Review of literature:

(Chidaura.I,2018) conducted a study which focuses on whether process drama, a form of role

playing, has an effect on self-awareness of adolescent peer pressure and drug abuse. The

research was conducted on a group which consisted of grade 7 learners of a primary school in

Johannesburg. It used a participatory workshop case study approach. The data was assessed

through focus group discussions and participant observations. The results indicate that the

presence of a facilitator is important for the drama to have an impact on inducing awareness

about the peer pressure and enhancement of positive self-esteem.

Ünal, Sati (2012) looks into whether there is an effect of self-awareness and communication

techniques on nurses’ assertiveness and self-esteem levels. The self-awareness and

communication techniques were presented as a course which consisted of homework,

roleplay, constructive feedback, demonstration and active student participation. Seventy-nine

undergraduate nursing school students completed the course. Assertiveness and self-esteem

were measured through Rathus Assertiveness Scale and Coopersmith self-esteem inventory.

The research designed was chosen to be a pretest and post-test study showed that there was a

significant difference in the pre-test and post-test measurements of the assertiveness and self-

esteem after the completion of a 14 weeks 3 hours each day course based on self-awareness

and communication techniques. Limitations of this study would include that follow up

measurements were not conducted.

(Mohammadiarya et al., 2012) conducted a study on how training of self-awareness and

anger management to Iranian middle school students affected their aggression levels. Using a

quasi-experimental design with a pre-test and post-test design along with a control group. The

experimental group which consisted of randomly chosen male students around the age of 13

after their aggression levels were obtained through the Aggression questionnaire (AGQ). The
self-awareness training included 6 sessions which included introduction to the concept,

presentation, activities which helped them gain insights about their positive aspects,

homework and revisions which was conducted on 15 randomly chosen participants. ANOVA

was chosen for statistical analysis and it suggested that self-awareness training was effective

in reducing aggression in students. Additionally, high self-awareness helped in inducing

relaxation and awareness about themselves in a situation where their aggression is triggered.

(Dhingra,R, Chauhan.K.S.,2017) conducted a study on the assessment and differences in the

life-skills on total of 60 adolescents aged 14-16 of classes 8th 9th and 10th randomly selected

five zones of the Delhi municipal council. The SES scale by (Tiwari Et.al, 2010) and the Life

skills assessment scale by Subasree and Nair (2010) was used for the assessment. The results

indicated that life-skills levels of adolescents are affected by various factors such as the

socio-economic status and the education level of parents etc., the data shows that a significant

portion of adolescents showed that they have high level of self-awareness. An age wise

analysis showed that the age group of 14-15 as well as 15-16 showed a high level of self-

awareness and in a Gender wise analysis of the same data showed that there was no

significant difference in self-awareness between the two genders. Both boys and girls scored

average scores in self-awareness.

(Sandu et al., 2015) This study explores around the concept of self-awareness and its sub

concepts such as self-concept and self-consciousness. The main focus of this study was to

verify whether there is a developed self-awareness among adolescents. A correlation study

design was chosen with a sample of 50 students from 2 classes of 11th standard aged 17 years.

Both of the classes underwent the tests of self-consciousness. The test “who am I?”

constructed by Kuhn and M.C Partland (1954) and a standardized questionnaire on self-

image of teenagers was used to measure the characteristic, attitudes towards themselves, their

values, self-esteem and self-image. The results showed that the development of self-image is
related to self-awareness among adolescents. An ideal self-image was observed to help

adolescents to develop their self-identities. Additionally, awareness of the development of the

self-esteem led to teenagers to achieve realistic goals which further enables establishment of

stronger value system and moral principles within themselves.

(Diener & Wallbom, 1976)This study is built on the overlapping of theories of

deindividuation (Zimbardo,1970) and objective self-awareness (Duval and Wicklund’s,1972)

investing whether self-awareness influences antinormative behaviour. They conducted at the

university of Washington, where self-awareness was induced in one group. The self-aware

group was made aware of themselves with a help of mirrors and tape recording about

themselves. Results showed the self-aware group had fewer cheating responses in a

intelligence test compare to the nonself aware group. Thus, the results supported the

hypothesis that self-awareness indeed restricted the chances of antinormative behaviour

occurring.

(Kooshafar.et.al., 2016) studied the effectiveness of self-awareness training on the self-

compassion levels of girl students in gifted students. The 982 gifted girl students from high

schools of Ahvaz, Iran were selected through random multistage sampling. The case control

study along with pre-test and post-test method was used for the study. Self-compassion

Questionnaire (Neff, 2003) was used to measure self-compassion. The self-awareness

training was conducted on the experimental group over a period of eight session for two

months. The study found that self-awareness training had positively impacted self-

compassion in gifted girl students. The follow up assessment results are indicated the stable

effect of the self-awareness training on self-compassion.

