Methods for developing students’ self-awareness and reflective abilities

https://doi.org/10.35912/gams.v2i1.3645
Published: Nov 12, 2025

Abstract:

Purpose: This study aims to identify and analyze effective psychological and pedagogical methods for developing students’ self-awareness and reflective abilities as essential components of personal and professional growth. It focuses on constructing a reflective learning model that integrates metacognitive, emotional, behavioral, and motivational dimensions within higher education.

Methods: The research employed a mixed-method design combining theoretical, empirical, and experimental approaches. It was conducted in three stages: theoretical analysis, diagnostic-experimental implementation, and evaluative reflection. Data were collected using self-awareness and reflection scales, self-assessment questionnaires, reflective diaries, and interviews. Statistical tools, including t-tests and correlation analysis, were applied to measure the effectiveness of the interventions.

Results: Findings showed significant improvement in the experimental group’s self-awareness (+26%), emotional regulation (+21%), reflective thinking (+28%), and self-assessment accuracy (+24%) compared to the control group (p < 0.05). Students reported greater motivation, autonomy, and empathy, supported by enhanced metacognitive awareness and emotional intelligence.

Conclusion: Systematic reflection-based pedagogy fosters deeper learning, self-regulation, and professional maturity. The integration of reflective dialogue, journaling, and portfolio-based learning effectively enhances students’ introspection, self-control, and adaptive capacity.

Limitation: The study was limited to one academic institution and a 12-week intervention period, suggesting the need for longitudinal and cross-cultural research.

Contribution: The research contributes a validated psychological-pedagogical model of reflective learning, offering practical strategies for embedding self-awareness development into higher education curricula to promote lifelong learning and self-directed growth.

Keywords:
1. Higher Education
2. Introspection
3. Metacognition
4. Personal Development
5. Pedagogical Methods
6. Reflection
7. Reflective Learning
8. Self-Awareness
9. Self-Regulation
Authors:
Kudratova Dildor Hikmatovna
Lecturer at Bukhara State Medical Institute, Uzbekistan
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How to Cite
Hikmatovna, K. D. . (2025). Methods for developing students’ self-awareness and reflective abilities. Global Academy of Multidisciplinary Studies, 2(1), 81–92. https://doi.org/10.35912/gams.v2i1.3645
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Issue & Section
Vol. 2 No. 1 (2025): August
Articles
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References

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    Alt, D., & Raichel, N. (2020). Reflective journaling and metacognitive awareness: Insights from a longitudinal study in higher education. Reflective Practice, 21(2), 145-158. doi:https://doi.org/10.1080/14623943.2020.1716708

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    Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning experience into learning: Routledge.

    Brand, S. (2016). Lived Experiences of Reintegration: A study of how former prisoners experienced reintegration in a local context. doi:https://doi.org/10.21427/D7JS6C

    Brookfield, S. D. (2017). Becoming a critically reflective teacher: John Wiley & Sons.

    Corbin Frazier, L., & Eick, C. (2015). Approaches to critical reflection: Written and video journaling. Reflective Practice, 16(5), 575-594. doi:https://doi.org/10.1080/14623943.2015.1064374

    Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. doi:https://doi.org/10.2307/1415632

    Fenigstein, A., Scheier, M. F., & Buss, A. H. (1975). Public and private self-consciousness: Assessment and theory. Journal of consulting and clinical psychology, 43(4), 522. doi:https://psycnet.apa.org/doi/10.1037/h0076760

    Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906. doi:https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.906

    González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: systematic review. Sustainability, 14(3), 1493. doi:https://doi.org/10.3390/su14031493

    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: an international journal, 30(8), 821-835. doi:https://doi.org/10.2224/sbp.2002.30.8.821

    Jarkawi, J. (2022). Manajemen Pendidikan Kearifan Lokal Syekh Muhammad Arsyad Al Banjari Kalimantan Selatan Indonesia sebagai Sumber Kekayaan Pendidikan. Jurnal Humaniora dan Ilmu Pendidikan, 2(1), 1-11. doi:https://doi.org/10.35912/jahidik.v2i1.1552

    Kasmur, R., Riyanto, R., & Sutanto, A. (2021). Pengaruh kreativitas dan profesionalisme terhadap kinerja guru Sekolah Menengah Pertama Negeri di kecamatan Trimurjo kabupaten Lampung Tengah. Jurnal Humaniora dan Ilmu Pendidikan, 1(1), 15-25. doi:https://doi.org/10.35912/jahidik.v1i1.296

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    Kohn, P. (2024). Reflection and self-awareness: Cultivating effective leadership mindset Elevating Leadership: Innovative Teaching Methods for Developing Future Leaders (pp. 91-118): Emerald Publishing Limited.

