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Slide 2
Know thyself
γνῶθι σεαυτό
γνῶθι σεαυτό
www.Self-Reflection.de
Selbstverwirklichung durch Selbsterkenntnis ist der größte Dienst, den Du der Welt erweisen kannst.
Selbsterkenntnis ist die Erkenntnis einer Person über das eigene Selbst. Selbsterkenntnis ist eng verwandt mit Selbstreflexion, dem Nachdenken über sich selbst, und der Selbstkritik, dem kritischen Hinterfragen und Beurteilen des eigenen Denkens, der eigenen Standpunkte und Handlungen.
"Wenn du die ganze Menschheit erwecken willst, dann erwecke alles in dir selbst. Wenn du das Leiden in der Welt beseitigen willst, dann beseitige alles Dunkle und Negative in dir selbst. Wahrhaftig, das größte Geschenk, das du zu geben hast, ist das deiner eigenen Selbsttransformation."
- Lao Tzu
Slide 1
Thou art that
तत् त्वम् असि
तत् त्वम् असि
Self knowledge
Ein Mahavakya (Sanskrit महावाक्य mahāvākya n. "großer Ausspruch") ist ein Lehrsatz in der vedischen Literatur oder eines Sehers. Darunter werden besonders vier Mahavakyas hervorgehoben, die das Einssein des Selbst mit dem Einen (brahman) betonen.
Die vier Mahavakyas stammen aus vier Upanishaden, die sich je auf eine der vier Veden beziehen:
* prajnanam brahman (प्रज्ञानम ब्रह्म prajñānam brahman) »Bewusstsein ist Brahman« aus der Aitareya Upanishad 3.3 zum Rigveda.
* ayam atma brahman (अयम् आत्मा ब्रह्म ayam ātmā brahman) »Dieses Selbst ist Brahman« aus der Mandukya Upanishad 1.2 zum Atharvaveda.
*aham brahmasmi (अहं ब्रह्मास्मि aham brahmāsmi) »Ich bin Brahman« aus der Brihadaranyaka Upanishad 1.4.10 zum Yajurveda.
*tat tvam asi (तत्त्वमसि tat tvam asi) »Das bist Du« aus der Chandogya Upanishad 6.8.7 zum Samaveda.
Andere Mahavakyas
*ekam advitiyam »Eines ohne ein Zweites« Bedeutung: Es gibt nichts außer dem Einen Absoluten.
*neti neti (नेति नेति neti neti) »Nicht dies, nicht das!« aus der Brihadaranyaka Upanishad (II.4.2). Dieses Mahavakya besagt, dass das Brahman nicht beschrieben werden kann.
*Alles Leben ist Yoga - Dieser Leitsatz Sri Aurobindos wird bisweilen auch als ein Mahavakya bezeichnet.
Slide 3
Jihad al-nafs
جـهـاد الـنـفـس
جـهـاد الـنـفـس
Self control
Dschihad al-nafs ist der Kampf gegen böse Ideen, Begierden und von Lust, Zorn und unersättlicher Phantasie, wobei man sie alle unter das Diktat der Vernunft und des Glaubens im Gehorsam gegenüber Gottes Geboten stellt und schließlich alle satanischen Ideen und Einflüsse aus der eigenen Seele entfernt.
Dieser Kampf wird als der große Kampf (al-jihad al-akbar) angesehen, da er viel schwieriger ist als der Kampf auf dem Schlachtfeld, denn im Kampf gegen das Selbst muss man ständig gegen Feinde kämpfen, die im Inneren der eigenen Existenz beherbergt sind.
Die islamischen ethischen Lehren weisen darauf hin, dass derjenige, der in diesem Kampf erfolgreich ist, sich über die Ebene der Engel erheben kann und darüber hinaus, und derjenige, der in diesem Kampf versagt, auf eine Ebene hinabsteigt, die niedriger ist als die der Tiere, und sogar zu den Legionen des Teufels gezählt werden kann.
Der Prophet (SAAS) sagte zu seinen Gefährten, als sie von einem Feldzug zurückkehrten: "Wir sind vom geringeren Dschihad zum größeren Dschihad zurückgekehrt." Sie fragten: "Gibt es einen größeren Dschihad als den Dschihad gegen die Kuffar?" Er sagte: "Ja, Dschihad al-nafs (Dschihad gegen das Selbst)."
Dschihad al-nafs ist der größere Dschihad als der Dschihad gegen die Ungläubigen. Allah sagt im Quran in Surah Al-Baqarah, Vers 216:
"Das Kämpfen ist euch auferlegt worden, während es euch verhasst ist. Aber vielleicht hasst ihr eine Sache und sie ist gut für euch; und vielleicht liebt ihr eine Sache und sie ist schlecht für euch. Und Allah weiß es, während ihr es nicht wisst." [2:216]
Auch Prophet Mohammad (SAAS) sagte:
"Der Kämpfer ist derjenige, der im Gehorsam gegenüber Gott, dem Mächtigen und Majestätischen, gegen seine Seele/sein Selbst kämpft." (Tirmidhi, Ibn Majah)
Dies besagt also, dass der Dschihad al-nafs, also der Kampf gegen das Böse in sich selbst, wichtiger ist als der Kampf gegen die Feinde. Die böse Seite in einer Person kann zur Zerstörung der guten Seite einer Person führen.
Slide 1
Karuṇā
करुण
करुण
Compassion
Karuna (Sanskrit: करुण karuṇa als Adjektiv kläglich, traurig, mitleidig und Pali: karuṇā; Mitgefühl, Mitempfinden, nicht Mitleid) ist ein zentraler Begriff der buddhistischen Geistesschulung und Ethik.
"Verstehen Sie das Leiden der weltlichen Existenz.
Geben Sie die Ursachen von Unwissenheit und Selbstsucht auf.
Übe den Weg der Meditation und des Mitgefühls.
Erwache aus dem Leiden im Großen Frieden."
~Gautama Buddha
Er beschreibt die Tugend des Erbarmens, der Liebe und des (tätigen) Mitgefühls. Diese Geisteshaltung ist neben Metta (Liebende Güte), Mudita (Mitfreude) und Upekkhā (Gleichmut) eine der vier Grundtugenden (Brahmaviharas), die ein Bodhisattva auf seinem Weg, anderen zur Erleuchtung zu verhelfen, entwickeln sollte. Karuna ist eine Haltung des Mitgefühls, in der sich alle dualistischen Vorstellungen und die damit verbundenen Widerstände und Abneigungen auflösen: Allen Wesen und allen Erscheinungen dieser Welt wird mit derselben alles umfassenden Liebe und Hilfsbereitschaft begegnet. Die Tugend dieser Geisteshaltung wird im Mahayana-Buddhismus durch den Bodhisattva Avalokiteshvara verkörpert.
Von dem Wort „Mitleid“ unterscheidet es sich dadurch, dass „Mitgefühl“ zusätzlich zum Wahrnehmen des Leids auch den Wunsch und die Tat beinhaltet, das Leid zu lindern.
"Like a mother who protects her child, her only child, with her own life, one should cultivate a heart of unlimited love and compassion towards all living beings."
~Gautama Buddha
References
Effects of Task Repetition and Self-reflection on EFL Learners’ Attentional Allocation and Speaking. (2017). English Teaching
Plain numerical DOI: 10.15858/ENGTEA.72.4.201712.81
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“This study investigated how korean efl learners’ attentional allocation changes during task repetition with or without self-reflection and how this change affects their task performance. a total of 30 korean high school students were divided into a task repetition only group, a task repetition with self-reflection group, and a comparison group. each group repeated the same picture-based storytelling task according to its group condition and then performed a new task. participants’ task performances were analyzed in terms of fluency, complexity, and accuracy and their retrospective interviews were categorized in order to explore their attentional allocation during task planning and performance. the results demonstrated that the learners placed most attention to conveying the message while planning and performing their first task. however, when repeating the same task, the learners paid more attention to structures and forms leading to improvement in complexity and accuracy. these learners were also more likely to employ strategies they had learned previously when doing a new task, which was helpful. self-reflection raised learners’ awareness on the target form and positively influenced accuracy. [abstract from author]”
Fleurant, M., Lasser, K. E., Quintiliani, L. M., & Liebschutz, J.. (2017). Group Self-Reflection to Address Burnout: A Facilitator’s Guide. MedEdPORTAL : The Journal of Teaching and Learning Resources
Plain numerical DOI: 10.15766/mep_2374-8265.10663
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“Introduction: inadequately supported clinicians risk burnout, which is prevalent among them. balint-like groups can be utilized to address clinician stressors and augment interpersonal skills by exploring the clinician-patient relationship. methods: in january 2012, we initiated the clinical case discussion group (ccdg), based on michael balint’s balint group, at the boston university school of medicine section of general internal medicine. the ccdg is an interprofessional group discussion founded on self-reflection of patient cases designed to tease out ethical, psychosocial, and medical issues that impact the clinician-patient relationship. the format consists of a facilitator-led small group session including 5-10 minutes of case discussion followed by open group discussion. in april 2014, we conducted a cross-sectional survey of clinicians who participated in the ccdg to evaluate the group’s ability to foster skills in self-reflection, empathy, response to patient challenges, personal awareness, and tolerance of uncertainty, and to address clinicians’ personal and professional stressors. results: more than 75% of clinicians surveyed agreed that participation fostered skills in tolerating uncertainty, increasing empathy, and navigating difficult patient relationships. all respondents agreed the group developed skills in self-reflection. at least 40% of clinicians reported some degree of isolation, professional stress, and personal stress; group participation addressed these issues at least 70% of the time. discussion: this self-reflection case discussion group, incorporated into academic clinical practice, supports the professional development of a broad cadre of clinicians and addresses both personal and professional stressors. clinical departments should consider systematically implementing similar groups in practice.”
Crane, M., & Boga, D.. (2017). A commentary: Rethinking approaches to resilience and mental health training. Journal of Military and Veterans’ Health
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“While exposure to demands are normally considered to drain resources and threaten wellbeing, some people experience growth and development from adversity that fosters adaptations in human functioning. recent research has revealed a positive role for adversity in building the ability to adapt well to future adversity. however, how and why adversity functions to facilitate resilience in some people is an empirical question. we propose that systematic self-reflection is an important strategy for facilitating resilience as a consequence of stressor exposure. the systematic self-reflection model of resilience building, presented in this paper, is a new approach to military resilience training intended to complement existing training methods that focus on the enhancement of adaptive coping used in the australian defence force.”
Crane, M. F., Kangas, M., Karin, E., Searle, B., & Chen, D.. (2020). Leveraging the experience of stressors: the role of adaptive systematic self-reflection. Anxiety, Stress and Coping
Plain numerical DOI: 10.1080/10615806.2020.1732359
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“Background: to date, little attention has been paid to the processes by which resilience is developed, and how the likelihood of a resilient outcome may be enhanced over the life course. objective: this study investigates the potential for adaptive systematic self-reflection to support the development of situation resilience via stressor exposure. design: an experimental randomized controlled design was conducted. participants were randomly assigned to either the systematic self-reflection intervention (n = 61) or disengagement control group (n = 60). method: participants were 121 university students (female= 68%) ranging in age from 18 to 56 years. participants experienced two psychosocial stressors and completed a baseline survey, a second survey occurred post-stressor 1, and a third post-stressor 2. salivary cortisol was taken pre stressor 2, immediately post stressor 2, and at 10 min intervals until 30 min. results: the intervention was associated with greater reductions in negative affect, than a disengagement control task, and prevented the continued reduction in positive affect observed in the disengagement control condition. moreover, the intervention promoted a steeper cortisol recovery trajectory, than the control condition for those with higher pre-stressor cortisol. conclusions: this study provides further evidence that certain self-reflective practices may be involved in the development of resilience from stressor exposure.”
Hägglund, K., Kenttä, G., Thelwell, R., & Wagstaff, C. R. D.. (2019). Is there an upside of vulnerability in sport? A mindfulness approach applied in the pursuit of psychological strength. Journal of Sport Psychology in Action
Plain numerical DOI: 10.1080/21520704.2018.1549642
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“This article proposes a strength-based approach to vulnerability. moreover, a mindfulness-based self-reflection intervention designed to enhance well-being and sustainability in high-performance coaches is described. the intervention organically uncovered the potential value and upside of vulnerability. furthermore, in this article we highlight some of the recent criticisms and progress within the area of psychological strengths, before encouraging the reader to consider the value of self-awareness for exploring a more comprehensive understanding of vulnerability beyond its traditional association with weakness. we conclude with a suggested definition of the upside of vulnerability and invite practitioners and researchers alike to consider this within their work.”
Silvia, P. J.. (2021). The self-reflection and insight scale: applying item response theory to craft an efficient short form. Current Psychology
Plain numerical DOI: 10.1007/s12144-020-01299-7
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“The human ability for self-consciousness—the capacity to reflect on oneself and to think about one’s thoughts, experiences, and actions—is central to understanding personality and motivation. the present research examined the psychometric properties of the self-reflection and insight scale (sris), a prominent self-report scale for measuring individual differences in private self-consciousness. using tools from rasch and item response theory models, the sris was evaluated using responses from a large sample of young adults (n = 1192). the sris had many strengths, including essentially zero gender-based differential item functioning (dif), but a cluster of poor performing items was identified based on item misfit, high local dependence, and low item difficulty and discrimination. based on the irt analyses, a concise 12-item scale, evenly balanced between self-reflection and insight, was crafted. the short sris showed strong dimensionality, reliability, item fit, and local independence as well as essentially no gender dif. taken together, the many psychometric strengths of the sris support its popularity, and the short form will be useful for research and applied contexts where an efficient, concise version is needed.”
Martinsone, B., & Damberga, I.. (2017). Qualitative analysis of teachers’ written self-reflections after implementation of a social-emotional learning program in Latvia. International Journal of School and Educational Psychology
Plain numerical DOI: 10.1080/21683603.2016.1225236
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“The aim of the present study was to analyze teachers’ written self-reflections after implementation of a social-emotional learning program, which was recently developed specifically for the sociocultural context of latvia. the goal of the analysis was to examine how teachers reflect upon their own strengths and weaknesses in implementing the program. participants were 630 classroom teachers (614 female and 16 male) aged 22 to 75 years (m = 45.04, sd = 9.95). thematic analysis of the teachers’ written self-reflections led to five thematic categories: (a) evaluation of pupils’ performance, (b) teacher’s professional competencies, (c) evaluation of the program, (d) relationship aspects, and (e) teacher’s personal competencies. the majority of the teachers’ reflections were focused upon their pupils’ performance or their own professional competencies. only a relatively small percentage of the teachers actually reflected upon their own social and emotional skills in relation to successful implementation of the program. the results of this study imply that, in future training seminars, teachers should be encouraged to place greater focus on their abilities of self-observation and reflection regarding their own social and emotional competencies in order for them to more effectively implement the social-emotional learning program.”
Choe, E. K., Lee, B., Zhu, H., & Riche, N. H.. (2017). Understanding self-reflection: How people reflect on personal data through visual data exploration. In ACM International Conference Proceeding Series
Plain numerical DOI: 10.1145/3154862.3154881
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“Rapid advancements in consumer technologies enable people to collect a wide range of personal data. with a proper means for people to ask questions and explore their data, longitudinal data feeds from multiple self-tracking tools pose great opportunities to foster deep self-reflection. however, most self-tracking tools lack support for self-reflection beyond providing simple feedback. our overarching goal is to support self-trackers in reflecting on their data and gaining rich insights through visual data exploration. as a first step toward the goal, we built a web-based application called visualized self, and conducted an in-lab think-aloud study (n = 11) to examine how people reflect on their personal data and what types of insights they gain throughout the reflection. we discuss lessons learned from studying with visualized self, and suggest directions for designing visual data exploration tools for fostering self-reflection.”
Smallwood, J., Schooler, J. W., Turk, D. J., Cunningham, S. J., Burns, P., & Macrae, C. N.. (2011). Self-reflection and the temporal focus of the wandering mind. Consciousness and Cognition
Plain numerical DOI: 10.1016/j.concog.2010.12.017
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“Current accounts suggest that self-referential thought serves a pivotal function in the human ability to simulate the future during mind-wandering. using experience sampling, this hypothesis was tested in two studies that explored the extent to which self-reflection impacts both retrospection and prospection during mind-wandering. study 1 demonstrated that a brief period of self-reflection yielded a prospective bias during mind-wandering such that participants’ engaged more frequently in spontaneous future than past thought. in study 2, individual differences in the strength of self-referential thought – as indexed by the memorial advantage for self rather than other-encoded items – was shown to vary with future thinking during mind-wandering. together these results confirm that self-reflection is a core component of future thinking during mind-wandering and provide novel evidence that a key function of the autobiographical memory system may be to mentally simulate events in the future. © 2011 elsevier inc.”
Greviana, N., Mustika, R., & Soemantri, D.. (2020). Development of e-portfolio in undergraduate clinical dentistry: How trainees select and reflect on evidence. European Journal of Dental Education
Plain numerical DOI: 10.1111/eje.12502
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“Introduction: self-reflection is a fundamental part of health professional development, especially in the unstructured clinical stage of dentistry, medical and health profession education, since it plays important role in experiential learning. a portfolio—both conventional and digital—records various aspects of knowledge, skills and attitudes over a long period of time to help students develop their professionalism by conducting self-reflection. this study aims to explore the process of selecting and reflecting on professionalism evidence recorded in e-portfolios during undergraduate clinical dentistry training. method: this pilot study is a qualitative study with a phenomenological design. the selection of respondents was conducted using a maximum variety sampling method. following a 6-week pilot programme, a total of six in-depth interviews and five focus group discussions were conducted with undergraduate students representing different clinical rotations to explore the process conducted by undergraduate clinical dentistry students in e-portfolio development. the study of documents was also conducted on the respondents’ reflective writing from the e-portfolio back-end data to explore their self-reflection skills. result: the results of the present study highlighted two different approaches used amongst trainees in developing a reflective e-portfolio: selective and non-selective. the observed reflective e-portfolio utilisation frequency and trainees’ self-reflection skills were low, with several affecting factors identified. these identified factors consisted of external factors, such as the undergraduate clinical dentistry programme curriculum, the hidden curriculum, the availability of feedback, the availability of role models, and features of the e-portfolio and internal factors, such as understanding the self-reflection concept, the availability of time and mood, cultural factors, and understanding the content reflected. conclusion: through the process of independently selecting and recording learning activities in e-portfolios as well as repeatedly conducting self-reflection, trainees can improve their overall reflective abilities. however, producing a systematic approach to forming a reflective learning environment is necessary to aid the implementation of reflective e-portfolios, especially at the early stage of e-portfolio implementation.”
Jordaan, M.. (2018). The importance of critical self-reflection by journalism educators. Tydskrif Vir Geesteswetenskappe
Plain numerical DOI: 10.17159/2224-7912/2018/v58n4-1a13
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“The journalism industry is changing and evolving at an ever-increasing rate. to keep up with the pace of change in the industry, journalism education programmes also need to adapt, often at short notice (webb 2015). the main argument in this article is that journalism educators should consider applying the basic tenets of critical self-reflective teaching practice to enhance their own teaching and learning approach. in order to employ a critical self-reflective approach to teaching practice educators have to constantly be vigilant about how their own personal and professional belief systems might influence the way they interact with students (larrivee 2000:294). if one wants to become a critical reflective educator, however, it is not sufficient to think about things. reflection is ‘problem-based and action-orientated’ (laboskey 2010:630). this would mean that critical reflective teaching practice should involve concerted efforts to improve what happens in the lecture hall. in order to support the central argument of this overview article, the writer first discussed some of the key debates in journalism education. despite journalism programmes becoming a staple of many a university’s educational offering, there are still debates about the inherent value of a journalism degree (lynch 2015). journalism educators are also often at odds with industry role-players about what exactly students should be taught (berger & foote 2017; hermann 2017). furthermore, questions are still sometimes raised about journalism programme’s place in the broader university environment (webb 2015). in addition, the slow pace of curriculum renewal in the university space often stands in the way of journalism programmes keeping pace with changes in the industry (webb 2015; johnston 2018). to further develop the article’s arguments, the writer highlighted the need for educators to keep in touch with the changing learning styles, habits and awareness of the students in their classes. the writer listed students’ use of digital media technologies as one area where critical reflection is needed to make sure that teaching matches the students’ real-world experiences. attention was also paid to the role student movements, such as the #feesmustfall protests, can have on the expectations of students which further increases the need for critical reflection on the part of educators. some broad definitions and applications of critical self-reflective teaching practice were subsequently provid…”
Ridley, S.. (2014). Intergenerational study: Mirrors as a tool for self-reflection. Working with Older People
Plain numerical DOI: 10.1108/WWOP-09-2013-0024
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“Purpose – this qualitative study was an exploration on the process of self-reflection on identity. the purpose of this paper is to see how mirrors could be used as a therapeutic tool and a meta-physical bridge to one’s inner consciousness. design/methodology/approach – an intergenerational expressive arts group (n=12) was organized around the question of identity. following an open-discussion around the topic of identity, participants were asked to decorate a mirror with words, images, and/or symbols while reflecting on the question, ‘who am i?’ a post-session interview was conducted regarding participant’s experiences during the creative process. findings – the results indicated that mirrors can be used to connect to one’s inner thoughts and feelings on the question of identity. three core themes in the process of self-reflection on identity were revealed which included introspection and self-concern, connection and attachment to something or someone other than self, and taking action to help others. research limitations/implications – this study was limited not only in size, but also in cultural diversity and disparity of age range. although this study was limited, it provided a useful indicator for identifying core themes in the process of self-reflection on identity. originality/value – while there have been no studies on the therapeutic use of mirrors as a tool for self-reflection and limited intergenerational studies with pre-adolescent and adolescent students and older adults, results from this study will add to the body of expressive arts literature by providing a new metaphor for mirrors as a therapeutic tool for self-reflection on identity. © emerald group publishing limited.”
Falon, S. L., Karin, E., Boga, D., Gucciardi, D. F., Griffin, B., & Crane, M. F.. (2021). A clustered-randomized controlled trial of a self-reflection resilience-strengthening intervention and novel mediators.. Journal of Occupational Health Psychology
Plain numerical DOI: 10.1037/ocp0000268
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“This study tests the efficacy of a unique resilience-strengthening intervention using a clustered-randomized controlled trial. it was hypothesized that the training, which encourages adaptive self-reflection on stressor events and the effectiveness of coping strategies and resources, would exert a positive effect on mental health outcomes via increased reflection and decreased brooding. the trial was conducted during a significant stressor period with a final sample of 204 second-class officer cadets from the royal military college, australia. platoons of cadets were randomly allocated to either self-reflection resilience training (srt; n = 96) or an exposure-matched active control group that received training as usual (i.e., cognitive–behavioral skill development training) and communication skills seminars (n = 108). compared to the active control group, srt was more effective at preventing the onset of depression symptoms and promoting stable levels of perceived stress during a period of increased exposure to training stressors, consistent with a resilient trajectory. the self-reflection group unexpectedly demonstrated higher anxiety symptoms than the control group at immediate follow-up, but these symptoms returned to baseline levels at longer term follow-up. in contrast, the control group experienced increasing anxiety symptoms between immediate and longer term follow-up. mediation analyses supported an indirect effect of srt on all three outcome measures via brooding, but not via reflection. this study provides support for the capacity of a practical, sustainable, and scalable intervention based on self-reflection to strengthen resilience in the military training setting. (psycinfo database record (c) 2021 apa, all rights reserved)”
Luyckx, K., Soenens, B., Berzonsky, M. D., Smits, I., Goossens, L., & Vansteenkiste, M.. (2007). Information-oriented identity processing, identity consolidation, and well-being: The moderating role of autonomy, self-reflection, and self-rumination. Personality and Individual Differences
Plain numerical DOI: 10.1016/j.paid.2007.03.003
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“Adopting an information-oriented identity style is thought to be beneficial vis-à-vis adolescent well-being and identity consolidation. however, these associations have not been consistently replicated. consequently, the present study aims to examine the possible moderating role of motivational (i.e., causality orientations) and cognitive resources (i.e., self-reflection-self-rumination) in this link. in line with hypotheses, moderated regression analyses in a sample of college students (n = 263) indicated that, with respect to outcomes such as identity commitment, identity integration, depressive symptoms, and self-esteem, an information-oriented style was less optimal under conditions of low autonomy and high self-rumination and more optimal under conditions of high autonomy and high self-reflection. limitations are discussed and suggestions for future research are provided. © 2007 elsevier ltd. all rights reserved.”
