The definition of Self

The definition of Self-awareness varies among individuals to individuals since its dispositional
characteristics may often correlate to different conceptuallization such of intrapersonal insights,

ruminations, self-reflection and mindfulness of an individual.This in particular highlights the difficulty of
measuring an individuals sense of self-awareness in terms of quantitative measurement alike of degree
of blank or level of blank, undermining the struggle of recording the outcome of dispositional self-
awareness.A two (2) part mixed method study were conducted with the aim of constructing
questionnaires that are able to advanced our understanding of dispositional characteristics of Self-
awareness through measurement of its outcomes.The needs for this study arises when new studies
published about self-awareness varied from different aspect of self-awareness such from rumination or
self-reflection, it seems that studies on self-awareness does not have any specific pinned wanted
outcomes hindering the interconnectedness of each study that may is necessary to support and fill in the
gaps left behind by other studies (Sutton, 2016).
The first part of the study aims to design the framework of the Self-Awareness Outcomes
Questionnaries (SAOQ) to develop the content validity of the questionnaires that are to be contructed, a
content validity refers to how well the the tasked instruments are able to cover the construct of the
measured variables.These were done through various refinement of the set items in the questionnaires
through functional discussion and identifications with the helped of the professionals on the field of self-
awareness.The 1st part used 2 separated group of individuals who will be participating on different
sessions of focus group discussions that would last for about 90 minutes, the participants are told about
the study's purpose of alleviating more knowledge about the different self-awareness outcomes that
functions alot on our daily lives.The researcher has 61 initial numbers of items of Self-awareness
outcomes made for the focus group discussions.The first set of participants for the focus groups are
consist of 4 counsellors that works in Person-Centered institution in UK, this decision are collectively
organize since this chosen individuals are professionals not only in their fields but also have experiences
when it comes to therapeutics and educational arenas.The second Focus Group are consist of
professional therapist that are able to provide first level of logical diagnosis and support as part of the
National Health and Service in UK, they expert on Cognitive behavioural therapy (CBT) which are able to
undermines the self-awareness based from different experiences of both the counselor and other
clients.The procedures were in sequence from the first group onto the next group, and are conducted by
the author themselves as the one leading the discussion and the research assistant as the one taking
notes.The discussion begins from the introduction of each participants concept of self-awareness
infering how they as professionals draws out their own perception of self-awareness through how they
understood the remination and experiences of their own clients in the past.Then each participants are
handed a card with varying possible questions that correlates with self-awareness, they are told to
arrange the cards (questionnaries) based from their themes, categories or order that for them makes a
lot of sense and to also label each succeeded category.The participants are able to discussed with each
other to increased the validity of each set category when it comes to Self-Awareness outcomes.The
results offers various use of the part 2 of the study as the participants organized the items into three to
six categories, leading to four overarching themes of personal insight and impact, self-development and
progress, acceptance and interaction with others, and work-related outcomes.Both participant groups
recognized additional benefits of enhanced self-awareness from their experiences and observations of
clients and students. These benefits included feelings of being able to choose different behaviors
consciously rather than reacting impulsively. Both groups also identified perceived drawbacks of self-
awareness, such as increased self-criticism and reflective questions about past actions.While both groups
shared these insights, participants in the second group (CBT) emphasized distinguishing between
thoughts and feelings, likely reflecting the CBT therapy model. Although this distinction is significant in
CBT, it did not emerge in the later analysis of questionnaire items in Study 2, which aligned with the
general themes established by both groups. Additionally, some members of the CBT group categorized
items as either positive or negative, a distinction that informed the subscale interpretations in Study 2,
highlighting both the advantages and disadvantages of self-awareness.Ultimately, the study produced a
detailed list of 83 items that encapsulate the outcomes of self-awareness as indicated by experts and
previous evaluations of self-awareness training. The identified themes and categories also offered a
framework for interpreting the statistical findings in Study 2.
The 2nd part are now of quantitative side, with the aim to design the data’s collected from the part 1
into psychometrical sound self-report that are able to measure the outcomes of the Self-Awareness.This
part also aims to explore even more of each of the aspects of Self-awareness such of mindfulness,
Rumination, self-reflection and insights.This part of the study utilized the stratified sampling technique as
the researcher wanted diversity from its respondents concept of self-awareness.The 1st and 2nd samples
were picked up from the side where the researcher had expected to be individuals with higher self-
awareness, the counselor and students from therapy-related courses because they are in training course
that emphasize much on personal development.While the 3rd and 4th samples are professional
individuals that are not related to any therapeutic fields and non-counselling students. The sample
comprised 76% females, with a mean age of 35.8 years (SD = 1.5), and was skewed toward younger
participants, as the mode age was 25 years. Most respondents were employed, with 77% working full-
time and 15% part-time; notably, 41% held therapy-related roles, either paid or voluntary. Additionally,
students represented 47% of the sample, with an approximately equal distribution between business-
related and therapy-related courses. To assess construct validity for the Self-Awareness Outcomes
Questionnaire (SAOQ), participants completed several measures. The 83 items from Study 1 were
rephrased for a frequency response scale and presented in a single, randomized questionnaire, where
respondents indicated how often they experienced each outcome on a five-point scale from 1 (never) to
5 (almost always). The measures included the Reflection Rumination Questionnaire), which evaluates
self-reflection through 24 items on a 5-point Likert scale; the Mindful Attention Awareness Scale (Brown
& Ryan, 2003), assessing trait mindfulness with 15 items on a 6-point frequency scale; and the Self-
Reflection and Insight Scale (Grant et al., 2002), which gauges self-reflection and insight through 20 items
on a 6-point scale. Additionally, participants reported how frequently they engaged in six mindfulness
and self-awareness practices, such as Meditation, Prayer, Mindfulness practice, “Talking therapy” (like
counseling), Journaling, and personal development groups on a scale from 1 (never) to 7 (every day),
with items sourced from a literature review and focus groups from Study 1. The Self-Awareness
Outcomes Questionnaire (SAOQ) was tested to see if its data could be analyzed for patterns. The Kaiser-
Meyer-Olkin (KMO) score of .74 suggested a good fit for analysis, while Bartlett’s test confirmed that the
items were related enough. Using factor analysis, researchers found that five main factors explained 36%
of the data variance. Items that didn’t fit clearly into these factors were removed. After refining the
questionnaire, they ended up with 38 items that grouped into four reliable scales, which explained
44.4% of the variance. These scales were named based on their content and included: Reflective Self-
Development (focus on personal growth), Acceptance (positive self-image), Proactive at Work
(workplace self-awareness), and Emotional Costs (negative feelings linked to self-awareness).
The analysis also looked at how these scales related to other self-awareness measures. For instance,
people who ruminated (overthought) tended to experience more emotional costs and less acceptance.
On the other hand, those who reflected positively reported benefits, but also some emotional costs.
Interestingly, mindfulness showed more negative correlations, which was unexpected. Overall, self-
awareness practices tended to yield benefits but also some emotional costs.Different groups were
compared, revealing that therapy students were generally more reflective and engaged in self-awareness
practices compared to business students. Therapists reported more benefits like self-development and
proactive work behaviors, but also felt more emotional costs than non-therapists.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5114878/?
fbclid=IwY2xjawFqA3NleHRuA2FlbQIxMAABHXVqARmlcEI7pPZZfs-
7ARSR51x1ziRrjfHtGtAhe6ABwCKcFhrVUlIclw_aem_6cAmwmtFCDPuEyS-wSP2IA

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The definition of Self-awareness varies among individuals to individuals since its dispositional

characteristics may often correlate to different conceptuallization such of intrapersonal insights,

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