabilities

These three skills are critical to the development of emotional intelligence (Goleman, 2012). We already understand that humans are social animals. Our communication often occurs at an unconscious level (Mlodinow, 2012).

Think back to a time when you were not having a good day. With whom did you communicate? Whether the person knew you well or not does not matter. In most cases, humans are very accurate at detecting unconscious communication. Becoming more self-aware can lead to more relational success within our various communities.

Now, the question is, h ow do we get better at this skill? Fortunately, there are several ways to do this.

You can try each of the strategies below to determine which fits you best:

Learn to meditate . If this seems daunting, start with as few as 30 seconds of slow, deep breathing.
Seek feedback . Sometimes, we do not know our strengths or weaknesses. Asking others helps us see where we can improve and where we already excel.
Learn to write, track, and analyze your goals . As you see yourself accomplishing goals, you gain insights into what drives you.
Use personality and character trait assessments to gain insights . Examples include the VIA Character Survey and StrengthsFinder, but there are other surveys .
Journal . Allow yourself to free-write or use prompts. Both help you gain a different perspective on your thoughts, beliefs, and feelings.
Write morning pages . This idea is from Julia Cameron’s book, The Artist’s Way . Every morning, write three longhand pages of whatever comes to your mind. Even if all you write for three pages is, “I can’t think of anything to write,” that is okay. The point is to allow yourself to get everything out of your head before you begin your day. It might look like a jumble of mismatched rubbish. It might also come together into something you could follow up on later. This is a stream of consciousness writing, not plotting and planning. Do not reread your pages, unless of course, an idea for something cool surfaces (A kernel for a book? A solution to a problem?). You might learn something surprising about who you are, what you value, and what matters to you most.
Albert Ellis’s ABCs . Each of us experiences activating events (A) that trigger negative emotional responses. These emotional responses surface as internal dialogue or beliefs (B) and can lead to negative consequences (C). Ellis developed Rational Emotive Behavior Therapy (REBT) to help people better deal with the irrational beliefs associated with adverse events. REBT increases our self-awareness by teaching us to “identify, challenge, and replace self-defeating beliefs with healthier ones that promote emotional wellbeing and goal achievement” (Albert Ellis Institute, n.d.).

You can also check out our selection of self-awareness books to help you improve your skills.

It is time for a deep dive into specific practices you can adopt and adapt in your pursuit of self-awareness. Each of these works with individuals and groups.

1. Make a date with yourself

Artist dates, another exercise created by Julia Cameron, are a fun way to explore your creative side. Once per week, think of one thing that would be fun to learn or explore. For example, be a tourist in your own town. What can you discover that you did not already know? Decide to search for a specific shape while going for a walk.

There are countless ways you could experience artist dates. Your expeditions are bound to spark your imagination. They also might help you better connect with your creative self. Who are you when you are at your most creative? Are you more playful?

To adapt the example to a small group setting, invite the group to each choose one thing for which they will search. Then head outside. Allow up to 15 minutes for the exploration. When everyone returns, group members can journal about their experience. The facilitator can also invite group members to share their experiences.

2. The Johari Window

Counselor Carl explains the concept behind the Johari Window beautifully in the video below. The task is a combined self and other assessment. The insights you gain help you become more self-aware. If you want to explore the approach, visit Kevan.org .

From the site, you will see a list of adjectives. You identify five to six words that describe you and then share a link with others. When your friends and colleagues give you feedback, they can do so anonymously. You do not need to sign up for anything.

3. Paradigm shift

You will need large colored images or advertisements for this exercise. From your pile, choose one picture. Cut the image into smaller pieces so that you cannot determine what it was before. Create a new design and give it a title. If you are doing this with someone else, explain what the new image is and what it was originally. When finished, consider these questions:

How did it feel to convert one image to another?
How difficult was it to “let go” of the first picture?
What is necessary to “let go” of one thing so that something new can take its place?
When have you successfully done this or seen it done in the past?

4. Who are these people?

Sometimes it can be challenging to shift our thinking. We get comfortable with where we are and who we have become. Besides, change can be scary and hard. In this exercise, you must decipher a list of 10 anagrams. For example:

A COIN STUD

When you finish, reflect on these questions,

What prevented you from seeing the answers?
What helped you solve the anagrams?
What ideas or beliefs do you hold that serve as restrictions or constraints?

5. Mind over body

Do you believe that what we think affects how our body responds? For this exercise, you will need a partner. Ask your friend to stand in front of you, eyes closed, and call to mind a positive experience.

When they are ready, instruct them to nod. Ask your partner to raise their dominant arm shoulder height and make a fist. Their arm should be parallel to the floor and in front of them. Tell your partner to state their name as you attempt to push their arm down. Now, it is your turn.

Follow the same procedure as before, but this time, you will recall an unpleasant memory. When your partner instructs you to raise your arm, you will say a fictitious name instead of your own. Chances are your partner’s arm didn’t lower much, if at all, but yours did.

Think about this:

What is the typical impact on our bodies when we are happy and honest?
What is the typical impact on our body when we are feeling negative or untruthful?

6. Maori Intuitive Drawing Exercise

Maori Medicine Men of New Zealand used this as a way to help people assess their life. Done annually, usually on their birthday, the person explores their past, present, and future through drawing a picture.

Draw a large circle on a piece of paper, creating what the Maori would call a ‘sacred space’ for yourself on the page. On the back of the paper, write these words:

Snake Flower Butterfly Bird path Mountain Shelter Tree

Draw these eight symbols into your sacred space anywhere you like. Take as much time as you want. After you finish, add a dotted horizontal and vertical line to divide the paper into four quadrants. The explanation is lengthy. Look for it here . This is a wonderful activity to do every year.

7. Self-reflecting on Emotional Intelligence

This exercise, developed by Dr. Hugo Alberts, focuses on assisting you in assessing your ability to:

Understand your emotions
Understand others’ emotions
Regulate your emotions
Use your emotions to improve yourself

For each of the above areas, you appraise your current abilities and how you can strengthen them. Alberts includes several questions to prompt your reflection.

For example, if you are trying to understand your emotions better, ponder these:

How good am I at identifying how I am feeling?
How well do I know whether I am happy or not?
How well am I able to notice when I am angry, sad, bored, etc.?
How good am I at identifying emotional swings in myself?

After considering the list of questions, write your current analysis. Then, write about how you think you could strengthen your skills in that area. Each appraisal section averages six questions.

In a group setting, the facilitator can introduce this with an example. After discussing the example, group members work independently. Time constraints may not allow for the completion of each appraisal during a workshop.

There are a few ways to handle this:

If the group is meeting over a few days, this can be homework.
If the group is only meeting once, then the trainer can encourage completion at home.
If the group reconvenes, participants can share their insights in small groups. The facilitator also can invite large group sharing for those who are comfortable.

Sharing with others is optional and not part of the original activity. Alberts also provides a list of suggested readings. You can learn more about this tool and others in the Positive Psychology Toolkit© .

17 Exercises To Foster Self-Acceptance and Compassion

Help your clients develop a kinder, more accepting relationship with themselves using these 17 Self-Compassion Exercises [PDF] that promote self-care and self-compassion.

Created by Experts. 100% Science-based.

Self-awareness is one of the best ways to create a harmonious life. Like a muscle that atrophies without use, a lack of self-awareness can erode our relationships, not only with others but also ourselves.

Luckily, we do not have to allow that to happen. Exercises like meditation, journaling, and others that involve consistent reflection strengthen our self-awareness.

What will you do today to become more self-aware?

We hope you enjoyed reading this article. Don’t forget to download our three Self-Compassion Exercises for free .

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American Psychological Association. (n.d.). Self-awareness theory . Retrieved from https://dictionary.apa.org/self-awareness-theory
Bem, D. J. (1972). Self-perception theory. In L. Berkowitz (Ed.), Advances in experimental psychology (vol. 6) (pp. 1–62). Academic Press.
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Ertimur, B., & Lavoie, D. R. (2019). Calibrating the self: Building self-awareness and encouraging self-regulation in understanding consumer behavior. Marketing Education Review, 29 (2), 113–118.
Goleman, D. (2012). Emotional intelligence: Why it can matter more than IQ. Random House.
Hay Group. (2005, November). Emotional Competence Inventory (ECI) . McClelland Center for Research and Innovation. Retrieved from http://www.eiconsortium.org/pdf/ECI_2_0_Technical_Manual_v2.pdf
Heine, S. J., Takemoto, T., Moskalenko, S., Lasaleta, J. D., & Heinrich, J. (2008). Mirrors in the head: Cultural variation in objective self-awareness. Personality and Social Psychology Bulletin , 34 (7), 879–887.
Huang, A. X., Hughes, T. L., Sutton, L. R., Lawrence, M., Chen, X., Ji, Z., & Zeleke, W. (2017). Understanding the self in individuals with autism spectrum disorders (ASD): A review of literature. Frontiers in Psychology , 8 .
Mlodinow, L. (2012). Subliminal: How your unconscious mind rules your behavior. Vintage.
Morin, A. (2011). Self‐awareness Part 1: Definition, measures, effects, functions, and antecedents. Social and Personality Psychology compass , 5 (10), 807–823.
Prentice-Dunn, S., & Rogers, R. W. (1982). Effects of public and private self-awareness on deindividuation and aggression. Journal of Personality and Social Psychology, 43 (3), 503–513.
Rochat, P. (2003). Five levels of self-awareness as they unfold early in life. Consciousness and Cognition, 12 (4), 717–731.
Shany-Ur, T., Lin, N., Rosen, H. J., Sollberger, M., Miller, B. L., & Rankin, K. P. (2014). Self-awareness in neurodegenerative disease relies on neural structures mediating reward-driven attention. Brain , 137 (8), 2368–2381.
Showry, M., & Manasa, K. V. L. (2014). Self-awareness-key to effective leadership. IUP Journal of Soft Skills , 8 (1), 15–26.
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Wicklund, R. A., & Duval, S. (1971). Opinion change and performance facilitation as a result of objective self-awareness. Journal of Experimental Social Psychology, 7 (3), 319–342.

