Self-Awareness and the Locus of the Self-Knowledge Development: a Comparison Study to Investigate Developmental Sequences Using Semi-Structured Self Concept Interviews

Self concept refers to awareness of their own characteristics, and of likenesses and differences between themselves and other children. We help promote this by having the children use names. We have them call each other by name as well as the teachers by their names. We also help by making up news stories with the children in them and use their names in them when telling them, we also

According to a 1993 study in the longitudinal consistency and change in self-esteem form early adolescence to early childhood by Block and Robbins, between the ages of 14 and 23 exists the potential for great changes in how the self-concept develops and is shaped. The study also concluded that more males increased their sense of self-esteem during this time than did females. After people approach the age of 30, most self-concepts remain relatively stable without significant conscious effort (Adler, Rosenfeld, Proctor 63). A realistic self-concept should change over time as it reflects the reality of current circumstances and previous experiences. The tendency, however, is to resist those changes and instead seek out others than confirm the self-concept. The powerful effect that

Self-Awareness, self-concept and emotional intelligence are effective managerial concepts that will result in leadership success. According to Stanford University, having these soft skills are indispensable traits that good managers should develop to be successful leaders. Managers strive to become aware of who they are, what their values, attitudes, skills, and abilities are. These values drive them to achieve and will eventually result in them become more effective. (Showry & Manasa, 2014, p. 15)

In regards to key developmental aspects of human growth in my life and as I integrate Erickson’s eight stages of development into my 48 years of life, I found that many of my transitional tasks were delayed, or not developed according to Erickson’s time frame. This might be due to the dysfunctional lifestyle, neglected childhood and promiscuous teenage years I had and it has taken me many years to develop my sense of identity, my sense of intimacy, and to change my behavior (Feldman, 2011). In the argument of Piaget he says that children at the age of three to five years think abstractly and this affects their motor

others. In developing a sense of individuality and understanding of self a child recognises that other people need to be taken into account; their needs, motives, intentions and emotions. Awareness of perspectives, what someone else may be thinking in relation to a situation phycologists call the development of ‘theory of the mind’. At around

Self-awareness involves the ability to understand and evaluate your own emotions through reflection, self-comparisons and feedback from others (Steiner, 2014). Self-awareness aims at enhancing self-knowledge, behavioral, and emotional improvements, and accommodating weaknesses (Steiner, 2014). It allows individuals to understand how they think, behave, and respond to situations that they encounter. To achieve this, feedback from other people is required. People who are self-aware are self-driven, resourceful, eager to learn, self-motivated, and problem-solvers. They also portray independence of self-concept (Steiner, 2014). Self-awareness helps an individual to practice effective self-management.

Strengthening of the self-concept could be brought on by using processes such as the five core aspects of self-awareness:

Schemas are detailed cognitive networks stored in long term memory. They organise and relate information from past experiences to represent an individual’s construal of different objects and events (Eysenck & Keane, 2015). Similar cognitive networks about oneself are self-schemas. According to Markus (1977) these guide self-related actions and behaviour, and form self-concept. This knowledge is important for improving oneself, building self-esteem, and striving for success (Suls & Wheeler, 2011). The initial development of schemas and self-awareness is thought to occur in childhood; detailed in Piaget’s Stage Theory (Piaget, 1976). Rather than exploring child cognitive development, this essay will discuss some of the theories of individual self-schema development and some ways they are maintained under threat.

In very earlier research, the theory developed by Wicklund (1975, 1978, 1979) defines self-awareness mostly as one’s ability to self-observe. That person will base on certain standard or new information to judge his own behavior (as cited in

The book I chose to interpret, I Like Myself by Karen Beaumont, introduces a young girl who has become confident in who she is. Being confident in who one is something that most children deal with some point in their life. Within the book, I identified themes such as self-acceptance, self-esteem, and individualization that relate to Erickson’s psychosocial stages of development, William James’ theoretical approach to the self, Bronfenbrenner’s Ecological Systems theory, and Harter’s Self-Perception theory.

There are a series of important steps in the development of one 's self-concept, self-esteem and social identity. These steps begin from birth and continue into the adult years.

Self-awareness is another part of how we perceive ourselves. The degree to which we are aware of ourselves vary. There are two different types of self-awareness, your private self-awareness and your public self-awareness. Your private self-awareness is the awareness of your internal state such as your thoughts, feelings, or desires. It can make us more aware of our attitudes and values. When our behavior doesn’t match our values, a discrepancy is made. Because discrepancies are viewed as negative, we will usually seek to change our behavior.

When introducing the concept of self-consciousness, it can be very difficult for individuals to understand that there are many forms of self-consciousness. Many already have a definition in mind as soon as they hear the word self-consciousness. It is made up of many concepts because it isn’t just a cognitive state, rather, many cognitive states. The mind processes many things as opposed to just knowing things. Humans are capable of doing and desiring many things while self-evaluating and questioning oneself. Everyone is able to consider their own actions and to think about themselves. When thinking, humans are able to consider ideas and depictions regarding the self and others. Regarding oneself allows for evaluating self-worth in refinement to common social roles (Bermudez).

The development of self starts at a very young age. When a preschooler is asked how are they different from other children, they usually look at their self concept. Self concept is their identity, of their set of beliefs about what they are like as individuals. Most preschoolers give inaccurate statements about their self concept. They usually overestimate their skills and knowledge. Preschool-age children also begin to develop a view of self that reflects their particular culture considers the self. An example of this would be to look at the different views as self between the Western culture and the Asian culture. Western cultures believe that an individual should seek attention of others by standing out

Self concepts begins in childhood but it continues to develop throughout life. As we observe how other people react to us, we modify our “self.” The “self” is never a finished project, and it continues to change as our life takes different turns. Our “self” reacts to the environment that we are in.