Hj. Ebil, S., Salleh, S. M., & Shahrill, M.. (2020). The use of E-portfolio for self-reflection to promote learning: a case of TVET students. Education and Information Technologies
Plain numerical DOI: 10.1007/s10639-020-10248-7
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“The power of reflection is highly acknowledged to promote learning and develop expertise, yet reflective skills are rarely explicitly taught in schools. as a result, encouraging reflection among learners is often difficult to accomplish, especially in the technical and vocational education and training (tvet) setting. by employing the technological pedagogical content knowledge (tpack) construct, this research investigated the use of structured reflection through digital learning portfolios (e-portfolio) and explores its relation to students’ learning. using mixed methods design, this study examined a group of students from one of the tvet institutions in brunei over an eight-week period as they practiced reflection through e-portfolio designed to guide the students to reflect upon their own learning. the students’ e-portfolio notes were converted to students’ reflective scores (srs) as a measure of level of reflection. the data gathered revealed that although student performance can have a moderate effect on students’ level of reflection, building structured opportunities to reflect and integrate learning can develop students’ ability to reflect better. the quality of students’ reflection had significantly increased throughout the study period as more students exhibited higher-order thinking in their e-portfolio. meanwhile, the key themes emerging from the semi-structured interview data revealed that while students see reflection in detached ways, the intervention had provided the opportunity for students to enhance both their cognitive and metacognitive skills. the students’ responses also implied that operational feasibility of e-portfolio for brunei tvet might depend on teachers’ input, students’ motivation, type of e-portfolio software chosen, and connectivity setting.”
Bouzanis, C., & Kemp, S.. (2020). The two stories of the habitus/structure relation and the riddle of reflexivity: A meta-theoretical reappraisal. Journal for the Theory of Social Behaviour
Plain numerical DOI: 10.1111/jtsb.12225
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“This article argues that two key puzzles arising from the theories of bourdieu are inter-related. one is the question of how bourdieu analyses the relationship between structure and habitus, and the other is the place of reflexivity in bourdieu’s work. we contend that it is only by carefully analysing bourdieu’s theoretical structure to grasp the relationship between these elements that one can understand whether or not his work offers useful resources for analysing the relation between routine action and self-reflection. this paper argues that there are two narrations of the structure/habitus relation in bourdieu’s work, and that the concept of self-reflective subjectivity is a residual element of the first narration and does not appear in the second. we then contend that this residual and under-developed concept of self-reflective subjectivity should not be confused with bourdieu’s analysis of epistemic reflexivity. these moves allow us to contribute to ongoing debates about the relation between routine action and self-reflection by arguing that the concept of the ‘reflexive habitus’ – which some have argued is characteristic of social agents in high/late modernity – is both conceptually confused and is not a logical extension of bourdieu’s theories. in this way we try to clear the ground for more productive ways of thinking about routine action and self-reflection.”
Johnson, M. K., Raye, C. L., Mitchell, K. J., Touryan, S. R., Greene, E. J., & Nolen-Hoeksema, S.. (2006). Dissociating medial frontal and posterior cingulate activity during self-reflection.. Social Cognitive and Affective Neuroscience
Plain numerical DOI: 10.1093/scan/nsl004
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“Motivationally significant agendas guide perception, thought and behaviour, helping one to define a ‘self’ and to regulate interactions with the environment. to investigate neural correlates of thinking about such agendas, we asked participants to think about their hopes and aspirations (promotion focus) or their duties and obligations (prevention focus) during functional magnetic resonance imaging and compared these self-reflection conditions with a distraction condition in which participants thought about non-self-relevant items. self-reflection resulted in greater activity than distraction in dorsomedial frontal/anterior cingulate cortex and posterior cingulate cortex/precuneus, consistent with previous findings of activity in these areas during self-relevant thought. for additional medial areas, we report new evidence of a double dissociation of function between medial prefrontal/anterior cingulate cortex, which showed relatively greater activity to thinking about hopes and aspirations, and posterior cingulate cortex/precuneus, which showed relatively greater activity to thinking about duties and obligations. one possibility is that activity in medial prefrontal cortex is associated with instrumental or agentic self-reflection, whereas posterior medial cortex is associated with experiential self-reflection. another, not necessarily mutually exclusive, possibility is that medial prefrontal cortex is associated with a more inward-directed focus, while posterior cingulate is associated with a more outward-directed, social or contextual focus.”
Bennett-Levy, J., & Lee, N. K.. (2014). Self-practice and self-reflection in cognitive behaviour therapy training: What Factors Influence Trainees’ Engagement and Experience of Benefit?. Behavioural and Cognitive Psychotherapy
Plain numerical DOI: 10.1017/S1352465812000781
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“Background: previous studies of self-practice/self-reflection (sp/sr) cbt training have found that trainees report significant benefits from practising cbt techniques on themselves (self-practice) and reflecting on their experience (self-reflection) as a formal part of their cbt training. however, not all trainees experience the same level of benefit from sp/sr and not all types of training course produce benefits to the same extent. aims: this paper examines the question: what factors influence trainees’ reported benefit from sp/sr? the aim was to develop a model to maximize the value of sp/sr training. method: the authors used a grounded theory analysis of four sp/sr training courses, varying along several dimensions, to derive a model that could account for the data. results: a model was derived comprising of seven elements: two outcomes – experience of benefit and engagement with the process – that mutually influence one another; and five other influencing factors – course structure and requirements, expectation of benefit, feeling of safety with the process, group process, and available personal resources – that mediate the impact on engagement with the process and experience of benefit from sp/sr. conclusions: a model that provides guidance about the best ways to set up and develop sp/sr programs has been developed. this model may now be subject to empirical testing by trainers and researchers. implications and recommendations for the design and development of future sp/sr programs are discussed. © british association for behavioural and cognitive psychotherapies 2012.”
Witjes, S., Vermeulen, W. J. V., & Cramer, J. M.. (2017). Assessing Corporate Sustainability integration for corporate self-reflection. Resources, Conservation and Recycling
Plain numerical DOI: 10.1016/j.resconrec.2017.08.026
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“This article aims to shed light on mechanisms to integrate a strategy on corporate sustainability in companies. the analysis is based on a holistic method derived from organisation theory, organisational behaviour theory and strategic management theory. the process of integration into the organisational system is explored by analysing the coalescence of organisational continuous improvement, structure and culture. the coherent use of integration mechanisms is defined as key for a successful cs integration. the leapfrocs method is presented to capture the success of integration mechanisms and their application. the method is tested using empirical data from 2 case studies. the results of the data analysis – the patterns – were validated in discussion with company representatives. the results show that the process of cs integration is company-specific, as is the selection of patterns to create a self-reflection of companies on cs integration catalysing future corporate strategies for improving cs integration into the specific company’s organisational systems.”
Kao, Y. C., Lien, Y. J., Chang, H. A., Tzeng, N. S., Yeh, C. Bin, & Loh, C. H.. (2017). Stigma Resistance in Stable Schizophrenia: The Relative Contributions of Stereotype Endorsement, Self-Reflection, Self-Esteem, and Coping Styles. Canadian Journal of Psychiatry
Plain numerical DOI: 10.1177/0706743717730827
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“Objective: stigma resistance (sr) has recently emerged as a prominent aspect of research on recovery from schizophrenia, partly because studies have suggested that the development of stigma-resisting beliefs may help individuals lead a fulfilling life and recover from their mental illness. the present study assessed the relationship between personal sr ability and prediction variables such as self-stigma, self-esteem, self-reflection, coping styles, and psychotic symptomatology. method: we performed an exploratory cross-sectional study of 170 community-dwelling patients with schizophrenia. self-stigma, self-esteem, self-reflection, coping skills, and sr were assessed through self-report. psychotic symptom severity was rated by the interviewers. factors showing significant association in univariate analyses were included in a stepwise backward regression model. results: stepwise regressions revealed that acceptance of stereotypes of mental illness, self-esteem, self-reflection, and only 2 adaptive coping strategies (positive reinterpretation and religious coping) were significant predictors of sr. the prediction model accounted for 27.1% of the variance in the sr subscale score in our sample. conclusions: greater reflective capacity, greater self-esteem, greater preferences for positive reinterpretation and religious coping, and fewer endorsements of the stereotypes of mental illness may be key factors that relate to higher levels of sr. these factors are potentially modifiable in tailored interventions, and such modification may produce considerable improvements in the sr of the investigated population. this study has implications for psychosocial rehabilitation and emerging views of recovery from mental illness.”
Olson, R., Bidewell, J., Dune, T., & Lessey, N.. (2016). Developing cultural competence through self-reflection in interprofessional education: Findings from an Australian university. Journal of Interprofessional Care
Plain numerical DOI: 10.3109/13561820.2016.1144583
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“Interprofessional education and cultural competence are both necessary for health professionals working in interprofessional teams serving diverse populations. using a pre–post-survey case series design, this study evaluates a novel learning activity designed to encourage self-reflection and cultural competence in an australian interprofessional education context. undergraduate health professional students in a large subject viewed three 7–15 minute videos featuring interviews with persons of a minority cultural, linguistic, or sexual group who were living with a disability or managing a health condition. immediately afterwards, students in interprofessional groups completed a structured activity designed to promote interprofessional and cultural reflection. a localised version of a validated scale measured cultural competence before and after the learning activity. results suggest the value of video-based learning activities based on real-life examples for improving cultural competence. despite initially rating themselves highly, 64% of students (n = 273) improved their overall cultural competence, though only by m = 0.13, sd = 0.08, of a 5-point rating-scale interval. a nuanced approach to interpreting results is warranted; even slight increases may indicate improved cultural competence. suggestions for improving the effectiveness of video-based cultural competence learning activities, based on qualitative findings, are provided. overall the findings attest to the merit of group discussion in cultural competence learning activities in interprofessional education settings. however, the inclusion of group discussions within such learning activities should hinge on group dynamics.”
Lew, D. N. M., & Schmidt, H. G.. (2011). Writing to learn: Can reflection journals be used to promote self-reflection and learning?. Higher Education Research and Development
Plain numerical DOI: 10.1080/07294360.2010.512627
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“The purpose of the present study was to evaluate whether there is evidence of reflection in student-written journals and to investigate whether students show improvements in their reflective skills through journal keeping. to that end, the reflection journals of 3460 first-year students enrolled in a polytechnic were studied by means of an automated coding procedure. data used in the analyses were students’ journals for an entire week, collected once at the beginning and again at the end of an academic year. outcomes of the content analyses suggest that there is evidence of reflection in students’ journals and that students reflected on three general categories related to their learning: critical review of past learning experiences, cognitive learning strategies and summaries of what was learnt. furthermore, the findings also indicate that students show improvements in their reflective skills as they progressed through the academic year. the findings when taken together suggest that reflection journals can be used to promote self-reflection and learning amongst students. © 2011 copyright herdsa.”
Şimşek, Ö. F.. (2013). The relationship between language use and depression: Illuminating the importance of self-reflection, self-rumination, and the need for absolute truth. Journal of General Psychology
Plain numerical DOI: 10.1080/00221309.2012.713407
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“The main aim of the present study was to provide additional knowledge about the mediatory processes through which language relates to depression. although previous research gave clear evidence that language is closely related to depression, the research on intervening variables in the relationship has been limited. the present investigation tested a structural equation model in which self-concept clarity and self-consciousness mediated the relationship between personal perceptions of language and depression. since ‘the need for absolute truth’ construct has been shown to be important in providing greater consistency in estimates of the relationships among the variables, it has been added to the model as a control variable. the results supported the model and showed that personal perceptions of language predicted self-concept clarity, which in turn predicted the participants’ self-reflection and self-rumination. self-reflection and self-rumination, in turn, predicted depression. © 2013 copyright taylor and francis group, llc.”
Yuhanna, W. L., Al Muhdhar, M. H. I., Gofur, A., & Hassan, Z.. (2021). Self-reflection assessment in vertebrate zoology (Sravz) using rasch analysis. Jurnal Pendidikan IPA Indonesia
Plain numerical DOI: 10.15294/jpii.v10i1.25603
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“Instruments that are valid, reliable, and have high consistency are needed to measure students’ self-reflection. the self-reflection assessment in vertebrate zoology (sravz) was developed to explore students’ self-reflection and abilities in the vertebrate zoology course. it is essential to test the instrument’s validity before measuring students’ abilities so that data bias does not occur. this study aims to determine the validity, whether the items are fit or misfit, and the difficulty level of sravz items. sravz is developed by addie (analysis, design, develop-ment, implementation, evaluation). the sravz consists of 24 items tested on 135 students who have taken the vertebrate zoology course. analysis of the rasch model using winstep version 4.5.2. the rasch model shows the item reliability value at 0.97. the cronbach alpha value at 0.94 with ptmea corr shows a positive value, unidi-mensional 48.1%. the separation index of 5.6 means that the level of grouping the items is very good. the mean square infit for sravz was 0.59-1.96, and the mean square outfit value is 0.59-2.16. data analysis shows that 24 sravz items have 22 fit items and two misfit items (s3 and s5). item numbers s3 and s5 must be excluded from the sravz construction. total items used to measure students’ self-reflection in the vertebrate zoology course were 22 items. the most difficult item is s3, and the easiest item is s6. thus, the data indicate that the valid and reliable sravz is in the good, effective, and high level of consistency category.”
Szűcs, I. Z.. (2018). Teacher trainers’ self-reflection and self-evaluation. Acta Educationis Generalis
Plain numerical DOI: 10.2478/atd-2018-0008
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“Introduction: a group of researchers have worked out the teacher trainers’ professional competences in hungary. the aim of the research was to explore whether there are any differences among certain groups of teacher trainers concerning their self-reflection, self-evaluation and commitment to ongoing professional development. methods: structured interviews were carried out with a sample of 6 teacher trainers whose selection was based on two principles – those who are considered to be teacher trainers in hungary and those who are available in one of the most important teacher training centres in hungary – eszterházy károly university. the data analysis was done with the general step-by step model of qualitative content analysis supported by maxqda 12 software programme. results: self-reflection and self-evaluation are the most important factors in teacher trainers’ professional development. existing standards and criteria to which they compare their achievements play an orienteering role in these two processes, as well as in their self-regulatory learning. however, the levels, the types and the methods of self-reflection can differ depending on what field of teacher training they are involved in and when they were trained as teachers. discussion: the results of the study promote deeper understanding of teacher trainers’ professional competences regarding their commitment to professional development. it has been clearly stated for which group of teacher trainers scientific research as the highest level of reflection can be a basic requirement, and for which group it should be an expected learning outcome in the future. as research-based teacher training is being introduced in hungary, parallel to it, all groups of teacher trainers will gradually be expected to carry out scientific research to accomplish the highest level of reflection. limitations: the sample size does not cover the whole scope of teacher trainers, as instructors teaching specific disciplines were not interviewed, and the research was done in qualitative design, therefore the results cannot be generalized. a future research of quantitative design should cover more teacher trainers from other universities and regions. conclusions: the general step by step model of qualitative content analysis has provided a detailed picture of the driver of the teacher trainers’ professional development. the evidence of the acceptance of the position of a role model for their instructed, mentored or suppor…”
Brown, J. D., & Brown, M. A.. (2011). Self-reflection and feelings of self-worth: When Rosenberg meets Heisenberg. Journal of Experimental Social Psychology
Plain numerical DOI: 10.1016/j.jesp.2011.05.019
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“The more people think about their attitude toward some issue, the stronger their attitude becomes. the present research examined whether this strengthening effect also applies to self-evaluative attitudes. in four studies, we had some participants complete a self-evaluation measure before rating their momentary feelings of self-worth (studies 1, 2, and 4) or implicit self-feelings (study 3). in all four studies, evaluative self-reflection led low self-esteem participants to feel worse about themselves and high self-esteem participants to feel better about themselves. we did not find this self-esteem polarization effect when more general emotions of happiness and sadness were measured (study 2) or when participants reflected on non-evaluative aspects of themselves (study 4). these findings suggest that evaluative self-reflection has different consequences for low self-esteem people than for high self-esteem people, and that order effects in personality research may represent actual changes in self-feelings rather than methodological confounds. © 2011 elsevier inc.”
Seggelen – Damen, I. van, & Dam, K. van. (2016). Self-reflection as a mediator between self-efficacy and well-being. Journal of Managerial Psychology
Plain numerical DOI: 10.1108/JMP-01-2013-0022
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“Purpose – how does self-efficacy affect employee well-being? the purpose of this paper is to increase insight in the underlying process between employee self-efficacy and well-being at work (i.e. emotional exhaustion and job satisfaction) by investigating the mediating role of employees’ engagement in reflection and rumination. design/methodology/approach – a representative sample of the dutch working population (n=506) filled out an online questionnaire. structural equation modeling was used to test the measurement model and research model. findings – as predicted, self-efficacy was significantly related to emotional exhaustion and job satisfaction. rumination mediated the self-efficacy-exhaustion relationship. reflection did not serve as a mediator; although reflection was predicted by self-efficacy, it was unrelated to exhaustion and job satisfaction. research limitations/implications – this cross-sectional study was restricted to self-report measures. longitudinal research is needed to validate the findings and to further investigate the relationship between reflection and rumination. practical implications – organizations might try to support their employees’ well-being through interventions that strengthen employees’ self-efficacy, and prevent or decrease rumination. originality/value – this study increases the understanding of the role of reflection and rumination at work. the findings indicate that self-reflection can have positive as well as negative outcomes.”
Viskovich, S., & De George-Walker, L.. (2019). An investigation of self-care related constructs in undergraduate psychology students: Self-compassion, mindfulness, self-awareness, and integrated self-knowledge. International Journal of Educational Research
Plain numerical DOI: 10.1016/j.ijer.2019.02.005
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“Self-care is associated with psychology practitioners’ psychological wellbeing and fewer risks connected with professional impairment and client harm. despite this, the concept of self-care is under-deployed early in psychology training and under-researched. this study of 130 undergraduate psychology students investigated levels and relationships among self-care related constructs: self-compassion, mindfulness, self-reflection, and integrated self-knowledge. participant self-reported levels of mindfulness, self-reflection, and self-compassion were low whereas integrated self-knowledge was high. as hypothesised, path analyses found integrated self-knowledge mediated the relationship between mindfulness and self-compassion, and between self-reflection and self-compassion. mindfulness and self-reflection predicted integrated self-knowledge; but there was no relationship between mindfulness and self-awareness. findings highlight the importance of teaching self-care related constructs during undergraduate psychology training.”
Ardelt, M., & Grunwald, S.. (2018). The Importance of Self-Reflection and Awareness for Human Development in Hard Times. Research in Human Development
Plain numerical DOI: 10.1080/15427609.2018.1489098
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“Trauma is an inescapable part of being human, whether caused by external events or internal struggles. self-reflection and self-awareness aid in the recovery from external trauma and heal psychosomatic wounds. we first explain different understandings of the nature of the self and mechanisms of self-reflection and self-awareness. then we describe the role of self-reflection and awareness in ontogenetic, sociogenic, liberative, transpersonal, and spiritual models of adult development. finally, we discuss the practice of buddhist mindfulness, westernized forms of mindfulness, and mcmindfulness and their potential for raising the level of self-awareness, increase resilience during hard times, and heal from trauma.”
Yu, C., & Shen, H.. (2020). Bizarreness of Lucid and Non-lucid Dream: Effects of Metacognition. Frontiers in Psychology
Plain numerical DOI: 10.3389/fpsyg.2019.02946
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“Dreams are usually characterized by primary consciousness, bizarreness and cognitive deficits, lacking metacognition. however, lucid dreaming (ld) is a type of consciousness state during which the dreamer is aware of the fact that he or she is dreaming, without leaving the sleeping state. brain research has found that ld shares some common neural mechanisms with metacognition such as self-reflection. with a different metacognition level, the bizarreness of ld would also change. however, the difference in bizarreness between ld and non-ld was seldom explored, and individual differences were often neglected. in the present study, considering ld prevalence in asia was rarely studied and related results in china and japan were very different from each other, we first investigated the ld frequency of china in a standardized way. on that basis, we collected dreams of subjects who had relatively higher ld frequency and compared bizarreness density (bd) of ld and non-ld. moreover, to explore the relationships of metacognition traits and bd, we also measured self-reflection and insight trait by self-reflection and insight scale. we found that 81.3% of subjects have experienced ld once or more, which is similar to findings in some western countries. besides, bd was significantly lower in ld than in non-ld. self-reflection and insight were inversely associated with dream bizarreness. these findings indicate that self-consciousness traits extend from waking to ld and non-ld state. as a particular consciousness state, ld may shed light on the research of consciousness and dream continuity. future research on dream bizarreness is suggested to take dream types and metacognition differences into consideration.”
Kiles, T. M., Vishenchuk, J., & Hohmeier, K.. (2020). Implementation of Flipgrid as a Self-Reflection Tool for Student Engagement– A Pilot Study. INNOVATIONS in Pharmacy
Plain numerical DOI: 10.24926/iip.v11i4.3340
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“Background: self-reflection is important for professional development, critical thinking, and engagement. however, self-reflection is not habitual or instinctive, and reflection assignments are often met with resistance from students. while written reflections are popular, other self-reflection mediums should be investigated. innovation: flipgrid by microsoft, an online video response tool, was used in an elective course for self-reflection and student engagement. to assess the impact of flipgrid on the student experience in the course, two cohorts of students were evaluated. overall 96% of respondents reported satisfaction with flipgrid as an educational tool, however engagement was not significantly increased over the use of written reflection. implications: the results of this pilot study suggest that flipgrid appears to have potential as a self-reflection tool, but may not be a ‘magic-bullet’ to increase student engagement. recommendations and considerations for implementing flipgrid into a course to facilitate student engagement are provided.”
Ganzer, C. A., & Zauderer, C.. (2013). Structured learning and self-reflection: Strategies to decrease anxiety in the psychiatric mental health clinical nursing experience. Nursing Education Perspectives
Plain numerical DOI: 10.5480/1536-5026-34.4.244
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“Aim: the purpose of this qualitative study was to test a teaching-learning strategy to help nursing students decrease stress and anxiety that may be brought about by the psychiatric mental health clinical experience. background: undergraduate nursing students are known to experience affective stress prior to their first psychiatric mental health clinical practicum. a stressful learning environment can affect the success of the student’s clinical performance. method: thirty nursing students participated in this study. a structured preclinical workshop combined with self-reflection provided insight into students’ perceptions of the psychiatric mental health clinical experience. results: overall, students reported that participating in the teaching-learning strategy and self-reflection helped mitigate anxiety. conclusion: combining structured learning with self-reflection is a useful tool for helping nursing students increase self-awareness and ease anxiety that may interfere with learning.”
Simsek, O. F.. (2013). Self-absorption paradox is not a paradox: Illuminating the dark side of self-reflection. International Journal of Psychology
Plain numerical DOI: 10.1080/00207594.2013.778414
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“Although considered an important component of a healthy personality, self-reflection has not so far been shown to have any specific benefits for mental health. this research addresses this issue by taking into consideration two important suppressor variables, self-rumination and the need for absolute truth. the latter is an innovative variable, defined and presented in this research. the first two studies aimed to validate a new measure that acts as an operational definition of the need for absolute truth. the first study was conducted with two group of participants; the first group consisted of 129 females and 67 males, mean age = 20 years, and the second 182 females and 104 males, mean age = 27. in the second study, participants were 22 females and 18 males, mean age = 20.5. in the final study, conducted with 296 female, 163 male participants (mean age = 37), suppressor effects were tested using structural equation modeling. the results showed that by taking account of these two suppressor variables, particularly the need for absolute truth, the expected relationship between self-reflection and mental health was revealed. the need for absolute truth was shown to be crucial for understanding the effects of self-reflection on mental health, therefore it should be considered in all processes of psychotherapy. © 2013 © 2013 international union of psychological science.”