(Murthy.C.G.V.,2016) discusses on the different issues, problems and possibilities of life

skills education for school going adolescents. This article looks into issues like life skills
having the nature to be applicable to specific context and only the issue that the training

programme should be aware of the content are as most of the adolescence training can delve

into sensitive issue thus age-appropriate contents should be focused on. The author has

indicated their personal views on the problems involved in the introduction of life skills

education such as conceptual and procedural issues, whether to treat life skills as a standalone

programme or should it take an integrated approach, the need for an acceptable mandate and

methodology at national level. The author has also mentioned some of the components of

self-awareness that has to be acknowledged while developing a life skills education

programme. These components are – the identification of strength and weaknesses, the ability

to understand themselves against a set of criteria, introspection, accepting their self as it is,

being open to thoughts and opinion from other, and the ability of reflection about themselves

in order to improve themselves. The author has also emphasised the process of self-

awareness-to develop objectivity in life, to avoid narcissism, realistic, assess own strength

and weakness, shun developing complexes, verify traits based on evidences, and accepting

the positive and negative attributes about themselves.

(Zakaria, M.Z., et.al, 2020) This qualitative study looks to understand how self-confidence

and emotional interpretation of preschoolers with advanced socio emotional development

contributing to a richer understanding of their self-awareness. Three six-year-old preschoolers

were chosen as participants for their high socio emotional development. The study reveals

that the children with strong self-awareness have high self-esteem and ability to interpret

emotions and have a significant advantage in their emotional development and interpersonal

interactions.
(Klimoski.R., Hu.X.,2011) explores the various methods to enhance self-awareness, focusing

on improving self-relevant information, such as self-reflection and self-analysis. Emphasis is

laid on the importance of self-testing, working with others, and usage of tools like the Johari

window for insight. The study underlines the role of social networks, supervisory feedback,

mentoring and executive coaching in building self-awareness, benefitting interpersonal skills.

Key conditions for improving self-awareness include individual interest, a supportive social

network, and the choice of appropriate developmental actions. Timely and meaningful

feedback is crucial for motivating and guiding effective changes in self-awareness.

(Sutton, A and Crobach, C.2022) study investigates the impact of group coaching o self-

awareness and self-regulation, as well as personal growth, using a pre-post design. Findings

showed that group coaching led to significant improvements in self-awareness, self-

reflection, self-development, self-acceptance and proactivity at work. Additionally, it was

observed that it also increased employee engagement. The study’s relatively small sample

size is a limitation.

(Selvaraj, Dr. C. Ramesh,2018) study examined the personality development of 9th-grade

high school students across three districts in Tamil Nadu. They used a sample of 909 students

and the Personality Development Inventory developed by KALIAPPAN and

KARTHIKEYAN (1997). They found variations in self-awareness levels, with English

medium students generally performing better than Tamil medium students. The study did not

reveal a significant connection between students' self-awareness and their fathers' educational

qualifications.

(Whitney-Thomas & Moloney, 2001) conducted a study examining the development of self-definition in ado
(Sebastian et al., 2008) present a comprehensive review focusing on recent behavioural and neuroimaging stu

(Minev et al., 2018) Minev et al. (2018) explore self-esteem as a crucial component of self-

awareness and self-concept development in adolescents. Their study aims to analyze the

relationship between academic achievement and self-esteem in 8th-grade high school

students. The findings indicate that gender influences adolescent self-esteem, with girls

showing a more negative self-perception compared to boys. While maintaining high, stable

self-esteem is challenging for adolescents, it's notable that self-esteem levels vary by gender,

with boys having higher self-esteem than girls. School performance, however, does not

significantly impact self-esteem levels in the students examined. The study underscores the
importance of positive self-esteem in fostering self-expression, self-realization, and self-

affirmation during adolescence.

(Chassin et al., 1988) study aimed to assess the effectiveness of the Self Awareness Model in

understanding significant characteristics of adolescent alcohol use. The research involved 571

public high school students, aged 14 to 19, and used questionnaires like the Einstein Self-

Consciousness Scale and the Adolescent Alcohol Involvement Scale. The study found that

low self-awareness, combined with a family history of alcohol use, correlated with higher

alcohol consumption and negative consequences. In contrast, high self-awareness and

introspection seemed to offer a protective function, reducing alcohol involvement among

adolescents with alcoholic parents. This suggests the potential for interventions aimed at

increasing self-awareness to mitigate alcohol-related issues among high-risk adolescents.