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What Is Self-Awareness?

Development, Types, and How to Improve

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Rachel Goldman, PhD FTOS, is a licensed psychologist, clinical assistant professor, speaker, wellness expert specializing in eating behaviors, stress management, and health behavior change.

Development
How to Improve

Self-Consciousness

Frequently asked questions.

Self-awareness is your ability to perceive and understand the things that make you who you are as an individual, including your personality, actions, values, beliefs, emotions, and thoughts. Essentially, it is a psychological state in which the self becomes the focus of attention .

While self-awareness is central to who you are, it is not something you are acutely focused on at every moment of every day. Instead, self-awareness becomes woven into the fabric of who you are and emerges at different points depending on the situation and your personality .

It is one of the first components of the self-concept to emerge. People are not born completely self-aware. Yet evidence suggests that infants do have a rudimentary sense of self-awareness.

Infants possess the awareness that they are separate beings from others, which is evidenced by behaviors such as the rooting reflex in which an infant searches for a nipple when something brushes against their face. Researchers have also found that even newborns are able to differentiate between self- and non-self touch.

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Self-Awareness Development

Studies have demonstrated that a more complex sense of self-awareness emerges around one year of age and becomes much more developed by approximately 18 months of age. Researchers Lewis and Brooks-Gunn performed studies looking at how self-awareness develops.

The researchers applied a red dot to an infant's nose and then held the child up to a mirror. Children who recognized themselves in the mirror would reach for their own noses rather than the reflection in the mirror, which indicated that they had at least some level of self-awareness.

Lewis and Brooks-Gunn found that almost no children under one year of age would reach for their own nose rather than the reflection in the mirror.

About 25% of the infants between 15 and 18 months reached for their own noses while about 70% of those between 21 and 24 months did so.

It is important to note that the Lewis and Brooks-Gunn study only indicates an infant's visual self-awareness; children might actually possess other forms of self-awareness even at this early point in life. For example, researchers Lewis, Sullivan, Stanger, and Weiss suggested that expressing emotions involves self-awareness as well as an ability to think about oneself in relation to other people.

Researchers have proposed that an area of the brain known as the anterior cingulate cortex located in the frontal lobe region plays an important role in developing self-awareness. Studies have also used brain imaging to show that this region becomes activated in adults who are self-aware.

The Lewis and Brooks-Gunn experiment suggests that self-awareness begins to emerge in children around the age of 18 months, an age that coincides with the rapid growth of spindle cells in the anterior cingulate cortex.

However, one study found that a patient retained self-awareness even with extensive damage to areas of the brain including the insula and the anterior cingulate cortex.

This suggests that these areas of the brain are not required for most aspects of self-awareness and that awareness may instead arise from interactions distributed among brain networks.

Levels of Self-Awareness

So how exactly do children become aware of themselves as separate beings? One major theory of self-awareness, introduced by developmental psychologist Philippe Rochat, suggests that there are five levels of self-awareness. Children progress through these stages between birth and approximately age 4 or 5:

Differentiation : A baby begins to acknowledge their own reflection. They may detect there is something different or special about looking at their reflection.
Situation : A baby begins to recognize their own reflection, being, and movements as separate from those around them.
Identification : This is the stage during which a child fully knows that it is their own reflection in a mirror. They know, "This is me ."
Permanence : They have a complete sense of themselves and can identify themselves in pictures or videos, even as their appearance changes.
Self-consciousness : A child adapts a third-person point of view of themselves; they become aware of the idea that others perceive them in certain ways. This may result in feelings such as pride or shame.

Types of Self-Awareness

Psychologists often break self-awareness down into two different types, either public or private.

Public Self-Awareness

This type emerges when people are aware of how they appear to others. Public self-awareness typically emerges in situations when people are at the center of attention.

This type of self-awareness often compels people to adhere to social norms . When we are aware that we are being watched and evaluated, we often try to behave in ways that are socially acceptable and desirable.

Public self-awareness can also lead to evaluation anxiety in which people become distressed, anxious, or worried about how they are perceived by others.

Public Self-Awareness Examples

You may experience public self-awareness in the workplace, when you're giving a big presentation. Or, you may experience it when telling a story to a group of friends.

Private Self-Awareness

This type happens when people become aware of some aspects of themselves, but only in a private way. For example, seeing your face in the mirror is a type of private self-awareness.

Private Self-Awareness Examples

Feeling your stomach lurch when you realize you forgot to study for an important test or feeling your heart flutter when you see someone you are attracted to are also examples of private self-awareness.

How to Improve Your Self-Awareness

So how do you grow self-awareness? There are many ways you can practice being present with yourself and your emotions, which, in turn, can help improve your self-awareness.

Meditation can be an especially useful practice because you don't have to worry about changing anything—simply noticing what happens during a meditation can bring greater awareness of your thoughts and feelings.

Maybe you notice that you hold tension in your body by clenching your jaw, for instance, or that you tend to worry so much about the future that it's hard to be in the present moment. This is all valuable information that can help you get to know yourself and your tendencies.

Journaling is a practice in self-reflection that can help you notice the ways in which you tend to think and behave, and even which areas in your life you may wish to improve. It can be a therapeutic way to gain insight into your life events and relationships.

Talk Therapy

During therapy—such as cognitive behavioral therapy (CBT)—a therapist works with you to address negative thought patterns or behaviors.

By understanding the underlying cause of your negative thoughts, for instance, you're in a more advantageous position to change them and use healthy coping mechanisms instead.

Develop Your Emotional Intelligence

Self-awareness and emotional intelligence (EQ) go hand in hand. EQ refers to a person's ability to perceive their own emotions as well as the emotions of other people. Someone with a high EQ is able to effectively respond to emotions with empathy and compassion.

Of course, no one is perfect, and EQ is a skill like any other. But by learning to express your own emotions in a healthy way, and practicing active listening in your relationships, you're contributing to the expansion of your own self-awareness as well.

Try Our EQ Test

Our fast and free EQ test can help you determine whether or not your responses to certain situations in life indicate a high level of emotional intelligence:

Sometimes, people can become overly self-aware and veer into what is known as self-consciousness. Have you ever felt like everyone was watching you, judging your actions, and waiting to see what you will do next? This heightened state of self-awareness can leave you feeling awkward and nervous in some instances.

In a lot of cases, these feelings of self-consciousness are only temporary and arise in situations when we are "in the spotlight." For some people, however, excessive self-consciousness can reflect a chronic condition such as social anxiety disorder .

While self-awareness plays a critical role in how we understand ourselves and how we relate to others and the world, excessive self-consciousness can result in challenges such as anxiety and stress .

If you struggle with self-consciousness, discuss your symptoms with a doctor or mental health professional to learn more about what you can do to cope with these feelings.

Being self-aware is all about having an understanding of your own thoughts, feelings, values, beliefs, and actions. It means that you understand who you are, what you want, how you feel, and why you do the things that you do.

There are many different ways to think about self-awareness, but four keys that are often mentioned included mindfulness, self-compassion, reflection, and feedback.

Mindfulness allows people to become more aware of themselves in the present, while compassion allows them to do so without passing judgment on themselves. Reflection and feedback allow people to take what they have learned and improve themselves in order to achieve their goals and reach their full potential.

The five elements of self-awarenesses are:

Consciousness : This means being aware of your internal experiences, including your emotions and thoughts.
Self-knowledge : This element is focused on your understanding of who you are, including your beliefs, values, and motivations.
Emotional intelligence : This element is focused on the ability to understand and manage emotions.
Self-acceptance : This aspect is centered on accepting who you are and showing yourself compassion and kindness.
Self-reflection : This element of self-awareness involves being able to think deeply about your feelings, thoughts, and goals in order to gain an even better understanding of who you are and your place in the world.

Rochat, P. Five levels of self-awareness as they unfold early in life . Consciousness and Cognition . 2003;12(4):717-31. doi:10.1016/S1053-8100(03)00081-3

Brooks-Gunn J, Lewis M. The development of early visual self-recognition . Dev Review . 1984;4(3):215-39. doi:10.1016/S0273-2297(84)80006-4

Moeller SJ, Goldstein RZ. Impaired self-awareness in human addiction: deficient attribution of personal relevance . Trends Cogn Sci (Regul Ed). 2014;18(12):635-41. PMID: 25278368

Philippi CL, Feinstein JS, Khalsa SS, et al. Preserved self-awareness following extensive bilateral brain damage to the insula, anterior cingulate, and medial prefrontal cortices . PLoS ONE. 2012;7(8):e38413. doi:10.1371/journal.pone.0038413

Sutton A. Measuring the effects of self-awareness: Construction of the self-awareness outcomes questionnaire . Eur J Psychol . 2016;12(4):645-658. doi:10.5964/ejop.v12i4.1178

Xiao Q, Yue C, He W, Yu JY. The mindful self: A mindfulness-enlightened self-view . Front Psychol . 2017;8:1752. doi:10.3389/fpsyg.2017.01752

Snyder, M. Journaling. R. Lindquist, M. Snyder, & M. F. Tracy (Eds.). In: Complementary and alternative therapies in nursing . Springer Publishing Company; 2014.

Nakao M, Shirotsuki K, Sugaya N. Cognitive–behavioral therapy for management of mental health and stress-related disorders: Recent advances in techniques and technologies . BioPsychoSocial Med. 2021;15(1). doi:10.1186/s13030-021-00219-w

Serrat O. Understanding and developing emotional intelligence . Knowledge Solutions. 2017:329-339. doi:10.1007/978-981-10-0983-9_37

Dasilveira A, Desouza ML, Gomes WB. Self-consciousness concept and assessment in self-report measures . Front Psychol . 2015;6:930. doi:10.3389/fpsyg.2015.00930

Stein DJ. Social anxiety disorder and the psychobiology of self-consciousness . Front Hum Neurosci . 2015;9:489. doi:10.3389/fnhum.2015.00489

Crisp, R. J. & Turner, R. N. Essential social psychology. London: Sage Publications; 2010.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Unlock Your Potential: Essay About Self Awareness and Growth

Self-awareness is the foundation of personal growth and development. It is the ability to reflect on oneself, identify one’s strengths and weaknesses, and understand how one’s actions and emotions affect others. Self-awareness is a skill …

Written by: Larry Carter

Published on: August 21, 2023

In this essay, we will explore the concept of self-awareness and its importance in unlocking an individual’s potential for success. We will discuss how self-awareness contributes to personal growth , emotional intelligence, and better relationships. We will also provide practical activities and strategies that can promote self-awareness and enhance one’s personal and professional life.