Ghosh, S., Mitra, B., & De, P.. (2020). Towards improving emotion self-report collection using self-reflection. In Conference on Human Factors in Computing Systems – Proceedings
Plain numerical DOI: 10.1145/3334480.3383019
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“In an experience sampling method (esm) based emotion self-report collection study, engaging participants for a long period is challenging due to the repetitiveness of answering self-report probes. this often impacts the self-report collection as participants dropout in between or respond with arbitrary responses. self-reflection (or commonly known as analyzing past activities to operate more efficiently in the future) has been effectively used to engage participants in logging physical, behavioral, or psychological data for quantified self (qs) studies. this motivates us to apply self-reflection to improve the emotion self-report collection procedure. we design, develop, and deploy a self-reflection interface and augment it with a smartphone keyboard-based emotion self-report collection application. the interface provides feedback to the users regarding the relation between typing behavior and self-reported emotions. we validate the proposed approach using a between-subject study, where one group (control group) is not exposed to the self-reflection interface and the other group (study group) is exposed to it. our initial results demonstrate that using self-reflection it is possible to engage the participants in the long-term and collect more self-reports.”
Innis, R. E.. (2019). Locating one’s life: Memory, mood, and self-reflection. Journal of Speculative Philosophy
Plain numerical DOI: 10.5325/jspecphil.33.2.0162
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“This article aims to analyze some contours of the existential practice of attempting to ‘locate one’s life’ through self-reflection. i will focus primarily, but not exclusively, on two exemplifications of self-reflection that are not ‘philosophical’ in any technical or academic sense: cory taylor’s dying: a memoir and yi-fu tuan’s who am i? an autobiography of emotion, mind, and spirit. taylor, a novelist, is writing hurriedly facing imminent death, while tuan, a distinguished cultural geographer, writes facing not death but the prospect of continuing to live without any real will to do so. their reflections are carried out in two different rhetorical registers, with quite different motivational contexts and expectations. they throw clear light, with rich philosophical import, on the complex relations between memory and mood, such as regret and nostalgia, the languages of self-description, and the permanent tensions between hope and action in coming to terms with what or who one is, or has become, or with what, if anything, lies ahead.”
Pietrzak, P.. (2019). Scaffolding student self-reflection in translator training. Translation and Interpreting Studies
Plain numerical DOI: 10.1075/tis.18029.pie
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“This article advocates for structured self-reflection as a means to scaffold learning in translator training. metacognitive activity in translator training requires students to actively regulate their own process of both translating and learning to become a translator. therefore, the nature and typology of (self-)reflection is examined as are tools that offer students structured opportunities to analyze and evaluate their own learning. given that additional (self-)reflection in the translation classroom requires trainers to alter their teaching methods, this article also examines how their role in training changes as a result of its inclusion. an exploratory study on translation students’ prospective and retrospective self-reflection is described with student perspectives on the same translation task compared. student expectations prior to translation are examined both pre- and post-task, emphasizing what students and teachers learn from reflective practice.”
Eikey, E. V., Caldeira, C. M., Figueiredo, M. C., Chen, Y., Borelli, J. L., Mazmanian, M., & Zheng, K.. (2021). Beyond self-reflection: introducing the concept of rumination in personal informatics. Personal and Ubiquitous Computing
Plain numerical DOI: 10.1007/s00779-021-01573-w
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“Personal informatics tools can help users self-reflect on their experiences. when reflective thought occurs, it sometimes leads to negative thought and emotion cycles. to help explain these cycles, we draw from psychology to introduce the concept of rumination—anxious, perseverative cognition focused on negative aspects of the self—as a result of engaging with personal data. rumination is an important concept for the human computer interaction community because it can negatively affect users’ well-being and lead to maladaptive use. thus, preventing and mitigating rumination is beneficial. in this conceptual paper, we differentiate reflection from rumination. we also explain how self-tracking technologies may inadvertently lead to rumination and the implications this has for design. our goal is to expand self-tracking research by discussing these negative cycles and encourage researchers to consider rumination when studying, designing, and promoting tools to prevent adverse unintended consequences among users.”
Grossmann, I., & Kross, E.. (2010). The Impact of Culture on Adaptive Versus Maladaptive Self-Reflection. Psychological Science
Plain numerical DOI: 10.1177/0956797610376655
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“Although recent findings indicate that people can reflect either adaptively or maladaptively over negative experiences, extant research has not examined how culture influences this process. we compared the self-reflective practices of russians (members of an interdependent culture characterized by a tendency to brood) and americans (members of an independent culture in which self-reflection has been studied extensively). we predicted that self-reflection would be associated with less-detrimental outcomes among russians because they self-distance more when analyzing their feelings than americans do. findings from two studies supported these predictions. in study 1, self-reflection was associated with fewer depressive symptoms among russians than among americans. in study 2, russians displayed less distress and a more adaptive pattern of construals than americans after reflecting over a recent negative event. in addition, they self-distanced more than americans while analyzing their feelings, and self-distancing mediated the cultural differences in self-reflection. these findings demonstrate how culture shapes the way people reflect over negative experiences. © the author(s) 2010.”
Modinos, G., Renken, R., Ormel, J., & Aleman, A.. (2011). Self-Reflection and the Psychosis-Prone Brain: An fMRI Study. Neuropsychology
Plain numerical DOI: 10.1037/a0021747
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“Objective: the cortical midline structures (cms) play a critical role in self-reflection, together with the insula. abnormalities in self-referential processing and its neural underpinnings have been reported in schizophrenia and at-risk populations, suggesting they might be markers of psychotic vulnerability. psychometric measures of schizotypal traits may be used to index psychosis proneness (pp) in nonclinical samples. it remains an unresolved question whether differences in self-reflective processing are associated with pp. method: six hundred students completed the community assessment of psychic experiences questionnaire, positive subscale. two groups were formed from the extremes of the distribution (total n = 36). fmri was used to examine cms/insula function during a self-reflection task. participants judged personality trait sentences about self and about an acquaintance. results: high pp subjects attributed less positive traits to others (i.e., acquaintances) than subjects with low pp. across groups, the contrasts self > semantic and self > other induced activation in cms and insula, whereas other > semantic did not produce insula activation. other > self induced posterior cingulate cortex activation in low pp but not in high pp. in addition, high pp subjects showed stronger activation than low pp in left insula during self > semantic. examining valence effects revealed that high pp individuals showed increased activation in left insula, right dmpfc, and left vmpfc for positive self-related traits, and in bilateral insula, acc, and right dmpfc for negative self-related traits. conclusions: the findings suggest that aspects of self-referential processing and underlying brain mechanisms are similar in clinical and subclinical (high pp) forms of psychosis, suggesting that these may be associated with vulnerability to psychosis. © 2011 american psychological association.”
Oskineegish, M.. (2019). The Role of Self-Reflection in an Indigenous Education Course for Teacher Candidates. In Education
Plain numerical DOI: 10.37119/ojs2019.v25i1.390
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“This paper explores the role of self-reflection in a teacher education program. in a mandatory aboriginal education course in northwestern ontario, teacher candidates participated in a variety of self-reflection activities that included two reflection papers, non-traditional sharing circles, and lectures, and classroom discussions that challenged common myths, stereotypes, and prejudices about indigenous peoples. in a survey with open-ended questions administered at the end of the course, 36 teacher candidates shared their perspectives about self-reflection at the end of the course. findings from the survey were correlated with seven teacher candidates’ reflection papers and with my personal reflections as a participant-as-observer in two of the mandatory courses. the themes that emerged from analysis were placed into three categories; these categories described the role of self-reflection as a process of (1) self-evaluation, (2) establishing personal connections with course theory, and, (3) developing a culturally inclusive pedagogy. the findings suggest that self-reflection in an indigenous education course can provide teacher candidates with an effective approach to uncover, identify, and examine internal biases that impact their understanding of teaching indigenous students and integrating indigenous content into the curriculum.keywords: indigenous education; self-reflection; teacher education”
Wei, M., Li, C. I., Wang, C., & Ko, S. Y.. (2016). Finding benefits from acculturative stress among Asian Americans: Self-reflection moderating the mediating effects of ethnocultural empathy on positive outcomes. Journal of Counseling Psychology
Plain numerical DOI: 10.1037/cou0000173
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“This study examined a moderated mediation model to see whether self-reflection moderated (a) the association between acculturative stress and ethnocultural empathy and (b) the indirect effects of acculturative stress on 2 positive outcomes (i.e., bicultural competence and making positive sense of adversity) through ethnocultural empathy. a total of 330 asian american college students from a west coast university participated in an online survey. results from process supported hypotheses. first, self-reflection significantly moderated the effects of acculturative stress on ethnocultural empathy. specifically, the effect of acculturative stress on ethnocultural empathy was significantly positive for those with lower self-reflection. conversely, this effect was not significant for those with higher self-reflection, but ethnocultural empathy was consistently high across all levels of acculturative stress for those with higher self-reflection. post hoc exploratory analyses examined the moderated mediation model using each of the 5 domains of acculturative stress as predictors; results supported the moderated mediation hypotheses for 2 domains, discrimination and cultural isolation. second, self-reflection significantly moderated the indirect effects of acculturative stress on 2 positive outcomes through ethnocultural empathy. results from conditional indirect effects suggested that the indirect effects of acculturative stress on 2 positive outcomes through ethnocultural empathy were significantly positive for those with lower self-reflection. conversely, the indirect effects were not significant for those with higher self-reflection, but the 2 positive outcomes stayed high at all levels of acculturative stress. post hoc analyses found that 5 of 6 components of bicultural competence used as outcome variables supported the moderation mediation hypotheses.”
Chen, S. Y., Lai, C. C., Chang, H. M., Hsu, H. C., & Pai, H. C.. (2016). Chinese version of psychometric evaluation of self-reflection and insight scale on Taiwanese nursing students. Journal of Nursing Research
Plain numerical DOI: 10.1097/jnr.0000000000000132
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“Background: self-reflection (also known as reflection) is an internal process that is difficult to perceive or assess. an instrument that is able to measure self-reflection may serve as a resource for educators to assess the learning process of students and to tailor education approaches to student needs. purpose: the aim of this study was to translate the self-reflection and insight scale (sris) into chinese and evaluate its psychometric properties for use with taiwanese nursing students. methods: for this cross-sectional study, nursing students were recruited from two nursing schools in southern taiwan in two phases: phase 1, which included 361 fourth-year students, and phase 2, which included 703 fifth-year students. data were collected in december 2012 and may 2013 using the chinese version of the sris (sris-c), taiwan critical thinking disposition inventory, and the perceived identity as a nurse questionnaire, which was developed by the author. in phase 1, exploratory factor analysis was used to explore the factor structure of the sris-c in the fourth-year student participants. in phase 2, confirmatory factor analysis was used to determine the fitness of the model for the fifth-year student participants. results: eight items were deleted from the original sris to create the sris-c. thus, the chinese-version measure had 12 items and two factors (self-reflection and insight) that fit the data well. the cronbach_s alpha coefficients for the total scale and its two subscales were.79,.87, and.83, respectively. the 3-week testyretest reliability was.74. sris-c scores correlated significantly with scores on the taiwan critical thinking disposition inventory and the perceived identity as a nurse questionnaire, indicating good convergent validity for the sris-c. conclusions: the current study showed that the sris-c has sound psychometric properties. this instrument provides nurse educators with information that may be used to evaluate the self-reflection and insight of students and to develop interventions to effectively improve these skills in chinese-language-based nursing education.”
Goupil, L., & Kouider, S.. (2019). Developing a Reflective Mind: From Core Metacognition to Explicit Self-Reflection. Current Directions in Psychological Science
Plain numerical DOI: 10.1177/0963721419848672
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“Metacognition is the ability to monitor and control cognition. because young children often provide inaccurate metacognitive judgments when prompted to do so verbally, it has long been assumed that this ability does not develop until late childhood. this claim is now challenged by new studies using nonverbal paradigms and revealing that basic forms of metacognition—such as the ability to estimate decision confidence or to monitor errors—are present even in preverbal infants. this new line of evidence suggests that young children adapt to their environment not only by considering their physical and social surroundings but also by reflecting on their own cognitive states.”
Tsai, W., & Lau, A. S.. (2013). Cultural differences in emotion regulation during self-reflection on negative personal experiences. Cognition and Emotion
Plain numerical DOI: 10.1080/02699931.2012.715080
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“Reflecting on negative personal experiences has implications for mood that may vary as a function of specific domains (e.g., achievement vs. interpersonal) and cultural orientation (e.g., interdependence vs. independence). this study investigated cultural differences in the social-cognitive and affective processes undertaken as easterners and westerners reflected on negative interpersonal and performance experiences. one hundred asian americans and 92 european-american college students were randomly assigned to one of three conditions: interpersonal rejection, achievement failure, or a control condition. results revealed that asian americans experienced greater distress than european americans after self-reflecting over a failed interpersonal experience, suggesting cultural sensitivity in the relational domain. consistent with theoretical predictions, analysis of the social cognitive and affective processes that participants engaged in during self-reflection provided some evidence that self-enhancement may buffer distress for european americans, while emotion suppression may be adaptive for asian americans. © 2013 copyright taylor and francis group, llc.”
Lei, P. L., Lin, S. S. J., Wang, D. Y., & Sun, C. T.. (2013). The design of social agents that introduce self-reflection in a simulation environment. Educational Technology and Society
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“This study focuses on the design of several social agents that are intended to collect the self-reflections of learners while learners are immersed in simulation activities for knowledge building. the design of the agents follows 5w principles and seeks to encourage learners to expend mental effort upon multi-faceted learning and self-reflection. using semantic networks, we developed dialogue lines for reflection-prompting agents. we analyzed the participants’ answers using natural language processing technology to classify the sentences into positive and negative rankings. a preliminary field study with 117 high school students was conducted over three weeks to test the effects of agent-prompted self-reflection. the results demonstrated that 96% and 62% of participants separately completed the first and the second simulation activities (including the agent-prompted self-reflections respectively). those who did not finish the activities were generally limited by time restrictions rather than a lack of motivation, as the participants typically considered the interactions with the agents to be interesting. the self-reflections elicited through the agent interviews were consistent with the reflections obtained from paper-pencil questionnaires and appeared to be stable over time. future study, including investigations using a randomized experimental design with a control group, is needed to fully assess the effects of agent-prompted self-reflection. © international forum of educational technology & society (ifets).”
Cowden, R. G.. (2017). On the mental toughness of self-aware athletes: Evidence from competitive tennis players. South African Journal of Science
Plain numerical DOI: 10.17159/sajs.2017/20160112
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“This study examined the relationship between mental toughness (mt) and self-awareness in a sample of 175 male and 158 female south african tennis athletes (mean age = 29.09 years, s.d. = 14.00). the participants completed the sport mental toughness questionnaire and the self-reflection and insight scale to assess mt (confidence, constancy, control) and self-awareness (self-reflection and self-insight) dimensions, respectively. linear regression indicated that self-insight (ß=0.49), but not self-reflection (ß=0.02), predicted global mt. multivariate regression analyses were significant for self-reflection (np2=0.11) and self-insight (p2=0.24). self-reflection predicted confidence and constancy (p2=0.05 and 0.06, respectively), whereas self-insight predicted all three mt subcomponents (np2=0.12 to 0.14). the findings extend prior qualitative research evidence supporting the relevance of self-awareness to the mt of competitive tennis athletes, with self-reflection and insight forming prospective routes through which athletes’ mt may be developed.”
Davis, M. L., Thwaites, R., Freeston, M. H., & Bennett-Levy, J.. (2015). A measurable impact of a self-practice/self-reflection programme on the therapeutic skills of experienced cognitive-behavioural therapists. Clinical Psychology and Psychotherapy
Plain numerical DOI: 10.1002/cpp.1884
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“The need for effective training methods for enhancing cognitive-behavioural therapist competency is not only relevant to new therapists but also to experienced therapists looking to retain and further enhance their skills. self-practice/self-reflection (sp/sr) is a self-experiential cognitive-behavioural therapy (cbt) training programme, which combines the experience of practicing cbt methods on oneself with structured reflection on the implications of the experience for clinical practice. in order to build on previous qualitative studies of sp/sr, which have mainly focused on trainee cbt therapists, the aim of the current study was to quantify the impact of sp/sr on the therapeutic skills of an experienced cohort of cbt therapists. fourteen cbt therapists were recruited to participate in an sp/sr programme specifically adapted for experienced therapists. in the context of a quasi-experimental design including multiple baselines within a single-case methodology, therapists provided self-ratings of technical cognitive therapy skill and interpersonal empathic skill at four critical time points: baseline, pre-sp/sr and post-sp/sr and follow-up. analysis of programme completers (n=7) indicated that sp/sr enhances both technical skill and interpersonal therapeutic skill. further intention-to-treat group (n=14) analyses including both those who left the programme early (n=3) and those who partially completed the programme (n=4) added to the robustness of findings with respect to technical cognitive therapy skills but not interpersonal empathic skills. it was concluded that sp/sr, as a training and development programme, could offer an avenue to further therapeutic skill enhancement in already experienced cbt therapists. key practitioner message: it was possible to quantify the positive impact of a self-practice/self-reflection (sp/sr) training and development programme within a cohort of experienced cognitive-behavioural (cbt) therapists. through sp/sr, experienced cbt therapists can further enhance their self-perceived therapeutic skills in two key domains; technical cognitive therapy skills and interpersonal empathic skill. further sp/sr studies should aim to incorporate objective measurement of therapeutic skill, ideally from more than one rating source.”
Martinez, M. A.. (2015). Engaging aspiring educational leaders in self-reflection regarding race and privilege. Reflective Practice
Plain numerical DOI: 10.1080/14623943.2015.1095727
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“Self-reflection is a vital tool that can be used in the preparation of aspiring school leaders to ensure they can equitably serve the increasingly racially, culturally, linguistically and economically diverse students in schools. when coupled with social justice pedagogy, reflection can also serve as a means of gauging student resistance, growth and understanding of issues of race and privilege. in this study, written self-reflections from educational leadership students exposed to social justice pedagogy were examined, revealing varying degrees of resistance in the form of intense emotions, distancing and opposition for some, and changes in mindset for others. students also began interrogating their own assumptions, practices and the equity-oriented theories presented. findings reiterate the utility and need for social justice pedagogy that includes self-reflection in the preparation and continued professional development of educational leaders.”
Xu, X.. (2018). The role of self-reflection in facilitating cross-cultural adaptation as self-formation—a self-reflective diary approach. Reflective Practice
Plain numerical DOI: 10.1080/14623943.2018.1539661
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“A passive adjustment paradigm of cross-cultural adaptation for international students has long been challenged by notions that endorse adaptation as a personal development process rife with positive experiences. a self-formation paradigm recently proposed by marginson is one of the salient proposals. insightful as it is, there is insufficient empirical testing of its validity. this paper aims to lend some empirical support to the notion of self-formation by analysing the author’s personal experiences when navigating her overseas study trajectory as an international phd student. a self-reflective diary approach was used to probe into two diary entries, which were experienced by the author as critical incidents. each entry was analysed holistically referring to theoretical underpinnings in self-reflection and a self-formation paradigm. analyses gave prominence to the primacy of multiplicity employed as the tool for self-formation, and they also communicated the involvement of another tool, hybridity, in this formation. this study corroborates that self-consciousness of self-change is embedded in the author’s self-reflection, through which the author’s cultural sensitivity is enhanced, aiding in smoothing over the author’s cross-cultural adaptation.”
Fernández-Álvarez, H., Castañeiras, C., & Wyss, G.. (2015). Commentary on Three Articles on Self-practice/Self-reflection in Cognitive-Behavioural Therapy. Australian Psychologist
Plain numerical DOI: 10.1111/ap.12156
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“The commentary embraces three valuable contributions to the development of professional practice: (a) engagement with self-practice/self-reflection as a professional self-development: the role of therapist beliefs; (b) spontaneous self-practice of cognitive-behavioural therapy (cbt) by aboriginal counsellors during and following cbt training: a retrospective analysis of the facilitating conditions and impact; (c) developing metacompetence in low intensity cbt interventions: evaluating a self-practice/self-reflection programme for experienced low intensity cbt practitioners. each article provides different perspectives of the self-practice and self-reflection benefits for efficient therapy and their use as powerful resources in therapeutic training skills in general and cbt in particular. conclusions of their contributions close the commentary.”
Li, G., Jin, Y., Zhang, T., & Wu, Y.. (2019). Finding the vanished self: Perspective modulates neural substrates of self-reflection in Buddhists. Neuroscience Letters
Plain numerical DOI: 10.1016/j.neulet.2019.04.024
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“Asians’ self-views are flexible and influenced by short-term situational and long-term cultural factors. due to the long-term religious cultural influence of chinese buddhism, buddhists showed no self-advantage in behavioral and neural level in many previous studies. however, it is unclear whether chinese buddhists really have no self-awareness or self-concept. the beliefs of illusionary self and thinking of others first might suggest that the self of buddhists comes from others’ perspective. the present study examined the self of buddhists in first- and third-person perspective through the self-referential processing paradigm, comparing the behavioral and neural difference when they make self-, friend- and famous-judgment. the behavioral data showed that there were no different recognition ratios between self-, friend-, and famous-processing for participants in first- and third-person perspective. however, the neural results showed that people in third-person perspective group showed significant difference between self- and famous-processing in ventral medial prefrontal cortex, whereas people in first-person perspective group did not show any significant difference in activation between self-, friend-, and famous-processing in these regions. these findings suggested that buddhists have self-referential processing only in third-person perspective, not in first-person perspective. this study provides neuroimaging evidence for the influence of perspective on buddhists’ self-reflection, and provide empirical evidence supporting and extending culture as situated cognition model of asia by considering perspective factor.”
Arruda, C. T.. (2016). Constitutivism and the Self-Reflection Requirement. Philosophia (United States)
Plain numerical DOI: 10.1007/s11406-016-9744-5
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“Constitutivists explicitly emphasize the importance of self-reflection for rational agency. interestingly enough, there is no clear account of how and why self-reflection plays such an important role for these views. my aim in this paper is to address this underappreciated problem for constitutivist views and to determine whether constitutivist self-reflection is normatively oriented. understanding its normative features will allow us to evaluate a potential way that constitutivism may meet its purported metaethical promise. i begin by showing why constitutivism, as exemplified by korsgaard’s and velleman’s respective views, takes self-reflection to be a constitutive feature of rational agency. closer examination of this claim suggests three underappreciated problems for the constitutivist’s apparent reliance on self-reflection. first, we have no picture of the specific role that self-reflection plays. second, it is unclear in what sense it is a requirement for full-fledged agency and, thereby, for self-constitution. third, it is not clear whether it has any necessary normative features, even given the often cited moral normativity associated with constitutivism. in §1, i will address the first and second questions. §2 will be dedicated to considering the third question.”
Brebels, L., de Cremer, D., Sedikides, C., & van Hiel, A.. (2013). Self-Focus and Procedural Fairness: The Role of Self-Rumination and Self-Reflection. Social Justice Research
Plain numerical DOI: 10.1007/s11211-013-0180-4
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“This article examined the differential role of self-rumination and self-reflection on the psychological influence of procedural fairness. study 1 induced self-rumination and self-reflection relative to an outward-focused control. self-rumination increased the perceived importance of procedural fairness, whereas self-reflection decreased it. study 2, assessing individual differences in self-rumination and self-reflection, showed that a standard procedural fairness manipulation (voice vs. no voice) predicted future interaction preferences with the enactment source among those high (but not low) in self-rumination and among those low (but not high) in self-reflection. the findings validate a multiple process approach to understanding the role of the self in procedural fairness. © 2013 springer science+business media new york.”
