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People with schizophrenia-spectrum and bipolar disorders have difficulty accurately estimating their abilities and skills (impaired introspective accuracy [IA]) and tend to over- or underestimate their performance. This discrepancy between self-reported and objective task performance has been identified as a significant predictor of functional impairment. Yet, the factors driving this discrepancy are currently unclear. To date, the relationships between sleep quality and IA have not been examined. The current study aimed to explore the relationships between sleep quality and IA in participants diagnosed with schizophrenia (SCZ; n = 36), schizoaffective disorder (SCZ-A; n = 55), and bipolar disorder with psychotic features (BP; n = 87). Participants completed tasks of emotion recognition, estimated their performance on the tasks (used to calculate IA), and provided confidence ratings for their accuracy judgments. Participants also self-reported their sleep quality. These results suggest significantly greater discrepancies between self-reported and actual task scores for those with SCZ and SCZ-A compared to participants with BP. For those with SCZ, lower confidence on the tasks and underestimation of abilities were associated with lower sleep quality, while for those with SCZ-A, lower sleep quality was associated with higher confidence and overestimation of performance. Results suggest differential relationships between diagnostic groups. Future research is needed to further explore the factors driving these differing relationships, particularly the contrasting relationships between SCZ and SCZ-A.

Stakeholders agree that accounting graduates need excellent relational acumen (communication, leadership, people, relationship-building, teamwork, self-management, and emotional intelligence [EI] skills) to successfully navigate an increasingly multicultural and digitally impacted workplace. Prior research has mainly evaluated the effectiveness of specific educational interventions in developing certain components of students' relational acumen. However, students might not benefit fully from such interventions if their awareness of behavioural styles is not first enhanced. Using action research, the researchers implemented a reflective self-assessment workshop on behavioural styles. The participants perceived their relational acumen capacity to increase from 64% to 72% developed because of the workshop, with the largest improvements relating to relationship-building and communication skills. Students with different behavioural styles benefitted from the workshop in different ways; the workshop targeted the areas in which groups of students reported a deficit prior to the workshop. The research contributes to accounting education by specifically identifying student self-awareness and social awareness (the internal dimensions of EI) pertaining to behavioural styles as possible activators for relational acumen development. The findings are useful to accounting educators seeking to develop students' relational acumen capacity. The guidance compiled could be employed by students and educators to facilitate awareness of behavioural styles. [ABSTRACT FROM AUTHOR]

ABSTRACT Cross‐sectional research employing the mirror mark test of self‐recognition has dominated research focused on the development of self‐reflection in children. However, the mirror mark test may fail to capture the complexity of self as a social object, and the developmental antecedents and consequences of self‐reflection remain largely uncharted. Here, we provide an overview of the extant longitudinal data on mirror self‐recognition and present our own longitudinal findings based on a multidimensional parent‐report measure of children's self‐development. Offering a snapshot of development over 3 months for 74 children aged between 14 and 36 months, and mirroring extant longitudinal data for mirror self‐recognition, our results suggest that increases in self‐reflection are longitudinally related to developments in pretend play, prosocial behaviour, imitation and declarative pointing. However, although baseline self‐reflection was statistically predictive of children's prosocial behaviour at follow‐up, no strong developmental predictor of self‐reflection emerged. We conclude that more longitudinal research, moving beyond or supplementing mirror self‐recognition, is needed to identify the cognitive and social precursors of self‐reflection. Nevertheless, growth in ‘moral’ behaviour emerges as a significant developmental consequence of this capacity in a western sample. Further research is needed to explore cultural variability in developmental pathways to and from self‐reflection. [ABSTRACT FROM AUTHOR]

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AbstractThis study aimed to identify occupational recovery processes involved in overcoming ADHD-related occupational challenges. Content analysis of 30 interviews revealed changes between the past and the present in: (a) occupational gaps – inconsistencies between occupational intentions and outcomes; (b) occupational choices – factors involved in the processes of choosing to participate in occupations; and (c) regulation of occupational efforts - in terms of intensity and duration. Findings illuminate change-promoting processes in the behaviors or perceptions of persons with ADHD regarding their occupational involvement. Identifying these processes could serve to develop interventions aimed at promoting occupational change among adults with ADHD. [ABSTRACT FROM AUTHOR]

Forty years ago, Gallup proposed that theory of mind presupposes self‐awareness. Following Humphrey, his hypothesis was that individuals can infer the mental states of others thanks to the ability to monitor their own mental states in similar circumstances. Since then, advances in several disciplines, such as comparative and developmental psychology, have provided empirical evidence to test Gallup's hypothesis. Herein, we review and discuss this evidence. [ABSTRACT FROM AUTHOR]

Self-awareness is a subject that has intrigued the research community for a long time and is an object of extensive experimental research. Over the years, multiple studies and experiments probed different aspects, functions and manifestations of self-awareness in animals and humans. From these results, several intriguing questions arose: is self-awareness a general phenomenon based on some common laws and principles of organization and processing information about sensory environments? Are different manifestations of self-awareness demonstrated in multiple experiments interrelated on some common basis, or unrelated and disparate? In this work, we set out to approach these questions on the basis of the perspective of organization and processing of the information about the sensory environment of an intelligent system, external and internal. We conjecture that a possible basis for understanding the development and evolution of self-awareness can be the theory of complex coordinated intelligent responses that require a coordination of multiple "atomic" intelligent actions to achieve the best possible outcome for the intelligent system. In this approach, self-awareness can emerge naturally as an information model of the sensory environments that facilitates the production of effective responses via selection by the fitness to the environment, measured by the success of empirical trials. We consider different types and levels of self-awareness examined in studies and experiments and discuss how they can be connected with the organization and functions of the information model of the environment involved in the formation of intelligent responses. The information approach to self-awareness is used then to discuss possible directions of evolution of the information models in the natural and artificial intelligent systems. [ABSTRACT FROM AUTHOR]