Key Takeaways:

Self-awareness is a crucial component of personal growth and development.
It involves reflecting on oneself, identifying strengths and weaknesses, and understanding how one’s actions and emotions affect others.
Self-awareness can be developed and cultivated over time.
It contributes to emotional intelligence and better relationships.
Practical activities and strategies can promote self-awareness and enhance one’s personal and professional life.

The Power of Self Awareness

Self-awareness is a crucial component of personal growth and development. It involves having a clear understanding of one’s thoughts, emotions, and behaviors. The ability to reflect on oneself and identify strengths and weaknesses is essential for achieving success and fulfillment.

Developing self-awareness requires specific skills and techniques. One of the most critical skills is the ability to observe oneself without judgment. This means accepting one’s thoughts and feelings without labeling them as good or bad. It allows individuals to gain clarity on their emotions and thought patterns and make more conscious decisions.

Another essential skill for self-awareness is self-reflection. Taking time to reflect on one’s actions and behaviors is an effective way to identify patterns and triggers that may be hindering personal growth . Journaling, meditation, and mindfulness practices are powerful tools for self-reflection.

The Benefits of Self Awareness

Self-awareness contributes to personal growth in many ways. It enables individuals to identify their strengths and weaknesses and develop strategies to improve in areas that need work. It also enhances emotional intelligence, which helps in navigating relationships both personally and professionally.

Self-aware individuals take responsibility for their actions and decisions and are accountable for their mistakes. This mindset leads to greater self-confidence and a willingness to take risks and pursue opportunities. It also fosters a growth mindset, which is essential for continual improvement.

The Connection between Self Awareness and Personal Growth

Self-awareness is strongly linked to personal growth and development. It allows individuals to identify limiting beliefs and behaviors and reframe their mindset. This shift in thinking opens up new possibilities and opportunities for growth and development.

Individuals with high levels of self-awareness tend to have a higher sense of purpose and direction. They are more likely to set and achieve goals and take actions that align with their values and passions. This, in turn, leads to greater fulfillment and success in life .

Overall, self-awareness is a powerful tool for personal growth and development. It enables individuals to unlock their full potential and achieve success in all areas of life.

Self Awareness and Emotional Intelligence

Self-awareness is a critical component of emotional intelligence, which refers to an individual’s ability to recognize and manage their emotions effectively. It involves understanding one’s own emotions and how they affect one’s behavior, thoughts, and responses to different situations.

When individuals have a high level of self-awareness, they are better equipped to manage their emotions and interpersonal relationships. They can recognize their strengths and weaknesses, which allows them to make better decisions and take appropriate actions to achieve their goals. Additionally, self-awareness allows individuals to understand how their emotions impact others, which can lead to improved communication and collaboration.

For instance, a leader with high emotional intelligence and self-awareness can communicate more effectively with their team members, understand their perspectives, and build stronger relationships. Similarly, an individual with self-awareness may be better able to manage stress and make decisions that align with their values and goals.

“Emotions are information, and self-awareness is the key to unlocking the potential of that information.” – Marc Brackett

Examples of Self Awareness

Self-awareness can manifest in different ways and impact various aspects of an individual’s life. Here are a few examples of how self-awareness has helped people achieve personal growth and success:

These examples illustrate how self-awareness can have a positive impact on an individual’s personal and professional life . By practicing self-awareness and understanding its benefits, individuals can unlock their full potential and achieve success in all areas of their lives.

Cultivating Self Awareness: Activities and Strategies

Cultivating self-awareness is not an easy process, but it is worth the effort. Here are some practical activities and strategies that individuals can use to enhance their self-awareness:

1. Journaling

Journaling is a powerful tool for self-reflection and self-discovery. It can help individuals identify patterns in their thoughts, emotions, and behaviors, and gain insights into their values and beliefs. Set aside some time each day to jot down your thoughts and experiences, and reflect on them regularly to gain a deeper understanding of yourself.

2. Mindfulness Practices

Mindfulness is the practice of being present in the moment and paying attention to one’s thoughts, feelings, and sensations without judgment. It can help individuals become more aware of their internal experiences and develop greater self-acceptance. Mindfulness practices can include meditation , yoga, and deep breathing exercises.

3. Self-Reflection Exercises

Self-reflection exercises can help individuals gain a deeper understanding of their values, beliefs, and goals. These exercises can include asking yourself thought-provoking questions, reflecting on past experiences, or visualizing your ideal self. The key is to be honest with yourself and approach the exercises with an open mind.

4. Seek Feedback

Asking for feedback from others can be a valuable way to gain a new perspective on oneself. It can help individuals identify blind spots and areas for improvement. However, it is important to seek feedback from people who are supportive and constructive, and to approach it with an open mind and a willingness to learn.

By engaging in these activities and strategies, individuals can cultivate greater self-awareness and unlock their full potential for personal growth and success.

Reflecting on Personal Growth Through Self Awareness

Self-awareness is a critical component of personal growth and development. Through self-reflection and introspection, individuals can gain a deeper understanding of their strengths and weaknesses, values and beliefs, and emotions and behaviors. This awareness can help individuals make better decisions, improve relationships, and achieve their goals.

Benefits of Self Awareness

Self-awareness provides numerous benefits for individuals seeking personal growth. It can help individuals better understand their thoughts and emotions, which can lead to more effective decision-making and problem-solving. By recognizing their strengths and weaknesses, individuals can work to improve areas of weakness and capitalize on their strengths to achieve success. Additionally, self-awareness can lead to improved relationships, as individuals who understand themselves better are better able to understand and relate to others.

Cultivating Self Awareness

Cultivating self-awareness requires intentional effort and practice. There are several activities and strategies that individuals can use to enhance their self-awareness, such as journaling, mindfulness practices, self-reflection exercises, and seeking feedback from others. It’s essential to establish a regular practice of self-reflection to gain a deeper understanding of oneself and the world around them.

The Journey of Self Awareness

Self-awareness is a lifelong journey that requires continuous effort and dedication. It’s not a destination that can be reached overnight but rather an ongoing process of self-discovery. The journey of self-awareness can be challenging at times, as individuals may uncover uncomfortable truths about themselves. However, the benefits of self-awareness far outweigh any temporary discomfort, and the journey can lead to a more fulfilling and successful life.

By reflecting on personal growth through self-awareness, individuals can unlock their potential for success and fulfillment. Through intentional effort and practice, individuals can cultivate and enhance their self-awareness, leading to better decision-making, improved relationships, and personal growth. It’s time to embark on your own journey of self-discovery and self-awareness, and unlock your potential for success.

Q: What is self-awareness?

A: Self-awareness is the ability to recognize and understand one’s own thoughts, emotions, and behaviors. It involves being conscious of oneself and being aware of how one’s actions and feelings impact oneself and others.

Q: Why is self-awareness important?

A: Self-awareness is important because it allows individuals to gain a deeper understanding of themselves, their strengths, weaknesses, and values. It helps in making informed decisions, improving relationships, and achieving personal growth and success.

Q: How can self-awareness unlock an individual’s potential?

A: By being self-aware, individuals can identify their strengths and weaknesses, enabling them to leverage their strengths and work on areas that require improvement. This self-knowledge empowers them to set meaningful goals, make better choices, and tap into their full potential.

Q: What are some benefits of self-awareness?

A: Self-awareness brings numerous benefits, including improved self-confidence, better emotional regulation, enhanced communication skills, increased empathy, and stronger relationships. It also aids in stress management and fosters personal and professional growth.

Q: How can individuals develop their self-awareness?

A: Developing self-awareness requires intentional effort. Some strategies include practicing self-reflection, journaling, seeking feedback from others, engaging in mindfulness practices, and being open to self-discovery. It is an ongoing process that can be nurtured through continuous self-evaluation and self-improvement.

Q: Can you provide examples of self-awareness in action?

A: Certainly! Examples of self-awareness include individuals who recognize their triggers and manage their emotions effectively, those who are aware of their communication style and adapt it to different situations, and people who are mindful of their strengths and weaknesses and use that knowledge to achieve personal and professional goals.

Q: What are some activities and strategies to cultivate self-awareness?

A: There are several activities and strategies that can help cultivate self-awareness. These include keeping a journal to reflect on thoughts and emotions, practicing mindfulness to stay present in the moment, engaging in self-reflection exercises, seeking feedback from trusted individuals, and exploring personal values and beliefs.

Q: How does self-awareness relate to emotional intelligence?

A: Self-awareness is a key component of emotional intelligence. It involves recognizing and understanding one’s own emotions, as well as how those emotions impact thoughts, behaviors, and relationships. Self-awareness is the foundation for self-management and empathy, two other crucial aspects of emotional intelligence.

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Home — Essay Samples — Life — Self Awareness — Self-awareness: My Experience On Path to Better Me

Self-awareness: My Experience on Path to Better Me

Categories: About Myself Personality Self Awareness

About this sample

Words: 742 |

Published: Dec 3, 2020

Words: 742 | Page: 1 | 4 min read

Development of my self-awareness, zimmer's principles of self-awareness, works cited.