Dimaggio, G., Vanheule, S., Lysaker, P. H., Carcione, A., & Nicolò, G.. (2009). Impaired self-reflection in psychiatric disorders among adults: A proposal for the existence of a network of semi independent functions. Consciousness and Cognition
Plain numerical DOI: 10.1016/j.concog.2009.06.003
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“Self-reflection plays a key role in healthy human adaptation. self-reflection might involve different capacities which may be impaired to different degrees relatively independently of one another. variation in abilities for different forms of self-reflection are commonly seen as key aspects of many adult mental disorders. yet little has been written about whether there are different kinds of deficits in self-reflection found in mental illness, how those deficits should be distinguished from one another and how to characterize the extent to which they are interrelated. we review clinical and experimental literature and suggest four different forms of deficits in self-reflection: (a) sense of ownership of one’s own thoughts and actions, (b) emotional awareness, (c) distinction between fantasy and reality and (d) the integration of a range of different views of oneself and others. we propose how these different impairments in self-reflection are linked with one another. © 2009 elsevier inc. all rights reserved.”
Zhang, L., Opmeer, E. M., Ruhé, H. G., Aleman, A., & Van Der Meer, L.. (2015). Brain activation during self- and other-reflection in bipolar disorder with a history of psychosis: Comparison to schizophrenia. NeuroImage: Clinical
Plain numerical DOI: 10.1016/j.nicl.2015.04.010
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“Objectives reflecting on the self and on others activates specific brain areas and contributes to metacognition and social cognition. the aim of the current study is to investigate brain activation during self- and other-reflection in patients with bipolar disorder (bd). in addition, we examined whether potential abnormal brain activation in bd patients could distinguish bd from patients with schizophrenia (sz). methods during functional magnetic resonance imaging (fmri), 17 bd patients, 17 sz patients and 21 healthy controls (hcs) performed a self-reflection task. the task consisted of sentences divided into three conditions: self-reflection, other-reflection and semantic control. results bd patients showed less activation in the posterior cingulate cortex (pcc) extending to the precuneus during other-reflection compared to hcs (p = 0.028 fwe corrected on cluster-level within the regions of interest). in sz patients, the level of activation in this area was in between bd patients and hcs, with no significant differences between patients with sz and bd. there were no group differences in brain activation during self-reflection. moreover, there was a positive correlation between the pcc/precuneus activation during other-reflection and cognitive insight in sz patients, but not in bd patients. conclusions bd patients showed less activation in the pcc/precuneus during other-reflection. this may support an account of impaired integration of emotion and memory (evaluation of past and current other-related information) in bd patients. correlation differences of the pcc/precuneus activation with the cognitive insight in patients with bd and sz might reflect an important difference between these disorders, which may help to further explore potentially distinguishing markers.”
Grossmann, I., Dorfman, A., Oakes, H., Santos, H. C., Vohs, K. D., & Scholer, A. A.. (2021). Training for Wisdom: The Distanced-Self-Reflection Diary Method. Psychological Science
Plain numerical DOI: 10.1177/0956797620969170
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“How can people wisely navigate social conflict? two preregistered longitudinal experiments (study 1: canadian adults; study 2: american and canadian adults; total n = 555) tested whether encouraging distanced (i.e., third-person) self-reflection would help promote wisdom. both experiments measured wise reasoning (i.e., intellectual humility, open-mindedness about how situations could unfold, consideration of and attempts to integrate diverse viewpoints) about challenging interpersonal events. in a month-long experiment (study 1), participants used either a third- or first-person perspective in diary reflections on each day’s most significant experience. compared with preintervention assessments, assessments made after the intervention revealed that participants reflecting in the third person showed a significant increase in wise reasoning about interpersonal challenges. these effects were statistically accounted for by shifts in diary-based reflections toward a broader self-focus. a week-long experiment (study 2) replicated the third-person self-reflection effect on wise reasoning (vs. first-person and no-pronoun control conditions). these findings suggest an efficient and evidence-based method for fostering wise reasoning.”
Rao, N., & Menon, S.. (2016). A heuristic model linking yoga philosophy and self-reflection to examine underlying mechanisms of add-on yoga treatment in schizophrenia. International Review of Psychiatry
Plain numerical DOI: 10.1080/09540261.2016.1194259
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“Preliminary evidence suggests efficacy of yoga as add-on treatment for schizophrenia, but the underlying mechanism by which yoga improves the symptoms of schizophrenia is not completely understood. yoga improves self-reflection in healthy individuals, and self-reflection abnormalities are typically seen in schizophrenia. however, whether yoga treatment improves impairments in self-reflection typically seen in patients with schizophrenia is not examined. this paper discusses the potential mechanism of yoga in the treatment of schizophrenia and proposes a testable hypothesis for further empirical studies. it is proposed that self-reflection abnormalities in schizophrenia improve with yoga and the neurobiological changes associated with this can be examined using empirical behavioural measures and neuroimaging measures such as magnetic resonance imaging.”
Anderson, D., & Yamashita, S.. (2020). My Identity in the Garden–Self Reflections of Expatriates’ Garden Visits. Journal of Museum Education
Plain numerical DOI: 10.1080/10598650.2020.1732597
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“Botanic and public gardens attract a significant number of people throughout the world who visit these spaces for a wide variety of reasons. notwithstanding, the study of visitor experiences in such spaces is a much under-researched foci in the fields of museum education and visitor studies. this exploratory study examined the reflective experiences of expatriates, who were foreign exchange students from japan living in canada, after a visit to a culturally familiar public space of a traditional japanese garden. the study reveals the considerable power of such spaces and experiences in terms of these visitors’ reported mental restoration, self-reflection of their own identities, and identification of attributes of their own journeys as foreigners living abroad. these outcomes speak to the capacities of such spaces to be both emotionally transformative and learning experiences of the self for people groups who are uniquely contextually situated in time, place, and life-cycle.”
Herwig, U., Kaffenberger, T., Schell, C., Jäncke, L., & Brühl, A. B.. (2012). Neural activity associated with self-reflection. BMC Neuroscience
Plain numerical DOI: 10.1186/1471-2202-13-52
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“Background: self-referential cognitions are important for self-monitoring and self-regulation. previous studies have addressed the neural correlates of self-referential processes in response to or related to external stimuli. we here investigated brain activity associated with a short, exclusively mental process of self-reflection in the absence of external stimuli or behavioural requirements. healthy subjects reflected either on themselves, a personally known or an unknown person during functional magnetic resonance imaging (fmri). the reflection period was initialized by a cue and followed by photographs of the respective persons (perception of pictures of oneself or the other person).results: self-reflection, compared with reflecting on the other persons and to a major part also compared with perceiving photographs of one-self, was associated with more prominent dorsomedial and lateral prefrontal, insular, anterior and posterior cingulate activations. whereas some of these areas showed activity in the ‘ other’ -conditions as well, self-selective characteristics were revealed in right dorsolateral prefrontal and posterior cingulate cortex for self-reflection; in anterior cingulate cortex for self-perception and in the left inferior parietal lobe for self-reflection and -perception.conclusions: altogether, cingulate, medial and lateral prefrontal, insular and inferior parietal regions show relevance for self-related cognitions, with in part self-specificity in terms of comparison with the known-, unknown- and perception-conditions. notably, the results are obtained here without behavioural response supporting the reliability of this methodological approach of applying a solely mental intervention. we suggest considering the reported structures when investigating psychopathologically affected self-related processing. © 2012 herwig et al.; licensee biomed central ltd.”
Lyke, J. A.. (2009). Insight, but not self-reflection, is related to subjective well-being. Personality and Individual Differences
Plain numerical DOI: 10.1016/j.paid.2008.09.010
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“This investigation tested the hypotheses that (1) individuals with higher levels of insight would be both happier and more satisfied with their lives than those with lower levels and (2) that an interaction between self-reflection and insight would affect both happiness and life satisfaction. participants (n = 208) were community members who completed four self-report instruments. they were divided into three groups according to their self-reflection (sre) and insight scores. then a 3 (sre) × 3 (insight) mancova was performed on satisfaction with life (swls) and subjective happiness (shs) after controlling for age and psychological distress. results indicated that insight was significantly positively associated with swls and shs, but sre was not. the interaction between sre and insight was also not significant. univariate analyses indicated that participants with the highest levels of insight were both significantly more satisfied with their lives and happier than participants with medium or low levels of insight, but the medium and low insight groups did not differ significantly from each other on either swls or shs. implications for future research are discussed. © 2008 elsevier ltd. all rights reserved.”
Mead, S., Spencer, K., & Kidman, L.. (2016). Video self-reflection and coach development in New Zealand. Asia-Pacific Journal of Health, Sport and Physical Education
Plain numerical DOI: 10.1080/18377122.2016.1196113
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“Drawing on data from semi-structured interviews with new zealand coaches (n = 6), this study examined how video self-reflection (vsr) was perceived as a tool for learning within ‘on-going’ coach development. this study also looked to determine the potential barriers experienced by coaches before engaging in vsr. each participant was a performance coach (as identified by the nz coach development framework (cdf)) with 5+ years coaching experience and had recently (in the previous 12 months) participated in a coach development program that aligned with sport nz’s cdf. five main themes emerged from the data; coaches had a positive perception of the benefits of vsr, a desire to engage in vsr but did not prioritise the time, logistical concerns, a fear of self-confrontation and evidence of knowledge for ‘modern’ coaching development. findings indicated that coaches valued vsr as a tool for learning; however, the lack of exposure and experience in the process meant coaches did not value the practise enough to dedicate specific time towards it. this study provides an evidence-base that can be used to support national governing bodies coach development frameworks, and the modification of content to encourage the use of vsr as a tool for learning.”
Peng, F., Labelle, V. C., Picard, R. W., & Yue, E. C.. (2018). A trip to the moon: Personalized animated movies for self-reflection. In Conference on Human Factors in Computing Systems – Proceedings
Plain numerical DOI: 10.1145/3173574.3173827
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“Self-tracking physiological and psychological data poses the challenge of presentation and interpretation. insightful narratives for self-tracking data can motivate the user towards constructive self-reflection. one powerful form of narrative that engages audience across various culture and age groups is animated movies. we collected a week of self-reported mood and behavior data from each user and created in unity a personalized animation based on their data. we evaluated the impact of their video in a randomized control trial with a nonpersonalized animated video as control. we found that personalized videos tend to be more emotionally engaging, encouraging greater and lengthier writing that indicated self-reflection about moods and behaviors, compared to non-personalized control videos.”
Moffett, L. A.. (2009). Directed Self-Reflection Protocols in Supervision. Training and Education in Professional Psychology
Plain numerical DOI: 10.1037/a0014384
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“Directed self reflection is an ancillary supervisory method that an experienced therapist can use to prepare a novice therapist for clinical work with an unfamiliar patient population, modality, or setting. first, the supervisor generates a list of questions that address issues known to be problematic for many trainees in a specific clinical site. prior to contact with patients, the supervisee reflects upon the questions and privately writes answers as a means of priming him or her for potential challenges and further discussion. an example of a self-reflection protocol is discussed, and suggestions are given for constructing protocols for specific clinical settings. © 2009 american psychological association.”
Zimmerman, B. J., Moylan, A., Hudesman, J., White, N., & Flugman, B.. (2011). Enhancing self-reflection and mathematics achievement of at-risk urban technical college students. Psychological Test and Assessment Modeling
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“A classroom-based intervention study sought to help struggling learners respond to their academic grades in math as sources of self-regulated learning (srl) rather than as indices of personal limita- tion. technical college students (n = 496) in developmental (remedial) math or introductory col- lege-level math courses were randomly assigned to receive srl instruction or conventional in- struction (control) in their respective courses. srl instruction was hypothesized to improve stu- dents’ math achievement by showing them how to self-reflect (i.e., self-assess and adapt to aca- demic quiz outcomes) more effectively. the results indicated that students receiving self-reflection training outperformed students in the control group on instructor-developed examinations and were better calibrated in their task-specific self-efficacy beliefs before solving problems and in their self- evaluative judgments after solving problems. self-reflection training also increased students’ pass- rate on a national gateway examination in mathematics by 25% in comparison to that of control students.”
Haarhoff, B., Gibson, K., & Flett, R.. (2011). Improving the quality of cognitive behaviour therapy case conceptualization: The role of self-practice/self-reflection. Behavioural and Cognitive Psychotherapy
Plain numerical DOI: 10.1017/S1352465810000871
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“Background: cbt case conceptualization is considered to be a key competency. prior to the publication in 2009 of kuyken, padesky and dudley’s book, little has been documented concerning methods for training conceptualization skills and the conceptualization process is usually perceived as predominantly an intellectual process. in this paper, the declarative-procedural-reflective model of therapist skill acquisition provides a route to understanding how different kinds of knowledge systems can be integrated to enhance therapist skill acquisition. method: sixteen recent graduates of a postgraduate diploma in cognitive behaviour therapy worked independently through a self-practice/self-reflection workbook designed to lead them through a series of cbt interventions commonly used to elicit the information required for a cbt conceptualization. results: the participants self-reflections were thematically analyzed and uncovered the following inter-related themes: increased theoretical understanding of the cbt model, self-awareness, empathy, conceptualization of the therapeutic relationship, and adaptation of clinical interventions and practice. conclusions: a tentative conclusion reached, based on the self-reflections of the participants, was that targeted self-practice/self-reflection enhanced case conceptualization skill by consolidating the declarative, procedural and reflective systems important in therapist skill acquisition. © british association for behavioural and cognitive psychotherapies 2011.”
Ridley, S.. (2015). A Question of Identity: Mirrors as a Tool for Self-Reflection. Journal of Creativity in Mental Health
Plain numerical DOI: 10.1080/15401383.2014.980926
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“Having a strong sense of self can be a protective factor in resisting peer pressure and involvement in negative behaviors and a determining factor in the formation of one’s coping skills and resiliency to life’s challenges. this qualitative pilot study of high school freshman students (n = 337) consisted of responses to an exhibition of mirrors decorated around the question of identity. the four themes revealed in students’ self-reflection were: (a) image of self, positive or negative; (b) multiple self(ves); (c) embodied hope; and (d) lack of identity. results indicated that mirrors have the potential to create connections on sensitive issues and concerns and that mirrors aid in the process of self-reflection. discussion of the results, limitations, and areas for future research are addressed.”
Joksimović, S., Dowell, N., Gašević, D., Mirriahi, N., Dawson, S., & Graesser, A. C.. (2019). Linguistic characteristics of reflective states in video annotations under different instructional conditions. Computers in Human Behavior
Plain numerical DOI: 10.1016/j.chb.2018.03.003
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“Video-based self-reflection and annotation is receiving increasing attention within the education literature. the importance of such technologies in education relate, in part, to the interactive nature and functionality these tools bring to aid learning engagement. in particular, these tools are well aligned with the need to promote and develop student meta-cognitive skills through the use of self-reflection activities. however, in the context of video-based learning environments, the nature of a students’ self-reflective process is not well understood. we attempt to address this gap in the literature in two main ways. first, we developed a coding instrument to assess the depth of a students’ self-reflection captured through the use of a video annotation tool. we then explored the linguistic and discourse properties of the student self-reflections using coh-metrix, a theoretically grounded computational linguistics facility. the adopted approach applies comprehensive analysis of language and discourse features associated with the specificity of students’ internal self-feedback, which is externalized as self-reflections in video annotations. the results suggest that levels of self-reflection have characteristically different linguistic properties, and these differences align with the underlying cognitive mechanisms associated with distinct reflective activities. the paper provides a detailed discussion of the findings in the context of the theoretical, methodological, and practical implications associated with video-based self-reflection and video annotation.”
Freeston, M. H., Thwaites, R., & Bennett-Levy, J.. (2019). “Courses for Horses”: Designing, adapting and implementing self practice/self-reflection programmes. Cognitive Behaviour Therapist
Plain numerical DOI: 10.1017/S1754470X19000138
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“Self-practice/self-reflection (sp/sr) has been proposed both as an adjunct to therapy training programmes, and also as a means for therapist development among experienced therapists. research suggests it develops aspects of knowledge and skill that may not be addressed through other training methods. with increasing interest in sp/sr, a growing evidence base regarding both participant benefits and potential risks from sp/sr, and the development of sp/sr programmes across a range of therapeutic modalities, we argue it is timely to identify a set of principles that can guide the design, adaptation and implementation of sp/sr programmes. at this stage, there is little empirical evidence to guide trainers wishing to implement sp/sr in different contexts. accordingly, these principles have been derived from reflection on developing, testing and implementing sp/sr programmes as well as on other training and supervisory experience. the first set of principles detailed in section 1 draw on various theories of learning and development and frame the processes involved, the next principles speak to the content of sp/sr programmes, and the final principles address structure. within section 2, the principles are then considered for their practical implications. in section 3, the sharing of what are initially private self-reflections is then considered together with some implications for sp/sr programmes, especially when there is assessment involved. we argue that sp/sr will continue to progress with well-designed standard programmes, careful implementation, thoughtful adaptation, ongoing innovation, and especially more evaluation.key learning aims (1)to understand the principles for designing, adapting and implementing sp/sr programmes that are drawn from theory and from the authors’ experience of developing and implementing sp/sr programmes over the last 20 years.(2)to understand the possible factors that guide the processes, content and structure of sp/sr programmes.(3)to understand how best to maximize effective engagement and learning (and limit harm) when planning or implementing an sp/sr programme.”
Dimaggio, G., Lysaker, P. H., Carcione, A., Nicolò, G., & Semerari, A.. (2008). Know yourself and you shall know the other… to a certain extent: Multiple paths of influence of self-reflection on mindreading. Consciousness and Cognition
Plain numerical DOI: 10.1016/j.concog.2008.02.005
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“Social and neurocognitive research suggests that thinking about one’s own thinking and thinking about the thinking of others-termed ‘mindreading’, ‘metacognition’, ‘social cognition’ or ‘mentalizing’ are not identical activities. the ability though to think about thinking in the first person is nevertheless related to the ability to think about other’s thoughts in the third person. unclear is how these phenomena influence one another. in this review, we explore how self-reflection and autobiographical memory influence the capacity to think about the thoughts and emotions of others. we review studies suggesting that the more individuals are able to reflect on and retrieve episodes from their life narratives, the more they are likely to grasp others’ thoughts and emotions. we discuss evidence supporting this possibility including studies of the neurocognitive bases of empathy and self-awareness and how different aspects of self-reflection may impact on mindreading. we also draw from clinical reports how improved self-reflection may result in a more nuanced mindreading, namely persons suffering from schizophrenia and narcissistic personality disorder. we finally discuss the implications for research and practice and consider whether there are conditions in which the reverse is true, where self-reflection might impair mindreading or in which mindreading may facilitate self-reflection. © 2008 elsevier inc. all rights reserved.”
Takano, K., & Tanno, Y.. (2009). Self-rumination, self-reflection, and depression: Self-rumination counteracts the adaptive effect of self-reflection. Behaviour Research and Therapy
Plain numerical DOI: 10.1016/j.brat.2008.12.008
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“Self-focused attention has adaptive and maladaptive aspects: self-reflection and self-rumination [trapnell, p. d., & campbell, j. d. (1999). private self-consciousness and the five-factor model of personality: distinguishing rumination from reflection. journal of personality and social psychology, 76, 284-304]. although reflection is thought to be associated with problem solving and the promotion of mental health, previous researches have shown that reflection does not always have an adaptive effect on depression. authors have examined the causes behind this inconsistency by modeling the relationships among self-reflection, self-rumination, and depression. one hundred and eleven undergraduates (91 men and 20 women) participated in a two-time point assessment with a 3-week interval. statistical analysis with structural equation modeling showed that self-reflection significantly predicted self-rumination, whereas self-rumination did not predict self-reflection. with regard to depression, self-reflection was associated with a lower level of depression; self-rumination, with a higher level of depression. the total effect of self-reflection on depression was almost zero. this result indicates that self-reflection per se has an adaptive effect, which is canceled out by the maladaptive effect of self-rumination, because reflectors are likely to ruminate and reflect simultaneously. © 2008 elsevier ltd. all rights reserved.”
Knapp, S., Gottlieb, M. C., & Handelsman, M. M.. (2017). Enhancing professionalism through self-reflection. Professional Psychology: Research and Practice
Plain numerical DOI: 10.1037/pro0000135
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“In this article we review the actions that psychologists can take to improve their ability to self-reflect. these activities include building professional networks, engaging in personal psychotherapy, taking part in continuing education, soliciting feedback from patients and colleagues, participating in balint groups, engaging in expressive writing, and learning mindfulness skills. these activities may be most effective if they involve interactions with other people, expand the amount of information that psychologists receive, and are conducted in a spirit of openness to new experiences.”
Shi, Z., & Han, S.. (2018). Distinct effects of reminding mortality and physical pain on the default-mode activity and activity underlying self-reflection. Social Neuroscience
Plain numerical DOI: 10.1080/17470919.2017.1329165
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“Behavioral research suggests that reminding both mortality and negative affect influences self-related thoughts. using functional magnetic resonance imaging (mri), we tested the hypothesis that reminders of mortality and physical pain decrease brain activity underlying self-related thoughts. three groups of adults underwent priming procedures during which they answered questions pertaining to mortality, physical pain, or leisure time, respectively. before and after priming, participants performed personality trait judgments on oneself or a celebrity, identified the font of words, or passively viewed a fixation. the default-mode activity and neural activity underlying self-reflection were identified by contrasting viewing a fixation vs. font judgment and trait judgments on oneself vs. a celebrity, respectively. the analyses of the pre-priming functional mri (fmri) data identified the default-mode activity in the posterior cingulate cortex (pcc), ventral medial prefrontal cortex (mpfc), and parahippocampal gyrus, and the activity underlying instructed self-reflection in both the ventral and dorsal regions of the mpfc. the analyses of the post-priming fmri data revealed that, relative to leisure time priming, reminding mortality significantly reduced the default-mode pcc activity, and reminding physical pain significantly decreased the dorsal mpfc activity during instructed self-reflection. our findings suggest distinct neural underpinnings of the effect of reminding morality and aversive emotion on default-mode and instructed self-reflection.”
Franks, T. M.. (2016). Purpose, Practice, and (Discovery) Process: When Self-Reflection Is the Method. Qualitative Inquiry
Plain numerical DOI: 10.1177/1077800415603394
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“This article represents a collection of discoveries influenced by academic mentors, insightful research methods courses, and personal introspection that together demonstrate how i have come to make sense of, and apply self-reflection as a methodological practice of qualitative inquiry. to begin, i share a sequence of brief narrative excerpts, influenced by the scholarship of dr. h. l. ‘bud’ goodall, that demonstrates the self-reflexive writing process as narrative inquiry. i position my story as a reflexive piece of comedy writing (and eventual performance) alongside historical narratives of diverse death rituals to demonstrate how the process of self-reflection makes complex cultural knowledge accessible to both authors and readers. next, i explore the meaning of self-reflection as method—its purpose, characteristics, and formal and informal practices. the article concludes with a short discussion of the rewards of self-reflection as qualitative inquiry to researchers and audiences alike.”
Heisterkamp, B.. (2019). Self-Reflection and Communication: Experiences in Social Justice and Compassion. Western Journal of Communication
Plain numerical DOI: 10.1080/10570314.2019.1600010
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“This essay is the presidential address delivered at the 90th annual western states communication association convention. i argue that mindfulness and the practice of self-reflection that accompanies mindful living is linked to the interests of communication scholars. the self-reflection that mindfulness cultivates provides tools for engaging in social justice, encourages awareness of unconscious biases, and connects us with both students and colleagues through compassionate communication.”
