Relationship between Self-Awareness Techniques and Moral Values of Students at the University Level
DOI:
https://doi.org/10.55737/psi.2025c-43095Keywords:
Awareness, Self-awareness Techniques, Moral ValuesAbstract
Morality prompts individuals to think about the consequences of their actions, particularly the impact they may have on other people. The basic purpose of this study was to examine the relationship between Self-awareness Techniques and Moral Values of students at the university level. In this study, the gender difference regarding self-awareness techniques and moral values was also probed. The current study was quantitative in nature, and a descriptive approach was used. In descriptive research, a cross-sectional survey technique was used to collect data. The population of the study consisted of twelve hundred twenty-one (1221) students of the Faculty of Social Sciences & Humanities (FSS&H), University of Kotli, Azad Jammu and Kashmir (UOKAJ&K). The researchers selected three hundred (300) students as a sample in this study using a stratified random sampling technique. A self-developed questionnaire was used based on a five-point Likert Scale. The questionnaire consisted of three sections, i.e. i) Demographic information, ii) Self-awareness techniques and iii) Moral Values. The researchers personally visited the students of UOKAJ&K and collected the data. The responses were analysed by using different statistical techniques (mean, Frequency, Percentage, standard deviation, independent sample t-test and Pearson's correlation). Female university students use more self-awareness techniques and demonstrate stronger moral values than males. Universities should hold seminars and counselling sessions, especially for male students, to foster self-awareness and moral development at the university level. It is concluded that developing self-awareness techniques in university students positively influences their moral values; educators and parents are encouraged to nurture these skills for enhanced morality.
References
Abtahi, P., Ding, V., Yang, A. C., Bruzzese, T., Romanos, A. B., Murnane, E. L., Follmer, S., & Landay, J. A. (2020). Understanding physical practices and the role of technology in manual self-tracking. Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, 4(4), 1–24. https://doi.org/10.1145/3432236
Al-Rosyid, M. H. (2019). Organizational communication Darussalam gontor modern Islamic institution campus 2 in building the loyalty of Mahasiswa guru (Doctoral dissertation). Universitas Darussalam Gontor.
Ambali, A. R., & Bakar, A. N. (2014). People’s awareness on halal foods and products: Potential issues for policy-makers. Procedia, Social and Behavioral Sciences, 121, 3–25. https://doi.org/10.1016/j.sbspro.2014.01.1104
Bashshur, M. R., & Moore, C. (2015). Speaking truth to power: the effect of candid feedback on how individuals with power allocate resources. The Journal of Applied Psychology, 100(2), 450–463. https://doi.org/10.1037/a0038138
Benziman, Y. (2022). Can impatience be virtuous? South African Journal of Philosophy, 41(4), 360-368. https://hdl.handle.net/10520/ejc-sajop_v41_n4_a360
Brewer, K. L., & Devnew, L. E. (2022). Developing responsible, self-aware management: An authentic leadership development program case study. The International Journal of Management Education, 20(3), 100697. https://doi.org/10.1016/j.ijme.2022.100697
Carnegie, D. (2023). How to win friends and influence people. Good Press.
Chowdhury, M. (2018). Emphasizing morals, values, ethics, and character education in science education and science teaching. MOJES: Malaysian Online Journal of Educational Sciences, 4(2), 1-16.
Davis, D. E., Worthington, E. L., Jr, & Hook, J. N. (2010). Humility: Review of measurement strategies and conceptualization as personality judgment. The Journal of Positive Psychology, 5(4), 243–252. https://doi.org/10.1080/17439761003791672
Duarte, J., Pinto-Gouveia, J., & Cruz, B. (2016). Relationships between nurses’ empathy, self-compassion and dimensions of professional quality of life: A cross-sectional study. International Journal of Nursing Studies, 60, 1–11. https://doi.org/10.1016/j.ijnurstu.2016.02.015
Durán, J. M., & Jongsma, K. R. (2021). Who is afraid of black box algorithms? On the epistemological and ethical basis of trust in medical AI. Journal of Medical Ethics, medethics-2020-106820. https://doi.org/10.1136/medethics-2020-106820
El-Hussein, M. T., & Fast, O. (2020). Gut feeling: A grounded theory study to identify clinical educators’ reasoning processes in putting students on a learning contract. Journal of Clinical Nursing, 29(1–2), 75–84. https://doi.org/10.1111/jocn.15058
Eurich, T. (2018). What self-awareness really is (and how to cultivate it). Harvard Business Review, 4(4), 1-9.