Teachers play a pivotal role in the education systems of any nation. Their mental and psychological well-being is critical in achieving positive student educational outcomes. However, professional teacher burnout has been on the rise. Self-awareness is essential to helping individuals connect with their emotional state and how it affects their behavior and those they interact with. This study sought to assess the effect of self-awareness coaching on professional teacher burnout among teachers in public secondary schools in Kiambu County, Kenya. Weiner's theory of attribution and Goleman's mixed model of emotional Intelligence informed this study (Goleman, 1995). Quasi experiment Solomon four design with a target population of 3469 teachers from 277 public secondary schools of all categories in the County was used. Krejci and Morgan's table was used to sample 346 teachers, while eight principals and 40 Heads of departments were purposefully selected for the study. Maslach Burnout Inventory and an interview guide were used to collect data for professional teacher burnout. A training manual was used to coach self-awareness. Validity was achieved through expert advice and piloting, while reliability was established through the split-half method. Paired t-tests and ANOVA were used for data analysis to get the effect size of coaching. The results indicated that self-awareness coaching had statistically significant positive effects on professional teacher burnout at t = 15.779 at df=78, >.001, The effect size (Cohen d = 0.958) was high; hence, emotional self-awareness coaching significantly reduced professional teacher burnout. The study recommended that the teacher employer (TSC) develop programs to equip teachers with self-awareness skills to curb professional burnout, thereby increasing their productivity. [ABSTRACT FROM AUTHOR]

Introduction: Academic achievement is one of the most important variables in determining educational outcomes and success outside of school. This study is about the relationship between selfawareness as part of socio-emotional learning and its implications on students' academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Objectives: The study sought to examine the relationship between self-awareness and students' academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Methodology: A cross-sectional study design was used where data was collected at a single point in time. The study population comprised of 2,682 students in S1-S3 in six secondary schools in Kyabugimbi Sub County. The sample size comprised of 235 students. Data was collected using a self-administered close-ended questionnaire and analyzed by generating inferential statistics. Findings: The study findings show a strong positive significant relationship (r=0.681**; p<0.05) between self-awareness and students' academic achievement among O-level students in secondary schools. Conclusions and recommendations: The study concludes that selfawareness is one of the critical aspects for socio-emotional learning that play a significant role towards the students' academic achievement. The study recommends policymakers to prioritize selfawareness programs in schools, integrating self-awareness activities into the school curriculum, training teachers to help students develop self-awareness and educating parents on fostering the importance of self-awareness needs of their children at home. [ABSTRACT FROM AUTHOR]

In recent years, career adaptability has been a hot topic in the field of career psychology. It can facilitate new nurses' successful career transition, enhance career satisfaction, well-being, employment quality, job performance, and reduce the turnover rate of new nurses, and career adaptability can have a direct impact on the stability of the nursing workforce. Self-awareness has been shown to be associated with career adaptability; however, the mechanisms behind it are not fully understood. Based on career construction theory and empirical research, this study constructs a chain mediating model to test whether they play a mediating role in self-awareness and career adaptability among new nurses. In the oncology hospital, this study looked into how self-awareness affected new nurses' ability to remain resilient in their careers. The relationship between self-awareness and career adaptability is clarified using structural modelling equations and the mediation function of creative self-efficacy and graduate work readiness was assessed. A cross-sectional study design was used. The study was carried out between June 2022 and April 2023. A convenience sampling method was used to survey 767 new nurses from three oncology hospitals.The General Social Demographic Questionnaire, the Nurses' Self-Awareness Scale, the Creative Self-Efficacy Scale, the Chinese version of the Graduate Nurses' Work Readiness Scale, and the Career Adaptation Scale were used.IBM-SPSS25.0 was used to analyze Pearson correlations among work readiness, self-awareness, creative self-efficacy, and career adaptability; MPLUS8 was used for the path analysis; AMOS26 was used to construct structural equation models and the Bootstrap method was used to test the mediating hypotheses. There was a significant positive correlation between the two variables of nurse self-awareness, creative self-efficacy, work readiness, and career adaptability (p <.001); the separate mediating effects of creative self-efficacy and work readiness (β = 0.096, p <.001), between self-awareness and career adaptability were significant (β = 0.094, p <.001), and a significant chain mediating effect of creative self-efficacy and work readiness between nurses' self-awareness and career adaptability (β = 0.127, p <.001). The sum of the indirect effects of these three mediated paths was (0.317) with an effect size of (83.2)%. Self-awareness affects new nurses' career adaptability not only independently through creative self-efficacy and work readiness, but also indirectly through a chain-mediated effect of creative self-efficacy and graduate work readiness. [ABSTRACT FROM AUTHOR]

This paper aims to assess the influence of emotional intelligence on organizational commitment. A quantitative survey was conducted among the academic staff of Lebanese universities to reach this objective. This research paper is an explanatory, descriptive, and confirmatory study. This cross-sectional study is based on a quantitative method to examine the validity of the theory or model. This research favors the deductive approach. This approach enables the deduction of a general conclusion from hypotheses. The structured questionnaire is constructed on the theoretical constructs of the mixed approach of the Goleman model, evaluating the following six components: self-awareness, self-control, internal motivation, empathy, leadership skills, and interpersonal relationship management. Empirical testing incorporates the plurality of causes and effects of interaction in this explanatory, descriptive research. Universities confront a lack of employee commitment. Emotional appreciation drives commitment to the organization. E.I. denotes the aptitude to detect, categorize, and use feelings to smooth rational decisions. The study verified that E.I. components significantly and positively influence organizational commitment, with internal motivation having the highest influence in Lebanese universities. Soft skills are essential abilities. Decisionmakers and managers of Lebanese universities, conscious and attentive to the influence of employees' emotions, should integrate emotional intelligence into their managerial practices. To build and maintain organizational commitment, displaying appropriate emotions, interpersonal relationships, and communication are compulsory. [ABSTRACT FROM AUTHOR]

This study aimed to measure the level of self-awareness among university faculty members, considering various demographic variables such as gender, academic specializations, and experience. The research was conducted on a sample of faculty members from four universities in Jordan and the United Arab Emirates (UAE): two from Jordan and two from the UAE. A sample of 172 faculty members was selected using an appropriate non-probability sampling technique. The researchers invited the entire study sample to participate in the self-awareness scale (SAS), developed using a translated Arabic version. The study found that the level of self-awareness among the sample was moderately average, with a mean score of 3.54. Additionally, according to the survey, there were no discernible gender disparities in self-awareness among university faculty members. However, there were statistically significant differences among faculty members in the sub-dimensions of realistic caution and self-reflection based on the experience variable, favoring faculty members with 11 or more years of experience. Significant differences were also observed in realistic awareness and indifference to external cues among faculty members specializing in humanities and social sciences compared to those in other specializations. [ABSTRACT FROM AUTHOR]