Stein, D., & Grant, A. M.. (2014). Disentangling the relationships among self-reflection, insight, and subjective well-being: The role of dysfunctional attitudes and core self-evaluations. Journal of Psychology: Interdisciplinary and Applied
Plain numerical DOI: 10.1080/00223980.2013.810128
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“Central to many psychological schools of thought is the notion that self-reflection leads to self-insight which, in turn, leads to enhanced well-being. however, empirical research has found that although self-insight is typically associated with well-being, self-reflection is frequently not associated with self-insight or well-being. past attempts to understand this conundrum have tended to focus on the role of ruminative self-refection. using a different approach this study investigates the roles of dysfunctional attitudes and positive core self-evaluations. using data from 227 participants, two key findings are reported: first, dysfunctional attitudes suppress the relationship between self-reflection and self-insight; and second, positive core self-evaluations mediate the relationship between self-insight and subjective well-being. these two findings imply that a path exists from self-reflection to subjective well-being through self-insight and positive core self-evaluations. this path model was found to be a good fit. implications for future research and positive psychological practice are discussed. © 2014 taylor and francis group, llc.”
Wang, H. H., Chen, H. T., Lin, H. S., & Hong, Z. R.. (2017). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research and Development
Plain numerical DOI: 10.1080/07294360.2016.1176999
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“This quasi-experimental study examined the effects of a self-reflection intervention on college (college in this article refers to university-level education) students’ positive thinking, learning motivation and self-regulation in taiwan. one hundred and two college students were selected to participate in an 18-week intervention forming the experimental group (eg) which emphasized providing main lecture, role-play, self-reflection activity, group discussion and group work. another 179 college students from two other courses were selected as a comparison group. this study showed that supportive, resourced discussion with peers and instructor, self-reflection activities and assignment as a facilitative agent improved the eg students’ positive thinking, learning motivation and self-regulation. in addition, three structural equation models revealed that positive thinking had a strong and direct relation to taiwanese college students’ pretest learning motivation (β =.85) and self-regulation (β =.77); learning motivation had a strong and direct relation to students’ pretest positive thinking (β =.86) and self-regulation (β =.81); and self-regulation had a strong and direct relation to students’ pretest positive thinking (β =.83) and learning motivation (β =.86). instructional implications and research recommendations are discussed.”
Naeimi, L., Abbaszadeh, M., Mirzazadeh, A., Sima, A., Nedjat, S., & Mortaz Hejri, S.. (2019). Validating self-reflection and insight scale to measure readiness for self-regulated learning. Journal of Education and Health Promotion
Plain numerical DOI: 10.4103/jehp.jehp_101_19
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“BACKGROUND: professional behavior of physicians is under scrutiny by medical associations, media, and patients; therefore, medical students are expected to be self-directed learners rather than the passive ones. one of the useful strategies for professional development and life-long learning of students is self-regulated learning. self-regulation concept and lifelong learning commitment are in the heart of medical practice. therefore, this study aimed to evaluate the validity of self-reflection and insight scale (sris) to inspect the medical students’ readiness for self-regulation. materials and methods: sris was translated according to the sousa and rojjanasrirat guideline. to examine the reliability and validity evidence of the scale, 136 medical students from tehran university of medical sciences completed the questionnaire. internal consistency and intraclass correlation were used to examine the reliability evidence, as well as qualitative content validity, and confirmatory factor analysis and exploratory factor analysis (efa) were used to examine the construct validity of the scale. results: the content validity of the scale was verified. cronbach’s alpha and the interclass correlation coefficient value for the four-factor model was 0.87 and 0.79, respectively. goodness-of-fit indices displayed acceptable and poor values (p = 0.0001, χ2 = 373.51, df = 167, root mean square error of approximation = 0.096, standardized root mean square residual = 0.12). efa was conducted; a well-structured model was achieved through the efa. the new four-factor model was extracted as the best model by performing efa. conclusion: sris persian version is saturated with four factors and has desirable content validity and constructs reliability.”
PORTER, J.. (2019). Why You Should Make Time for Self-Reflection (Even If You Hate Doing It).. Harvard Business Review
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“The author discusses the importance of self-reflection among business leaders and executives, and argues that many such leaders do not engage in self-reflection because they misunderstand the process of self-reflection, do not enjoy the process, and/or do not like or agree with the results of self-reflection. the article presents advice for the self-reflection process including scheduling time for it, identifying significant questions or problems, and asking for assistance.”
Sacco, K. K., & Amende, K. E.. (2020). Use of Creative Means for Expressive Self-Reflection among Counselors-in-Training. Journal of Creativity in Mental Health
Plain numerical DOI: 10.1080/15401383.2020.1776185
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“Counselor educators utilize self-reflection practices to assist students’ growth and development across the course of their counseling program. self-reflection can serve as a means to increase awareness, enhance student learning, and promote growth. traditionally, self-reflection has been facilitated by the use of written reflections; however, creative means in self-reflection can help increase student engagement and deepen the degree of insight and awareness gained. a variety of creative methods for self-reflection will be discussed within this article alongside cultural and ethical implications for counselor educators. the authors provide a comprehensive case study to infuse the literature base with suggestions for practical application.”
Matshaka, L.. (2021). Self-reflection: A tool to enhance student nurses’ authenticity in caring in a clinical setting in South Africa. International Journal of Africa Nursing Sciences
Plain numerical DOI: 10.1016/j.ijans.2021.100324
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“Background: self-reflection is a useful tool that can benefit student nurses and patients. it enables the student nurses to develop self-knowledge and awareness of their strengths and weaknesses, and assists them in becoming authentic when providing nursing care to patients. a reflective student nurse is empowered not to dwell on negative experiences and negative thoughts, but to look beyond hurdles and seek positivity and be of value to their patient. purpose: to determine the impact of self-reflection in enhancing student nurses’ authenticity in caring. design and methods: a quantitative, descriptive, and cross-sectional research design with a purposive sampling method was employed. the researcher obtained ethical clearance from a higher education institution in south africa, and respondents provided voluntary informed consent for their participation in the study. respondents were student nurses in their third- and fourth-year level of study. data were collected through a survey method using a self-administered, standardised, five-facet mindfulness questionnaire. results: the results showed that 69.74% of student nurses perceived themselves as able to reflect before reacting. the average mean for this facet was (n = 2.93), and the average standard deviation was (n = 0.949). it was determined that 69.74% of the student nurses found the mindfulness facet ‘non-reaction to inner experiences’ true to them. conclusions: student nurses’ quality of reflection must be nurtured and cultivated to enhance their caring nature. reflective learning for student nurses at higher education institutions is recommended to facilitate caring, and self-reflection should be a habitual practice in the clinical area.”
Gale, C., & Schröder, T.. (2014). Experiences of self-practice/self-reflection in cognitive behavioural therapy: A meta-synthesis of qualitative studies. Psychology and Psychotherapy: Theory, Research and Practice
Plain numerical DOI: 10.1111/papt.12026
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“Background. self-practice/self-reflection is a valuable training strategy which involves therapists applying therapeutic techniques to themselves, and reflecting on the process. purpose. to undertake a meta-synthesis of qualitative studies exploring therapists’ experiences of self-practice/self-reflection in cognitive behavioural therapy (cbt). this would integrate, and interpret, the current literature in order to develop a new understanding, and contribute to the development of cbt training programmes. methods. the meta-synthesis encompassed three distinct phases: undertaking a comprehensive and systematic literature search; critically appraising the papers; and synthesising the data using the meta-ethnographic method. results. the literature search identified 378 papers, ten met the criteria for inclusion. after critical appraisal, all were included in the synthesis. the synthesis identified 14 constructs, which fell into three broad categories: ‘experience of self-practice/self-reflection’; ‘outcomes of self-practice/self-reflection’; and ‘implications for training’. this synthesis found that self-practice allows therapists to put themselves into their clients’ shoes, experiencing the benefits that therapy can bring but also the problems that clients can run in to. this experience increases therapists’ empathy for their clients, allowing them to draw on their own experiences in therapy. as a result, therapists tend to feel both more confident in themselves and more competent as a therapist. the self-practice/self-reflection process was facilitated by reflective writing and working with others, particularly peers. conclusions. self-practice/self-reflection is a valuable training strategy in cbt, which has a range of beneficial outcomes. it can also be used as a means of continuing personal and professional development.”
Wang, Z., Liu, D., & Cai, S.. (2019). Self-reflection and employee creativity: The mediating role of individual intellectual capital and the moderating role of concern for face. Chinese Management Studies
Plain numerical DOI: 10.1108/CMS-09-2018-0683
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“Purpose: this paper aims to examine the effect of self-reflection on employee creativity in china. the authors identify individual intellectual capital (iic) as a mediator and concerns for face as a moderator for this relationship. design/methodology/approach: a sample of 351 dyads of full-time employees and their immediate supervisors from various chinese companies were surveyed. regression analysis and structural equation modeling were used to test the research model. findings: three dimensions of self-reflection significantly affect iic and subsequently lead to employee creativity; iic mediates the relationship between three dimensions of self-reflection and employee creativity; concern for face negatively moderates the effect of iic on employee creativity. practical implications: managers can facilitate employees’ creativity by motivating them to conduct self-reflection and develop iic, and by nurturing a safe atmosphere that allows individuals to take risks without losing face. originality/value: this is one of the first empirical studies to investigate the mediating effects of iic and the moderating effects of concerns for face on the relationship between self-reflection and creativity.”
Yusuff, K. B.. (2015). Does self-reflection and peer-assessment improve Saudi pharmacy students’ academic performance and metacognitive skills?. Saudi Pharmaceutical Journal
Plain numerical DOI: 10.1016/j.jsps.2014.11.018
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“Background: the patient-centered focus of clinical pharmacy practice which demands nuanced application of specialized knowledge and skills targeted to meeting patient-specific therapeutic needs warrant that the training strategy used for pharmd graduates must empower with the ability to use the higher level cognitive processes and critical thinking effectively in service delivery. however, the historical disposition to learning in the middle east and among saudi students appeared heavily focused on rote memorization and recall of memorized facts. objectives: to assess the impact of active pedagogic strategies such as self-reflection and peer assessment on pharmacy students’ academic performance and metacognitive skills, and evaluate students’ feedback on the impact of these active pedagogic strategies on their overall learning experience. method: an exploratory prospective cohort study was conducted among 4th year students at the college of clinical pharmacy, king faisal university, saudi arabia to assess the impact of self-reflection and peer-assessment in a semester-wide assessment tasks in two compulsory first semester 4th year courses (therapeutics-3 and pharmacoeconomics). an end-of-course evaluation survey with a pre-tested 5-item open-ended questionnaire was also conducted to evaluate students’ feedback on the impact of active pedagogic strategies on their overall learning experience. result: male students (study group) constituted 40.7% of the cohort while 59.3% were females (control group) with mean. ±. sd age of 23.2. ±. 5.6 and 22.1. ±. 4.9. years respectively. the mean. ±. sd scores for quizzes, mid-term and final exams, and the overall percentage pass were significantly higher in the study group for both courses (. p<. 0.001). the majority of the students in the study group opined that the exposure to active pedagogic strategies enabled them to improve their use of critical thinking, facilitated deeper engagement with their learning and improved their clinical decision-making and discussion skills. conclusion: the use of active pedagogic strategies such as self-reflection and peer-assessment appeared to significantly improve examination performance, facilitate deep and constructive engagement with learning and fostered students’ confidence in the use of critical thinking and clinical decision-making.”
Ćurčić-Blake, B., van der Meer, L., Pijnenborg, G. H. M., David, A. S., & Aleman, A.. (2015). Insight and psychosis: Functional and anatomical brain connectivity and self-reflection in Schizophrenia. Human Brain Mapping
Plain numerical DOI: 10.1002/hbm.22955
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“Impaired insight into illness, associated with worse treatment outcome, is common in schizophrenia. insight has been related to the self-reflective processing, centred on the medial frontal cortex. we hypothesized that anatomical and functional routes to and from the ventromedial prefrontal cortex (vmpfc) would differ in patients according to their degree of impaired insight. forty-five schizophrenia patients and 19 healthy subjects performed a self-reflection task during fmri, and underwent diffusion tensor imaging. using dynamic causal modelling we observed increased effective connectivity from the posterior cingulate cortex (pcc), inferior parietal lobule (ipl), and dorsal mpfc (dmpfc) towards the vmpfc with poorer insight and decrease from vmpfc to the ipl. stronger connectivity from the pcc to vmpfc during judgment of traits related to self was associated with poorer insight. we found small-scale significant changes in white matter integrity associated with clinical insight. self-reflection may be influenced by synaptic changes that lead to the observed alterations in functional connectivity accompanied by the small-scale but measurable alterations in anatomical connections. our findings may point to a neural compensatory response to an impairment of connectivity between self-processing regions. similarly, the observed hyper-connectivity might be a primary deficit linked to inefficiency in the component cognitive processes that lead to impaired insight. we suggest that the stronger cognitive demands placed on patients with poor insight is reflected in increased effective connectivity during the task in this study. hum brain mapp 36:4859-4868, 2015.”
Aşkun, D., & Çetin, F.. (2017). Turkish Version of Self-Reflection and Insight Scale: A Preliminary Study for Validity and Reliability of the Constructs. Psychological Studies
Plain numerical DOI: 10.1007/s12646-017-0390-1
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“The current study aims to explore the validity and reliability characteristics of the self-reflection and insight scale originally developed by grant et al. (soc behav pers 30(8):821–836, 2002). the study includes two convenience samples, comprising a total of 659 university students. the test–retest reliability study was carried out in a private university in istanbul. the validity study was carried out in a state university that is located in samsun, a city in the black sea region of turkey. both schools recruit students coming from various regions in turkey. the results revealed a 10-item scale as a better fit compared to the original 20-item scale. the presence of both subfactors self-reflection and insight were confirmed. the cronbach’s alpha for the whole scale was.70,.80 for the self-reflection and.65 for the insight subscales. the convergent and discriminant validity analyses revealed a negative relationship between private self-consciousness and insight scores, positive relationship between self-reflection and social anxiety plus external locus of control. there was no significant relationship between private self-consciousness and self-reflection scores. a negative relationship was found between insight and public self-consciousness, a positive relationship between mindfulness and insight scores, and finally a nonsignificant relationship between narcissism and insight scores.”
Desrochers, M., Zhang, J., Caron, S., & Steinmiller, J.. (2019). An Experimental Comparison of the Effect of Teacher Versus Self-Evaluation/Self-Reflection Feedback on College Students’ Behavioral Observation Skills. Journal of Behavioral Education
Plain numerical DOI: 10.1007/s10864-018-09313-6
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“An experimental investigation of the effectiveness of two types of feedback on college students’ acquisition of behavioral observation skills was conducted. special education and psychology students completed two training assignments involving behavioral observations of students engaging in problem behavior. depending on the condition to which they were randomly assigned, participants experienced either teacher or self-evaluation/self-reflection feedback immediately after each assignment was completed. participants in the teacher feedback condition scored higher on the post-training assignments and viewed it more positively than those in the self-evaluation/self-reflection condition. additional research is needed to identify the relevant variables contributing to effective teacher feedback since it is a frequent component of instructional situations.”
Toros, K., & LaSala, M. C.. (2019). Child protection workers’ understanding of the meaning and value of self-reflection in Estonia. Reflective Practice
Plain numerical DOI: 10.1080/14623943.2019.1588718
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“This article describes an exploratory qualitative study in estonia that focuses on how child protection workers (n = 93) perceive and understand the meaning and value of self-reflection. participants discussed self-reflection in the context of self-analysis, motivation to improve professional performance, negative self-appraisal, and feedback from peers and clients. the findings highlight the workers’ emphasis on self-perceived weaknesses, reflecting estonian cultural norms which eschew self-praise and focus on deficits rather than strengths and possibilities. self-reflection was mainly associated with a cognitive process, namely learning from the experience. this study underscores the need to guide and encourage child protection workers to adopt and apply systematic and possibly less critical self-reflection so that they can strengthen their decision-making process to promote the well-being of children and their families in the child welfare system.”
Grech, J.. (2021). Critical self-reflection for nurse educators: Now more than ever!. Teaching and Learning in Nursing
Plain numerical DOI: 10.1016/j.teln.2020.09.001
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“The dynamic healthcare world and increased demands on nurses call for a parallel shift in nursing education that is optimally geared toward effectiveness. just as student nurses are taught to reflect on their practice to effectively meet clients’ needs, educators also need to be well versed in self-reflection to enhance their teaching methods. self-reflection is the deliberate consideration of experiences, which when guided by the literature helps an individual gain insight and improve practice. educators should not only opt for personal reflection but should also seek the views of their students and peers. self-reflection becomes critical when it goes beyond mere reflection, questioning teaching assumptions, and addressing their social and political context. given the remarked benefits of using self-reflection in education, and the current covid-19 global repercussions which have urged faculties to try alternative methods of teaching, a concise guide to self-reflection is hereby provided for use by nurse educators.”
Greenberg, K. B., & Baldwin, C.. (2016). Use of a Self-Reflection Tool to Enhance Resident Learning on an Adolescent Medicine Rotation. Journal of Adolescent Health
Plain numerical DOI: 10.1016/j.jadohealth.2016.04.002
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“Purpose adolescent medicine (am) educators in pediatric residency programs are seeking new ways to engage learners in adolescent health. this mixed-methods study presents a novel self-reflection tool and addresses whether self-reflection enhanced residents’ perception of the value of an adolescent rotation, in particular, its relevance to their future practice. methods the self-reflection tool included 17 likert scale items on residents’ comfort with the essential tasks of adolescent care and open-ended questions that promoted self-reflection and goal setting. semi-structured, postrotation interviews encouraged residents to discuss their experiences. likert scale data were analyzed using descriptive statistics, and interview notes and written comments on the self-reflection tool were combined for qualitative data analysis. results residents’ pre–to post–self-evaluations showed statistically significant increases in comfort with most of the adolescent health care tasks. four major themes emerged from our qualitative analysis: (1) the value of observing skilled attendings as role models; (2) the comfort gained through broad and frequent adolescent care experiences; (3) the career relevance of am; and (4) the ability to set personally meaningful goals for the rotation. conclusions residents used the self-reflection tool to mindfully set goals and found their am education valuable and relevant to their future careers. our tool helped make explicit to residents the norms, values, and beliefs of the hidden curriculum applied to the care of adolescents and helped them to improve the self-assessed quality of their rapport and communications with adolescents. we conclude that a structured self-reflection exercise can enhance residents’ experiences on an am rotation.”
Eng, C. J., & Pai, H. C.. (2015). Determinants of nursing competence of nursing students in Taiwan: The role of self-reflection and insight. Nurse Education Today
Plain numerical DOI: 10.1016/j.nedt.2014.11.021
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“Background: a nursing practicum course is critical to strengthening the nursing competence of nursing students. research has found that practice stress and coping behaviors can have either a negative or positive influence on the learning and practice performance of nursing students. nevertheless, there are few evidence-based studies related to the relationship between self-reflection and insight and nursing competence in taiwanese nursing students. objective: to test the determinants and the effect of self-reflection and insight on nursing competence in nursing students during the first 2 months of their practice experience. design: cross-sectional and correlational research designs were employed. methods: from september to november 2013, a total of 312 nursing students at a junior college in southern taiwan served as participants in this study. four questionnaires were used to collect data: self-reflection and insight scale (sris), perceived stress scale (pss), coping behavior inventory (cbi), and holistic nursing competence scale (hncs). the research model was evaluated through structural equation modeling (sem), with the use of the partial least squares (pls) method. results: results indicated that self-reflection and insight, practice stress, and practice coping behavior were statistically significantly associated with nursing competence. in addition, self-reflection and insight were significantly and positively associated with practice coping behavior and negatively associated with practice stress. students’ coping behavior partially mediates the effect of self-reflection and stress on nursing competence. overall, these variables explained 39.4% of the variance in these students’ nursing competence. conclusion: self-reflection and insight affected nursing competence during the practice period. these variables have not only had a direct influence on nursing competence but also an indirect effect through the mediating effect of coping behavior and stress.”
Kross, E., Duckworth, A., Ayduk, O., Tsukayama, E., & Mischel, W.. (2011). The effect of self-distancing on adaptive versus maladaptive self-reflection in children. Emotion
Plain numerical DOI: 10.1037/a0021787
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“Although children and adolescents vary in their chronic tendencies to adaptively versus maladaptively reflect over negative feelings, the psychological mechanisms underlying these different types of self-reflection among youngsters are unknown. we addressed this issue in the present research by examining the role that self-distancing plays in distinguishing adaptive versus maladaptive self-reflection among an ethnically and socioeconomically diverse sample of fifth-grade public schoolchildren. children were randomly assigned to analyze their feelings surrounding a recent anger-related interpersonal experience from either a self-immersed or self-distanced perspective. they then rated their negative affect and described in writing the stream of thoughts they experienced when they analyzed their feelings. children’s stream-of-thought essays were content analyzed for the presence of recounting statements, reconstruing statements, and blame attributions. path analyses indicated that children who analyzed their feelings from a self-distanced perspective focused significantly less on recounting the ‘hot,’ emotionally arousing features of their memory (i.e., what happened to me?) and relatively more on reconstruing their experience. this shift in thought content-less recounting and more reconstruing-led children in the self-distanced group to blame the other person involved in their recalled experience significantly less, which in turn led them to display significantly lower levels of emotional reactivity. these findings help delineate the psychological mechanisms that distinguish adaptive versus maladaptive forms of self-reflection over anger experiences in children. their basic findings and clinical implications are discussed. © 2011 american psychological association.”
Gerace, A., Day, A., Casey, S., & Mohr, P.. (2017). “I think, you think”: Understanding the importance of self-reflection to the taking of another person’s perspective. Journal of Relationships Research
Plain numerical DOI: 10.1017/jrr.2017.8
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“This article reviews current knowledge about how the tendency to reflect on personal experience is related to the tendency to take another’s perspective. while it is well established that self-reflection leads to a greater understanding of one’s own emotions, cognitions, and behaviours, the extent to which it is associated with understanding others is less well understood, despite the implications of this for the development of more effective interventions to improve empathy. the types of self-reflection that are used in clinical and psychotherapeutic interventions are used to illustrate the possibilities here, and ways in which clinicians may increase their own self-reflection are also considered.”
van der Meer, L., Costafreda, S., Aleman, A., & David, A. S.. (2010). Self-reflection and the brain: A theoretical review and meta-analysis of neuroimaging studies with implications for schizophrenia. Neuroscience and Biobehavioral Reviews
Plain numerical DOI: 10.1016/j.neubiorev.2009.12.004
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“Several studies have investigated the neural correlates of self-reflection. in the paradigm most commonly used to address this concept, a subject is presented with trait adjectives or sentences and asked whether they describe him or her. functional neuroimaging research has revealed a set of regions known as cortical midline structures (cms) appearing to be critically involved in self-reflection processes. furthermore, it has been shown that patients suffering damage to the cms, have difficulties in properly evaluating the problems they encounter and often overestimate their capacities and performance. building on previous work, a meta-analysis of published fmri and pet studies on self-reflection was conducted. the results showed that two areas within the medial prefrontal cortex (mpfc) are important in reflective processing, namely the ventral (v) and dorsal (d) mpfc. in this paper a model is proposed in which the vmpfc is responsible for tagging information relevant for ‘self’, whereas the dmpfc is responsible for evaluation and decision-making processes in self- and other-referential processing. finally, implications of the model for schizophrenia and lack of insight are noted. © 2009 elsevier ltd.”
Yip, K. S.. (2006). Self-reflection in reflective practice: A note of caution. British Journal of Social Work
Plain numerical DOI: 10.1093/bjsw/bch323
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“In reflective practice, social work students are encouraged to undergo self-reflection. it is a process of self-analysis, self-evaluation, self-dialogue and self-observation. under appropriate conditions, social workers’ self-reflection can be very constructive, resulting in self-enhancement. however, under inappropriate conditions, social workers’ self-reflection in reflective practice can be destructive and create problems for their professional and self-development.”