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    Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and teaching, 11(1), 47-71. doi:https://doi.org/10.1080/1354060042000337093

    Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational technology research and development, 64(4), 707-734. doi:https://doi.org/10.1007/s11423-015-9422-5

    Lee, J.-H. (2024). Effects of improving metacognitive awareness on emotional regulation and concentration in high school students. Advances in Developmental and Educational Psychology, 5(1), 185-195. doi:https://doi.org/10.25082/ADEP.2024.01.002

    Liang, S. (2024). Internationalization in the Formal Curriculum as Interpreted and Experienced by International Graduate Students in Canada–An Interpretive Case Study. doi:https://doi.org/10.11575/PRISM/43190

    Maslow, A. H. (1970). Motivation and personality (L. Carr, Ed.): Longman, New York.

    Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice: Routledge.

    Murtiningsih, S., & Sujito, A. (2024). Reimagining the future of education: Inclusive pedagogies, critical intergenerational justice, and technological disruption. Policy Futures in Education, 14782103251341406. doi:https://doi.org/10.1177/14782103251341406

    Naurah, N. Z., & Siregar, R. K. (2023). Wacana Kesetaraan Gender dalam Keluarga pada Film Nanti Kita Cerita tentang Hari Ini : Analisis Wacana Kritis Norman Fairclough. Jurnal Humaniora dan Ilmu Pendidikan, 3(1), 19-35. doi:https://doi.org/10.35912/jahidik.v3i1.2233

    Peters, R. (1970). Freedom to learn: A view of what education might become: Carl R. Rogers columbus, ohio: Charles E. Merrill, 1969/Pp. 358/Paperback, 3.95;Cloth, 7.50: Springer.

    Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33. doi:https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33

    Purwanty, S., Agustriyani, F., Ardinata, A., Palupi, R., & Mukhlis, H. (2023). Hubungan Pola Asuh Orang Tua dengan Self-Esteem pada Remaja di SMA Negeri 2 Gading Rejo. Jurnal Humaniora dan Ilmu Pendidikan, 3(1), 51-56. doi:https://doi.org/10.35912/jahidik.v3i1.2288

    Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in psychology, 13, 913219. doi:https://doi.org/10.3389/fpsyg.2022.913219

    Ryan, M. E. (2015). Teaching reflective learning in higher education-a systematic approach using pedagogic patterns. doi:https://doi.org/10.1007/978-3-319-09271-3

    Salem, G. M. M., Hashimi, W., & El-Ashry, A. M. (2025). Reflective mindfulness and emotional regulation training to enhance nursing students’ self-awareness, understanding, and regulation: a mixed method randomized controlled trial. BMC nursing, 24(1), 478. doi:https://doi.org/10.1186/s12912-025-03086-w

    Sari, F. W., Damayanti, I. P., & Sutriyani, W. (2022). Peran Guru dalam Menerapkan Model Kooperatif Learning Tipe NHT (Numbered Head Together) di Sekolah Dasar. Jurnal Humaniora dan Ilmu Pendidikan, 2(1), 13-23. doi:https://doi.org/10.35912/jahidik.v2i1.1268

    Schön, D. A. (2017). The reflective practitioner: How professionals think in action: Routledge.

    Seow, P.-S., Pan, G., & Koh, G. (2019). Examining an experiential learning approach to prepare students for the volatile, uncertain, complex and ambiguous (VUCA) work environment. The International Journal of Management Education, 17(1), 62-76. doi:https://doi.org/10.1016/j.ijme.2018.12.001

    Shean, M., & Mander, D. (2020). Building emotional safety for students in school environments: Challenges and opportunities. Health and education interdependence: Thriving from birth to adulthood, 225-248. doi:https://doi.org/10.1007/978-981-15-3959-6_12

    Sobirovich, T. B. (2024). Exploring the Ideosphere: A Comprehensive Examination of Eastern Philosophical Perspectives and Their Societal Reflections. doi:https://doi.org/10.46431/mejast.2024.7315

    Sobirovich, T. B. (2024). The Role Of Human Indicators In Shaping The Ideosphere: Strategic Insights For New Uzbekistan’s Future. Cognizance Journal of Multidisciplinary Studies, 4(9). doi:https://doi.org/10.47760/cognizance.2024.v04i09.004

    Vetrivel, S., Arun, V., Saravanan, T., & Maheswari, R. (2024). Social Emotional Learning Strategies in Higher Education Implementing Interactive Learning Strategies in Higher Education (pp. 68-94): IGI Global.