"Wide-awakeness"is the core proposition in Maxine Green's philosophy.The proposal of"wide-awakeness"is based on the reflection of the harm of technical rationality, the correction of excessive pursuit of the value of educational tools, and the vigilance of the numbness of "given" and the neglect of self-existence in teachers'work and life.This concept, borrowed from the field of sociology, aims to describe the ideal state of consciousness of teachers who maintain a high degree of consciousness tension and pay full attention to educational life, taking into account the dual demands of teachers'self-consciousness and identity consciousness.For teachers, the realization of "wide-awakeness"has the dual value of boosting personal growth and role growth: it can not only help teachers consciously change the status quo and pursue a better life, but also encourages teachers to transcend their own knowledge and thinking limitations, innovate teaching content and methods, and help students develop their personality and play their potential.

The article is devoted to one of the topical problems of modern psychology - the development of self-awareness in children - as it is considered in the psychology of giftedness. The study was aimed at identifying ‘self-image’ features in creatively gifted senior preschool children. It was carried out in line with the scientific approach proposed by A.M. Matyushkin to the study of giftedness as a prerequisite for the development of a creative personality. The study involved 290 children aged 6-7 years ( M = 6.6; SD = 0.54; boys = 143, girls = 147) attending preschool educational institutions in Moscow. The creative potential of the participants (senior preschool children) was identified using Figural Form A of the Torrance Tests of Creative Thinking (TTCT), as well as on the basis of observations, surveys of teachers and parents, and expert assessments of the children’s creative works. The results made it possible to identify a group of gifted senior preschoolers with high creative potential ( N = 52, boys = 26, girls = 26) and a group of their peers, equal in quantitative composition and gender distribution, whose creative potential was lower. The child’s ‘self-image’ features were revealed during a conversation based on the Twenty Statements Test - TST (M. Kuhn and Th. McPartland, modified by T.V. Rumyantseva) and the Study of the System of Children’s Self-Characteristics (O.A. Belobrykina). The analysis of the obtained data showed the relationship between the results of the Torrance Test performed by the senior preschoolers and the number of their self-characteristics. The following differences between the groups were highlighted: the gifted children named more characteristics when describing themselves than their peers; this was especially true for such subcategories of answers as ‘gender’, ‘age’, ‘role in society’, ‘role in the family’, ‘physical qualities’, ‘communication’, ‘abilities’, and ‘general’. The analysis of the ‘self-image’ structural components revealed that the group of the gifted children, to a greater extent than the group of their peers, represented the indicators of the social, communicative, physical, active and reflexive components. All this indicates a greater volume and greater degree of cognitive complexity and differentiation of the ‘self-image’ in the gifted senior preschoolers compared to their peers. At the same time, the following ‘self-image’ aspects common to both groups were identified: the predominance of self-characteristics of the subjective category (personality traits, skills, etc.) and emotionally positive responses. A comparison of the ‘self-images’ between the gifted boys and gifted girls showed that the girls had more pronounced ‘emotional characteristics (cheerful)’, ‘description of appearance (beautiful)’ and ‘role in the family’. The results obtained can be used in creating programs aimed at the emotional and personal development of gifted preschoolers, as well as in the process of consultative work on the prevention/correction of difficulties in the upbringing of preschoolers.

Health care professionals agree that there are countless individuals with problematic eating habits that detract from health and well-being but do not directly meet the criteria for diagnosis of disorder. Previous research identifies that problematic eating patterns are notoriously challenging to address and that positive changes in behavior are difficult to maintain. This qualitative study contributes to the literature identifying potential mechanisms for transformative and lasting change for individuals exhibiting problematic eating patterns. Utilizing heuristic methodology, the lived experience of spontaneous transformation as a mechanism of change in the development of, and recovery from, problematic eating habits was illuminated and explored by the primary researcher, SS, and six female coresearchers. The data for this study were obtained through in-depth, informal conversational interviews. Heuristic analysis of the data revealed six core themes relevant to the experience of the phenomenon of spontaneous transformation and the recovery from problematic eating habits: (a) early messaging in environment of origin, (b) moments of suffering as gateways to change, (c) perceived loss of control, (d) implicit awareness resulting in transformation, (e) physical expressions of expansion and constriction, (f) and the necessity for a new definition of recovery. The findings of this study point toward the experience of spontaneous transformation as a mechanism for enhanced self-awareness and potential for generating transformational change in patterns of problematic eating. [ABSTRACT FROM AUTHOR]

Pediatric behavioral concerns, encompassing anxiety, hyperactivity, and emotional dysregulation, pose significant challenges for children, families, and health-care professionals. Traditional interventions often rely on behavioral modification or medication, with varying degrees of success and potential side effects. In recent years, nonpharmacological approaches, particularly those grounded in mind–body practices, have gained traction. Yoga Nidra, a guided meditation technique rooted in yoga philosophy, offers a promising approach for promoting emotional well-being and positive behavioral change in children. This comprehensive review explores the potential of Yoga Nidra in addressing pediatric behavioral concerns. This review examined the potential mechanisms underlying Yoga Nidra's effects and existing research on its psychological impact, including stress reduction, emotional regulation, self-awareness, and sleep quality. Parallels were also drawn with hypnosis, another established mind-body technique. Finally, the research on Yoga Nidra’s effectiveness in specific behavioral issues was reviewed and advocated for further investigation as a noninvasive intervention for promoting positive child development.

The article reviews the monograph by Kapitalina Antonovna Koksheneva, DSc in Philology, dedicated to the cultural and philosophical aspects of N. N. Strakhov’s legacy. The book under review is an innovative study that links the problems of nihilism and devaluing of the idea of personality, and the crisis of rationality in the European philosophical culture of the last third of the 19th century. The monograph examines the legacy of K. S. Stanislavsky in the context of the theory of “organic art.” The study is characterized by both new approaches and interdisciplinary thoroughness. Based on the concepts of understanding man and the national nature of the soul, created by Russian philosophers of the second half of the 19th century, the author defines the range of national ideals that N. N. Strakhov developed in “The Struggle with the West in Our Literature,” and which is fundamental, eternally relevant for Russian culture. The research of K. A. Koksheneva convincingly proves that only the metaphysical method allows us to understand the cultural studies of N. N. Strakhov and the circle of artists-creators and thinkers-creators close to him.

