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Artículos de revistas sobre el tema "Self-reflection"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 10 de marzo de 2023

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1

Johnson, Camille S. y Diederik A. Stapel. "Reflection Versus Self-Reflection". Social Psychology 42, n.º 2 (enero de 2011): 144–51. http://dx.doi.org/10.1027/1864-9335/a000053.

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Positive self-views are known to benefit individuals. However, little attention has been paid to the means by which self-esteem is attained and the consequences associated with different paths to high self-esteem. The current studies suggest that positive self-esteem attained through self-reflection is associated with performance benefits, but that positive self-esteem attained by affiliation with successful others should not be associated with performance benefits. Two studies show that while both experiences similarly boost global self-esteem, only self-reflection has positive effects on performance.

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2

Jefford, Elaine y Miriam Sargeant. "Self reflection". Nursing Standard 18, n.º 32 (21 de abril de 2004): 104. http://dx.doi.org/10.7748/ns2004.04.18.32.104.c3591.

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3

Karjohn, Lesley. "Self-Reflection". Inquiry: Critical Thinking Across the Disciplines 3, n.º 3 (1989): 7–10. http://dx.doi.org/10.5840/inquiryctnews19893327.

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4

Vaage, Margrethe Bruun. "Self-Reflection". Nordicom Review 30, n.º 2 (1 de noviembre de 2009): 159–78. http://dx.doi.org/10.1515/nor-2017-0157.

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Abstract Idiosyncratic responses are more strictly personal responses to fiction film that vary across individual spectators. In philosophy of film, idiosyncratic responses are often deemed inappropriate, unwarranted and unintended by the film. One type of idiosyncratic response is when empathy with a character triggers the spectator to reflect on his own real-life issues. Self-reflection can be triggered by egoistic drift, where the spectator starts imagining himself in the character’s shoes, by re-experiencing memories, or by unfamiliar experiences that draw the spectator’s attention. Film may facilitate self-reflection by slowing down narrative development and making the narrative indeterminate. Such scenes do make idiosyncratic responses, such as self-reflection, appropriate and intended. Fiction film is a safe context for the spectator to reflect on personal issues, as it also affords him with distancing techniques if the reflection becomes too painful or unwanted. The fictional context further encourages self-reflection in response to empathy, as the spectator is relieved from real-life moral obligations to help the other.

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5

Gun, B. "Quality self-reflection through reflection training". ELT Journal 65, n.º 2 (23 de junio de 2010): 126–35. http://dx.doi.org/10.1093/elt/ccq040.

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6

Chang, Nam Fung. "Self-image and self-reflection". Babel. Revue internationale de la traduction / International Journal of Translation 63, n.º 5 (31 de diciembre de 2017): 643–66. http://dx.doi.org/10.1075/babel.00002.cha.

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Abstract The futility of decades of government efforts to disseminate Chinese literature has triggered discussions among Chinese scholars on how to translate and who should be entrusted with this task. Some blame the failure on traditional concepts of translation that overemphasize faithfulness to the original to the point of disregarding target cultural conditions, but others insist that China should have control over its cultural export and that Sino-English should be used to internationalize English. Findings show that traditional concepts should not be blamed, as aggressively source-oriented strategies have been used in outbound translation only in recent years, and that this shift in translation norms in government-initiated outbound translation has spread to non-literary text types, and also to Hong Kong and Taiwan. The same kind of aggressiveness has recently been displayed in other forms of cultural export, triggering resistance in other cultures. All these changes may be attributable to a heightening of cultural self-image. What is needed to address the issue is cultural self-reflection, which will lead to the awareness that economic growth does not immediately bring cultural prestige, and that source-initiated cultural export efforts may make little difference in central cultures. Cultural awareness at a higher level can be achieved only through empathy.

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7

Motroshilova, Nelly V. "Self-Reflection and Self-Criticism". Russian Studies in Philosophy 52, n.º 4 (enero de 2015): 17–34. http://dx.doi.org/10.1080/10611967.2014.1030323.

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8

Conway, Jeremiah Patrick. "Presupposing Self-Reflection". Teaching Philosophy 22, n.º 1 (1999): 41–52. http://dx.doi.org/10.5840/teachphil19992214.