    Virtanen, P., Niemi, H., & Nevgi, A. (2017). Active learning and self-regulation enhance student teachers' professional competences. Australian Journal of Teacher Education (Online), 42(12), 1-20. doi:https://search.informit.org/doi/10.3316/ielapa.313660196196001

    Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86): Harvard university press.

    Wu, Y., Lu, X., & Lin, C. (2025). Bridging Disciplines: Enhancing Integrative Thinking via Collaborative Problem-Based Learning in Higher Education. Thinking Skills and Creativity, 101939. doi:https://doi.org/10.1016/j.tsc.2025.101939

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  2. Alt, D., & Raichel, N. (2020). Reflective journaling and metacognitive awareness: Insights from a longitudinal study in higher education. Reflective Practice, 21(2), 145-158. doi:https://doi.org/10.1080/14623943.2020.1716708
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  4. Bolton, G. E., & Delderfield, R. (2018). Reflective practice: Writing and professional development.
  5. Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning experience into learning: Routledge.
  6. Brand, S. (2016). Lived Experiences of Reintegration: A study of how former prisoners experienced reintegration in a local context. doi:https://doi.org/10.21427/D7JS6C
  7. Brookfield, S. D. (2017). Becoming a critically reflective teacher: John Wiley & Sons.
  8. Corbin Frazier, L., & Eick, C. (2015). Approaches to critical reflection: Written and video journaling. Reflective Practice, 16(5), 575-594. doi:https://doi.org/10.1080/14623943.2015.1064374
  9. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. doi:https://doi.org/10.2307/1415632
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  11. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906. doi:https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.906
  12. González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: systematic review. Sustainability, 14(3), 1493. doi:https://doi.org/10.3390/su14031493
  13. 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: an international journal, 30(8), 821-835. doi:https://doi.org/10.2224/sbp.2002.30.8.821
  14. Jarkawi, J. (2022). Manajemen Pendidikan Kearifan Lokal Syekh Muhammad Arsyad Al Banjari Kalimantan Selatan Indonesia sebagai Sumber Kekayaan Pendidikan. Jurnal Humaniora dan Ilmu Pendidikan, 2(1), 1-11. doi:https://doi.org/10.35912/jahidik.v2i1.1552
  15. Kasmur, R., Riyanto, R., & Sutanto, A. (2021). Pengaruh kreativitas dan profesionalisme terhadap kinerja guru Sekolah Menengah Pertama Negeri di kecamatan Trimurjo kabupaten Lampung Tengah. Jurnal Humaniora dan Ilmu Pendidikan, 1(1), 15-25. doi:https://doi.org/10.35912/jahidik.v1i1.296
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  17. Kohn, P. (2024). Reflection and self-awareness: Cultivating effective leadership mindset Elevating Leadership: Innovative Teaching Methods for Developing Future Leaders (pp. 91-118): Emerald Publishing Limited.
  18. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development: FT press.
  19. Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and teaching, 11(1), 47-71. doi:https://doi.org/10.1080/1354060042000337093
  20. Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational technology research and development, 64(4), 707-734. doi:https://doi.org/10.1007/s11423-015-9422-5
  21. Lee, J.-H. (2024). Effects of improving metacognitive awareness on emotional regulation and concentration in high school students. Advances in Developmental and Educational Psychology, 5(1), 185-195. doi:https://doi.org/10.25082/ADEP.2024.01.002
  22. Liang, S. (2024). Internationalization in the Formal Curriculum as Interpreted and Experienced by International Graduate Students in Canada–An Interpretive Case Study. doi:https://doi.org/10.11575/PRISM/43190
  23. Maslow, A. H. (1970). Motivation and personality (L. Carr, Ed.): Longman, New York.