Carver, C. S., & Scheier, M. F. (2018). Self-Awareness. In Perspectives on Psychological Science, 13(2), 239-242.
Davis, M. H. (2018). Empathy, Perspective Taking, and Self-Awareness: The Link to Leadership. In Frontiers in Psychology, 9, 731.
Duhigg, C. (2012). The Power of Habit: Why We Do What We Do in Life and Business. Random House.
Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
Goleman, D. (2012). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam.
Maslow, A. H. (2013). Toward a Psychology of Being. Martino Fine Books.
Riggio, R. E. (2018). Introduction to Industrial/Organizational Psychology (8th ed.). Pearson.
Tolle, E. (2004). The Power of Now: A Guide to Spiritual Enlightenment. New World Library.
Vohs, K. D., & Baumeister, R. F. (Eds.). (2011). Handbook of Self-Regulation: Research, Theory, and Applications (2nd ed.). Guilford Press.
Zimmer, E. (Speaker). (2010). Erik Zimmer: "Gamify Your Life" [TED Talk]. TED. https://www.ted.com/talks/erik_zimmer_gamify_your_life

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101 Self-Awareness Examples

self-awareness types and definition, explained below

Self-awareness refers to the conscious knowledge of one’s own character, emotions, desires, and motivations.

It is a key component of emotional intelligence theory and, in psychology, the two concepts are often studies as co-dependent and intricately linked (Goleman, 2018; Goleman et al., 2018).

Being self-aware can refer to the ability to be conscious of both your own behaviors and how others perceive them. For example, ability to identify and name your current emotions and identify how others are reacting to your behaviors are both examples of self-awareness.

Types of Self-Awareness: The 4 Archetypes

One well-known framework for explaining and defining self-awareness is the four archetypes model . This model argues that self-awareness can be divided into two categories: internal and external (Eurich, 2017; Eurich, 2018).

Internal self-awareness refers to understanding your own emotions and how they affect your thoughts and actions. This is an inherent introspective task and an intrapersonal skill (Carden, Jones & Passmore, 2022; Duval & Silvia, 2002).
External self-awareness refers to understanding how others perceive your thoughts and actions. In other words, it’s the ability to be aware of your situatedness within social contexts and a key interpersonal skill (Carden, Jones & Passmore, 2022).

Based on these two types of self-awareness, Eurich has presented four ‘self-awareness archetypes’. See which one you most identify with:

Each is described below:

Introspectors: Introspectors have high internal self-awareness, meaning they are very much aware of their own emotions. However, they’re often unaware of how others perceive them (low external self-awareness). They often don’t seek out feedback from others, which can limit their self-growth and lead to plenty of blindspots (Eurich, 2018).
Aware: The ‘aware’ archetype is the idealized model because it represents people with very high emotional intelligence. These people are both internally and externally self-aware, meaning they will both self-reflect regularly and seek out external information and feedback to help broaden their perspectives and address blindspots (Eurich, 2018).
Seekers: Seekers don’t think much about themselves, their emotions, thoughts, or identities. They also aren’t aware of how others perceive them. As a result, they’re often frustrated by their lack of progress (especially in terms of networking and relationships) (Eurich, 2018).
Pleasers: Pleasers tend to be more focused on and concerned about how others perceive them than their own self-perception. By focusing too much on pleasing others, they often make decisions that aren’t in their own best interests, such as by saying ‘yes’ to too many collaborations, leading them to becoming burned-out! (Eurich, 2018)

Self-Awareness Examples

1. high internal self-awareness.

High internal self-awareness involves the understanding of one’s emotions, thoughts, and values, and how they affect behavior.

Here are 26 examples:

Recognizing when you are under stress and understanding why.
Knowing your strengths and how to use them optimally.
Understanding your weaknesses and working on improving them.
Being aware of your motivating forces.
Knowing your personal values and how they dictate your decisions.
Realizing when you are happiest and striving to spend more time in that state.
Understanding your key skills and leveraging them in work and life.
Recognizing when you are overwhelmed and taking necessary action.
Being aware of your mood swings and managing them effectively.
Being clear about your long-term goals and what you want in life.
Recognizing unproductive habits and actively trying to change them.
Understanding the impact of past experiences on current behavior.
Knowing your physical boundaries and not pushing beyond them excessively.
Being aware of your mental boundaries and respecting them.
Recognizing your preferred communication style and how it impacts others.
Acknowledging your core personal beliefs and how they shape your worldview.
Being aware of your emotional triggers and learning to control them.
Understanding your biases and prejudices and actively addressing them.
Recognizing when you are out of your comfort zone and how that feels.
Identifying preferred learning styles and methods.
Being aware of your physical reactions to certain emotions (e.g., stress, excitement).
Understanding your personal needs and ensuring they’re met.
Recognizing your patterns of behavior in relationships.
Acknowledging your personal growth over time .
Being aware of the intensity of your emotions and how they fluctuate.
Recognizing when you are in a positive mental state and identifying what contributed to it.

High External Self-Awareness

High external self-awareness comprises the understanding of how one is perceived by others, recognizing others’ perspectives, and adapting to different interactions or situations.

Here are 25 examples:

Actively seeking feedback from peers , friends, or family.
Noticing how others react to your words and actions in various contexts.
Awareness of how your behavior influences the mood and behavior of others.
Being considerate of others’ needs while expressing your own.
Tailoring communication style as per the audience and situation.
Adjusting one’s behavior to align with cultural norms or social expectations.
Understanding how your punctuality—or lack thereof—affects others.
Recognizing how your reactions to feedback impact the feedback giver.
Paying attention to others’ vocal tone or nonverbal cues when interacting with you.
Monitoring how your work style meshes with or disrupts team dynamics.
Understanding how your leadership style is received by your subordinates.
Figuring out how your negotiation tactics are perceived by the opposite party.
Observing how your dress and personal presentation affects professional interactions.
Recognizing how your emotional state influences others around you.
Comprehending how effective your persuasion methods are in changing others’ opinions.
Adjusting conversation topics based on listeners’ interest level.
Determining how your customer service approach impacts customers.
Monitoring how your social media posts are received by followers.
Understanding how different audiences perceive your public speaking style.
Realizing how your coaching style is accepted by your mentees.
Noticing how people respond to your jokes or sense of humor.
Acknowledging how your level of assertiveness is reacted to in different situations.
Recognizing if your method of conflict resolution is effective.
Assessing if your teaching style is resonating with students, clients, or staff.
Evaluating how helpful or meaningful your volunteering efforts are to the intended recipients.

Low Internal Self-Awareness

Low internal self-awareness denotes a lack of understanding or consciousness about one’s own emotions, thoughts, desires, and values, as well as how these influence one’s behavior.

Ignoring feelings of stress or anxiety without investigating their cause.
Not knowing what truly motivates or inspires you.
Disregarding your personal strengths and weaknesses.
Being unaware of deep-rooted personal values.
Misreading emotions and attributing them to incorrect causes.
Not recognizing patterns of mood swings.
Overlooking significant past experiences that shape present behavior.
Being ignorant about personal set goals and life expectations.
Overlooking physical and emotional boundaries.
Failing to recognize the effects of negative or unproductive habits.
Not assessing personal beliefs and how they influence perceptions.
Lack of awareness about personal communication style and its effects.
Ignoring emotional triggers and their control.
Neglecting to understand personal biases and prejudices.
Not knowing which situations or experiences take you out of your comfort zone.
Overlooking preferred learning styles and methods.
Underestimating the intensity and range of your emotions.
Ignoring personal needs and neglecting self-care.
Neglecting your patterns of behavior in relationships.
Underestimating the impact of your actions on others.
Missing the recognition of personal growth over time.
Being unaware of physical reactions in response to certain emotions.
Failing to recognize the power and control of your thoughts.
Being dismissive of the importance of reflection and introspection.
Overlooking the potential for personal development and self-improvement.

Low External Self-Awareness

Low external self-awareness refers to a deficit in understanding how one is seen by others and how one’s behavior impacts them.

Neglecting to seek feedback or acknowledging it when provided.
Failing to notice reactions or feedback to one’s behavior from others.
Being blind to the effect one’s emotional state has on people around.
Showcasing a lack of consideration of how your actions affect others’ needs or feelings.
Ignoring the suitability of one’s communication style for various situations and audiences.
Overlooking how others react to your punctuality habits.
Not recognizing how your reactions to feedback affect the person providing it.
Disregarding others’ perspectives or failing to take them into account in decision making.
Ignoring how your behavior or actions alter team dynamics.
Not understanding how your leadership style affects team members’ motivation and productivity.
Failing to notice the implications of your negotiation style on the outcome of agreements.
Ignoring the impact of personal appearance on professional interactions.
Overlooking how your emotional transparency affects the emotional state of others.
Ignoring how your behavior might differ from social norms or expectations .
Disregarding the impact of your sense of humor on others.
Neglecting to adjust your communication methods based on signals from listeners.
Ignoring the influence of your customer service approach on customers.
Failing to recognize how your social media presence impacts others.
Neglecting the effectiveness of your public speaking style on diverse audiences.
Overlooking the effect of your coaching style on your mentees.
Ignoring the reactions of others based on your level of assertiveness.
Failing to recognize if conflict resolution techniques effectively resolves disputes.
Overlooking student feedback or response to teaching methods.
Ignoring how your actions and behaviors align with societal expectations.
Neglecting whether your volunteering efforts are impactful to recipients.

The Benefits of Self-Awareness

The benefits of self-awareness are profound and far-reaching, profoundly impacting various aspects of life.

Some key benefits include enhanced decision-making , relationship-building, personal and professional growth, stress management, and emotional health. Each is outlined below:

Relationships and Interpersonal Skills: Having high internal and external self-awareness means you’re tuned not just into your own actions and emotions but also those of the people around you. This can help predict and respond appropriately to others’ behaviors, needs, and emotions, strengthening and deepening your relationships.
Personal and professional growth: By understanding your strengths, weaknesses, core values , and areas that need improvement, you can develop strategies to bolster your skills and address areas of weakness. In a professional context, this might translate to choosing projects that align with your strengths or opting for upskilling in areas where you’re not as confident.
Stress management : Recognizing your emotional and physical reactions to stress can help you develop effective coping mechanisms. Whether it’s understanding that a walk outdoors can calm your mind or realizing that speaking about your challenges helps relieve stress, these strategies are borne out of self-awareness.
Emotional health: Self-awareness lets you better understand and manage your own emotions, leading to improved psychological well-being. Take, for example, developing clarity about sleep patterns, foods, exercise patterns, or actions that affect your mood. This self-awareness can help you to make life decisions that can manage your emotions more effectively. Decoding your emotional responses leads to better resilience and overall emotional health.