Further research is warranted to explore these protective effects in more depth.

(Chen et al., 1998) conducted a study tracking 479 adolescents over seven years to examine

the relationship between changes in self-awareness and depressed mood. The results revealed

a significant connection between self-awareness and depressed mood, with the strongest

correlation occurring during mid-adolescence. Regression analyses suggested mutual

influence between self-awareness and depressed mood over time. The study noted that factors

like puberty and interactions with significant others had varying impacts on self-awareness

across different stages of adolescence. The findings support the idea that stressful life events

can enhance self-awareness during this period.

(Lund, 2009) this article aims to explore in to the concept of self-awareness in the context of

adolescents expressing shyness as an emotional and behavioural challenge within the school

environment. Through interviews and school observations the experiences and challenges of

15 adolescents are explored. The mere participation of the adolescents in this study indicated
their recognition of shyness as an emotional and behavioural issue. This study emphasises on

the significance of how teachers organise groups and their awareness of the social challenges

faced by adolescents, negative self-awareness can increase feelings of loneliness and inhibit

participation highlighting the importance who and guide practice and restructure these

negative self-perceptions.

(Jain et al., 2013) conducted a study to assess the levels of self-awareness among rural

adolescents, particularly in understanding the changes and issues faced during adolescence.

They used a cross-sectional study design and selected a sample of 320 students from 9th-12th

classes in government senior secondary schools. The findings revealed that 66.3% of the

study adolescents were aware of at least one adolescent change, and 85% could describe at

least one such change when prompted. However, 8.82% either did not consider these changes

as normal or were unsure about their normalcy. The study underscores the lack of accurate

information among adolescents regarding their physiological, psychological, and sexual

changes, emphasizing the need for regular, adolescent-friendly information and education

activities to address these knowledge gaps.

(Carden et al., 2022) conducted a systematic literature review of 31 articles to clarify the

definition of self-awareness and distinguish it from self-consciousness and self-knowledge.

The study aimed to provide a practical working definition of self-awareness and offered a

possible framework for understanding this construct. The research identified specific

components of self-awareness, such as beliefs, values, internal mental states, physical

sensations, personality traits, motivations, and behaviours. These categorizations align with

existing literature, which suggests that self-awareness can be viewed from an interpersonal,
intrapersonal, or combined perspective. The study emphasizes the importance of these

components in the development of self-awareness.

(Ardelt & Grunwald, 2018) highlight the significance of self-reflection and self-awareness in

human development, particularly during challenging times. They present various models

categorizing human development, emphasizing how self-awareness and mindfulness enhance

resilience and aid in healing trauma.

(Sutton et al., 2015) studied the benefits of self-awareness training in the workplace, finding a

positive link between self-awareness and job-related well-being. Two interventions aimed at

improving dispositional self-awareness were tested on full-time employees, resulting in

enhanced self-awareness, improved job-related well-being, enhanced communication, and

increased confidence.

(London et al., 2023) conducted a comprehensive literature review focusing on the development of

self-awareness and its impact on self-learning and interpersonal growth. The findings from this

literature review suggested that recent research has concentrated on various educational

interventions aimed at enhancing self-awareness. These interventions or approaches include

reflective practices, mindfulness interventions, coaching, leadership development programs,

experiential learning, and feedback interventions, among others.

(Mertens et al., 2022) conducted a study with the aim of investigating whether enhancing the

dimensions of self-awareness, including emotional self-regulation, self-esteem, and self-

reflection, could improve the positive development, resilience, and psychological well-being

of early adolescents. They used a randomized controlled trial to select the sample. The results

indicated that increases in emotional self-regulation and self-esteem were associated with a

correlated increase in both resilience and psychological well-being. However, changes in self-

reflection were not found to be related to changes in resilience and psychological well-being.
(Law & Rowe, 2019) investigated the effectiveness of the self-awareness assignment (SAA)

implemented on undergraduate social work students. The results of the study supported the

research's intended purpose, indicating that the SAA is a valuable teaching strategy. It also

highlighted the usefulness of the Johari window framework in assessing self-awareness.

Demetriou et al. (2020) conducted research focusing on the impact of cognitive self-

conceptions and motivation-related self-beliefs, such as self-efficacy, on academic outcomes.

The study explored the relationship between academic performance from late childhood to

middle adolescence and various aspects of mental functioning. Participants underwent

assessments measuring cognitive abilities and self-concept related to those abilities. The

findings revealed that self-awareness and self-evaluation played a role in predicting school

achievement when combined with cognitive ability.