Yun, M. R., Shin, N., Kim, H., Jang, I. S., Ha, M. J., & Yu, B.. (2020). Effects of School-Based Meditation Courses on Self-Reflection, Academic Attention, and Subjective Well-Being in South Korean Middle School Students. Journal of Pediatric Nursing
Plain numerical DOI: 10.1016/j.pedn.2020.05.002
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“Purpose: the purpose of this study was to examine the effects of school-based meditation courses on middle school students’ self-reflection, academic attention (ability to focus in classrooms), and subjective well-being. design and methods: the research design was a nonequivalent group comparison (n = 163) with pretest and post-test. the experimental group (n = 81) was given an eight-week meditation course and the control group (n = 82) was given other elective courses such as calligraphy and reading. results: the experimental group showed significant increases in self-reflection (t = 2.536, p =.012) and academic attention (t = 2.767, p =.006), but subjective well-being did not increase significantly (t = 0.906, p =.367). life satisfaction was the only subcomponent of subjective well-being that increased significantly (t = 2.438, p =.016); the other subjective well-being subcomponents did not show any significant changes. conclusions: self-reflection and academic attention significantly increased in middle school students after an eight-week meditation course. even though changes in subjective well-being were not significant, one of its subcomponents (life satisfaction) did show significant improvement. self-reflection and subjective well-being were shown to be influential factors for academic attention (48.5% of the variance explained). practice implications: this study is meaningful in that it examined positive benefits of a meditation course in middle school students and explored the feasibility of such a course in a school system.”
Travers, C. J., Morisano, D., & Locke, E. A.. (2015). Self-reflection, growth goals, and academic outcomes: A qualitative study. British Journal of Educational Psychology
Plain numerical DOI: 10.1111/bjep.12059
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“Background: goal-setting theory continues to be among the most popular and influential theories of motivation and performance, although there have been limited academic applications relative to applications in other domains, such as organizational psychology. aims: this paper summarizes existing quantitative research and then employs a qualitative approach to exploring academic growth via an in-depth reflective growth goal-setting methodology. sample: the study focuses on 92 uk final-year students enrolled in an elective advanced interpersonal skills and personal development module, with self-reflection and growth goal setting at its core. method: qualitative data in the form of regular reflective written diary entries and qualitative questionnaires were collected from students during, on completion of, and 6 months following the personal growth goal-setting programme. results: about 20% of students’ self-set growth goals directly related to academic growth and performance; students reported that these had a strong impact on their achievement both during and following the reflective programme. growth goals that were indirectly related to achievement (e.g., stress management) appeared to positively impact academic growth and other outcomes (e.g., well-being). a follow-up survey revealed that growth goal setting continued to impact academic growth factors (e.g., self-efficacy, academic performance) beyond the reflective programme itself. conclusions: academic growth can result from both academically direct and indirect growth goals, and growth goal setting appears to be aided by the process of simultaneous growth reflection. the implications for promoting academic growth via this unique learning and development approach are discussed.”
So, S. H. wai, Bennett-Levy, J., Perry, H., Wood, D. H., & Wong, C. wing. (2018). The Self-Reflective Writing Scale (SRWS): a new measure to assess self-reflection following self-experiential cognitive behaviour therapy training. Reflective Practice
Plain numerical DOI: 10.1080/14623943.2018.1536652
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“It has been hypothesized that capacity for reflection is a key metacognitive skill in therapist development. however, the measurement of reflection in psychotherapy has proved problematic. the primary purpose of the present study has been to develop a theory-based measure of reflection, the self-reflective writing scale (srws). the srws encompasses measures of personal-self reflection (ps) and therapist-self reflection (ts). the development of the srws is described. reliability and validity of the srws were assessed in the context of a self-practice/self-reflection (sp/sr)cognitive behavioural therapy training program where clinical psychology students practiced therapy techniques on themselves and reflected on the experience. trainers’ co-ratings of the srws reached an acceptable level of inter-rater reliability. as a test of criterion-related validity, the association between students’ reflective skill and an independent rating of their interpersonal skills was examined. as predicted, the level of therapist-self reflectivity was positively correlated with interpersonal skills in the therapeutic context. however, personal-self reflectivity was negatively correlated with students’ interpersonal skills. we suggest a possible explanation for this apparently surprising result. although these tests of reliability and validity are preliminary and the results are modest, it is suggested that the srws holds promise as a measure of therapists’ reflective ability.”
Pai, H. C., Ko, H. L., Eng, C. J., & Yen, W. J.. (2017). The mediating effect of self-reflection and learning effectiveness on clinical nursing performance in nursing students: A follow-up study. Journal of Professional Nursing
Plain numerical DOI: 10.1016/j.profnurs.2017.01.003
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“The effectiveness of simulation learning and the effects of anxiety in the simulated situation have been understudied. in addition, research on the association between learning effectiveness and students’ clinical care performance in the hospital setting is very limited in taiwan. the aim of this study is to examine the mediating effect of self-reflection and simulation learning effectiveness on the clinical nursing performance of nursing students. a prospective, longitudinal, and correlational design was used. the study was conducted from december 2014 to july 2015. participants were 293 nursing students in southern taiwan. a structural model was specified and tested using partial least squares structural equation modeling to examine the relationships between the variables. the results revealed that the model was robust in terms of its measurement quality (reliability, validity, and goodness of fit), with the data’s explaining 38.3% of variance in nursing competence. as self-reflection and learning effectiveness were added into the structural model, the effect of anxiety on nursing competence was still significant, but the regression coefficient (β) estimate of − 0.41 (p < 0.05) changed to β = − 0.15 (p < 0.050),indicating that self-reflection and learning effectiveness mediated the relationship between anxiety and nursing competence. nursing competence was negatively affected by anxiety and positively affected by self-reflection (β = 0.49, p < 0.05) and simulation learning effectiveness (β = 0.10, p < 0.05). the teacher’s encouraging learning can have a positive influence on students’ self-reflection and learning effectiveness, which then decreases the effect of anxiety on nursing competence and further promotes students’ clinical care ability.”
Wu, Y., Wang, C., He, X., Mao, L., & Zhang, L.. (2010). Religious beliefs influence neural substrates of self-reflection in Tibetans. Social Cognitive and Affective Neuroscience
Plain numerical DOI: 10.1093/scan/nsq016
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“Previous transcultural neuroimaging studies have shown that the neural substrates of self-reflection can be shaped by different cultures. there are few studies, however, on the neural activity of self-reflection where religion is viewed as a form of cultural expression. the present study examined the self-processing of two chinese ethnic groups (han and tibetan) to investigate the significant role of religion on the functional anatomy of self-representation. we replicated the previous results in han participants with the ventral medial prefrontal cortex and left anterior cingulate cortex showing stronger activation in self-processing when compared with other-processing conditions. however, no typical self-reference pattern was identified in tibetan participants on behavioral or neural levels. this could be explained by the minimal subjective sense of ‘I-ness’ in tibetan buddhists. our findings lend support to the presumed role of culture and religion in shaping the neural substrate of self. © the author (2010). published by oxford university press. for permissions, please email: journals.permissions@oxfordjournals.org.”
Costa, P., Castaño-Muñoz, J., & Kampylis, P.. (2021). Capturing schools’ digital capacity: Psychometric analyses of the SELFIE self-reflection tool. Computers and Education
Plain numerical DOI: 10.1016/j.compedu.2020.104080
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“Results from self-reflection tools for schools’ digital capacity can lead to evidence-based decisions within the school community and/or the development of an action plan for a better integration of digital technologies. thus, it is important that the information derived from self-reflection tools is complete, accurate, and relevant. however, usually self-reflection tools do not show evidence of the quality of the information provided. in this paper, we focus on selfie, a new, comprehensive, and customisable self-reflection tool for schools’ digital capacity, and we analyse the quality of the information that it provides. in particular, we look at discrimination and difficulty item parameters (using item response theory), we analyse the reliability (using cronbach’s alpha and omega) and the construct validity (using confirmatory factor analysis) of its core items. we find support for the tool quality and conclude that schools using selfie are provided with accurate information on their digital capacity. additionally, we discuss ideas for further improving the tool and future research work. the innovative design of the selfie tool and the psychometric analyses of its core items are a novelty in the field of schools’ digital capacity and can provide insights for the development of self-reflection tools for school communities.”
Costa, P., Castaño-Muñoz, J., & Kampylis, P.. (2021). Capturing schools’ digital capacity: Psychometric analyses of the SELFIE self-reflection tool. Computers and Education
Plain numerical DOI: 10.1016/j.compedu.2020.104080
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“Results from self-reflection tools for schools’ digital capacity can lead to evidence-based decisions within the school community and/or the development of an action plan for a better integration of digital technologies. thus, it is important that the information derived from self-reflection tools is complete, accurate, and relevant. however, usually self-reflection tools do not show evidence of the quality of the information provided. in this paper, we focus on selfie, a new, comprehensive, and customisable self-reflection tool for schools’ digital capacity, and we analyse the quality of the information that it provides. in particular, we look at discrimination and difficulty item parameters (using item response theory), we analyse the reliability (using cronbach’s alpha and omega) and the construct validity (using confirmatory factor analysis) of its core items. we find support for the tool quality and conclude that schools using selfie are provided with accurate information on their digital capacity. additionally, we discuss ideas for further improving the tool and future research work. the innovative design of the selfie tool and the psychometric analyses of its core items are a novelty in the field of schools’ digital capacity and can provide insights for the development of self-reflection tools for school communities.”
ACEVEDA, S.. (2020). VIDEO-AIDED SELF-REFLECTION A PEDAGOGICAL TOOL IN TEACHING BIOLOGY. IOER International Multidisciplinary Research Journal
Plain numerical DOI: 10.5281/zenodo.3768699
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“Advancement and evolution of different kinds of gadgets, mobile phones, laptops and computers are highly appreciated by most of the students today. these become effective tools to enhance their motivation and active engagement inside the classroom. however, these also change the continuity of lesson because students confine themselves in using gadgets and playing mobile games at home. decline in students’ performance becomes visible. in educational system where technology cannot be withdrawn, an intensive effort of a teacher to integrate it constructively can revamp technology as an effective tool for learning. with this explosive space of change and development, the researcher decided to check out the effectiveness of video as a tool for learning in a form of video-aided self-reflection in teaching biology. the study used quasi-experimental research design. the participants of this study were 100 grade 8 students from two different sections handled by the researcher in the school year 2018-2019. a researcher-made pre-test was steered out to the controlled group and experimental group at the beginning of the fourth quarter. controlled group used traditional means of self-reflection while the experimental group used video-aided self-reflection. at the end of the quarter the same test was administered to both controlled and experimental group. mean, standard deviation and t-test were used as statistical tools to navigate the results of the study. findings revealed that both groups showed differences in their score implying that they had different level of performance in biology after the utilization of video-aided self-reflection. this revealed that the use of video-aided self-reflection was an effective pedagogical tool in teaching biology.”
Samaie, G., & Farahani, H. A.. (2011). Self-compassion as a moderator of the relationship between rumination, self-reflection and stress. In Procedia – Social and Behavioral Sciences
Plain numerical DOI: 10.1016/j.sbspro.2011.10.190
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“Objective: the present study aimed to examine the relationship between rumination, self-reflection and stress and to investigate the role of self-compassion as a moderator of this relationship. methods: a sample of 275 undergraduate students completed a set of reliable and valid questionnaires including measures of rumination and self-reflection (rrq), stress (dass) and self-compassion (scs). results: using a co-relational design, the study found that rumination had a significant positive association with stress (p = 0.001, r = 0.31) and self-reflection had a significant negative association with stress (p = 0.001, r = -0.47). moderated multiple regression analysis indicated that self-compassion significantly moderated the link between rumination and stress (δr 2 = 0.032, p = 0.001) and it also significantly moderated the relationship between self-reflection and stress (δr 2 =0.041, p = 0.001). the results indicated that sequentially 3.2 % and 4.1 % of the variance in stress could be attributable to moderating role of self-compassion in this relationship. conclusion: our findings demonstrate an association of rumination and self-reflection with stress and suggest that the association between rumination and self-reflection with stress might be moderated by self-compassion. overall, the present findings suggest that high levels of self-compassion function to attenuate the link between rumination and stress and also it functions to amplify the relationship between self-reflection and stress. © 2011 published by elsevier ltd.”
Khongput, S.. (2020). Metastrategies used by EFL students in learning English writing: Self-reflection. LEARN Journal: Language Education and Acquisition Research Network
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“This study aimed to investigate efl students’ metastrategies in learning english writing. the participants were 34 undergraduate non-english major students taking a paragraph writing course at a university in southern thailand during the semester 2/2017. text analysis method was employed. students’ self-reflection at the end of the course was analyzed to examine their metastrategies in cognitive, social, affective, and motivational domains in four phases of learning, namely, forethought, performance, self-reflection, and beyond-class. the uses of each student’s metastrategies were quantified and the content of the metastrategies was categorized and reported interpretively. the findings revealed that the students were likely to deploy a wide range of metastrategies when learning writing. cognition was found to be the most frequently used domain in all phases of task. this study suggests the students tended to be strategic learners and their self-regulatory learning tendency is likely to be influenced by the class environment where they were required to engage in cooperative learning provided with some freedom in their learning.”
Tufekcioglu, S., & Muran, J. C.. (2015). Case formulation and the therapeutic relationship: The role of therapist self-reflection and self-revelation. Journal of Clinical Psychology
Plain numerical DOI: 10.1002/jclp.22183
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“This article examines the role of the therapist’s self-reflection and self-revelation in case formulation. we believe that a collaboratively constructed case formulation must always be considered in the context of an evolving therapeutic relationship. further, self-reflection and self-revelation on the part of the therapist are critical for a more elaborate and nuanced case formulation and for understanding the patient. this highlights the importance of attunement to the here and now and the evolving therapeutic relationship. from this attunement, the therapist’s self-reflection and self-revelation can emerge further, which can lead to the patient’s personal growth and increased self-other awareness. to illustrate our point, we present an integrative, relational model in the case of a patient who has been in treatment.”
Petrulytė, A., Navaitienė, J., & Rimienė, V.. (2020). The relationships of problem-solving, anger expression and control, self-reflection and insight of prospective and in-service teachers. Pedagogika
Plain numerical DOI: 10.15823/p.2020.139.5
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“The article presents the research on relations of problem-solving, anger, self-reflection of prospective and in-service teachers. the research within the sample of lithuanian teachers disclosed positive correlations between their rationality in problem-solving, self-reflection, and anger control as well as between anger expression and emotionality in problem-solving. the regression analysis allowed stating that emotionality, rationality, need for self-reflection, and insight can help to forecast the expression of anger index.”
Pai, H. C.. (2016). An integrated model for the effects of self-reflection and clinical experiential learning on clinical nursing performance in nursing students: A longitudinal study. Nurse Education Today
Plain numerical DOI: 10.1016/j.nedt.2016.07.011
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“Background the use of clinical simulation in undergraduate nursing programs in taiwan has gradually increased over the past 5 years. previous research has shown that students’ experience of anxiety during simulated laboratory sessions influences their self-reflection and learning effectiveness. thus, further study that tracks what influences students’ clinical performance in actual clinical sites is vital. objective the aim of the study is to develop an integrated model that considers the associations among anxiety, self-reflection, and learning effectiveness and to understand how this model applies to student nurses’ clinical performance while on clinical placement. design this study used a correlational and longitudinal study design. methods the 80 nursing students, who ranged in age from 19 to 21 (mean = 20.38, sd = 0.56), were recruited from a nursing school in southern taiwan. data were collected during three phases of implementation using four questionnaires. during the first phase, the state-trait anxiety inventory (stai), simulation learning effectiveness scale (sles), and self-reflection and insight scale (sris) were used after students completed the simulation course in the school simulation laboratory. nursing students also completed the holistic nursing competence scale at 2 months (phase 2) and 4 months (phase 3) after clinical practice experience. in phase 3, students again completed the stai and sris. partial least squares (pls), a structural equation modeling (sem) procedure, was used to test the research model. results the findings showed that: (1) at the start of the simulation laboratory, anxiety had a significant negative effect on students’ simulation learning effectiveness (sle; β = − 0.14, p < 0.05) and on self-reflection with insight (sri; β = − 0.52, p < 0.01). self-reflection also had a significant positive effect on simulation learning effectiveness (β = 0.37, p < 0.01). anxiety had a significant negative effect on students’ nursing competence during the first 2 months of practice in a clinical nursing site (β = − 0.20, p < 0.01). simulation learning effectiveness and self-reflection and insight also had a significant positive effect on nursing competence during the first 2 months of practice in a clinical site (β = 0.13; β = 0.16, p < 0.05), respectively; and (2) when students practice in a clinical setting, their previous experience of nursing competence during the first 2 months of clinical care and their self-reflection an…”
Rank, J., & Gray, D. E.. (2017). The role of coaching for relationship satisfaction, self-reflection, and self-esteem: Coachees’ self-presentation ability as a moderator. Consulting Psychology Journal
Plain numerical DOI: 10.1037/cpb0000082
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“Although theoretical and applied work has emphasized the critical role of coachee personality in the coaching process, little empirical research has identified specific personality traits as moderating variables. drawing from social-psychological theories, we examined coachees’ ability to modify self-presentation, a major facet of the selfmonitoring construct, as a moderator of the relationships between executive coaching and coachees’ satisfaction with the coaching relationship, career-related self-reflection, and self-esteem. using a sample of managerial coachees who were either unemployed or at risk of becoming unemployed and who participated in a series of executive-coaching sessions, we found support for most of our hypotheses. overall coaching as well as specific coaching factors were significantly and positively associated with relationship satisfaction and self-reflection. overall coaching and transformative-learning dimensions of coaching (goal development and past reappraisal) related more strongly and positively to self-reflection among coachees high in self-presentation ability, whereas overall coaching and psychosocial dimensions of coaching (confidence enhancement and relationship building) related more strongly and positively to relationship satisfaction among coachees low in self-presentation ability. therefore, our theoretical considerations and empirical results suggest that coachees differing in self-presentation ability respond differently to coaching in general and to specific coach behaviors in particular.”
Binder, C. R., Absenger-Helmli, I., & Schilling, T.. (2015). The reality of transdisciplinarity: a framework-based self-reflection from science and practice leaders. Sustainability Science
Plain numerical DOI: 10.1007/s11625-015-0328-2
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“This paper provided results of a framework-based self-reflection process conducted by the science and the practice leaders of two transdisciplinary projects realized in co-leadership from 2011 until 2014. it analyzes from the perspectives of the science and practice leaders for the whole research process including preparation, research, and follow-up phase, the (1) transdisciplinarity component of each module (in %); (2) outputs generated (tangible and intangible); (3) relevance of output for science and practice (qualitative ranking); (4) impacts emerging from the outputs (tangible and intangible); and (5) outcomes emerging from the impacts (tangible and intangible). furthermore, the research process was reflected by practice and science project leaders and critical aspects identified. we found that first, a transdisciplinary research process might contribute to regional demands if it is carried out ‘timely.’ timeliness includes (1) the need from the perspective of the practice partners and the scientific community, (2) the willingness of the co-leaders to develop the project together, and (3) the fundamental organizational support. this was the case in our project where the results directly impacted the further development of the project. second, a truly lived co-leadership consisting of clearly defined and lived roles and responsibilities, common definition and alignment of the goals, and acceptance of the differences in needs by practice and science leads to a trustful cooperation. third, a good communication structure within the teams and between the practice and science teams allows to anticipating and overcoming problems at the practice-science interface leading to mutual learning and experience building.”
Peshkepija, A. N., Basson, M. D., Davis, A. T., Ali, M., Haan, P. S., Gupta, R. N., … Anderson, C. I.. (2017). Perioperative self-reflection among surgical residents. American Journal of Surgery
Plain numerical DOI: 10.1016/j.amjsurg.2016.12.007
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“Background we studied prevalence and predictors of meaningful self-reflection among surgical residents and with prompting/structured interventions, sought to improve/sustain resident skills. methods residents from six programs recorded 1032 narrative self-reflective comments (120 residents), using a web-based platform. if residents identified something learned or to be improved, self-reflection was deemed meaningful. independent variables pgy level, resident/surgeon gender, study site/phase1: july2014-august2015 vs. phase2: september2015-september2016) were analyzed. results meaningful self-reflection was documented in 40.6% (419/1032) of entries. pgy5’s meaningfully self-reflected less than pgy1-4’s, 26.1% vs. 49.6% (p = 0.002). in multivariate analysis, resident narratives during phase 2 were 4.7 times more likely to engage in meaningful self-reflection compared to phase1 entries (p < 0.001). iterative changes during phase2 showed a 236% increase in meaningful self-reflection, compared to phase1. conclusions surgical residents uncommonly practice meaningful self-reflection, even when prompted, and pgy5/chief residents reflect less than more junior residents. substantial/sustained improvements in resident self-reflection can occur with both training and interventions.”
Nakajima, M., Hattori, Y., & Tanno, Y.. (2015). The effect of self-reflection on depression mediated by hardiness. Shinrigaku Kenkyu
Plain numerical DOI: 10.4992/jjpsy.86.14320
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“Previous studies have shown that two types of private self-consciousness result in opposing effects on depression; one of which is self-rumination, which leads to maladaptive effect, and the other is self-reflection, which leads to an adaptive effect. although a number of studies have examined the mechanism of the maladaptive effect of self-rumination, only a few studies have examined the mechanism of the adaptive effect of self-reflection. the present study examined the process of how self-reflection affected depression adaptively. based on the previous findings, we proposed a hypothetical model assuming that hardiness acts as a mediator of self-reflection. to test the validity of the model, structural equation modeling analysis was performed with the cross-sectional data of 155 undergraduate students. the results suggest that the hypothetical model is valid. according to the present results and previous findings, it is suggested that self-reflection is associated with low levels of depression and mediated by ‘rich commitment’, one component of hardiness.”
Roy, R., & Uekusa, S.. (2020). Collaborative autoethnography: “self-reflection” as a timely alternative research approach during the global pandemic. Qualitative Research Journal
Plain numerical DOI: 10.1108/QRJ-06-2020-0054
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“Purpose: the authors’ aim in this commentary is to critically assess the potential benefits and limitations of collaborative autoethnography (cae) as a research tool to be used by qualitative researchers during this unprecedented, methodologically challenging time when physical isolation and distancing are the best strategies to prevent spread of the virus. design/methodology/approach: the authors probe into the potential of collaborative reflection on self-narrative as an alternative and perhaps timely research approach. findings: the covid-19 pandemic has altered our experiences of conventional teaching, learning and research. it is a scholarly challenging time, particularly for qualitative researchers in the social sciences whose research involves data collection methods that require face-to-face human interactions. due to the worldwide lockdowns, self-isolation and social distancing, qualitative researchers are encountering methodological difficulties in continuing with their empirical fieldwork. in such circumstances, researchers are exploring alternative methodological approaches, taking advantage of telecommunication and digital tools for remote data collection. however, the authors argue that qualitative researchers should consider utilizing self-narratives of their experiences during the pandemic as a rich source of qualitative data for further delving into the socioeconomic, political and cultural impacts of the pandemic. originality/value: the authors’ focus might be secondary in the minds of many social scientists who are directly contributing to our understanding of how the pandemic has upended communities. however, despite some limitations and ethical concerns, we urge qualitative researchers to embrace the potentials of cae to study society, especially, but not only, in this unprecedented time.”
