NotesFAQContact Us
Search Tips
ERIC Number: EJ1043390
Record Type: Journal
Publication Date: 2014-Aug-19
Pages: N/A
Abstractor: ERIC
ISSN: ISSN-1938-5978
The Impact of the Self-Awareness Process on Learning and Leading
Steiner, Patricia
New England Journal of Higher Education, Aug 2014
In this article, Patricia Steiner describes a research problem that took considerable time and energy to investigate: the study of the "self-awareness" process. Steiner states that, if we believe in the concept of lifelong learning and development, then we must acknowledge the value of self-awareness as an important precursor to learning effectiveness. The goal of the self-awareness process is to create better self-knowledge, make adjustments and improvements, and accommodate for weaknesses, to bring into question one's identity by allowing one to compare themselves to others and their feedback in a new way. Without self-awareness skills, thinking can be distorted by "self-deception," a thought process that can lead someone to be misinformed and cause them to miscommunicate, mislearn, and misinform others. The development of a therapy, method, or strategy to mitigate the negative effects of self-deception is of great need. The lack of the self-awareness process in learners can create an inability to form relationships with peers, and an unrealistic view of the self is often part of the student persona. To combat this, Steiner adds a self-awareness process exercise into the course syllabus. She concludes that, in general, people dealing with self-awareness problems blame others around them for things that go wrong, and block their awareness of their own responsibility for the problems they face, thus preventing solutions or progress. That problem with the assignment or lack of focus, the poor grade or lack of understanding in class needs to be, at least in part, the responsibility of the student.
New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A