Background. Sexual education in schools plays a huge role in preventing deviant behavior among adolescents. Firstly, sexual education helps adolescents understand their bodies, emotions and feelings; this contributes to the formation of a healthy self-image and relationships with others. Second, knowledge about sex and sexual relationships helps prevent undesirable consequences such as early pregnancy, infections and violence. Thus, sexual education in schools is an important tool in preventing deviant behavior among adolescents, helping them develop healthy relationships, make informed decisions and avoid dangerous situations. Purpose. Is to study the role of project-research work with adolescents within the framework of sexual education as prevention of deviant behavior among adolescents. Materials and methods. To solve the identified issue, the following research methods were used: analysis of foreign and domestic sources on organizing sexual education; questionnaires, observations, analysis of the organization of project-research work and consideration of possible inclusion of deviant behavior in adolescents in the scope of preventive measures. Result. Research shows that adolescents who have completed a sex education program based on project-research activities postpone the onset of their sexual activity more often and are more responsible in their use of contraception. Project-research activities are an effective tool for achieving the goals of sex education since they allow students to actively participate, develop critical thinking and discuss sensitive topics, help adolescents understand their needs and desires, and learn to build healthy relationships.

The article studies complex interplay of emotional intelligence (hereafter – EI) and its key role in managing interpersonal conflict in professional settings. The study elucidates how EI subtle components such as self-awareness, empathy, self-regulation, and social skills play an important role in deciphering and overcoming the emotional complexities inherent in professional conflicts. Through methodical research, the quintessential role of EI in creating a harmonious workplace has been revealed, where conflicts are not only effectively resolved but also transformed into opportunities for growth. At the same time, the critical role of empathy in understanding and appreciating emotional states of others has been emphasized, thus fostering more inclusive and empathic communication. The practice segment of the study offers a number of strategies and training programs aimed at developing EI in professionals. These techniques, ranging from mindfulness meditation to empathy mapping workshops and emotional intelligence training, offer actionable ways to increase emotional competence in a variety of professional situations. The article concludes by discussing practical applicability of these ideas in a variety of professional settings, suggesting directions for future research, including the study of EI in different cultural contexts and technology integration into EI trai ning. This comprehensive study not only contributes to the academic discourse on EI, but also serves as a beacon for organizations and individuals seeking to navigate the emotional landscape of today’s professional environments.

Objective: This study aims to evaluate abuse and neglect in the elderly, its relationship with depression, and insight in those suspected of abuse and neglect. Methods: The population of the study consisted of 307 elderly individuals who applied to the outpatient clinics of Ondokuz Mayıs University Hospital, who could read, write and had no speech or comprehension problems. In addition to questions on sociodemographic characteristics; the Yesavage Geriatric Depression scale, Elder Abuse Suspicion index and a question about patients’ self-awareness of individual abuse-neglect were used as data collection tools. Results: The possibility of depression was higher in primary school graduates, those who lived with family members or caregivers, and those with chronic illness. Suspicion of abuse was higher in primary school graduates, those who lived with family members or caregivers, those who had no income of their own, those with chronic illness and those who were taking psychiatric medication. Among the cases with suspicion of abuse, 58.8% were of the opinion that they had not been abused (p

AbstractPurposeMaterials and methodsResultsConclusion\nImplications for RehabilitationAfter traumatic brain injury (TBI), individuals may face challenges in their social participation, self-awareness, and self-identity. However, positive life changes can also be experienced (i.e., post-traumatic growth). This study aimed to characterize the social participation, self-awareness, and self-identity of individuals with TBI displaying post-traumatic growth.Fifteen participants (male = 10, mean age = 49.7 years) with moderate to severe TBI (average years post-injury = 15.2) were included in this mixed-methods study. Self-report questionnaires were used to assess social participation, self-awareness, and self-identity. Qualitative data, collected using semi-structured interviews, were used to categorize participants into two groups: higher (n = 8) and lower (n = 7) post-traumatic growth. Descriptive statistics were used to characterize participants in each group in terms of their social participation, self-awareness, and self-identity.Participants with higher post-traumatic growth had increased social participation, higher self-awareness, and fewer negative discrepancies between their pre- and post-injury self-identities, compared to participants with lower post-traumatic growth.This study contributes to a more comprehensive understanding of post-traumatic growth through the use of both qualitative and quantitative data. These findings can inform future research and development of programs to promote post-traumatic growth post-TBI.Individuals may experience post-traumatic growth after sustaining a traumatic brain injury (TBI)Social participation, self-awareness, and self-identity could influence post-traumatic growth after TBIIn rehabilitation, post-traumatic growth may be facilitated for individuals with (TBI) through higher engagement in activities, better recognition of limitations, and positive changes to self-identityIndividuals may experience post-traumatic growth after sustaining a traumatic brain injury (TBI)Social participation, self-awareness, and self-identity could influence post-traumatic growth after TBIIn rehabilitation, post-traumatic growth may be facilitated for individuals with (TBI) through higher engagement in activities, better recognition of limitations, and positive changes to self-identity [ABSTRACT FROM AUTHOR]

Objective: Impaired self-awareness (SA) after acquired brain injury (ABI) has traditionally been linked to deficits in executive functions. However, conflicting findings about this relationship have been reported in the literature. This inconsistency is probably due to the multicomponent nature of both constructs, as not all aspects of executive functions may be equally relevant to all components of self-awareness. This study explored whether offline SA (i.e. metacognitive knowledge) and online SA (i.e. error detection) relate to a less studied executive component, conflict monitoring/resolution. Method: Twenty-six patients with ABI performed the Three-Conflict Cognitive Control Task (3CCT), an experimental task that allowed to measure the ability to monitor and solve three different types of conflicts (Distractors-filtering, Spatial Stroop and Simon). Measures of SA were collected: offline SA was based on self-informant discrepancy about patient's everyday functional difficulties, and online SA was based on error detection abilities during a performance-based naturalistic task (The Breakfast Conflict Task). Results: After controlling for global cognition, the conflict monitoring measure of 3CCT demonstarted incremental validity in predicting offline and online SA measured in naturalistic tasks. Conclusions: Conflict monitoring/resolution seems to be an important component of SA. This finding contributes to further understand the relationship between executive functions and SA. In addition, conflict monitoring/resolution is an executive component that should be considered when designing assessment and intervention strategies to deal with ISA. [ABSTRACT FROM AUTHOR]