Shrimpton, D., McGann, D., & Riby, L. M.. (2017). Daydream believer: Rumination, self-reflection and the temporal focus of mind wandering content. Europe’s Journal of Psychology
Plain numerical DOI: 10.5964/ejop.v13i4.1425
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“Current research into mind-wandering is beginning to acknowledge that this process is one of heterogeneity. following on from previous findings highlighting the role of self-focus during mind wandering, the present study aimed to examine individual differences in rumination and self-reflection and the impact such styles of self-focus may have on mind-wandering experiences. thirty-three participants were required to complete the sustained attention response task (sart), aimed at inducing mind-wandering episodes, whilst also probing the content of thought in terms of temporal focus. self-report questionnaires were also administered after the sart to measure dispositional differences in style and beliefs regarding mind-wandering and assessments of individual differences in rumination and self-reflection. those individuals with reflective self-focus showed a strong positive association with positive and constructive thoughts. critically, ruminative self focus was positively associated with a tendency for the mind to wander towards anguished fantasies, failures and aggression, but it was also positively associated with positive and constructive thoughts. furthermore, while dispositional differences in self-focus showed no relationship with the temporal perspective of thoughts when probed during a cognitive task, performance on the task itself was related to whether participants were thinking about the past, present or future during that activity. such findings are discussed in line with previous research, and provide a further step towards accounting for the heterogeneous nature of mind-wandering.”
Stefan, C. A., & Cheie, L.. (2020). Self-compassion and social anxiety in late adolescence: Contributions of self-reflection and insight. Self and Identity
Plain numerical DOI: 10.1080/15298868.2020.1861082
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“This study aimed to explore the moderating effects of self-reflection and insight in the self-compassion and social anxiety relationship. a convenience sample of 110 college students aged between 18-20 years reported on self-compassion, self-reflection and insight, as well as social anxiety symptoms. findings revealed that: (1) late adolescents with both high levels of self-compassion and self-reflection were less prone to experience social anxiety, yet those with lower self-compassion and high self-reflection reported more social anxiety symptoms; and (2) late adolescents who were both more self-compassionate and presented higher levels of insight were more protected against social anxiety. both self-reflection and insight could be relevant mechanisms for understanding how psychological interventions might generate changes in late adolescent’s social anxiety symptoms.”
Philippi, C. L., & Koenigs, M.. (2014). The neuropsychology of self-reflection in psychiatric illness. Journal of Psychiatric Research
Plain numerical DOI: 10.1016/j.jpsychires.2014.03.004
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“The development of robust neuropsychological measures of social and affective function-which link critical dimensions of mental health to their underlying neural circuitry-could be a key step in achieving a more pathophysiologically-based approach to psychiatric medicine. in this article, we summarize research indicating that self-reflection (the inward attention to personal thoughts, memories, feelings, and actions) may be a useful model for developing such a paradigm, as there is evidence that self-reflection is (1) measurable with self-report scales and performance-based tests, (2) linked to the activity of a specific neural circuit, and (3) dimensionally related to mental health and various forms of psychopathology. © 2014 elsevier ltd.”
Falon, S. L., Kangas, M., & Crane, M. F.. (2021). The coping insights involved in strengthening resilience: The Self-Reflection and Coping Insight Framework. Anxiety, Stress and Coping
Plain numerical DOI: 10.1080/10615806.2021.1910676
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“Background: recent theoretical work suggests that self-reflection on daily stressors and the efficacy of coping strategies and resources is beneficial for the enhancement of resilient capacities. however, coping insights emerging from self-reflection, and their relationship to resilient capacities, is an existing gap in our understanding. objectives: given that insights come in many forms, the objective of this paper is to delineate exemplar coping insights that strengthen the capacity for resilience. methods: after providing an overview of self-reflection and insight, we extend the systematic self-reflection model of resilience strengthening by introducing the self-reflection and coping insight framework to articulate how the emergence of coping insights may mediate the relationship between five self-reflective practices and the enhancement of resilient capacities. results: we explore the potential for coping insights to convey complex ideas about the self in the context of stressor exposure, an awareness of response patterns to stressors, and principles about the nature of stress and coping across time and contexts. conclusions: this framework adds to existing scholarship by providing a characterization of how coping insight may strengthen resilient capacities, allowing for a guided exploration of coping insight during future research.”
Thudt, A., Hinrichs, U., Huron, S., & Carpendale, S.. (2018). Self-reflection and personal physicalization construction. In Conference on Human Factors in Computing Systems – Proceedings
Plain numerical DOI: 10.1145/3173574.3173728
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“Self-reflection is a central goal of personal informatics systems, and constructing visualizations from physical tokens has been found to help people reflect on data. however, so far, constructive physicalization has only been studied in lab environments with provided datasets. our qualitative study investigates the construction of personal physicalizations in people’s domestic environments over 2-4 weeks. it contributes an understanding of (1) the process of creating personal physicalizations, (2) the types of personal insights facilitated, (3) the integration of selfreflection in the physicalization process, and (4) its benefits and challenges for self-reflection. we found that in constructive personal physicalization, data collection, construction and self-reflections are deeply intertwined. this extends previous models of visualization creation and data-driven self-reflection. we outline how benefits such as reflection through manual construction, personalization, and presence in everyday life can be transferred to a wider set of digital and physical systems.”
Pool, N. M.. (2018). Looking Inward: Philosophical and Methodological Perspectives on Phenomenological Self-Reflection. Nursing Science Quarterly
Plain numerical DOI: 10.1177/0894318418774912
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“Engaging in early and ongoing self-reflection during interpretive phenomenological research is critical for ensuring trustworthiness or rigor. however, the lack of guidelines and clarity about the role of self-reflection in this methodology creates both theoretical and procedural confusion. the purpose of this article is to describe key philosophical underpinnings, characteristics, and hallmarks of the process of self-reflection in interpretive phenomenological investigation and to provide a list of guidelines that facilitate this process. excerpts from an interpretive phenomenological study are used to illustrate characteristics of quality self-reflection. the guidelines are intended to be particularly beneficial for novice researchers who may find self-reflective writing to be daunting and unclear. facilitating use of self-reflection may strengthen both the interpretive phenomenological body of work as well as that of all qualitative research.”
Pupikova, E., Kollarova, D., & Birova, J.. (2020). Career growth of teacher of pre-primary education through self-reflection in qualification thesis. Science for Education Today
Plain numerical DOI: 10.15293/2658-6762.2001.10
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“Introduction. a nursery school teacher who aspires to achieve a higher career education degree in professional career development, a pedagogical employee with the first qualification exam, is forced by the legislation to elaborate a reflection on his/her educational activity by means of a written thesis. the professional thinking, often responsible for the quality of the processed reflection, is mainly influenced by pre-gradual preparation. according to the slovak republic legislation, the secondary or university education is accepted for the profession of a teacher of the nursery school for the first qualification exam. materials and methods. in the research about similarities and differences in pre-elementary school teachers’ self-awareness the analysis of their written self-reflection on performed activities was conducted. the participants (teachers) were asked to propose, implement and evaluate their educational activities to solve the methodological-technical problem in their individual pedagogical practice. the reflections of teachers with a high-school diploma and teachers with a university degree were analyzed. the goal was to determine and interpret the qualitative differences among participants’ self-reflections depending on their highest level of education achieved. the qualitative research strategy was utilized, while research data consisted of documents – self-reflections on activities from 12 participants with a high school diploma education and 12 participants with a university degree education. the main research method was the analysis of the documents consisting of 126 pages. in the evaluation, we also utilized quantitative indicator measures. during a content analysis of the documents, we performed qualitative open coding method. this helped us to condense the text to work with three categories – technical matters (pedagogical terminology), cause analysis (context area – interaction) and critical thinking (didactic reflection – educational impact). subsequently, axial coding helped us to compare, clarify and explain some coherence in handling the reflective competency of teachers with different education levels. results. the paper describes, evaluates, and interprets the self-reflection of teachers for pre-primary education, comparing the level of reflection processing with the achieved education using qualitative research methodology. conclusions. the results of the research showed that in both groups of participants, there is a decre…”
Pai, H. C.. (2015). The Effect of a Self-Reflection and Insight Program on the Nursing Competence of Nursing Students: A Longitudinal Study. Journal of Professional Nursing
Plain numerical DOI: 10.1016/j.profnurs.2015.03.003
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“Nurses have to solve complex problems for their patients and their families, and as such, nursing care capability has become a focus of attention. the aim of this longitudinal study was to develop a self-reflection practice exercise program for nursing students to be used during clinical practice and to evaluate the effects of this program empirically and longitudinally on change in students’ clinical competence, self-reflection, stress, and perceived teaching quality. an additional aim was to determine the predictors important to nursing competence.we sampled 260 nursing students from a total of 377 practicum students to participate in this study. a total of 245 students nurse completed 4 questionnaires, holistic nursing competence scale, self-reflection and insight scale, perceived stress scale, and clinical teaching quality scale, at 2, 4, and 6 months after clinical practice experience. generalized estimating equation models were used to examine the change in scores on each of the questionnaires. the findings showed that, at 6 months after clinical practice, nursing competence was significantly higher than at 2 and 4 months, was positively related to self-reflection and insight, and was negatively related to practice stress. nursing students’ competence at each time period was positively related to clinical teachers’ instructional quality at 4 and 6 months. these results indicate that a clinical practice program with self-reflection learning exercise improves nursing students’ clinical competence and that nursing students’ self-reflection and perceived practice stress affect their nursing competence. nursing core competencies are enhanced with a self-reflection program, which helps nursing students to improve self-awareness and decrease stress that may interfere with learning. further, clinical practice experience, self-reflection and insight, and practice stress are predictors of nursing students’ clinical competence.”
Ciorciari, J., Gountas, J., Johnston, P., Crewther, D., & Hughes, M.. (2019). A neuroimaging study of personality traits and self-reflection. Behavioral Sciences
Plain numerical DOI: 10.3390/bs9110112
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“This study examines the blood-oxygen level dependent (bold) activation of the brain associated with the four distinctive thinking styles associated with the four personality orientations of the gountas personality orientations (gpo) survey: emotion/feeling-action, material/pragmatic, intuitive/imaginative, and thinking/logical. the theoretical postulation is that each of the four personality orientations has a dominant (primary) thinking style and a shadow (secondary) thinking style/trait. the participants (n = 40) were initially surveyed to determine their dominant (primary) and secondary thinking styles. based on participant responses, equal numbers of each dominant thinking style were selected for neuroimaging using a unique fmri cognitive activation paradigm. the neuroimaging data support the general theoretical hypothesis of the existence of four different bold activation patterns, associated with each of the four thinking styles. the fmri data analysis suggests that each thinking style may have its own cognitive activation system, involving the frontal ventromedial, posterior medial, parietal, motor, and orbitofrontal cortex. the data also suggest that there is a left hemisphere relationship for the material/pragmatic and thinking/logical styles and a right activation relationship for emotional/feeling and intuitive/imaginative styles. additionally, the unique self-reflection paradigm demonstrated that perception of self or self-image, may be influenced by personality type; a finding of potentially far-reaching implications.”
Prasko, J., Mozny, P., Novotny, M., Slepecky, M., & Vyskocilova, J.. (2012). Self-reflection in cognitive behavioural therapy and supervision. Biomedical Papers
Plain numerical DOI: 10.5507/bp.2012.027
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“Objective. supervision is a basic part of training and ongoing education in cognitive behavioural therapy. self-reflection is an important part of supervision. the conscious understanding of one’s own emotions, feelings, thoughts, and attitudes at the time of their occurrence, and the ability to continuously follow and recognize them are among the most important abilities of both therapists and supervisors. the objective of this article is to review aspects related to supervision in cognitive behavioural therapy and self-reflection in the literature. methods. this is a narrative review. a literature review was performed using the pubmed, sciverse scopus, and web of science databases; additional references were found through bibliography reviews of relevant articles published prior to july 2011. the databases were searched for articles containing the following keywords: cognitive behavioural therapy, self-reflection, therapeutic relationship, training, supervision, transference, and countertransference. the review also includes information from monographs referred to by other reviews. results. we discuss conceptual aspects related to supervision and the role of self-reflection. self-reflection in therapy is a continuous process which is essential for the establishment of a therapeutic relationship, the professional growth of the therapist, and the ongoing development of therapeutic skills. recognizing one’s own emotions is a basic skill from which other skills necessary for both therapy and emotional self-control stem. therapists who are skilled in understanding their inner emotions during their encounters with clients are better at making decisions, distinguishing their needs from their clients’ needs, understanding transference and countertransference, and considering an optimal response at any time during a session. they know how to handle their feelings so that these correspond with the situation and their response is in the client’s best interest. the ability to self-reflect increases the ability to perceive other people’s inner emotions, kindles altruism, and increases attunement to subtle signals indicating what others need or want. self-reflection may be practised by the therapists themselves using traditional cognitive behavioural therapy techniques, or it may be learned in the course of supervision. if therapists are unable to recognize their own thoughts and feelings, or the effects of their attitudes in a therapeutic situation, then they are …”
Chigwedere, C., Thwaites, R., Fitzmaurice, B., & Donohoe, G.. (2019). Self-practice/self-reflection as an alternative to personal training-therapy in cognitive behavioural therapy training: A qualitative analysis. Clinical Psychology and Psychotherapy
Plain numerical DOI: 10.1002/cpp.2331
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“Introduction: the study examined the qualitative impact and credibility of self-practice/self-reflection (sp/sr). methods: nineteen participants reflected on the self-practice of cognitive behavioural therapy techniques. written reflections were analysed using inductive thematic analysis. results: two superordinate themes (a) personal-self and (b) therapist-self, with themes and subthemes emerged. conclusion: the themes found equivalents in existing goals of traditional therapists’ training-therapy. though brief, sp/sr may be a credible alternative/adjunctive training-therapy.”
Khosravani, V., Baseri, A., Kamali, Z., Mohammadzadeh, A., & Amirinezhad, A.. (2020). Direct and Indirect Effects of Behavioral Inhibition/Activation Systems on Depression and Current Suicidal Ideation Through Rumination and Self-Reflection. Archives of Suicide Research
Plain numerical DOI: 10.1080/13811118.2019.1649224
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“This study aimed to evaluate direct and indirect effects of the behavioral inhibition system (bis) and the behavioral activation system (bas) on depression and current suicidal ideation through rumination and self-reflection in a sample of suicide attempters. three hundred suicide attempters completed the rumination/reflection questionnaire (rrq), the carver and white bis/bas scales, the beck scale for suicide ideation (bssi), and the beck depression inventory–ii (bdi-ii). results revealed that the bas and bis had direct effects on suicidal ideation but not depression. low bas had an indirect effect on depression through decreased self-reflection. high bis had an indirect effect on depression via increased rumination. low bas and high bis had indirect effects on suicidal ideation through decreased self-reflection. the findings suggest that low bas and high bis may be associated with depression and suicidal ideation in suicide attempters who have decreased self-reflection and increased rumination. also, increasing self-reflection and reducing rumination as respectively adaptive and maladaptive self-focused attention strategies may prohibit depression and suicidal ideation.”
Grant, A. M., Franklin, J., & Langford, P.. (2002). The self-reflection and insight scale: A new measure of private self-consciousness. Social Behavior and Personality
Plain numerical DOI: 10.2224/sbp.2002.30.8.821
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“Private self-consciousness and the subordinate constructs of self-reflection and insight are key factors in the self-regulatory process underpinning the creation of behavior change, both in clinical practice with clinical populations, and in performance enhancing coaching with nonclinical populations. this paper reports the construction and validation of the self-reflection and insight scale (sris) which is designed to be an advance on the private self-consciousnes scale (prscs; fenigstein, scheier, & buss, 1975). previous work has found the prscs to comprise two factors, self-reflection and internal state awareness. in a series of studies two separate factor analyses found the sris comprised two separate factors labeled self-reflection (sris-sr) and insight (sris-in). ‘need for self-reflection’ and ‘engagement in self-reflection’ loaded on the same factor. test-retest reliability over a 7-week period was .77 (sris-sr) and .78 (sris-in). the prscs correlated positively with the sris-sr and negatively with the sris-in. the sris-sr correlated positively with anxiety and stress, but not with depression and alexithymia. the sris-in was negatively correlated with depression, anxiety, stress and alexithymia, and positively correlated with cognitive flexibility and self-regulation. individuals who had kept diaries had higher sris-sr scores but lower sris-in scores than did those who had not kept diaries. implications of these findings for models of self-regulation and goal attainment are discussed.”
Silvia, P. J., & Phillips, A. G.. (2011). Evaluating self-reflection and insight as self-conscious traits. Personality and Individual Differences
Plain numerical DOI: 10.1016/j.paid.2010.09.035
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“Recent years have seen several new models of individual-differences in self-consciousness. the present research evaluated self-reflection and insight as types of self-focused attention. in the self-reflection and insight model, both traits represent metacognitive individual differences that aid self-regulation. in a sample of 233 young adults, both self-reflection and insight covaried with many different self-conscious traits (public and private self-consciousness, rumination, reflection), which suggests that they crosscut past typologies. insight, but not self-reflection, covaried with many markers of affect and well-being: people high in insight had lower depression and anxiety symptoms, lower na, higher pa, and higher self-esteem. on the whole, the evidence is consistent with the self-reflection and insight model, and the findings suggest that self-reflection and insight are distinct from each other and from other self-conscious traits. © 2010 elsevier ltd.”
Johnson, S. C., Baxter, L. C., Wilder, L. S., Pipe, J. G., Heiserman, J. E., & Prigatano, G. P.. (2002). Neural correlates of self-reflection. Brain
Plain numerical DOI: 10.1093/brain/awf181
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“The capacity to reflect on one’s sense of self is an important component of self-awareness. in this paper, we investigate some of the neurocognitive processes underlying reflection on the self using functional mri. eleven healthy volunteers were scanned with echoplanar imaging using the blood oxygen level-dependent contrast method. the task consisted of aurally delivered statements requiring a yes-no decision. in the experimental condition, participants responded to a variety of statements requiring knowledge of and reflection on their own abilities, traits and attitudes (e.g. ‘i forget important things’, ‘i’m a good friend’, ’i have a quick temper’). in the control condition, participants responded to statements requiring a basic level of semantic knowledge (e.g. ‘ten seconds is more than a minute’, ’you need water to live’). the latter condition was intended to control for auditory comprehension, attentional demands, decision-making, the motoric response, and any common retrieval processes. individual analyses revealed consistent anterior medial prefrontal and posterior cingulate activation for all participants. the overall activity for the group, using a random-effects model, occurred in anterior medial prefrontal cortex (t = 13.0, corrected p = 0.05; x, y, z, 0, 54, 8, respectively) and the posterior cingulate (t = 14.7, p = 0.02; x, y, z, -2, -62, 32, respectively; 967 voxel extent). these data are consistent with lesion studies of impaired awareness, and suggest that the medial prefrontal and posterior cingulate cortex are part of a neural system subserving self-reflective thought.”
Bubnys, R.. (2019). A journey of self-reflection in students’ perception of practice and roles in the profession. Sustainability (Switzerland)
Plain numerical DOI: 10.3390/su11010194
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“The basis of the study is the findings of scientific research dealing with experiential reflections of university students studying in the special education bachelor degree study program in lithuania. the special educator is a teacher of children with special educational needs, an educational assistance specialist who is able to recognize, assess, and meet children’s special educational needs arising due to disabilities, disorders, or learning difficulties, and to professionally provide special pedagogical assistance in the conditions of inclusive and special education. in order to analyze the experience of prospective special educators who study at the university for four years, first year students were chosen. at the start of their studies at the university, in the first month of their studies, students do their practice in the institutions of the educational system: pre-school, general, and/or special education institutions. the aim of the practice is to get familiar with the subtleties of the future professional activity. it is maintained that students’ initial experience outlived at the start of studies is important and significant for further studies at the university. the article deals with the results of written reflections of students who have returned from practice. the phenomenological hermeneutics method enabled to disclose students’ experiences in their practical activities during their observational practice, providing deeper understanding of the study area, as a precondition for reflective learning in further university studies, and by interacting with participants of the (self) education process, the article presents future special educators’ practical experiences and perceptions of their roles in the profession. the results disclosed that self-reflection provides students with deeper perception of themselves as people with special educators’ needs and problems, personal strengths and competence limitations that enable them to identify sources and means for solving existing and future professional activity problems. it further reveals that cooperation with family members, university teachers, social pedagogues, teachers, children with special educational needs, sharing experiences with student colleagues could lead to greater self-confidence in oneself as a future specialist. curiosity and personal initiative enabled students to identify positive and difficult moments of the professional activity and future professional role while learni…”
Cowden, R. G., & Meyer-Weitz, A.. (2016). Self-reflection and self-insight predict resilience and stress in competitive tennis. Social Behavior and Personality
Plain numerical DOI: 10.2224/sbp.2016.44.7.1133
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“We investigated the relationships among the self-reflection and self-insight components of self-awareness, and resilience and stress in competitive south african tennis players. a sample of 175 male and 158 female athletes (mage = 29.09 years, sd = 14.00) completed the self-reflection and insight scale, the resilience scale for adults, and the stress items from the recovery-stress questionnaire for athletes. the results indicated that both self-reflection and self-insight were positively correlated with resilience, and that self-insight, but not self-reflection, was negatively correlated with stress. multivariate regression analysis revealed that self-insight was the single significant predictor of both resilience and stress. our findings provide support for the importance of self-awareness, particularly self-insight, in mitigating stress and promoting resilience among tennis athletes. the implications of engaging in self-reflective practices and attaining self-insight in terms of improved athletic performance outcomes are discussed.”
Kim, J. H., & Shin, H. S.. (2020). Effects of self-reflection-focused career course on career search efficacy, career maturity, and career adaptability in nursing students: A mixed methods study. Journal of Professional Nursing
Plain numerical DOI: 10.1016/j.profnurs.2020.03.003
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“Background: career education in nursing can affect career search efficacy, career preparation behavior, career maturity, perception of the nursing profession, and decision-making style. reflection is essential for an in-depth approach to learning, and plays an important role in professional practice as well as in improving learning. purpose: the aim is to investigate the effects of a self-reflection-focused career course, and what could improve a self-reflection-focused career course. methods: an explanatory sequential mixed methods design was used. the career search efficacy, career maturity, and career adaptability were measured three times in both the experimental and the control group. after the class ended, a focus group interview was conducted with the students in the experimental group. results: the quantitative results suggested that the self-reflection focused career course was more effective on career adaptability than the general career course (f = 4.60, p < .001). the qualitative findings supported the quantitative results and also provided new information, in which nursing students became acquainted with themselves through the self-reflection-focused career course, developed a positive mind about nursing, had realized that they were well-connected to nursing care, and that they would prepare the future nurse. conclusion: the self-reflection-focused career course was effective tools in the career development of nursing students.”
Slepcevic-Zach, P., & Stock, M.. (2018). ePortfolio as a tool for reflection and self-reflection. Reflective Practice
Plain numerical DOI: 10.1080/14623943.2018.1437399
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“The request and promotion of reflection begins with an analysis of one’s own understanding of education and learning as well as the connection of reflection and self-reflection and the competence development of students. a self-reflective attitude should be promoted early on by encouraging students to understand (reflection), to evaluate (evaluation), and, if necessary, to adapt (regulation) their own learning behavior. to encourage reflection, self-reflection, and competence development, the use of an eportfolio can provide a valuable contribution. however, the implementation process of an eportfolio for pre-service teachers remains a debated method. this research paper investigates the impact and sustainability of an eportfolio-implementation regarding students’ competence development and reflection skills in a master’s program for business education and development (bed). the survey was conducted between october 2011 and june 2014 (n = 811) and consists of six sequential questionnaires. the students assessed the positive impact on their (self-)reflection. when being asked about their most distinctive competences, students’ responses emphasize their previous eportfolio-sessions, thus indicating a positive impact of the eportfolio on students’ self-perceived competences.”