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9

Takano, Keisuke y Yoshihiko Tanno. "Self-rumination, self-reflection, and depression: Self-rumination counteracts the adaptive effect of self-reflection". Behaviour Research and Therapy 47, n.º 3 (marzo de 2009): 260–64. http://dx.doi.org/10.1016/j.brat.2008.12.008.

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10

Nelson, Thomas K. "Self-Reflection, Self-Consciousness, and Materiality". National Catholic Bioethics Quarterly 8, n.º 1 (2008): 87–102. http://dx.doi.org/10.5840/ncbq20088185.

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11

LI, Tianran, Jing LI y Guoliang YU. "Self-distancing: An Adaptive Self-reflection". Advances in Psychological Science 23, n.º 6 (2015): 1052. http://dx.doi.org/10.3724/sp.j.1042.2015.01052.

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12

Gupta, Charu. "Self-Assessment Through Reflection". JALT Postconference Publication - Issue 2021.1; August 2022 2021, n.º 1 (1 de agosto de 2022): 63. http://dx.doi.org/10.37546/jaltpcp2021-08.

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This study aims to observe the benefits of reflective practices for corrective feedback in the classroom through examining qualitative and quantitative data. It is a study that focuses on how students reflect on their performance in discussion tests, and if they can “notice” their errors in accordance with the test and course aims. Students were asked to reflect on their performance after watching the videos of their discussion tests and answer certain questions. The purpose was to have a “focused” reflection wherein students were asked to consider the aims of the test (e.g.: use of target discussion skills). In the final prompt, a question was added to elicit and understand students’ perceptions of this task. Most participants found reflection to be helpful in noticing their strengths and weaknesses. The final survey also demonstrated a mostly positive attitude toward the task. 本研究は、質的および量的な研究データの検証を通して、教室における訂正フィードバックのための省察的実践の効果を観察することを目的としている。学生がディスカッションテストでのパフォーマンスをどのように振り返り、テストやコースの目的に沿って自分の間違いに「気づく」ことができているかどうかに焦点を合わせた質的研究である。学生は、ディスカッションテストのビデオを見た後、自分のパフォーマンスを振り返り、プロンプトの質問に答えるよう求められた。その目的は、テストの目的（例：目標とするディスカッションスキルの使用）を考慮した「集中的な」振り返りを行うことであった。最後のプロンプトでは、このタスクに対する生徒の認識を引き出すための質問を加えた。ほとんどの参加者は、自己省察が自分の長所と短所に気づくのに役立ったと答えた。また、最終的なアンケートでは、この課題に対してほぼ肯定的な態度が示された。

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13

Sakai, Toyoko. "Self-Confidence and Reflection". TRENDS IN THE SCIENCES 5, n.º 2 (2000): 36–38. http://dx.doi.org/10.5363/tits.5.2_36.

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14

Adams-Webber, Jack. "SELF-REFLECTION IN ADOLESCENCE". Journal of Constructivist Psychology 12, n.º 3 (junio de 1999): 203–13. http://dx.doi.org/10.1080/107205399266073.

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15

Levine, David. "Gossip Boosts Self-Reflection". Scientific American Mind 26, n.º 2 (12 de febrero de 2015): 14. http://dx.doi.org/10.1038/scientificamericanmind0315-14c.

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16

Taylor, Astra. "Self-Reflection and Revolution". Monthly Review 56, n.º 1 (7 de mayo de 2004): 59. http://dx.doi.org/10.14452/mr-056-01-2004-05_7.

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17

Thorpe, Karran y Jeannette Barsky. "Healing through self-reflection". Journal of Advanced Nursing 35, n.º 5 (30 de septiembre de 2001): 760–68. http://dx.doi.org/10.1046/j.1365-2648.2001.01908.x.

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18

Bagay, Joann Marie. "Self-Reflection in Nursing". Journal of Professional Nursing 28, n.º 2 (marzo de 2012): 130–31. http://dx.doi.org/10.1016/j.profnurs.2011.12.001.

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19

Haga, Ånund. "Phenomenology and self-reflection". Zeitschrift für allgemeine Wissenschaftstheorie 16, n.º 1 (marzo de 1985): 25–46. http://dx.doi.org/10.1007/bf01800833.

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20

Cooley, Sarah y Jeffrey S. Miller. "“Self”-reflection by KIR". Blood 114, n.º 1 (2 de julio de 2009): 2–3. http://dx.doi.org/10.1182/blood-2009-04-214312.