Impaired self-awareness impacts outcomes for individuals with brain injury. Self-awareness is a complex construct, with little known about how its presentation differs across diagnostic groups, or how brain injury-related changes are expressed by individuals in the early phase post-brain injury. This study aims to identify differences and similarities in patterns of self-awareness between patients with different brain injury diagnoses, and provide a clinical account of how individuals with ABI describe changes to themselves arising from brain injury. This is a mixed methods retrospective cohort study involving an audit of medical files that included extraction of data from the Self-Awareness of Deficits Interview. Quantitative and qualitative techniques were used to analyse data from 173 participants. Individuals identified a range of brain injury-related impairments across domains, with greatest difficulty noted with linking impairments to functional implications and setting realistic goals. There were similarities and distinct differences in the expression of changes across diagnostic groups. Two main themes that aligned with self-awareness theory were identified from the data: 1/ Development of self-awareness; and 2/ Dimensions of self-awareness. These interrelated themes demonstrated the multifaceted nature of the clinical presentation of self-awareness, and highlight the need for an individualized approach to cognitive rehabilitation. [ABSTRACT FROM AUTHOR]

Background: Emotional dysregulation (ED) impacts functional outcomes among individuals with attention-deficit hyperactivity disorder (ADHD). Self-awareness and strategies may enhance coping with ED yet are rarely studied in ADHD. Objectives: To explore ED-related self-awareness and strategies in daily life of adults with ADHD, and to examine the interrelations between them and their association with symptoms. Methods: Sixty young adults with ADHD participated in a mixed-method study. At baseline, self-awareness and strategies were assessed using the Self-Regulation Skills Interview (SRSI); ADHD symptoms were self-rated using the ASRS symptom checklist. Then, symptoms were rated over 5-days using ecological momentary assessment (EMA). Results: Significant challenges in self-awareness and strategies were demonstrated quantitatively and qualitatively. Awareness of ED was associated with variability of ADHD symptoms on EMA yet not with symptom severity. Qualitative content analysis revealed a range of self-awareness levels, which were related to noticing ED-related cues and understanding contextual factors predictive of ED. Self-awareness and strategies were significantly associated. Strategies varied regarding effort, individual preference and temporality. Conclusions: Variability of ADHD symptoms was negatively associated with self-awareness of ED. Strategy selection in daily-life among adults with ADHD may be affected by self-awareness and by a possible trade-off between short-term effort and long-term effectiveness. [ABSTRACT FROM AUTHOR]

The development of student metacognition has the potential to provide some of the greatest learning gains in science education, even outstripping the contribution of general intelligence. While models for metacognition are in broad agreement about their nature, they vary widely in essential elements and the relationships between them, especially between metacognitive knowledge and metacognitive skills. Recent systematic literature reviews have not untangled the concept of metacognition as they are not suited to crafting a synthesised conceptualisation for a controversial topic. This article, then, presents an integrative literature review of metacognition studies that draws together metacognitive knowledge and metacognitive skills into a hierarchical framework. The framework comprises, from the foundational level, metacognitive knowledge, called self-Aware of cognition, then various metacognitive skills; self-Monitor cognition, self-Evaluate cognition, self-Regulate cognition and self-Transfer cognition (AMERT). As a preliminary test of its viability, the AMERT framework is used to analyse interview data in which there was evidence of rich metacognitive thinking by students in the fourth, research-focused, year of a science degree. Rich epitomising statements were found in interviews for each level of the AMERT hierarchy, providing tentative evidence of its viability for understanding metacognitive processes when students learn in science. [ABSTRACT FROM AUTHOR]

Purpose of current study is to examine the mediating effect of human resource practices on the relationship between emotional intelligence (Self-Awareness, Self-Regulation, Motivation, Empathy and Social Skills) and effective leadership from the perspective of employees within telecommunication organizations. For that sake, researcher adopted the quantitative approach in which a questionnaire was distributed on a convenient sample of (97) leader and employee within customer service department in the main three telecommunication organizations in Jordan (Zain, Orange and Umniah). Depending on SPSS, it was seen that HR practices have the ability to influence the relationship between emotional intelligence and effective leadership. In addition to that, study results found that the hypothesis that HRM practices mediate the relationship between emotional intelligence and leadership effectiveness emphasizes the importance of good HRM practices in an organization shows that developing and implementing effective HRM practices can create an environment in which emotionally intelligent leaders can maximize their potential and drive their organization towards success. Study recommended encouraging open communication and a culture of transparency within the organization. Further recommendations were presented in the study. [ABSTRACT FROM AUTHOR]

Are we acquainted with the self in experience? It may seem so. After all, we tend to be confident in our own existence. A natural explanation for this confidence is that the self somehow shows up in experience. Yet philosophers in both the Eastern and Western philosophical traditions have been sceptical of self-acquaintance. Despite centuries of debate, the matter remains controversial. But the persistence of this dispute is puzzling. Why can we not simply settle this question by introspection? Here, many philosophers hold that the self is elusive. Hence, to address this question we need to use a more indirect method. To this end, philosophers have turned to pathologies of self-awareness such as depersonalization and thought insertion to argue for self-acquaintance, a strategy I label the Pathology Argument. In this paper, I criticize the Pathology Argument on the grounds that we can better explain the symptoms of these disorders without appeal to self-acquaintance. [ABSTRACT FROM AUTHOR]