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  25. Murtiningsih, S., & Sujito, A. (2024). Reimagining the future of education: Inclusive pedagogies, critical intergenerational justice, and technological disruption. Policy Futures in Education, 14782103251341406. doi:https://doi.org/10.1177/14782103251341406
  26. Naurah, N. Z., & Siregar, R. K. (2023). Wacana Kesetaraan Gender dalam Keluarga pada Film Nanti Kita Cerita tentang Hari Ini : Analisis Wacana Kritis Norman Fairclough. Jurnal Humaniora dan Ilmu Pendidikan, 3(1), 19-35. doi:https://doi.org/10.35912/jahidik.v3i1.2233
  27. Peters, R. (1970). Freedom to learn: A view of what education might become: Carl R. Rogers columbus, ohio: Charles E. Merrill, 1969/Pp. 358/Paperback, 3.95;Cloth, 7.50: Springer.
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  29. Purwanty, S., Agustriyani, F., Ardinata, A., Palupi, R., & Mukhlis, H. (2023). Hubungan Pola Asuh Orang Tua dengan Self-Esteem pada Remaja di SMA Negeri 2 Gading Rejo. Jurnal Humaniora dan Ilmu Pendidikan, 3(1), 51-56. doi:https://doi.org/10.35912/jahidik.v3i1.2288
  30. Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in psychology, 13, 913219. doi:https://doi.org/10.3389/fpsyg.2022.913219
  31. Ryan, M. E. (2015). Teaching reflective learning in higher education-a systematic approach using pedagogic patterns. doi:https://doi.org/10.1007/978-3-319-09271-3
  32. Salem, G. M. M., Hashimi, W., & El-Ashry, A. M. (2025). Reflective mindfulness and emotional regulation training to enhance nursing students’ self-awareness, understanding, and regulation: a mixed method randomized controlled trial. BMC nursing, 24(1), 478. doi:https://doi.org/10.1186/s12912-025-03086-w
  33. Sari, F. W., Damayanti, I. P., & Sutriyani, W. (2022). Peran Guru dalam Menerapkan Model Kooperatif Learning Tipe NHT (Numbered Head Together) di Sekolah Dasar. Jurnal Humaniora dan Ilmu Pendidikan, 2(1), 13-23. doi:https://doi.org/10.35912/jahidik.v2i1.1268
  34. Schön, D. A. (2017). The reflective practitioner: How professionals think in action: Routledge.
  35. Seow, P.-S., Pan, G., & Koh, G. (2019). Examining an experiential learning approach to prepare students for the volatile, uncertain, complex and ambiguous (VUCA) work environment. The International Journal of Management Education, 17(1), 62-76. doi:https://doi.org/10.1016/j.ijme.2018.12.001
  36. Shean, M., & Mander, D. (2020). Building emotional safety for students in school environments: Challenges and opportunities. Health and education interdependence: Thriving from birth to adulthood, 225-248. doi:https://doi.org/10.1007/978-981-15-3959-6_12
  37. Sobirovich, T. B. (2024). Exploring the Ideosphere: A Comprehensive Examination of Eastern Philosophical Perspectives and Their Societal Reflections. doi:https://doi.org/10.46431/mejast.2024.7315
  38. Sobirovich, T. B. (2024). The Role Of Human Indicators In Shaping The Ideosphere: Strategic Insights For New Uzbekistan’s Future. Cognizance Journal of Multidisciplinary Studies, 4(9). doi:https://doi.org/10.47760/cognizance.2024.v04i09.004
  39. Vetrivel, S., Arun, V., Saravanan, T., & Maheswari, R. (2024). Social Emotional Learning Strategies in Higher Education Implementing Interactive Learning Strategies in Higher Education (pp. 68-94): IGI Global.
  40. Virtanen, P., Niemi, H., & Nevgi, A. (2017). Active learning and self-regulation enhance student teachers' professional competences. Australian Journal of Teacher Education (Online), 42(12), 1-20. doi:https://search.informit.org/doi/10.3316/ielapa.313660196196001
  41. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86): Harvard university press.
  42. Wu, Y., Lu, X., & Lin, C. (2025). Bridging Disciplines: Enhancing Integrative Thinking via Collaborative Problem-Based Learning in Higher Education. Thinking Skills and Creativity, 101939. doi:https://doi.org/10.1016/j.tsc.2025.101939