Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
Conference “Thinking Through Action”
Crossfields Institute, Stroud, UK
November 8th- 9th 2013
Self Knowledge:
g
How Acting Makes Us Think and Thinking Makes Us Act
November 8th 2013
Prof. Dr. Janne Fengler,
Alanus University of Arts and Social Sciences, Alfter / Bonn, Germany
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Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
1. Background
2. Studies: Research Questions, Design, Empirical Results
Study 1 (Fengler, 2003):
Feedback, Limit Experiences and Self Concept Development
Study 2 (Fengler, 2007):
Experiential Education and Self Concept Development
Studyy 3 ((Fengler,
g , Eberle & Markus,, 2012):
)
Personality Correlates in the Context of Self Concept Development
3. Conclusions and future directions
2
© copyright Prof. Dr. Janne Fengler, contact: [email protected]
Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
1. BACKGROUND
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Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
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© copyright Prof. Dr. Janne Fengler, contact: [email protected]
Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
Who am I?
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Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
The Self sensu William James, 1890 (1)
Two aspects of self:
„Self“ as the product of perceptions
an individual has, as object of insight :
ME (self as object, „self as known“
or „empirical self“)
„Self“ as the perceiving, realising individual:
I (self as subject, „self as knower“
or „pure ego“)
(James, 1968)
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© copyright Prof. Dr. Janne Fengler, contact: [email protected]
Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
Development and Modification
of the Self Concept
direct assignment of attributes by others
indirect assignment of attributes by others
comparative assignment of attributes by oneself
reflexive
fl i assignment
i
t off attributes
tt ib t by
b oneself
lf
ideational assignment of attributes by oneself
(translated from: Filipp, 1993, 132-138, comp. Rosenberg, 1979)
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Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
2. STUDIES:
RESEARCH QUESTIONS,
DESIGN, EMPIRICAL RESULTS
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© copyright Prof. Dr. Janne Fengler, contact: [email protected]
Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
Study 1 (Fengler, 2003):
Feedback, Limit Experiences
and Self Concept Development
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Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
WHICH PROCESSES TAKE PLACE
IN SELF CONCEPT DEVELOPMENT?
stabilisation
stable
self concept
aquiring data about self-concept
aquiring data about self-concept
+
assessment of acceptance
dissonance
assimilation
of previous self concept data
defence
of previous self concept data
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(Fengler, 2005; 2006; 2010)
© copyright Prof. Dr. Janne Fengler, contact: [email protected]
Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
Study 2 (Fengler, 2007):
Experiential Education
and Self Concept Development
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Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
DO ALL AGE GROUPS
BENEFIT FROM THE PARTICIPATION
IN AN OUTDOOR EDUCATION PROGRAM
– I.E. SHOW AN INCREASE OF SELF-CONCEPT PARAMETERS? (1)
(Investigation of self-concept development
of different age groups over time)
age
group
1
(<14
and
>18
years)
general self-esteem
significance increase
(p-value, one-tail)
t1 to t2
t1 to t3
.000
.000
confidence in behaviour
and in decision-making
.000
.000
steadfastness
.000
.000
(Fengler, 2007)
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© copyright Prof. Dr. Janne Fengler, contact: [email protected]
Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
DO ALL AGE GROUPS
BENEFIT FROM THE PARTICIPATION
IN AN OUTDOOR EDUCATION PROGRAM
– I.E. SHOW AN INCREASE OF SELF-CONCEPT PARAMETERS? (2)
(Investigation of self-concept development
of different age groups over time)
age
group
2
(15-18
years)
general self-esteem
significance increase
(p-value, one-tail)
t1 to t2
t1 to t3
.000
.0325
confidence in behaviour
and in decision-making
.1125
.222
steadfastness
.0015
.008
(Fengler, 2007)
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Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
Study 3 (Fengler, Eberle & Markus, 2012):
Personality Correlates
in the Context of Self Concept Development
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© copyright Prof. Dr. Janne Fengler, contact: [email protected]
Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
DO HIGH SENSATION SEEKERS AND LOW SENSATION SEEKERS
DIFFER IN THEIR ATTITUDE TOWARDS CHALLENGE AND THREAT
AND IN THEIR PROACTIVE ATTITUDE AND SELF EFFICACY?
construct
p-value
difference
between
Q1 and Q3
(one-tail)
direction of difference
attitude tow. challenge
.000 high sensation seekers > low sensation seekers
attitude tow. threat
.000 low sensation seekers > high sensation seekers
proactive atitude
general self-efficacy
.0165 high sensation seekers > low sensation seekers
.000 high sensation seekers > low sensation seekers
(Fengler, Eberle & Markus, 2012)15
Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
3. CONCLUSIONS AND FUTURE
DIRECTIONS
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© copyright Prof. Dr. Janne Fengler, contact: [email protected]
Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
Lessons learnt... and “Where to from here?” (1)
When we discuss change in self
knowledge (self concept
self-knowledge
change), we need to take into account motivational
processes that interfere and either enhance or hinder an
increase of differential self knowledge.
We can state as a learning objective:
To create a certain consciousness of the processes and
motives involved in self concept modification among pupils
in terms of differentiated self awareness to stimulate both
self-critical and self-appreciative self-reflection.
Further investigation is needed in regard to learning
settings that support constructive learning processes best.
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Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
Lessons learnt… and “Where to from here?” (2)
Self concept changes which are stimulated by intervention
impulses are highly individual. Further research is needed
with respect to relations in person-enviroment-interaction.
Focussing on the individual, it is fruitful to have a closer
empirical look at relationships between personality
variables…
1. …within the realm of self knowlege
2 …and
2.
and behaviour that promotes experiences for sources
of positive self knowledge.
Findings can help us to individualize educational
interventions, both on a curriculum level and on a
situational level.
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© copyright Prof. Dr. Janne Fengler, contact: [email protected]
Self Knowledge: How Acting Makes Us Think and Thinking Makes Us Act
Prof. Dr. Janne Fengler
Thank you for your attention.
Prof. Dr. Janne Fengler
Alanus University of Arts and Social Sciences
Villestr. 3
53347 Alfter / Bonn
Germany
[email protected]
Tel.: +49(0)2222 9321-1511
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© copyright Prof. Dr. Janne Fengler, contact: [email protected]