A large body of evidence suggests that individuals with traumatic brain injury (TBI) have significant difficulties with prospective memory (PM), the memory for future intentions. However, the processes underlying this cognitive deficit remain unclear. This study aimed to gather further evidence regarding PM functions in TBI and clarify the role of neuropsychological deficits, metamemory, and mood disorders. We used a laboratory‐based clinical measure, the Virtual Week, to examine PM function in 18 patients with TBI and 18 healthy control subjects. Measures of attention, processing speed, executive functions, episodic memory, and self‐report questionnaires were also administered. In line with prior literature, our findings indicate that individuals with TBI had a consistent deficit compared to controls across all PM tasks. In previous studies, TBI patients had more severe impairment on time‐based tasks; nevertheless, our results show that across all participants event‐based tasks were easier to perform compared to time‐based only when the retrospective memory demand was high. The patients were not only impaired on the prospective component of PM but also failed to recognise the content of their task (the retrospective component). Interestingly, the TBI group did not report higher levels of everyday memory problems, anxiety and depression compared to the control group. These measures also failed to correlate with PM and recognition memory performance. This study found that besides the neuropsychological deficits, a global impairment in PM functioning is present in individuals with TBI across various task types, tasks low and high in retrospective demands, and event versus time‐based. [ABSTRACT FROM AUTHOR]

The present paper begins with an investigation of Nishida Kitarō’s discussion of love in Zen no Kenkyū. Nishida claims that love is a deep union of subject and object, where the self is casted off and unites with the other. In other words, love is the expression of the self dissolving into the other, in which the self negates itself in order to further the other’s awakening to no-self. This paper then argues that we can carve out an account of forgiveness based on Nishida’s view of love. That if forgiveness is a practice of a higher form of love, then love, as the groundwork of a self-contradictory standpoint, is nothing other than the practice of forgiveness, and forgiveness is nothing other than repeated acts of love. Contemporary human life is one of co-existence, but conflict and divisions seem to be more of the rule of the day, which speaks to the importance of recovering the lost art of forgiveness. This paper seeks to re-assert forgiveness, as drawn from Nishida’s view of love, in the attempt to heal and address the fragmentation that prevents dialogue between warring factions. [ABSTRACT FROM AUTHOR]

Aim: This cross-sectional study investigated the association between self-awareness and quality of therapeutic relationships following acquired brain injury (ABI) while controlling for the potential impact of cognitive problems. It also aimed to investigate attachment as a potential moderator. Method: 83 adults with ABI were recruited alongside a key member of their community neurorehabilitation team. The Scale to Assess Therapeutic Relationships (STAR) was used to measure therapeutic relationship quality and attachment was measured using the Experiences in Close Relationships – Relationship Structure (ECR-RS) questionnaire. Awareness was measured using the Patient Competency Rating Scale (PCRS) and the Mayo-Portland Adaptability Inventory (MPAI-4) provided a measure of cognitive problems. The MPAI-4 also provided an additional measure of awareness. Results: A significant association between self-awareness and therapeutic relationships was found in some regression models such that higher-quality relationships were associated with better awareness, after controlling for the impact of cognitive problems. Neither childhood parental attachment nor participants' attachment towards their rehabilitation staff were moderators. Conclusion: The observed associations between awareness in clients and therapeutic relationships with rehabilitation staff may have importance for rehabilitation in this context. Results highlight the value of continuing to prioritize the therapeutic relational environment in ABI rehabilitation and research. [ABSTRACT FROM AUTHOR]

People with autism spectrum conditions (ASC) have difficulties mentally simulating events, perhaps due to a difficulty mentally generating and maintaining a coherent spatial scene – that is, 'scene construction'. The current study compared scene construction ability between autistic adults (N = 55) and age-, gender- and Intelligence Quotient-matched neurotypical adults (N = 63), using a task in which participants were asked to vividly imagine and describe fictitious scenes. Results showed that scene construction was diminished in autistic compared to neurotypical participants and was negatively associated with autistic traits. ASC diagnosis did not influence the frequency of self-reference or sensory experiences, which followed the same pattern in both groups: sight was referenced more than sound, sound was referenced more than both touch and smell, which were both referenced more than taste. Exploratory analysis of some of the cognitive predictors revealed that scene construction ability was associated with individual differences in Theory of Mind and alexithymia. People with autism spectrum conditions (ASC) have difficulties imagining events, which might result from difficulty mentally generating and maintaining a coherent spatial scene. This study compared this scene construction ability between autistic (N = 55) and neurotypical (N = 63) adults. Results showed that scene construction was diminished in autistic compared to neurotypical participants, and participants with fewer autistic traits had better scene construction ability. ASC diagnosis did not influence the frequency of mentions of the self or of sensory experiences. Exploratory analysis suggests that scene construction ability is associated with the ability to understand our own and other people's mental states, and that these individual-level preferences/cognitive styles can overrule typical group-level characteristics. [ABSTRACT FROM AUTHOR]

The sense of agency refers to the feeling of controlling one's actions and their effects on the external environment. Here, we tested how the physiological process of aging affects the agency experience by taking advantage of a validated ecological experimental paradigm and exploring the different dimensions of agency. We tested 60 young and older adults during active and passive movements, causing, after a variable time delay, an external sensorial event. We collected overt agency judgments (i.e., explicit agency dimension), and we measured the perceived compression of the time interval between the active/passive movements and outcomes (to quantify the intentional binding phenomenon, an implicit index of agency). Our results indicate that the sense of agency significantly changes across the adult life span, with older participants exhibiting a reduced sense of agency, both at the explicit and implicit level. Crucially, the temporal dimension of the action outcome did not affect their agency experience. We suggest that elderly adults are more reliant on internal predictions, making them less sensitive to cognitive biases and external manipulations. We discuss these results in the domain of neurocognitive models of motor control, with reference to how aging affects the weighting process of predictive and sensory signals for efficient sensorimotor integration. [ABSTRACT FROM AUTHOR]