Key Points in this Article

There are two main types of self-awareness: internal and external.
Internal refers to your awareness of your own emotions, thoughts, and behaviors.
External refers to your awareness of how others are interpreting you, your mannerisms, and your behaviors.
Academics have identified for self-assessment archetypes: the ‘introspectors’, ‘pleasers’, ‘aware’, and ‘seekers’.
Self-awareness can help you improve your relationships and interpersonal skills and grow as a person and a professional.
It can also help you manage your stress and build resilience.

Ashley, G. C., & Reiter-Palmon, R. (2012). Self-awareness and the evolution of leaders: The need for a better measure of self-awareness. Journal of Behavioral and Applied Management , 14 (1), 2-17.

Carden, J., Jones, R. J., & Passmore, J. (2022). Defining self-awareness in the context of adult development: A systematic literature review. Journal of Management Education , 46 (1), 140-177. Doi: https://doi.org/10.1177/1052562921990065

Duval, T. S., & Silvia, P. J. (2002). Self-awareness, probability of improvement, and the self-serving bias . Journal of personality and social psychology , 82 (1), 49. Doi: https://psycnet.apa.org/doi/10.1037/0022-3514.82.1.49

Eurich, T. (2017). Insight: Why we’re not as self-aware as we think, and how seeing ourselves clearly helps us succeed at work and in life . London: Currency.

Eurich, T. (2018). What self-awareness really is (and how to cultivate it). Harvard Business Review , 4 .

Goleman, D. (2018). What makes a leader?. In Military leadership (pp. 39-52). Routledge.

Goleman, D., Kaplan, R. S., David, S., & Eurich, T. (2018). Self-Awareness (HBR Emotional Intelligence Series) . Harvard Business Press.

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1 thought on “101 Self-Awareness Examples”

I love this article, it summarises serveral years of research and documents on the subject into a single capsule of knowledge that is rich in depth. I believe that this can be used as a road map to the priceless treasure mine of becoming self aware.

Measuring the Effects of Self-Awareness: Construction of the Self-Awareness Outcomes Questionnaire

Anna sutton.

a Business School, Manchester Metropolitan University, Manchester, United Kingdom

Dispositional self-awareness is conceptualized in several different ways, including insight, reflection, rumination and mindfulness, with the latter in particular attracting extensive attention in recent research. While self-awareness is generally associated with positive psychological well-being, these different conceptualizations are also each associated with a range of unique outcomes. This two part, mixed methods study aimed to advance understanding of dispositional self-awareness by developing a questionnaire to measure its outcomes. In Study 1, expert focus groups categorized and extended an initial pool of potential items from previous research. In Study 2, these items were reduced to a 38 item self-report questionnaire with four factors representing three beneficial outcomes (reflective self-development, acceptance and proactivity) and one negative outcome (costs). Regression of these outcomes against self-awareness measures revealed that self-reflection and insight predicted beneficial outcomes, rumination predicted reduced benefits and increased costs, and mindfulness predicted both increased proactivity and costs. These studies help to refine the self-awareness concept by identifying the unique outcomes associated with the concepts of self-reflection, insight, reflection, rumination and mindfulness. It can be used in future studies to evaluate and develop awareness-raising techniques to maximize self-awareness benefits while minimizing related costs.

Introduction

Self-awareness has long been seen by practitioners and researchers as both a primary means of alleviating psychological distress and the path of self-development for psychologically healthy individuals. Four decades ago, Fenigstein et al. wrote that “increased awareness of the self is both a tool and a goal” ( Fenigstein, Scheier, & Buss, 1975 , p. 522), while more recently an extensive review has demonstrated that different aspects of self-awareness, including mindfulness and rumination, mediate the impact of mindfulness-based interventions on mental health outcomes ( Gu, Strauss, Bond, & Cavanagh, 2015 ). The importance of self-awareness goes beyond well-being and mental health to include substantial impacts on day-to-day functioning. It has important effects on performance, with reflection and mindfulness encouraging persistence with tasks despite performance-related stress ( Feldman, Dunn, Stemke, Bell, & Greeson, 2014 ) and rumination related to interpersonal difficulties ( Brinker, Chin, & Wilkinson, 2014 ).

While the number of studies demonstrating the importance of self-awareness continues to grow, there is not yet a comprehensive measure available to capture this range of effects and outcomes. Instead, it seems that each new study focuses on a different outcome, or that outcomes are investigated according to what is currently of wider interest in the psychological literature (as, for example, with the current interest in well-being). While this approach is certainly beneficial in establishing specific outcomes associated with self-awareness, it does leave the field somewhat fragmented. A single measure that could assess the whole range of potential outcomes of self-awareness would provide a dual benefit to researchers and practitioners. First, it would enable further theoretical differentiation of existing self-awareness concepts through a consideration of their differential impacts on individual lives. Second, it would provide an effective means for evaluating the potential changes brought about by awareness-building interventions. This paper reports on a two-part study to develop one such self-report questionnaire, the Self-Awareness Outcomes Questionnaire (SAOQ).

Self-awareness can be broadly defined as the extent to which people are consciously aware of their internal states and their interactions or relationships with others (see for example, Trapnell & Campbell, 1999 ; Trudeau & Reich, 1995 ). Viewed as an overarching theoretical construct, self-awareness is operationalized in different ways depending on the focus of the research. A distinction is often drawn, for example, between situational and dispositional self-awareness ( Brown & Ryan, 2003 ), reflecting the different approaches of social psychologists and personality psychologists respectively.

Situational self-awareness is an automatic process by which we compare our current actions to our internalised standards, making changes where necessary to reduce inconsistency ( Silvia & Duval, 2001 ). Dispositional self-awareness (also known as self-consciousness or self-attentiveness) in contrast, is the trait-like tendency for an individual to focus on and reflect on their own psychological processes and inner experiences as well as their relationships to others ( Fenigstein et al., 1975 ). Fenigstein further distinguished between public and private self-consciousness, with the former being an awareness of how one appears to others (similar to the concept of self-monitoring) and the latter being awareness of and reflecting on one’s internal states. This distinction has, however, been challenged, with more recent authors providing evidence that public and private self-consciousness are domains for self-awareness rather than different types of self-awareness ( Trapnell & Campbell, 1999 ).

There are several different measures of this dispositional self-attentiveness and the precise relationship between self-awareness and outcomes such as psychological well-being is dependent on which of these is used ( Harrington & Loffredo, 2011 ). In the following sections, these different conceptualizations and measures are reviewed and their individual relationships with various outcomes are outlined.

The Self-Reflection and Insight Scale (SRIS: Grant, Franklin, & Langford, 2002 ) was developed as a measure of private self-consciousness which would assess internal state awareness (insight) separately from self-reflection. Self-reflection is defined as the extent to which an individual pays attention to and evaluates his/her internal states and behaviours, while insight is the clarity of understanding of these states and behaviours that the individual has. Grant et al. (2002) note that these abilities to monitor and evaluate are essential components of self-regulation and goal-directed behaviour. While self-reflection and insight are related to well-being, it is not a straightforward relationship. Insight is related to increased psychological well-being and cognitive flexibility, while self-reflection is associated with higher anxiety but lower depression. A so-called ‘self-absorption paradox’ seems to exist: higher self-attentiveness is associated with both better self-knowledge and increased psychological distress ( Trapnell & Campbell, 1999 ).

This paradox was partially resolved when Trapnell and Campbell (1999) introduced a different conceptualization of dispositional self-attentiveness by relating self-awareness to the Big Five personality traits. Rumination, related to neuroticism, reflects a tendency to focus on negative self-perceptions and emotions. Reflection, on the other hand, is related to the openness to experience trait and represents a tendency to reflect objectively. The differential impact of these two forms of self-attentiveness have been demonstrated in many areas, including the interpersonal arena: rumination is associated with impaired interpersonal skills and increased negative affect while reflection is associated with improved interpersonal skills ( Takano, Sakamoto, & Tanno, 2011 ).

A comparison of the SRIS and reflection / rumination conceptualizations of self-awareness demonstrated that Insight (from the SRIS scale) was the best predictor of six different dimensions of psychological well-being ( Harrington & Loffredo, 2011 ). Rumination negatively predicted autonomy, mastery and self-acceptance while reflection positively predicted personal growth. This study further demonstrated how a focus on self-awareness outcomes can help to elucidate theoretical distinctions within the self-awareness concept.

A second and related conceptualization of self-awareness, namely mindfulness, has come under extensive scrutiny recently, with research generally indicating a positive relationship between mindfulness and well-being ( Brown & Ryan, 2003 ) and mindfulness practice associated with long-term positive impacts on quality of life ( Morgan, Graham, Hayes-Skelton, Orsillo, & Roemer, 2014 ). Mindfulness can be defined as attention to and awareness of the present moment which does not seek to react to or classify experience ( Brown & Ryan, 2003 ). This element of a receptive attitude is helpful in differentiating between mindfulness and other aspects of self-awareness, as Brown and Ryan note when distinguishing between two unique modes of self-regulation: monitoring (represented by mindfulness) and controlling (represented by private self-attentiveness). Teasdale (1999) has suggested that this difference lies at the root of the differing effects of mindfulness and ruminative self-attentiveness, with the former being adaptive and the latter, due to its evaluative component, maladaptive.

The Mindful Attention Awareness Scale measures trait mindfulness and has been used to demonstrate wide ranging positive relationships between mindfulness and psychological health and functioning ( Brown & Ryan, 2003 ). Despite this, there is emerging evidence that mindfulness is not always beneficial and can even, in certain circumstances, negatively impact on performance ( Zhang, Ding, Li, & Wu, 2013 ). Indeed, in their seminal review, Brown, Ryan, and Creswell (2007) noted that being mindful could also potentially be harmful, for example by reducing the positive illusions that are associated with enhanced well-being. Yet this potentially harmful side of mindfulness is rarely explored in the profusion of literature about its beneficial effects. This study seeks to provide a holistic understanding of mindfulness and other dispositional aspects of self-awareness by identifying both the positive and negative outcomes associated with each.