Carr, S. E., & Johnson, P. H.. (2013). Does self reflection and insight correlate with academic performance in medical students?. BMC Medical Education
Plain numerical DOI: 10.1186/1472-6920-13-113
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“Background: medical students in academic difficulty are often described as lacking insight. the self reflection and insight scale (sris) is a tool for measuring insight which has been validated in medical students. we investigated whether self reflection and insight scores correlate with academic performance in year 4 medical students from a six year undergraduate medical degree, and whether self reflection and insight changes after one year of clinical training. methods. self reflection and insight scores were measured in 162 students at the start of year 4 at the university of western australia. performance in end of year written and clinical exams was monitored and correlated with sris. seventy of the students were surveyed again at the start of year 5 to see if scores changed or were stable after one year of full time clinical training. results: we found no correlation between self reflection or insight and academic performance in written and clinical exams. there was a significant increase in recognition of the need for self reflection in year 5 compared with year 4. conclusions: while no correlation was found between this measure of self reflection and insight with academic performance, there was an increase in students’ recognition of the need for reflection after one year of clinical studies. this study is a valuable first step towards a potentially exciting research domain and warrants further longitudinal evaluation with larger cohorts of students using additional measures of achievement. © 2013 carr and johnson; licensee biomed central ltd.”
Donovan, S. J., Güss, C. D., & Naslund, D.. (2015). Improving dynamic decision making through training and self-reflection. Judgment and Decision Making
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“The modern business environment requires managers to make effective decisions in a dynamic and uncertain world. how can such dynamic decision making (ddm) improve? the current study investigated the effects of brief training aimed at improving ddm skills in a virtual ddm task. the training addressed the ddm process, stressed the importance of selfreflection in ddm, and provided 3 self-reflective questions to guide participants during the task. additionally, we explored whether participants low or high in self-reflection would perform better in the task and whether participants low or high in self-reflection would benefit more from the training. the study also explored possible strategic differences between participants related to training and self-reflection. participants were 68 graduate business students. they individually managed a computer-simulated chocolate production company called choco fine and answered surveys to assess self-reflection and demographics. training in ddm led to better performance, including the ability to solve initial problems more successfully and to make appropriate adjustments to market changes. participants’ self-reflection scores also predicted performance in this virtual business company. high self-reflection was also related to more consistency in planning and decision making. participants low in self-reflection benefitted the most from training. organizations could use ddm training to establish and promote a culture that values self-reflective decision making.”
Civitillo, S., Juang, L. P., Badra, M., & Schachner, M. K.. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education
Plain numerical DOI: 10.1016/j.tate.2018.11.002
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“This investigation examined the dynamic relation between culturally responsive teaching, teacher cultural diversity beliefs, and self-reflection on own teaching. a multiple case study with four ethnic german teachers was conducted using classroom video observations (3 lesson units x 2 raters) and post-observation interviews in a culturally and ethnically diverse high school. for these teachers there was a high congruence between culturally responsive teaching and cultural diversity beliefs. yet their degree of cultural responsiveness and their beliefs differed across teachers. the teachers who were observed to be more culturally responsive also showed elaborated patterns of self-reflection on their own teaching.”
Ractham, V. V., & Srisamran, P.. (2018). Effects of knowledge articulation and self-reflection on team performance. Knowledge Management and E-Learning
Plain numerical DOI: 10.34105/j.kmel.2018.10.012
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“The objective for this study is to investigate the impact of knowledge externalization on team performance by the study of knowledge articulation and self-reflection. multiple regression is applied for analysis of the data collected from 401 participants. the findings designate the significant positive relation between knowledge articulation and team performance. on the other hand, self-reflection is found to have negative relation with team performance. the findings also designate interaction between individual knowledge articulation and self-reflection on team performance. an individual’s knowledge articulation is found to be more effective on team performance when the individual has high self-reflection. however, the effectiveness of an individual’s knowledge articulation on team performance is prone to be less when that individual has low self-reflection.”
Karwat, D. M. A.. (2020). Self-reflection for Activist Engineering. Science and Engineering Ethics
Plain numerical DOI: 10.1007/s11948-019-00150-y
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“Many blame politicians, governments, and markets for the technically-driven problems the world faces (think war, climate change, surveillance, disinformation, and so on). but why is it that there are almost always engineers and corporations willing to design and build the technologies that cause those problems, many times in spite of knowing about the negative consequences of those technologies? i offer in this paper practical guidance on how to engage in activist engineering, the goal of which is to get engineers to step back from their work and be able to ask and have a conversation about the question, ‘What is the real problem, and does this problem “require” an engineering solution?’ building on research in the history and philosophy of engineering, and engineering ethics and education, as well as current events—all of which highlight important issues of debate within engineering practice—i provide a list of questions that engineers can start with for self-reflection to better understand their motivations for doing engineering work, and to better understand the implications of their work. the questions relate to considerations engineers must make regarding the social, environmental, economic, and peace implications of their work, and relate to alternative and non-technical interventions to the problem at hand. i believe that each engineer should, in the end, be able to answer the questions: why am i an engineer? for whose benefit do i work? what is the full measure of my moral and social responsibility?”
Johnson, M. K., Nolen-Hoeksema, S., Mitchell, K. J., & Levin, Y.. (2009). Medial cortex activity, self-reflection and depression. Social Cognitive and Affective Neuroscience
Plain numerical DOI: 10.1093/scan/nsp022
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“Using functional magnetic resonance imaging, we investigated neural activity associated with self-reflection in depressed [current major depressive episode (mde)] and healthy control participants, focusing on medial cortex areas previously shown to be associated with self-reflection. both the mde and healthy control groups showed greater activity in anterior medial cortex (medial frontal gyrus, anterior cingulate gyrus) when cued to think about hopes and aspirations compared with duties and obligations, and greater activity in posterior medial cortex (precuneus, posterior cingulate) when cued to think about duties and obligations (experiment 1). however, the mde group showed less activity than controls in the same area of medial frontal cortex when self-referential cues were more ambiguous with respect to valence (experiment 2), and less deactivation in a nonself-referential condition in both experiments. furthermore, individual differences in rumination were positively correlated with activity in both anterior and posterior medial cortex during non-self-referential conditions. these results provide converging evidence for a dissociation of anterior and posterior medial cortex depending on the focus of self-relevant thought. they also provide neural evidence consistent with behavioral findings that depression is associated with disruption of positively valenced thoughts in response to ambiguous cues, and difficulty disengaging from self-reflection when it is appropriate to do so. © the author (2009). published by oxford university press.”
Harrington, R., & Loffredo, D. A.. (2011). Insight, rumination, and Self-Reflection as predictors of well-being. Journal of Psychology: Interdisciplinary and Applied
Plain numerical DOI: 10.1080/00223980.2010.528072
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“Dispositional private self-focused attention variables such as insight, internal self-awareness (isa), and self-reflectiveness (sr) have been found to relate to well-being. the present study sought to determine which dispositional private self-focused attention variables have the most predictive power for subjective well-being as measured by the satisfaction with life scale (e. diener, r. a. emmons, r. j. larsen, s. griffin, 1985) and for a eudaemonic form of well-being as measured by the psychological well-being scale (c. d. ryff, 1989). a total of 121 college student participants completed an online version of the self-consciousness scale-revised, the rumination-reflection questionnaire, the self-reflection and insight scale, the satisfaction with life scale, and the psychological well-being scale. results of a multivariate regression analysis using the self-consciousness scale-revised’s (m. f. scheier c. s. carver, 1985) subfactors of sr and isa, the rumination-reflection questionnaire’s (p. d. trapnell j. d. campbell, 1999) subscales of rumination and reflection, and the self-reflection and insight scale’s (a. m. grant, j. franklin, p. langford, 2002) self-reflection and insight subscales revealed that the insight subscale was the only statistically significant predictor (a positive predictor) for all 6 dimensions of psychological well-being. insight was also the only significant positive predictor for satisfaction with life. the rumination subscale was a significant negative predictor for 3 dimensions of psychological well-being, and the reflection subscale was a significant positive predictor for 1 dimension. implications of dispositional self-awareness variables and their relation to dimensions of well-being are discussed. © 2011 taylor & francis group, llc.”
Crane, M. F., Searle, B. J., Kangas, M., & Nwiran, Y.. (2019). How resilience is strengthened by exposure to stressors: the systematic self-reflection model of resilience strengthening. Anxiety, Stress and Coping
Plain numerical DOI: 10.1080/10615806.2018.1506640
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“Background: exposure to demands is normally considered to drain resources and threaten wellbeing. however, studies have indicated a resilience-strengthening role for stressors. objectives: this paper introduces a unifying model, including five testable hypotheses regarding how resilience can be strengthened progressively via exposure to life-stressors. methods: we review and synthesize relevant scholarship that underpins the systematic self-reflection model of resilience-strengthening. results: the model highlights the importance of a specific meta-cognitive skill (self-reflection on one’s initial stressor response) as a mechanism for strengthening resilience. the systematic self-reflection model uniquely proposes five self-reflective practices critical in the on-going adaptation of three resilient capacities: (1) coping resources, (2) usage of coping and emotional regulatory repertoire, and (3) resilient beliefs. the self-reflective process is proposed to strengthen a person’s resilience by developing insight into their already-present capacities, the limitations of these capacities, and by stimulating the search for person-driven alternative approaches. conclusion: this model extends the existing scholarship by proposing how the experience of stressors and adversity may have resilience-strengthening opportunities. the implication of this model is that engaging with stressors can have positive consequences for longer-term healthy emotional development if scaffolded in adaptive reflective practices.”
Chen, F. F., Chen, S. Y., & Pai, H. C.. (2019). Self-reflection and critical thinking: the influence of professional qualifications on registered nurses. Contemporary Nurse
Plain numerical DOI: 10.1080/10376178.2019.1590154
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“Background: ensuring the delivery of quality care and patient safety requires that nurses improve their self-reflection and insight as well as their critical thinking. to understand the factors that influence self-reflection, insight, and critical thinking, more evidence-based research is needed. purpose: the purpose of this study was to examine whether professional qualifications (i.e. age, years of job experience, and position on the clinical ladder) would affect self-reflection and critical thinking in the experienced registered nurses (rns) group. methods: this quantitative and correlational study included 597 rns (297 novice nurses and 300 experienced nurses), recruited from one medical center hospital in central taiwan, as participants. data were collected on self-reflection and critical thinking, using the chinese-version of the self-reflection and insight scale and the taiwan critical thinking disposition inventory. a structural equation modeling approach was used to examine the relationships among variables. findings: the results showed a non-significant mean difference in self-reflection with insight scores between the two groups. experienced rns had a significantly higher mean score for critical thinking. further analysis of the data of experienced nurses revealed that self-reflection with insight significantly affected critical thinking (β = 0.24, t = 4.141, p <.001). qualifications also affected self-reflection with insight (β = 0.11, t = 1.808, p >.05) and critical thinking (β = 0.18, t = 3.143, p <.001). the correlation between qualifications and self-reflection with insight, however, was non-significant. discussion: nurses who perceived that they had greater self-reflection and insight reported more critical thinking in clinical care practice. nurses’ qualifications had more of an effect on critical thinking than on self-reflection and insight.”
Shaw, L., & Glowacki-Dudka, M.. (2019). The experience of critical self-reflection by life coaches: a phenomenological study. Coaching
Plain numerical DOI: 10.1080/17521882.2018.1489869
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“Life coaches benefitted from learning opportunities that increase their coaching effectiveness. utilising critical self-reflection activities, life coaches created a continuing professional development opportunity to heighten awareness of the impact of self on life coaching. this qualitative phenomenological study addressed the gap in understanding the experience of critical self-reflection for five certified life coaches. data were collected through the use of adapted critical incident questionnaires, journaling and semi-structured interviews. five themes emerged: (a) supportive structure and discipline, (b) increased self-awareness, (c) renewed passion, (d) tools for professional development and (e) enhanced relationships with self and others. critical self-reflection provided introspective self-analysis to enhance their coaching skills, to increase their energy for coaching sessions and to create a deeper connection with their clients. the coaches recommended that critical self-reflection be taught in professional development trainings.”
Fuentes-Claramonte, P., Martin-Subero, M., Salgado-Pineda, P., Santo-Angles, A., Argila-Plaza, I., Salavert, J., … Salvador, R.. (2020). Brain imaging correlates of self- and other-reflection in schizophrenia. NeuroImage: Clinical
Plain numerical DOI: 10.1016/j.nicl.2019.102134
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“Background: an alteration in self/other differentiation has been proposed as a basis for several symptoms in schizophrenia, including delusions of reference and social functioning deficits. dysfunction of the right temporo-parietal junction (tpj), a region linked with social cognition, has been proposed as the basis of this alteration. however, imaging studies of self- and other-processing in schizophrenia have shown, so far, inconsistent results. methods: patients with schizophrenia and healthy controls underwent fmri scanning while performing a task with three conditions: self-reflection, other-reflection and semantic processing. results: both groups activated similar brain regions for self- and other-reflection compared to semantic processing, including the medial prefrontal cortex, the precuneus and the tpj. compared to healthy subjects, patients hyperactivated the left lateral frontal cortex during self- and other-reflection. in other-reflection, compared to self-reflection, patients failed to increase right tpj activity. conclusions: altered activity in the right tpj supports a disturbance in self/other differentiation in schizophrenia, which could be linked with psychotic symptoms and affect social functioning in patients. hyperactivity of the lateral frontal cortex for self- and other-reflection suggests the presence of greater cognitive demand to perform the task in the patient group.”
Cheng, Y. C., Huang, L. C., Yang, C. H., & Chang, H. C.. (2020). Experiential learning program to strengthen self-reflection and critical thinking in freshmen nursing students during covid-19: A quasi-experimental study. International Journal of Environmental Research and Public Health
Plain numerical DOI: 10.3390/ijerph17155442
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“This article focuses on the unique needs and concerns of nursing educators and nursing students in the face of the covid-19 pandemic. during social distancing, interacting with other human beings has been restricted. this would undermine the experiential learning of nursing students. hence, it is important to develop and evaluate an experiential learning program (elp) for nursing education. a pre-test and post-test design were used. the study was conducted in a university in central taiwan. a total of 103 nursing students participated in the study from february to june 2019. the study intervention was the experiential learning program (elp), including bodily experiences and nursing activities with babies, pregnant women, and the elderly. after the intervention, the students completed the self-reflection and insight scale (sris) and taiwan critical thinking disposition inventory (tctdi) as outcome measures. an independent t-test showed that there was a significant difference between pre-test and post-test in both sris and tctdi (p < 0.01). the pearson product–moment correlation analysis showed that sris and tctdi were significantly positively correlated (p < 0.01). elp has a significant impact on the self-reflection and critical thinking of first-year nursing students, which can be used as a reference for the education of nursing students. during these turbulent times, it is especially vital for faculties to provide experiential learning instead of the traditional teaching concept.”
Van Der Meer, L., De Vos, A. E., Stiekema, A. P. M., Pijnenborg, G. H. M., Van Tol, M. J., Nolen, W. A., … Aleman, A.. (2013). Insight in schizophrenia: Involvement of self-reflection networks?. Schizophrenia Bulletin
Plain numerical DOI: 10.1093/schbul/sbs122
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“Background: impaired insight is a common feature in psychosis and an important predictor of variables such as functional outcome, prognosis, and treatment adherence. a cognitive process that may underlie insight in psychosis is self-reflection, or the conscious evaluation of one’s traits and characteristics. the current study aims to investigate the neural correlates of self-reflective processing and its relationship with insight in schizophrenia. methods: forty-seven schizophrenia patients and 21 healthy controls performed a self-reflection task in a functional magnetic resonance imaging (fmri) scanner. the tasks comprised a self-reflection, close other-reflection, and a semantic (baseline) condition. insight scores were obtained with the schedule of assessment of insight expanded. in addition, cognitive insight scores were obtained (beck cognitive insight scale [bcis]). results: schizophrenia patients demonstrated less activation in the posterior cingulate cortex in the self- and other-reflection conditions and less activation in the precuneus in the other-reflection condition compared with healthy controls. better insight was associated with greater response in the inferior frontal gyrus, anterior insula, and inferior parietal lobule during self-reflection. in addition, better cognitive insight was associated with higher activation in ventromedial prefrontal cortex during self-reflection. conclusion: in the current study, evidence for a relationship between self-reflection and insight in patients with schizophrenia was found in brain areas related to self-reflection, self/other distinction and source attribution. the findings support the rationale for a treatment that is currently under evaluation, which attempts to increase insight by enhancing self-reflection. © 2012 the author.”
Sim, I., Hwang, E., & Sin, B.. (2020). A self-reflection program for smoking cessation in adolescents: A phenomenological study. International Journal of Environmental Research and Public Health
Plain numerical DOI: 10.3390/ijerph17031085
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“The study aimed to understand the experiences of adolescent smokers who participated in a self-reflection program for smoking cessation and to develop the theoretical basis for constructing similar programs. the program is unique from other smoking cessation programs in that it seeks to be creative and allow participants to establish an individualized vision for themselves. the participants, ten students from middle and high schools located in cities a and s, were interviewed right after the program ended. data were collected from august to december 2019 and analyzed using a phenomenological approach to understand participant experiences in depth. the analysis revealed five major themes: ‘uniqueness of the program,’ ‘perception of smoking cessation,’ ‘positive reflection on life,’ ‘understanding others,’ and ‘a search for hope and vision in life.’ the findings revealed that their smoking behaviors were changed through self-reflection and enhancement of self-efficacy and that the program facilitated the formation of identity and vision for the future, which may indirectly strengthen the motivation for adolescent smokers to quit smoking. these findings suggest the need for a smoking cessation program that enhances self-concept and self-esteem. moreover, it highlights the importance of follow-up research to ensure effectiveness and the need to develop programs with creative content.”
Choi, J., Walters, A., & Hoge, P.. (2017). Self-reflection and math performance in an online learning environment. Online Learning Journal
Plain numerical DOI: 10.24059/olj.v21i4.1249
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“According to recent reports, k-12 full-time virtual school students have shown lower performance in math than their counterparts in brick-and-mortar schools. however, research is lacking in what kind of programmatic interventions virtual schools might be particularly well-suited to provide to improve math performance. engaging students in self-reflection is a potentially promising pedagogical approach for supporting math learning. nonetheless, it is unclear how models for math learning in brick and mortar classrooms translate in an online learning environment. the purpose of this study was to (a) analyze assessment data from virtual schools to explore the association between self-reflection and math performance, (b) compare the patterns found in student self-reflection across elementary, middle, and high school levels, and (c) examine whether providing opportunities for self-reflection had positive impact on math performance in an online learning environment. in this study, the self-reflection assessments were developed and administered multiple times within several math courses during the 2014-15 school year. these assessments included 4- 7 questions that asked students to reflect on their understanding of the knowledge and skills they learned in the preceding lessons and units. using these assessments, multiple constructs and indicators were measured, which included confidence about the topic knowledge/understanding, general feelings towards math, accuracy of self-judgment against actual test performance, and frequency of self-reflection. through a series of three retrospective studies, data were collected from full-time virtual school students who took three math courses (one elementary, one middle, and one high school math course) in eight virtual schools in the united states during the 2013-14 and 2014-15 school years. the results showed that (a) participation in self-reflection varied by grade, unit test performance level, and course/topic difficulty; (b) more frequent participation in self-reflection and higher self-confidence level were associated with higher final course performance; and (c) self-reflection, as was implemented here, showed limited impact for more difficult topics, higher grade courses, and higher performing students. implications for future research are provided.”
Paloniemi, E., Mikkola, I., Vatjus, R., Jokelainen, J., Timonen, M., & Hagnäs, M.. (2021). Measures of empathy and the capacity for self-reflection in dental and medical students. BMC Medical Education
Plain numerical DOI: 10.1186/s12909-021-02549-3
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“Background: empathy and self-reflection have been studied among medical students, but fewer studies have examined the presence of these attributes among dental students and investigated the correlation between empathy and self-reflection. methods: first-year dental and medical students (n = 198) beginning their studies at the university of oulu, finland in august 2017 participated in this study, which was conducted via an internet-based questionnaire. data were collected on personal characteristics and scores on davis’s interpersonal reactivity index (iri) and roberts’s self reflection and insight scale (sris). results: differences in iri scores between dental and medical students were significant only in male students and in two iri domains. mean (sd) scores for male dental and medical students were personal distress, 8.2 (4.0) and 10.7 (3.1) (p = 0.022); empathic concern, 15.0 (4.0) and 16.9 (3.5) (p = 0.054). mean sris scores did not differ between sexes or training programs. positive correlations (r = − 0.3–0.65) were observed between some empathy and self-reflection subscales. conclusions: a lower degree of empathy was observed among male dental students than in male medical students. a positive correlation between empathy and self-reflection was demonstrated in both study groups and sexes. however, more research in this field is warranted.”
Mlinar Reljić, N., Pajnkihar, M., & Fekonja, Z.. (2019). Self-reflection during first clinical practice: The experiences of nursing students. Nurse Education Today
Plain numerical DOI: 10.1016/j.nedt.2018.10.019
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“Background: self-reflection can be used as a tool for describing student experiences and have a significant impact on their learning. it enables nursing students to develop the ability to identify and analyse their problems and find possible solutions. objective: to present students’ self- reflection in their first clinical practice as their first stage of our nursing study program. methodology: the research was based on a naturalistic philosophical paradigm using a qualitative methodological approach. the research took place at one of the slovenian universities with an undergraduate nursing education program. purposive sampling was chosen. the data were obtained through written self-reflection diary entries collected between march and june 2016. a thematic analysis was selected for data analysis. ensuring that all ethical considerations were covered, seventeen students in the first clinical practice were included. findings: three main thematic themes were identified that define the experience of students in their first clinical practice: (1) emotional experience, (2) interpersonal relationships, (3) learning. conclusions: the research has found that the experiences and the perceptions of students in the first clinical practice are mainly expressed emotionally. self-reflection helps students to express emotions and feelings to reliving and to identifying problems and also, to understanding themselves better. further research should be focused on the importance of the students’ self-reflections in their professional and personal growth.”
Lew, M. D. N., & Schmidt, H. G.. (2011). Self-reflection and academic performance: Is there a relationship?. Advances in Health Sciences Education
Plain numerical DOI: 10.1007/s10459-011-9298-z
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“The purposes of the present study were two-fold: first, to evaluate whether reflection journal writing was effective in promoting self-reflection and learning, and whether students become better at self-reflection if they engage continuously in reflection journal writing. to that end, the reflection journals of 690 first-year applied science students at a local polytechnic were studied by means of an automated coding procedures using software. data was collected twice, once at the beginning and again towards the end of an academic year. outcomes of the textual content analyses revealed that students reflected on both the process and contents of their learning: critical review of past learning experiences, learning strategies and summaries of what was learned. correlational analyses showed weak to moderate inter-relationships between the textual categories and their classroom and knowledge acquisition test grades. taken together, the findings suggest that self-reflection on both how and what students have learned does lead to improvements in academic performance, although to a limited extent. © 2011 the author(s).”
Wang, Z., Cai, S., Liu, M., liu, D., & Meng, L.. (2020). The effects of self-reflection on individual intellectual capital. Journal of Intellectual Capital
Plain numerical DOI: 10.1108/JIC-03-2019-0043
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“Purpose: the aim of this paper is to develop a tool measuring individual intellectual capital (iic) and investigate the relationship between self-reflection and iic. design/methodology/approach: this study developed a theoretical model based on social cognitive theory and the literature of self-reflection and intellectual capital (ic). this research collected responses from 502 dyads of employees and their direct supervisors in 150 firms in china, and the study tested the research model using structural equation modeling (sem). findings: the results indicate that three components of self-reflection, namely, need for self-reflection, engagement in self-reflection and insight, significantly contribute to all the three components of iic, such as individual human capital, individual structural capital and individual relational capital. the findings suggest that need for self-reflection is the weakest component to impact individual human capital and individual relationship capital, while insight is the one that mostly enhances individual structural capital. practical implications: this paper suggests that managers can enhance employees’ iic by facilitating their self-reflection. managers can develop appropriate strategies based on findings of this study, to achieve their specific goals. originality/value: first, this study develops a tool for measuring iic. second, this study provides an enriched theoretical explanation on the relationship between self-reflection and iic – by showing that the three subdimensions of self-reflection, such as need, engagement and insight, influence the three subdimensions of iic, such as individual human capital, individual structural capital and individual relational capital.”