Authentic leaders display an exceptional level of integrity and honesty, a high level of awareness and responsibility as well as a commitment to achieving their goals; as a result, they develop more trusting relationships with their employees, which could be translated into many positive outcomes, such as enhancing the ability to thrive at work. The present study aims to determine the role of authentic leadership´s (AL's) four dimensions (self-awareness, relational transparency, balanced processing, and internalized moral perspective) in fostering an environment that offers workers the opportunity to do well, including in terms of two related elements (vitality and learning). An online questionnaire was conducted to collect data from a sample of 402 participants from the information technology (IT) industry in Australia. The study used WarpPLS software to analyze the collected data by the structural equation model. According to the results, balanced processing of AL has a positive and significant effect on two aspects of thriving at work, namely vitality and learning, Moreover, the internalized moral perspective inherent in the aforementioned phenomenon affects learning. The current study is novel as it is among examples of pioneering research that employ the path model, and it uses multi-dimensional structures to examine authentic leadership and thriving at work in the workplace. The research also discusses theoretical contributions, managerial implications, and limitations along with future study directions. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Legal Medicine / Adli Tıp Bülteni is the property of Galenos Yayinevi Tic. LTD. STI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

What role did Avicenna play in the evolution of philosophical thought regarding the recognition of presential knowledge? The clearest example of presential knowledge is human awareness of their own essence (self-awareness), and Avicenna used this selfawareness as the basis for his argument to prove the soul in the "suspended man" argument. However, what type of knowledge is this self-awareness: presential or acquired? Avicenna's statements about this self-awareness sometimes suggest it is presential knowledge and sometimes align with it being acquired knowledge. This article, using a descriptive, analytical, and critical method, examines and analyzes his statements, especially in the book "Mubahathat," where he defends the suspended man argument and addresses questions related to self-awareness. The aim is to clarify the connection between his concept of self-awareness and presential knowledge and to determine the position of his teachings on self-awareness in the development of the division of knowledge into presential and acquired in Islamic philosophy. The result of this research is that Avicenna's concept of self-awareness should be considered presential knowledge, even though he did not use this term and sometimes explained it using terms and concepts related to acquired knowledge. Therefore, he can be regarded as the pioneer in drawing philosophers' attention to this type of knowledge in the history of Islamic philosophy. [ABSTRACT FROM AUTHOR]

Darwin proposed that blushing—the reddening of the face owing to heightened self-awareness—is 'the most human of all expressions'. Yet, relatively little is known about the underlying mechanisms of blushing. Theories diverge on whether it is a rapid, spontaneous emotional response that does not involve reflection upon the self or whether it results from higher-order socio-cognitive processes. Investigating the neural substrates of blushing can shed light on the mental processes underlying blushing and the mechanisms involved in self-awareness. To reveal neural activity associated with blushing, 16–20 year-old participants (n = 40) watched pre-recorded videos of themselves (versus other people as a control condition) singing karaoke in a magnetic resonance imaging scanner. We measured participants' cheek temperature increase—an indicator of blushing—and their brain activity. The results showed that blushing is higher when watching oneself versus others sing. Those who blushed more while watching themselves sing had, on average, higher activation in the cerebellum (lobule V) and the left paracentral lobe and exhibited more time-locked processing of the videos in early visual cortices. These findings show that blushing is associated with the activation of brain areas involved in emotional arousal, suggesting that it may occur independently of higher-order socio-cognitive processes. Our results provide new avenues for future research on self-awareness in infants and non-human animals. [ABSTRACT FROM AUTHOR]

Self-awareness impairment is common following acquired brain injury and can impact rehabilitation outcomes. Knowledge of factors associated with impaired self-awareness may assist with rehabilitation planning. To identify factors associated with self-awareness and determine predictors of self-awareness impairment for adults with traumatic brain injury (TBI) and stroke. A retrospective cohort study of rehabilitation inpatients was conducted by medical record audit. Self-awareness was measured using the Self-awareness of Deficits Interview (SADI). Relationships between SADI scores and demographic and clinical variables were identified with non-parametric statistics. Predictors of SADI scores were identified using ordinal regression analyses for TBI and stroke groups. Participants were 149 adults (18–70 years) with TBI (n = 110) and stroke (n = 39). For TBI, longer post-traumatic amnesia (PTA), lower functional cognition/communication, and behaviors of concern (BoC) were significantly associated with higher SADI scores (i.e. impaired self-awareness). For stroke, lower functional cognition/communication and motor scores were associated with higher SADI scores. Impaired self-awareness was predicted by PTA duration, acute length of stay and presence of BoC for the TBI group, and by functional cognition/communication for the stroke group. Different factors were associated with impaired self-awareness for individuals with TBI and stroke during inpatient rehabilitation. [ABSTRACT FROM AUTHOR]

Emotional intelligence (EI) has emerged as a pivotal factor in shaping effective leadership and decision-making in today's complex and dynamic organizational landscape. This paper explores the integral role that emotional intelligence plays in enhancing leadership effectiveness and facilitating sound decision-making processes. Emotional intelligence, defined as the ability to recognize, understand, and manage one's emotions as well as those of others, is increasingly recognized as a key differentiator between average and exceptional leaders. Leaders who possess high emotional intelligence are better equipped to navigate interpersonal relationships, foster team collaboration, and respond adaptively to challenging situations. This study examines how emotional intelligence contributes to improved leadership performance by enhancing self-awareness, empathy, emotional regulation, and social skills. Furthermore, it delves into how emotionally intelligent leaders make more informed and balanced decisions, leading to positive organizational outcomes. By integrating insights from research and real-world examples, this paper aims to underscore the significance of emotional intelligence as a critical competency for effective leadership and decision-making in various organizational settings. [ABSTRACT FROM AUTHOR]

Objective: There is a crucial need for reliable tools to measure impaired self-awareness (ISA) in patients with acquired brain injury (ABI) across cognitive-functional domains. The aim of this study was to assess the psychometric properties of the Cog-Awareness ADL Scale, which is a novel self-proxy discrepancy method for measuring ISA in both basic and instrumental activities of daily living. Methods: This multicenter study included 54 patients (no-low ISA n = 33; severe ISA, n = 21) from four outpatient rehabilitation units in Málaga-Granada, Spain, and 51 healthy controls. The participants and proxy raters completed the Cog-Awareness ADL Scale and the Patient Competency Rating Scale (PCRS). Agreement between both scales was assessed using Spearman's correlations and the Bland-Altman plot. Group comparisons were made on measures of SA, cognitive abilities and demographic variables. Sensitivity and specificity were analysed by ROC curve analysis. Results: Convergent validity was supported by strong correlations with the PCRS and its subscales (rho's ranging from 0.51 to 0.80, p < 0.01 for all). The Bland-Altman plot confirmed measurement agreement (only 3.70% of the scores were outside the 95% limits). External validity was demonstrated by effectively discriminating between healthy controls and ABI patients with no-low and severe ISA on each discrepancy index while controlling for cognitive/demographic variables. The Cog-Awareness ADL Scale showed optimal diagnostic accuracy (AUC = 0.95, sensitivity = 0.90, specificity = 0.90). Conclusions: The Cog-Awareness ADL Scale proved to be a feasible, valid, and clinical tool to assess ISA across different cognitive-functional domains, in Spanish ABI-patients. [ABSTRACT FROM AUTHOR]