Unless specifically referring to one of the individual conceptualizations reviewed above, this paper uses the broad definition of self-awareness as a conscious awareness of one’s internal states and interactions with others . A significant volume of research has elucidated the relationship of various conceptualizations of self-awareness with health-related variables (e.g. Ghasemipour, Robinson, & Ghorbani, 2013 ) and different psychological variables, particularly well-being ( Brown et al., 2007 ). However, research on the more behavioural outcomes of increased self-awareness tends to be fragmented and focus on one or two outcomes at a time. If self-awareness is to be promoted as of direct value to individuals, organisations and society, it is important to assess the full range of potential outcomes. A comprehensive measure of the outcomes and effects of self-awareness would not only give researchers a concise way of evaluating the wide impact of self-awareness interventions but would also help to elaborate the nature of the relationships between different conceptualizations of self-awareness.

The following two-part study aimed to develop and evaluate one such measure, the Self-Awareness Outcomes Questionnaire. The SAOQ is an attempt to capture the range of effects that self-awareness has on an individual’s everyday life. Study 1 developed the conceptual framework and established face and content validity for the questionnaire. Study 2 established the factor structure, reliability and construct validity of the questionnaire, delineating the relationships between different measures of self-awareness and outcomes.

Study 1: Conceptual Framework for the SAOQ

This study developed the content validity of the SAOQ questionnaire through identification, discussion and refinement of potential items with focus groups consisting of experts in the field of self-awareness.

Sutton et al. (2015) report on a longitudinal study of the effects of workshops designed to enhance self-awareness and identify four main themes and twelve contingent themes in the outcomes that participants report. Two of these twelve contingent themes were excluded from this study as not relevant: ‘no changes’ was excluded as the SAOQ is designed to measure only reported effects of self-awareness and ‘future development’ because the theme involved hopes or plans about future development which was not yet in evidence. An initial list of 61 self-awareness outcomes was developed based on the data from that study and these items were used as the basis for focus group discussions as follows.

Two expert focus groups were recruited through personal contacts, chosen to represent two different approaches to self-awareness development. The first consisted of four counsellors working within the person-centred (p-c) approach, who were also tutors on a p-c counselling course at a UK university. The development of self-awareness is a key aspect of the person-centred approach ( Rogers, 1951 ) and these counsellors had many years of experience within the therapeutic and educational arenas.

The second focus group consisted of four therapists delivering first level psychological diagnosis and support as part of the NHS’s (National Health Service in the UK) Increasing Access to Psychological Therapy program. These therapists all had a nursing background and most of their therapeutic work used a CBT (cognitive behavioural therapy) approach. CBT also emphasises self-awareness on the part of both client and counsellor, though it is more focused on the client’s current situation than past experiences ( NHS, 2012 ).

The first focus group was conducted in a conference room on site at the university, while the second was at a training venue used previously by the therapists. Focus groups lasted approximately 90 minutes and were conducted by the author and a research assistant, with one leading the discussions and the other making detailed notes. The groups provided written informed consent and an audio recording of the discussions was made for later analysis. Participants were given a small voucher as thanks for their participation and this was provided at the beginning of the time so as not to pressure them into staying should they wish to leave the study early.

Participants were introduced to the study as an exploration of the effects of self-awareness on everyday life. The focus group discussions were initiated with a discussion about the participants’ own understanding of self-awareness and related concepts such as mindfulness, exploring how they as therapists viewed the concepts and drawing out their thoughts on how their clients understood them.

Each participant was then given cards with the potential questionnaire items on them (one per card) and asked to arrange them into themes or categories that made sense to them, and to give each theme a name. Participants were allowed to discuss their ideas with other members of the group as they did this, although most of them undertook the initial sorting individually.

Group discussions were then initiated to explore the themes that emerged for each person, why they chose these groupings and what differences the group noticed between different people’s understandings. Participants were then asked what effects of self-awareness they had noticed in their own, students’ or clients’ lives that were not recorded on the cards. Answers here were probed for both positive and negative effects.

The items were grouped into between three and six categories by the participants. While the individual names given to the categories varied among the participants, four general themes emerged: insight into and effect on myself, self-development and progress, interactions with and acceptance of others, and work-related outcomes.

Participants in both groups were able to identify further effects of improved self-awareness from their own experience and their observations of clients and students, including for example I feel able to be different and I consciously choose to behave in certain ways rather than reacting instantly . Another group of items - the perceived costs of self-awareness - was also identified by both groups (e.g. I am more self-critical, I sometimes think “what have I been doing all these years?” ).

Besides these similarities between the two focus groups, participants in the second (CBT) group also focused on separating out cognitions / reflections from feelings, a reflection perhaps of the CBT approach to therapy. Although clearly an important part of CBT therapy, this distinction did not surface in the later analyses of questionnaire items in Study 2, where outcomes reflected the general themes agreed upon by both groups. Some participants in the CBT group also labelled items as positive or negative, and this distinction is developed somewhat in the interpretation of the subscales in Study 2, which identify both benefits and costs of self-awareness.

The final result of this study was a comprehensive list of 83 items representing the outcomes of self-awareness as reported by experts in the field and previous research evaluations of self-awareness training. Further, the themes and categories identified in this study provided context for interpretation of statistical results in Study 2.

Study 2: Development of the SAOQ

Study 2 aimed to refine the items from the first study into a psychometrically sound self-report questionnaire that could be used to measure the outcomes self-awareness. In addition, Study 2 was designed to further explore the relationship between different self-awareness conceptualizations, including self-reflection, insight, reflection, rumination and mindfulness.

This study adopted a stratified sampling approach in order to recruit participants who could be theoretically expected to differ in the extent of their self-awareness. As discussed previously, counselling demands a high level of self-awareness in practitioners and counselling training courses emphasize the development of self-awareness in students. Counsellors and students on therapy-related courses were therefore expected to have higher levels of self-awareness than those employed in non-counselling fields or studying non-counselling courses. A sample of employed therapists and counsellors and a sample of students on counselling courses were therefore recruited. In order to provide a matched sample, participants were also recruited from two populations which were not engaged in self-awareness development: employees in non-therapy-related fields and non-counselling students. These participants were recruited via the author’s contacts in professional bodies and employing institution.

In summary, four different groups were sampled:

Therapists and counsellors
Post-graduate, part-time students on therapy-related courses
Human Resources practitioners and Business School staff (i.e. employed but not in the therapy field)
Post-graduate, part-time students on business courses.

The survey was advertised in professional newsletters, through personal contacts and on a forum for therapists-in-training, offering a small gift voucher as a thanks for their participation. Respondents to the advert were sent an email with a unique link to the online survey. In total, 215 participants were recruited.

The sample was 76% female with a mean age of 35.8 years ( SD = 1.5), though it was skewed towards the younger end of the range, meaning that the mode age was 25 years. The majority of respondents were in work (77% full-time, 15% part-time) and 41% worked as therapists, either paid or voluntary. Students made up 47% of the sample, with an approximately even split between business-related and therapy-related courses.

The 83 items from Study 1 were reworded to allow the use of a frequency response scale and to ensure consistency in phrasing. They were arranged in random order and presented as a single questionnaire asking respondents to indicate how often they experienced each of the outcomes, with a five point frequency response scale from 1 (never) to 5 (almost always). In order to establish construct validity for the SAOQ, participants also completed the following measures:

The Reflection Rumination Questionnaire ( Trapnell & Campbell, 1999 ) measures the extent to which a person tends to think about or reflect on self. The RRQ consists of 24 items measured on a 5 point Likert scale.

The Mindful Attention Awareness Scale ( Brown & Ryan, 2003 ) measures trait mindfulness. The MAAS consists of 15 items measured on a 6 point frequency scale.

The Self-Reflection and Insight Scale ( Grant et al., 2002 ) measures the tendency to reflect on the self and the extent to which individuals have insight into their own behaviour. The SRIS consists of 20 items measured on a 6 point scale.

Self-awareness practices : participants reported the frequency with which they engaged in a list of six mindfulness and self-awareness practices on a scale from 1 (never) to 7 (every day). These items were gathered from a literature review and the focus groups in Study 1 and included the following items: Meditation, Prayer, Mindfulness practice, “Talking therapy” (e.g. meeting with a counsellor), Writing a journal, Personal development group.

SAOQ Questionnaire Construction

The SAOQ data was tested for suitability for factor analysis. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was .74, indicating that a substantial proportion of the variance in the items was likely due to underlying factors. Bartlett’s test of sphericity was significant, indicating that the items were adequately related to each other. Factor analysis (alpha factoring with promax rotation) was conducted and the scree plot indicated that a five factor solution explaining 36% of the variance was most appropriate. Items which did not load clearly (above .4) on a single factor were excluded from further analysis and initial scales were constructed from the factor loadings of each item onto these five factors. Scale reliabilities were analysed and four scales with a reliability of α > .7 were retained.

Factor correlations indicated that an oblique transformation was not recommended ( Tabachnick & Fidell, 2001 ). A final analysis was run on the remaining 38 items using alpha factoring extraction with promax rotation: alpha extraction is best for maximizing reliability and promax rotation is best for clarifying factors which are correlated with each other. The resulting 4 factor structure explained 44.4% of the variance. The pattern matrix is shown in Table 1 and, in combination with the qualitative analysis from Study 1, was interpreted to provide names for each of the subscales. In line with recommendations by Tabachnick and Fidell (2001) , variables with loadings above.32 were interpreted. As this was an initial study to establish the wide range of different outcomes associated with self-awareness, it was considered better to be more rather than less inclusive of items as long as the reliability of the scale remained high. Items loading on more than one factor were interpreted within the factor with the highest loading.

Note. Loadings <.3 are not shown.