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Abstract Significant debate exists over the proposed mechanisms by which NK receptor expression coordinates with the acquisition of function and titration of responsiveness, a process called NK-cell education. In this issue of Blood, Andersson and colleagues provide new insights into the mechanisms underlying NK-cell repertoire formation and the modulation of NK-cell function.1

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21

Bronfman, Aaron. "Reflection and Self-Trust". Thought: A Journal of Philosophy 4, n.º 2 (junio de 2015): 75–82. http://dx.doi.org/10.1002/tht3.160.

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22

Eckstein, W. y J. P. Biersack. "Self-sputtering and reflection". Zeitschrift f�r Physik B Condensed Matter 63, n.º 1 (marzo de 1986): 109–20. http://dx.doi.org/10.1007/bf01312585.

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23

Szűcs, Ida Zagyváné. "Teacher trainers’ self-reflection and self-evaluation". Acta Educationis Generalis 8, n.º 2 (1 de agosto de 2018): 9–23. http://dx.doi.org/10.2478/atd-2018-0008.

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Abstract Introduction: A group of researchers have worked out the Teacher Trainers’ Professional Competences in Hungary. The aim of the research was to explore whether there are any differences among certain groups of teacher trainers concerning their self-reflection, self-evaluation and commitment to ongoing professional development. Methods: Structured interviews were carried out with a sample of 6 teacher trainers whose selection was based on two principles - those who are considered to be teacher trainers in Hungary and those who are available in one of the most important teacher training centres in Hungary - Eszterházy Károly University. The data analysis was done with the General Step-by Step Model of Qualitative Content Analysis supported by MAXQDA 12 software programme. Results: Self-reflection and self-evaluation are the most important factors in teacher trainers’ professional development. Existing standards and criteria to which they compare their achievements play an orienteering role in these two processes, as well as in their self-regulatory learning. However, the levels, the types and the methods of self-reflection can differ depending on what field of teacher training they are involved in and when they were trained as teachers. Discussion: The results of the study promote deeper understanding of teacher trainers’ professional competences regarding their commitment to professional development. It has been clearly stated for which group of teacher trainers scientific research as the highest level of reflection can be a basic requirement, and for which group it should be an expected learning outcome in the future. As research-based teacher training is being introduced in Hungary, parallel to it, all groups of teacher trainers will gradually be expected to carry out scientific research to accomplish the highest level of reflection. Limitations: The sample size does not cover the whole scope of teacher trainers, as instructors teaching specific disciplines were not interviewed, and the research was done in qualitative design, therefore the results cannot be generalized. A future research of quantitative design should cover more teacher trainers from other universities and regions. Conclusions: The general step by step model of qualitative content analysis has provided a detailed picture of the driver of the teacher trainers’ professional development. The evidence of the acceptance of the position of a role model for their instructed, mentored or supported student teachers, teacher assistants and teachers has been given by this research. The need for research-based teacher training in Hungary has been confirmed. Further research should be carried out focusing on teaching strategies, methods and good practices where self-reflection and self-evaluation play a crucial role in enhancing self-regulatory learning

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24

Slepcevic-Zach, Peter y Michaela Stock. "ePortfolio as a tool for reflection and self-reflection". Reflective Practice 19, n.º 3 (26 de febrero de 2018): 291–307. http://dx.doi.org/10.1080/14623943.2018.1437399.

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25

Fleming, Stephen. "The Power of self-reflection". New Scientist 250, n.º 3333 (mayo de 2021): 36–40. http://dx.doi.org/10.1016/s0262-4079(21)00794-6.

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26

Daujotytė-Pakerienė, Viktorija. "Between Philosophy and Self-Reflection". Literatūra 62, n.º 1 (28 de diciembre de 2020): 24–33. http://dx.doi.org/10.15388/litera.2020.1.2.

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The article aims at highlighting the uniqueness of thinking and academic activity of Donatas Sauka, who for many years was a professor at the Department of Lithuanian Literature of Vilnius University. The article reveals his scholarly ambitions – broad interests, good knowledge of classic Western literature, and an attempt to keep the achievements of natural sciences on the horizon of humanities. However, he harboured artistic and poetic inclinations in his nature; he has translated a number of classical texts required for his research. The philological interests of the professor were permeated by self-reflection. Comparative literature science was his field of research – even though his other interests also competed for his attention, he analysed methodological issues, different scopes of national literatures and paradoxes of literary analysis. He also raised an essential question for comparison – from what and how are clusters of literary identity formed; how they are related to the mental history and language of a nation; how creative incentives are formed and how they operate.