Background: Indian females have been objectified since time immemorial. The ancient Indian texts and architecture have numerous instances of sexual objectification of females. In the present time, self-objectification in girls is evident from the increasing popularity of apps like Photoshop, the rise in the makeup industry, plastic and cosmetic surgeries, and so on. This is especially relevant for females across the globe and leads to huge negative effects on women's identities. Purpose: The aim of the present study is to assess and compare the levels of body surveillance (self-objectification), body shaming, and control beliefs in adolescent girls from co-educational schools and all-girls schools. Methods: Four hundred adolescent girls from Convent schools in different cities in Uttar Pradesh were included in the study using purposive (homogeneous) sampling based on the inclusion criteria. The Objectified Body Consciousness Scale (OBCS) was used to assess body surveillance (self-objectification), body shaming, and control beliefs. Results: The results of the study revealed that the level of body surveillance (self-objectification) was significantly high among Indian adolescent girls. It was found that all-girls schools had a higher level of body surveillance (self-objectification), body shaming, and control beliefs as compared to adolescent girls from co-educational schools. Conclusion: It can be concluded that the phenomenon of self-objectification has numerous implications for the physical and mental well-being of girls, particularly during their formative years. Healthy behaviors and positive thoughts are the best ways to respect and honor one's body. The research suggests the need for meditation, awareness workshops, and school-level counseling for adolescent girls, especially in all-girls schools. [ABSTRACT FROM AUTHOR]

In an era that increasingly emphasizes the importance of sustainable lifestyles, this study aims to explore the potential role of physical education in improving, through the training of proprioception and peripheral vision, self-awareness and attention, and to verify their possible correlation with virtuous behaviours. Utilizing applications of the Synchrony methodology within the context of embodied cognition, it is hypothesized that a greater sense of bodily awareness, achieved through targeted physical training, may promote behaviours oriented towards sustainability. This hypothesis is based on the idea that enhanced self-awareness and/or attention could lead to a better understanding of one's living space, personal choices, and their consequences, thereby increasing responsibility towards the shared living environment. A pilot observational study and a subsequent experimental study involving 84 high school students were conducted to outline these potential aspects of indirect connection between specific physical training and more responsible behaviours, with the aim of helping, in the future, young people to develop such qualities also through specially designed physical education methodologies. [ABSTRACT FROM AUTHOR]

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This study investigates the relationship between musical training and Emotional Intelligence (EI) among undergraduate and postgraduate students from diverse academic disciplines across six universities in India. The primary objectives are to assess EI levels in students trained and not trained in Indian Classical Music and to examine the influence of gender and type of musical training on EI. A sample of 130 students was divided into two groups: those with compulsory musical association for five years or more and those without musical exposure. Data was collected using a validated Emotional Intelligence Scale based on Goleman's model. The results indicate that students with musical training have significantly higher EI levels than their non-musical counterparts. Additionally, male students demonstrated higher EI levels than female students, while no significant difference was found between students learning instrumental and vocal music. These findings highlight the positive impact of musical training on emotional intelligence and suggest that music education could play a crucial role in enhancing students' emotional and social competencies. The study's implications extend to educational and developmental contexts, advocating for integrating music education compulsorily in education at every level. [ABSTRACT FROM AUTHOR]

Self-awareness is the first step to personality development and in overcoming personality defects. One key developmental task that helps in the formation of self-awareness during adolescence is the relationship formation with significant others. However, daily forms of human relationships are becoming negatively impacted by changes in culture, parenting styles, globalization, new technologies and institutional changes with consequences in changing family structures, socialization and relations. This study, therefore, endeavours to assess self-awareness on relationship formation among students in public secondary schools in Murang'a County, Kenya. Descriptive surveys and phenomenological designs were triangulated to provide a cohesive perspective. A mixed methodology paradigm in which qualitative and quantitative data were simultaneously collected was adopted. The target population was 101926 students, 2236 peer counsellors and 292 guidance and counselling teachers. Both random and purposive sampling techniques were used to select the research sample. The sample size was 431 participants consisting of 400 students, 21 peer counsellors and 10 guidance and counselling teachers. The data was collected using questionnaires, interview schedules and focused group discussion guides. Quantitative data was computed using Statistical Package for Social Sciences (SPSS) version 26 and results were analyzed using both descriptive and inferential statistics. Qualitative data was analyzed thematically and presented in narrative forms. Results showed a statistically significant positive relationship between selfawareness and relationship formation among secondary school students in Murang'a County. The study recommended that the Kenyan government through the Ministry of Education should revise the curriculum to offer compulsory life skills and competencies like self-awareness and interpersonal skills at all levels of education. In addition, parents and teachers encourage students to speak openly about their challenges. [ABSTRACT FROM AUTHOR]

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Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to examine the contribution of emotional intelligence to employee performance enhancement in the public sector using evidence from Mersa Town, Amhara Region, Ethiopia. 200 respondents’ response was taken for this survey to meet its objective. An explanatory research design and a quantitative approach were applied. By employing stratified sampling, the employees were grouped based on their sector of expertise. The research employed primary data and a multiple linear regression model for analysis. The study’s findings showed that self-awareness, self-management, social-awareness, and relationship management, that is, all emotional intelligence proxies, have a significant positive effect on employees’ performance enhancement in the public sector. As a result, this study suggested that the public sector should do a better job of promoting self-awareness and ensuring emotions are effectively managed in the workplace to have strong self-management. The public sector also needs to come up with policies that help employees to become more socially conscious by promoting teamwork, which will help them to become more adaptive at managing relationships. The study’s conclusions have theoretical and practical implications for the creation of focused interventions and regulations meant to improve employee performance through the use of emotional intelligence.