The reflective self-development subscale (RSD, 11 items, α = .87) contains items representing the development of continuous attention to the self, with a focus on conscious, reflective and balanced learning. The acceptance of self and others subscale (Acceptance, 11 items, α = .83) represents outcomes including a positive self-image and confidence as well as a deeper understanding of others. The proactive at work subscale (Proactive at Work, 9 items, α = .81) consists of items specifically related to the outcomes of self-awareness in the workplace and represents an objective and proactive approach to dealing with work. The final subscale represents the emotional costs of self-awareness (Emotional Costs, 7 items, α = .77) and includes items representing the potential negative emotional impacts of being more aware of oneself, such as guilt, fear, vulnerability and fear.

Relationship of SAOQ With Self-Awareness

Table 2 gives the descriptive statistics for the scales used in this study. The correlational analysis indicated that those who ruminate more are more likely to experience the costs of self-awareness and less likely to be accepting of themselves and others. Those who reflect more are more likely to experience reflective self-development outcomes but also more likely to experience the costs. When measured with the SRIS-SR scale, self-reflection was also associated with increased proactivity at work. Interestingly, mindfulness (MAAS) only showed associations with negative outcomes: decreased acceptance of self and others and increased costs. The negative association with acceptance runs counter to much published research and may indicate that this sample was somewhat unique in that a higher score on the MAAS was not associated a non-evaluative state of mind. Uniquely, the SRIS-Insight scale was associated positively with all the benefits of self-awareness (RSD, acceptance and proactivity subscales) and negatively with the emotional costs. Finally, increased engagement in self-awareness practices is associated with increased reflective self-development and acceptance, but also increased costs.

Multiple regression analyses were conducted to establish how different conceptualizations of self-awareness were related to the outcomes measured in the SAOQ ( Table 3 ). Self-awareness variables were entered as a block in individual analyses to predict each of the SAOQ subscales. Overall, self-awareness measures explained between 12% and 41% of the variance in each of the four subscales and different conceptualizations of self-awareness predicted different subscale outcomes.

RSD was positively predicted by SRIS-SR and self-awareness practices. The Acceptance subscale was predicted positively by SRIS-Insight and self-awareness practices, and negatively by rumination. The Proactive at Work subscale was positively predicted by mindfulness and SRIS-SR and negatively by rumination. Finally, emotional costs were positively predicted by rumination, mindfulness and self-awareness practices.

Between them, the SRIS subscales positively predicted the three benefits subscales. Mindfulness predicted proactivity but also increased costs. Rumination predicted a reduction in experienced self-awareness benefits (acceptance and proactivity) and an increase in costs. Engagement in self-awareness practices predicted both benefits (reflective self-development and proactivity) and emotional costs.

Note. Alpha reliabilities in brackets. SAOQ = Self-Awareness Outcomes Questionnaire; RSD = Reflective self-development; Acc = Acceptance; Pro = Proactive at work; Cost = Emotional Costs; RRQ = Reflection Rumination Questionnaire; MAAS = Mindful Attention Awareness Scale; SRIS = Self-Reflection and Insight Scale; SR = Self-Reflection.

* p < .05 (2-tailed). ** p < .01 (2-tailed).

* p < .05. ** p < .01. *** p < .001.

Note. RSD = Reflective self-development; Acc = Acceptance; Pro = Proactive at work; Cost = Emotional Costs.

SAOQ in Different Groups

As expected, the subsamples differed in their levels of self-awareness. T-tests demonstrated that students on therapy-related courses were more reflective (RRQ-reflection: t (81) = -3.3, p < .01, d = .74; SRIS-SR: t (79) = -2.5, p < .05, d = .56) and engaged in more self-awareness practices ( t (76) = -5.16, p < .001, d = 1.18) than students on business-related courses. Those respondents actively engaged in providing therapy (whether paid or voluntary) scored lower on rumination ( t (204) = 3.6, p < .001, d = .5) and engaged in more self-awareness practices ( t (193) = -3.3, p < .001, d = .48) than non-therapists.

Scores on the SAOQ demonstrated that these differences in self-awareness were reflected in different reported outcomes for each group as well. Therapy students reported higher costs ( t (78) = -4.08, p < .001, d = .92) than business students, while therapists reported more reflective self-development ( t (197) = -2.93, p < .01, d = .42) and proactivity at work ( t (199) = -2.13, p < .05, d = .30) than non-therapists. All these group differences showed medium to large effect sizes, using the ranges recommended by Cohen.

This study aimed to extend our understanding of the self-awareness concept, particularly given the current interest in mindfulness, and to establish a questionnaire that could be used as a single measure of the wide range of outcomes of self-awareness in the general population.

Four factors emerged from the statistical analysis in the second study which showed substantial similarity to the themes identified by focus group experts in the first study: reflective self-development (a combination of the ‘insight into myself’ and ‘self-development’ themes identified in the qualitative study), acceptance of self and others, proactivity at work, and emotional costs. The correspondence between these qualitatively and quantitatively derived factors provides between-method triangulation support ( Denzin, 1970 ) for the structure of the SAOQ, indicating that it captures both statistically-sound and qualitatively meaningful outcomes of self-awareness.

One important finding to note is the relatively high correlations between the RSD outcomes scale and the two measures of reflective self-awareness (RRQ-Ref and SRIS-SR). While correlations above .5 indicate a strong relationship between the variables, there is still a substantial amount of unshared variance, indicating that the self-awareness scales and the outcomes scales are assessing different concepts. In addition, there is a conceptual difference to bear in mind. The RRQ and SRIS scales were developed as measures of trait self-awareness, while the SAOQ-RSD scale was developed from participants’ and experts’ reports of the effects of self-awareness, specifically the further development of reflective self-awareness. As this was a cross-sectional study, it is not possible to identify whether trait reflection is the cause of greater experience of reflective self-development or whether reflective self-development results in an increase in trait reflection. However, previous work has indicated that engagement in self-awareness training can indeed have some impact on trait reflection ( Sutton, Williams, & Allinson, 2015 ) and it seems likely that reflection and development interact closely: increased reflection results in increased self-development, which in turn promotes higher levels of trait reflection in the long term.

The three distinct types of self-awareness benefits identified here lend support to Brown et al.’s (2007) review of the beneficial effects of mindfulness and extend their applicability to other conceptualizations of self-awareness. For example, the acceptance scale reflects the improved social interaction quality that Brown et al identified. Addressing their concern about delineating the processes by which mindfulness brings about these outcomes, the RSD scale may be useful in identifying how self-awareness is an ongoing, iterative process, where some of the outcomes are also part of the developmental process itself (e.g. I am continuing to work on and develop myself ). It is plausible that enhancing self-awareness creates a virtuous cycle resulting in increasing benefits beyond the initial impact of any intervention.

The SAOQ also identifies a distinct group of costs associated with self-awareness. This subscale deserves special consideration as it clarifies the specific negative outcomes that Brown et al suggested were in need of further exploration. In addition, it helps to explore the self-absorption paradox which Trapnell and Campbell (1999) related to a ruminative or reflective tendency in self-attentiveness. In this study, rumination and mindfulness both predicted an increase in the experienced emotional costs of self-awareness. However, while rumination also predicted a decrease in proactivity at work and acceptance, mindfulness predicted increased proactivity at work. This is consistent with suggestions that mindfulness may be a multi-faceted concept and that the non-judging facet may be particularly important in determining the experienced benefits ( Peters, Eisenlohr-Moul, Upton, & Baer, 2013 ). It also reinforces the growing literature sounding a note of caution about the impact of mindfulness on everyday life (e.g. Zhang et al., 2013 ) by highlighting a significant link with negative outcomes.

In contrast to the mixed results of mindfulness, the SRIS scales ( Grant et al., 2002 ) predicted solely positive outcomes. Insight predicted acceptance and self-reflection predicted both reflective self-development and proactivity. Previous work has found the insight scale to be most predictive of positive well-being outcomes ( Harrington & Loffredo, 2011 ), and this research contributes to our understanding of the positive impact of the self-reflection scale by taking account of factors beyond psychological well-being. While the self-attentiveness paradox highlights a certain increase in some negative well-being measures ( Grant et al., 2002 ), it seems that this negative impact does not carry through to wider outcome measures. Further research comparing the impact of self-awareness interventions using both the SAOQ and measures of psychological well-being, or assessing potential suppressor variables ( Simsek, 2013 ), could help to explore this issue.

For professionals engaged in developing self-awareness, whether tutors on therapy courses, therapists in a mental health context, or consultants developing mindfulness-related skills in an occupational context, this study identifies important implications for practice. First, the SAOQ enables practitioners and researchers to measure the specific effects of self-awareness interventions. Second, this study highlights the need for awareness of the potential costs of developing self-awareness. Given the current high level of interest in and promotion of mindfulness in many different contexts, an awareness of these emotional costs is important in providing people with a balanced view of the effects that mindfulness is likely to have.

In the wider business context, the SAOQ can provide a unique and comprehensive method for measuring outcomes of real-world relevance. For example, continuing professional development (CPD) is an essential component of expertise in many professions, from healthcare to Human Resource Management, and professional bodies are increasingly emphasising the centrality of reflective ability in this process. The SAOQ’s reflective self-development subscale provides a useful way of measuring the extent to which professionals are improving in their ability to reflect and develop and to evaluate training designed to help them in this skill development. In addition, the acceptance subscale measures outcomes around improved teamwork and communication, which are highly valued and sought-after outcomes in most organisational contexts. Overall, the SAOQ provides organisations with a way to capture the important changes that can be expected as a result of any self-awareness training that is undertaken.

Limitations

Although the SAOQ was developed with a stratified sample, representative of the different levels of self-awareness in the population, it remains for future research to test the questionnaire with a more diverse sample. Studies like this may identify differing effects of self-awareness dependent on context. Given the relationship of self-reflective tendencies to personality traits ( Trapnell & Campbell, 1999 ), future research could also investigate the extent to which personality may impact on the likelihood of experiencing different self-awareness outcomes.

In addition, the SAOQ was developed as a measure of the effects of self-awareness which included work-based outcomes: future research exploring the effects of self-awareness in a range of occupational groups and cultures would help to extend our knowledge of the impact of self-awareness in different work contexts. While the proactivity at work scale is particularly useful for evaluating interventions in the workplace, it is less useful for non-working populations. Work to develop an equivalent scale containing items unrelated to work but still demonstrating proactive changes would expand the utility of this questionnaire.