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27

Dahlstrom, Timothy R. "The Beginning of Self-Reflection". Administrative Theory & Praxis 35, n.º 4 (diciembre de 2013): 577–88. http://dx.doi.org/10.2753/atp1084-1806350406.

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28

Lopera Medina, Sergio Alonso. "A Reflection About Self-plagiarism". GiST Education and Learning Research Journal, n.º 16 (4 de julio de 2018): 164–84. http://dx.doi.org/10.26817/16925777.430.

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This paper explores self-plagiarism in three different articles that reported results of the same research project on reading in a foreign language. This article follows the qualitative research method and an exploratory case study was used. Results support that both inadequate paraphrasing and adequate paraphrasing were given. Regarding inadequate paraphrasing some similar words and ideas were found. On the other hand, using different authors in a specific idea, having different numbers of words in a common issue, and being versatile to present information might lead to adequate paraphrasing. Conclusions suggest that a dialog between editors and authors must be given in order to clear self-plagiarism up. Finally, conclusions also suggest that editors should consider the inclusion of some similar information in articles written by the same author or the same research members

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29

Suh, Won-Hyuk. "Self-Reflection and Daedong world". Liberal Arts Innovation Center 5 (30 de mayo de 2020): 7–26. http://dx.doi.org/10.54698/kl.2020.5.7.

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30

Chakrabarti, Supriya, Daniel M. Cotton, James S. Vickers y Brett C. Bush. "Self-compensating, all-reflection interferometer". Applied Optics 33, n.º 13 (1 de mayo de 1994): 2596. http://dx.doi.org/10.1364/ao.33.002596.

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31

Zhu, Ying. "Neuroimaging studies of self-reflection*". Progress in Natural Science 14, n.º 4 (1 de abril de 2004): 296–302. http://dx.doi.org/10.1080/10020070412331343511.

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32

Daujotytė-Pakerienė, Viktorija. "Between Philosophy and Self-Reflection". Literatūra 62, n.º 1 (28 de diciembre de 2020): 24–33. http://dx.doi.org/10.15388/litera.2020.1.2.

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The article aims at highlighting the uniqueness of thinking and academic activity of Donatas Sauka, who for many years was a professor at the Department of Lithuanian Literature of Vilnius University. The article reveals his scholarly ambitions – broad interests, good knowledge of classic Western literature, and an attempt to keep the achievements of natural sciences on the horizon of humanities. However, he harboured artistic and poetic inclinations in his nature; he has translated a number of classical texts required for his research. The philological interests of the professor were permeated by self-reflection. Comparative literature science was his field of research – even though his other interests also competed for his attention, he analysed methodological issues, different scopes of national literatures and paradoxes of literary analysis. He also raised an essential question for comparison – from what and how are clusters of literary identity formed; how they are related to the mental history and language of a nation; how creative incentives are formed and how they operate.

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33

Schor, Susan M., William Van Buskirk y Dennis McGrath. "Caring, Voice and Self‐reflection". Journal of Organizational Change Management 7, n.º 6 (diciembre de 1994): 34–48. http://dx.doi.org/10.1108/09534819410072692.

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34

Schnabel, Raik, Delf Mittelstrab, Thomas Binzer, Christian Waldschmidt y Robert Weigel. "Reflection, Refraction, and Self-Jamming". IEEE Microwave Magazine 13, n.º 3 (mayo de 2012): 107–17. http://dx.doi.org/10.1109/mmm.2012.2186095.

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35

Zawatsky, Carole R. "Cultural Reflections and Self-Reflection". Journal of Museum Education 17, n.º 2 (marzo de 1992): 12–14. http://dx.doi.org/10.1080/10598650.1992.11510202.

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36

Santovetti, Olivia. "Self-reflection in Italian literature". Italianist 35, n.º 3 (2 de septiembre de 2015): 309–17. http://dx.doi.org/10.1179/0261434015z.000000000137.

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37

Johnson, S. C. "Neural correlates of self-reflection". Brain 125, n.º 8 (1 de agosto de 2002): 1808–14. http://dx.doi.org/10.1093/brain/awf181.