Friedland, J., & Jain, T. (2022). Reframing the purpose of business education: Crowding-in a culture of moral self-awareness. Journal of Management Inquiry, 31(1), 15–29. https://doi.org/10.1177/1056492620940793
Gelles, L. A., Lord, S. M., Hoople, G. D., Chen, D. A., & Mejia, J. A. (2020). Compassionate flexibility and self-discipline: Student adaptation to Emergency Remote Teaching in an Integrated Engineering energy course during COVID-19. Education Sciences, 10(11), 304. https://doi.org/10.3390/educsci10110304
Gilbert, P. (2014). The origins and nature of compassion focused therapy. The British Journal of Clinical Psychology, 53(1), 6–41. https://doi.org/10.1111/bjc.12043
Harman, C., & Sealy, R. (2017). Opt-in or opt-out: exploring how women construe their ambition at early career stages. Career Development International, 22(4), 372–398. https://doi.org/10.1108/cdi-08-2016-0137
Howard, M. C., & Crayne, M. P. (2019). Persistence: Defining the multidimensional construct and creating a measure. Personality and Individual Differences, 139, 77–89. https://doi.org/10.1016/j.paid.2018.11.005
Huxham, C., & Vangen, S. (2013). Managing to collaborate: The theory and practice of collaborative advantage. Routledge. https://doi.org/10.4324/9780203010167
Kaur, S. (2015). Moral values in education. IOSR Journal of Humanities and Social Science, 20(3), 21-26.
Kemppainen, M. (2020). The Importance of Emotional Intelligence for Finnish Female Leaders. https://www.theseus.fi/handle/10024/346439
Knapp, S., Gottlieb, M. C., & Handelsman, M. M. (2017). Self-awareness questions for effective psychotherapists: Helping good psychotherapists become even better. Practice Innovations (Washington, D.C.), 2(4), 163–172. https://doi.org/10.1037/pri0000051
Labban, L., Thallaj, N., & Labban, A. (2020). Assessing the level of awareness and knowledge of COVID 19 pandemic among Syrians. Archives of Medicine, 12(3). https://doi.org/10.36648/1989-5216.12.3.309
Lawrence, E., Dunn, M. W., & Weisfeld-Spolter, S. (2018). Developing leadership potential in graduate students with assessment, self-awareness, reflection and coaching. Journal of Management Development, 37(8), 634–651. https://doi.org/10.1108/jmd-11-2017-0390
Manokha, I. (2018). Surveillance, panopticism, and self-discipline in the digital age. Surveillance and Society, 16(2). https://dx.doi.org/10.24908/ss.v16i2.8346
McKaughan, D. J., & Howard-Snyder, D. (2022). Theorizing about faith and faithfulness with Jonathan Kvanvig. Religious Studies, 58(3), 628–648. https://doi.org/10.1017/s0034412521000202
Miller, J. T., & Verhaeghen, P. (2022). Mind full of kindness: self-awareness, self-regulation, and self-transcendence as vehicles for compassion. BMC psychology, 10(1), 188. https://doi.org/10.1186/s40359-022-00888-4
Noelliste, M. (2013). Integrity: An intrapersonal perspective. Human Resource Development Review, 12(4), 474-499. https://doi.org/10.1177/1534484313492333
O’Grady, E. (2016). Research as a respectful practice: An exploration of the practice of respect in qualitative research. Qualitative Research in Education, 5(3), 229. https://doi.org/10.17583/qre.2016.2018
Puente, A. C., & Bender, A. (2015). Mindful evaluation: Cultivating our ability to be reflexive and self-aware. Journal of MultiDisciplinary Evaluation, 11(25), 51-59. https://doi.org/10.56645/jmde.v11i25.440
Ray, D. K. (2023). A Transcendental Phenomenological Study of the Lived Experiences of Middle Managers: Self-Determined Lifelong Learning in the Banking Industry (Doctoral dissertation). Liberty University.
Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language testing, 30(3), 309-327. https://doi.org/10.1177/0265532213480128
Sharma, P. (2021). Soft Skills 3rd Edition: Personality Development for Life Success (English Edition). BPB publications.
Sturm, R. E., Taylor, S. N., Atwater, L. E., & Braddy, P. W. (2014). Leader self‐awareness: An examination and implications of women’s under‐prediction: LEADER SELF-AWARENESS: AN EXAMINATION. Journal of Organizational Behavior, 35(5), 657–677. https://doi.org/10.1002/job.1915
Thomason, K. K. (2015). Forgiveness or fairness?. Philosophical Papers, 44(2), 233-260. https://doi.org/10.1080/05568641.2015.1056962
White, A. A., 3rd, Logghe, H. J., Goodenough, D. A., Barnes, L. L., Hallward, A., Allen, I. M., Green, D. W., Krupat, E., & Llerena-Quinn, R. (2018). Self-awareness and cultural identity as an effort to reduce bias in medicine. Journal of Racial and Ethnic Health Disparities, 5(1), 34–49. https://doi.org/10.1007/s40615-017-0340-6
Wilson, C., Rouse, L., Rae, S., & Kar Ray, M. (2018). Mental health inpatients’ and staff members’ suggestions for reducing physical restraint: A qualitative study. Journal of Psychiatric and Mental Health Nursing, 25(3), 188–200. https://doi.org/10.1111/jpm.12453
Winham, N. (2022). Care Ethics and Kindness in Management and Organizational Studies. In Kindness in Management and Organizational Studies (pp. 109-126). Emerald Publishing Limited.