Finally, the questionnaire construction in Study 2 utilized a cross-sectional approach to relate the measured outcomes to self-awareness levels, which is of course limited in its predictive value. However, the design of the whole study, from the initial development of items from a longitudinal study of self-awareness training, to their development through expert focus groups on the effects of self-awareness, to the triangulation of findings through quantitative and qualitative approaches, can give a fair degree of confidence in the direction of influence from self-awareness to outcomes. Further longitudinal research would help to confirm the utility of targeted self-awareness training in developing these outcomes.

By developing a measure of the outcomes of self-awareness, this study has contributed to extending our understanding of the self-awareness concept and its effects in everyday life. The SAOQ identifies the main impacts of self-awareness on people’s day-to-day lives and provides initial evidence of the outcomes associated with the practice of common mindfulness and self-awareness techniques. It can be used in future studies of the comparative effect of these techniques in order to identify ways of improving self-awareness that can enhance reflective self-development, acceptance and proactivity while minimizing related emotional costs.

Acknowledgements

The author has no support to report.

Anna Sutton is a Senior Lecturer in Occupational Psychology at Manchester Metropolitan University. A Chartered Psychologist with the British Psychological Society, she holds a PhD in Occupational Psychology and her research focuses on the role of personality, self-awareness and well-being in the workplace.

This research was partially funded by a grant to the author from the Research Institute for Business and Management, Manchester Metropolitan University.

The author has declared that no competing interests exist.

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Identity, Cause, and Mind: Philosophical Essays

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1 Self-reference and self-awareness

Published: September 2003
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If we consider the logical powers of first-person statements and the role played by the first-person pronoun in communication, nothing seems clearer than that in all first-person statements, including “avowals,” the word ‘I’ functions as a singular term or singular referring expression. Statements expressed by the sentence “I feel pain” have it in common with those expressed by sentences like “He feels pain” and “Jones feels pain” that they contradict the proposition “Nobody feels pain” and entail the proposition “Someone feels pain.” In these and other ways “I feel pain” behaves logically as a value of the propositional function “X feels pain.” Moreover, in all first-person statements, including “psychological” or “experience” statements, the word ‘I’ serves the function of identifying for the audience the subject to which the predicate of the statement must apply if the statement is to be true (what it indicates, of course, is that the subject is the speaker, the maker of the statement). And this is precisely the function of a referring expression.

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The Need to Improve One’s Self-Awareness Essay

Introduction.

Emotional intelligence (EI) refers to the possession of qualities such as empathy for the feelings of other people, extensive comprehension of one’s emotions and ability to manage them. Emotions are important in life because they determine the actions taken and the decisions made. In addition, they determine the quality of interpersonal communication.

Self-awareness, self-management, social awareness and relationship management are the four main areas associated with emotional intelligence that determine the quality of life. Among the four areas of EI, the self-awareness area needs personal improvement.

Self-awareness involves the knowledge of experienced emotions and the causative factors. In addition, it involves making a connection between feelings and appropriate ways to act on them. Personal improvement is needed in this area because of the frequent loss of confidence and self-esteem in the process of acting on my emotions.

I often lose focus because of diminished self-worth and belief in personal capabilities. Precisely, poor understanding of my emotions leads to confusion because of failure to know why I act and behave in certain ways. This leads to unhappy days at work and distress.

Emotional awareness, a core factor in self-awareness, gives individuals the confidence to express themselves because they understand their feelings and are not afraid to express them.

I do things that I hate because of failure to express my feelings. I experience difficulties expressing myself most of the times for fear of hurting other people or seeming insensitive to their needs. At other times, expressing my feelings leads to disagreements and disputes. Improvement in this area will guarantee higher productivity, more happiness and better relationships.

A major factor in the process of self-awareness is an examination of personal strengths, weaknesses, goals, values ad capabilities. I am partially aware of my strengths, weaknesses and capabilities. That is why I turn down many opportunities and challenges for fear of failure. If I fully understood my weaknesses, I could work on them to leverage my strengths.

Understanding my capabilities would guarantee a happier life and higher output because I would do what I like, and avoid what is not in my field of interest. I would also embrace new challenges and opportunities. Understanding one’s capabilities creates an inward confidence and power that pushes one to exploit the innate potential to achieve life goals and objectives.

Furthermore, there is for the development of skills for coping with certain emotions. Sometimes I get so emotional that I end up doing things that land me in trouble. Such skills would include methods to relax and control myself when my emotions explode and ways to move on when feeling down.

Another important skill I need is the disposition to be honest with myself regarding my emotions. I usually fail to acknowledge my negative feelings, and as such end up acting inappropriately. This has the effect of reducing my happiness and productivity by straining my relationships. Improving this area will aid in the establishment of effective interactions that will lead to a positive outlook on life, excellent interpersonal skills and effective communication.

An understanding of one’s emotions is vital for a happy and productive life. In addition, acknowledging one’s emotions and responding to them in the best way is the most important aspect in self-awareness. I need to improve my self-awareness to create more happiness and improve the quality of my life.

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IvyPanda. (2024, March 26). The Need to Improve One's Self-Awareness. https://ivypanda.com/essays/emotional-intelligence-essay/

"The Need to Improve One's Self-Awareness." IvyPanda , 26 Mar. 2024, ivypanda.com/essays/emotional-intelligence-essay/.

IvyPanda . (2024) 'The Need to Improve One's Self-Awareness'. 26 March.

IvyPanda . 2024. "The Need to Improve One's Self-Awareness." March 26, 2024. https://ivypanda.com/essays/emotional-intelligence-essay/.

1. IvyPanda . "The Need to Improve One's Self-Awareness." March 26, 2024. https://ivypanda.com/essays/emotional-intelligence-essay/.

Bibliography

IvyPanda . "The Need to Improve One's Self-Awareness." March 26, 2024. https://ivypanda.com/essays/emotional-intelligence-essay/.

Personal Happiness and Perspectives on Emotions
Anger and Healthy Ways to Deal With It
Human Emotions: Happiness as an Attitude
Emotional Intelligence: Self-Awareness Importance
Developing Self-Awareness in Managers
Individual Presentation and Plan: Developing Self-Awareness
Self-Awareness and Meaningful Living
Self-Awareness Importance in Effective Leadership
Generalized Anxiety Disorder and Self-Awareness
Self-Awareness in Human Interactions
Cognitive and Behavioral Theories
Turing Test From Computer Science
Cognitive Behavioral and an Existential / Humanistic Perspective
Mental Imagery as a Form of Mental Rehearsal
Brain Structure Influence on Learning and Development of Language

Self Awareness Essay

Self awareness essentially means having a keen awareness of oneself. Ironically, many people do not give enough importance to understanding their own selves. One way to be aware of oneself is by discussing with friends and family members. Those who want to start a self-health awareness essay can write one on the changes they have undergone in their life. It is essential to start with the person’s goals when writing this self awareness essay.

Importance of Self Awareness

BYJU’S self awareness essay is a great tool to help kids understand the importance of self awareness. Without it, there can be no self-confidence, leading to negative thoughts. People must be aware of their strengths and weaknesses. Health awareness is an essential factor in everyone’s life, and hence, engage them in writing essays on the topics of well-being.

Self awareness allows one to manage one’s emotions, thoughts, and behaviour. It can also help people form a more accurate perception of the world. Without self awareness, people are less likely to see things or problems that could negatively impact them.

Self awareness is essential because, time and time again, people learn that when they don’t take the time to understand themselves, they make bad decisions that can have negative consequences.

When you are self-aware, you are aware of your actions and how those actions affect others. This can be seen in a person’s facial expressions, tone of voice, and body language. By looking for signs of self awareness in someone else, it is easier to understand what that person might be feeling or thinking about. BYJU’S essay on self awareness aims to encourage students in their journey of self awareness by exploring what self-awareness is and how it can improve one’s life.

To conclude, it is always essential to be self-aware. It helps us understand ourselves better to make decisions that are good for our mental health. For more essays, poems and other kids learning activities, visit BYJU’S website.

Frequently Asked Questions on Self Awareness Essay

What is self awareness.

Self awareness is the ability to recognise one’s mental state, including thoughts, feelings, sensations, and intentions. In a sense, it can be viewed as knowledge of self or being aware of oneself. To be self-aware is to perform tasks with intention and awareness of consequences that are important for the performance of these tasks.

Why is it important to be self-aware?

Self awareness is critical because it helps you be aware of your thoughts and feelings. It helps you to make better decisions and avoid making mistakes. Furthermore, it aids you develop a sense of control over your life and protecting yourself from harmful people who might take advantage of you if you aren’t cautious.

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Self-awareness is your ability to perceive and understand the things that make you who you are as an individual, including your personality, actions, values, beliefs, emotions, and thoughts. Essentially, it is a psychological state in which the self becomes the focus of attention. While self-awareness is central to who you are, it is not ...
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Self-awareness is the ability to recognize and understand one's own emotions, thoughts, and behavior. This includes having insight into how one's actions affect others and being able to identify patterns in one's behavior that may be harmful or unproductive. Self-awareness is an important aspect of personal growth and development, as it ...
The Need to Improve One's Self-Awareness Essay
Improvement in this area will guarantee higher productivity, more happiness and better relationships. A major factor in the process of self-awareness is an examination of personal strengths, weaknesses, goals, values ad capabilities. I am partially aware of my strengths, weaknesses and capabilities. That is why I turn down many opportunities ...
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h) Taking up innovation and creativity. i) Optimistic and positive attitude. j) Good listener and best influencer. k) Work for "we" not" I" and manage by trust ,not by fear. To be a successful manager, self-awareness and continuous development is very important. So as to lead in life or in company, a manager needs to know their ...
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Self awareness is the ability to recognise one's mental state, including thoughts, feelings, sensations, and intentions. In a sense, it can be viewed as knowledge of self or being aware of oneself. To be self-aware is to perform tasks with intention and awareness of consequences that are important for the performance of these tasks. Q2.