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38

Gewin, Virginia. "Social media: Self-reflection, online". Nature 471, n.º 7340 (marzo de 2011): 667–69. http://dx.doi.org/10.1038/nj7340-667a.

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39

Lewis, Brian L. "Self-deception: A postmodern reflection." Journal of Theoretical and Philosophical Psychology 16, n.º 1 (1996): 49–66. http://dx.doi.org/10.1037/h0091152.

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40

Halloran, Laurel. "The Value of Self-reflection". Journal for Nurse Practitioners 12, n.º 10 (noviembre de 2016): e437-e438. http://dx.doi.org/10.1016/j.nurpra.2016.09.004.

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41

Taruffi, Liila. "Sad music and self-reflection". Physics of Life Reviews 25 (agosto de 2018): 131–33. http://dx.doi.org/10.1016/j.plrev.2018.03.007.

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42

Knapp, Samuel, Michael C. Gottlieb y Mitchell M. Handelsman. "Enhancing professionalism through self-reflection." Professional Psychology: Research and Practice 48, n.º 3 (2017): 167–74. http://dx.doi.org/10.1037/pro0000135.

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43

Wang, Zhining, Dandan Liu y Shaohan Cai. "Self-reflection and employee creativity". Chinese Management Studies 13, n.º 4 (4 de noviembre de 2019): 895–917. http://dx.doi.org/10.1108/cms-09-2018-0683.

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Purpose This paper aims to examine the effect of self-reflection on employee creativity in China. The authors identify individual intellectual capital (IIC) as a mediator and concerns for face as a moderator for this relationship. Design/methodology/approach A sample of 351 dyads of full-time employees and their immediate supervisors from various Chinese companies were surveyed. Regression analysis and structural equation modeling were used to test the research model. Findings Three dimensions of self-reflection significantly affect IIC and subsequently lead to employee creativity; IIC mediates the relationship between three dimensions of self-reflection and employee creativity; concern for face negatively moderates the effect of IIC on employee creativity. Practical implications Managers can facilitate employees’ creativity by motivating them to conduct self-reflection and develop IIC, and by nurturing a safe atmosphere that allows individuals to take risks without losing face. Originality/value This is one of the first empirical studies to investigate the mediating effects of IIC and the moderating effects of concerns for face on the relationship between self-reflection and creativity.

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44

Mangles, Stuart P. D. "X-rays from self-reflection". Nature Photonics 6, n.º 5 (mayo de 2012): 280–81. http://dx.doi.org/10.1038/nphoton.2012.86.

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45

Karwat, Darshan M. A. "Self-reflection for Activist Engineering". Science and Engineering Ethics 26, n.º 3 (28 de octubre de 2019): 1329–52. http://dx.doi.org/10.1007/s11948-019-00150-y.

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46

Weisberg, Jonathan. "Conditionalization, Reflection, and Self-Knowledge". Philosophical Studies 135, n.º 2 (5 de abril de 2007): 179–97. http://dx.doi.org/10.1007/s11098-007-9073-4.

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47

Harris, James C. "Lucian Freud's Reflection (Self-Portrait)". JAMA Psychiatry 70, n.º 5 (1 de mayo de 2013): 455. http://dx.doi.org/10.1001/jamapsychiatry.2013.370.

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48

오현선. "An Education for Self-Reflection through Self-Confrontation". THEOLOGICAL THOUGHT ll, n.º 137 (junio de 2007): 265–88. http://dx.doi.org/10.35858/sinhak.2007..137.009.

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49

Omar, Noor Abidah Mohd, Masdinah Alauyah Md Yusof y Abdul Halim Abdul Raof. "FROM SELF-EVALUATION TO SELF-REFLECTION: TEACHERS’ PERSPECTIVES". Malaysian Journal of Languages and Linguistics (MJLL) 3, n.º 1 (1 de diciembre de 2014): 94. http://dx.doi.org/10.24200/mjll.vol3iss1pp94-107.

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50

Askar, Khalid, Blayne M. Phillips, Yin Fang, Baeck Choi, Numan Gozubenli, Peng Jiang y Bin Jiang. "Self-assembled self-cleaning broadband anti-reflection coatings". Colloids and Surfaces A: Physicochemical and Engineering Aspects 439 (diciembre de 2013): 84–100. http://dx.doi.org/10.1016/j.colsurfa.2013.03.004.

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