Artykuły w czasopismach: „Self-inquiry”

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Larsson, Bo. "Review of Self inquiry." Psychoanalytic Psychology 3, nr 3 (1986): 277–80. http://dx.doi.org/10.1037/h0085107.

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Smith, Barry, i Harald Delius. "Self-Awareness: A Semantical Inquiry." Philosophy and Phenomenological Research 46, nr 1 (wrzesień 1985): 170. http://dx.doi.org/10.2307/2107663.

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HUNTER, J. F. M. "Self-Awareness: A Semantical Inquiry". Philosophical Books 23, nr 3 (12.02.2009): 191–92. http://dx.doi.org/10.1111/j.1468-0149.1982.tb00181.x.

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Park, Chang Min, i Young Chun Kim. "A Methodological Inquiry of Self-study". Journal of Elementary Education 30, nr 4 (30.11.2017): 75–104. http://dx.doi.org/10.29096/jee.30.4.04.

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Zirko, Alena. "Types of Vocalizations in Self-Expression and Self-Inquiry". Психология. Журнал Высшей школы экономики 18, nr 1 (30.03.2021): 224–39. http://dx.doi.org/10.17323/1813-8918-2021-1-224-239.

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The author discusses vocalizations as using non-verbal voice sounds in self-expression and self-inquiry. The purpose of the study was to investigate the experience of self-expression and self-inquiry through vocalizations in the situations of valuing and evaluating. The researcher hypothesized that placing an individual in a safe place for self-expression on the conditions of valuing creates more authentic and genuine feelings, helping to reveal their authentic voice. On the contrary, placing a person under conditions of evaluating and impressiveness leads to a less authentic feeling and sounding. Two groups of participants were separated. The expressive group was created using the condition of valuing. The impressive group was created using the condition of evaluating. Participants in both groups used their voices to express themselves performing research tasks and then filled out the survey applications reflecting the sounder’s body, voice, feelings and listener’s feelings during the research. The application’s indicators were grouped into six factors: “Psychophysiological authenticity”, “Psychological authenticity”, “Satisfaction”, “Vocalization change”, “Perceived emotional involvement”, and “Perceived satisfaction”. The multilinear mixed effect regression models were built to investigate the influence of the research conditions on these factors and their dynamics. The t-test was used to compare the results between the groups. Significant differences were revealed with the factors “Psychophysiological authenticity”, “Psychological authenticity”, “Satisfaction”, and “Perceived satisfaction”. They were greater in the expressive group than they were in the impressive group. The indicators of “Perceived satisfaction” were growing.

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van Uum, Martina S. J., Roald P. Verhoeff i Marieke Peeters. "Inquiry-based science education: scaffolding pupils’ self-directed learning in open inquiry". International Journal of Science Education 39, nr 18 (5.11.2017): 2461–81. http://dx.doi.org/10.1080/09500693.2017.1388940.

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Hyland, Ken, i Feng (Kevin) Jiang. "Changing patterns of self-citation: cumulative inquiry or self-promotion?" Text & Talk 38, nr 3 (25.04.2018): 365–87. http://dx.doi.org/10.1515/text-2018-0004.

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Abstract Self-citations are a familiar, if sometimes controversial, element of academic knowledge construction and reputation-building, contributing to both the cumulative nature of academic research and helping writers to promote their scientific authority and enhance their careers. As scholarly publications become more specialized, more collaborative and more important for promotion and tenure, we might expect self-citation to play a more visible role in published research and this paper explores this possibility. Here we trace patterns of self-citation in papers from the same five journals in four disciplines at three time periods over the past 50 years, selected according to their impact ranking in 2015. We identify a large increase in self-citations although this is subject to disciplinary variation and tempered by a huge rise in citations overall, so that self-citation has fallen as a proportion of all citations. We attempt to account for these changes and give a rhetorical explanation for authorial practices.

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Sharp, Ann Margaret. "Self-transformation in the Community of Inquiry". Inquiry: Critical Thinking Across the Disciplines 16, nr 1 (1996): 36–47. http://dx.doi.org/10.5840/inquiryctnews199616129.

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Fiscalini, John. "On Coparticipant Inquiry and the Personal Self". Contemporary Psychoanalysis 42, nr 3 (lipiec 2006): 463–69. http://dx.doi.org/10.1080/00107530.2006.10747116.

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Furman, Cara E. "Descriptive inquiry: care of the principal self". Ethics and Education 14, nr 3 (26.05.2019): 298–315. http://dx.doi.org/10.1080/17449642.2019.1617390.

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Blumenreich, Megan, i Beverly Falk. "Research and teacher self-inquiry reawaken learning". Phi Delta Kappan 96, nr 5 (19.01.2015): 47–51. http://dx.doi.org/10.1177/0031721715569470.

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de Zeeuw, Gerard. "Self‐organisation as quality control in inquiry". Kybernetes 33, nr 9/10 (październik 2004): 1411–18. http://dx.doi.org/10.1108/03684920410556052.

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White, Peter R. "A Phenomenological Self-Inquiry into Ecological Consciousness". Ecopsychology 3, nr 1 (marzec 2011): 41–50. http://dx.doi.org/10.1089/eco.2010.0054.

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Silver, Michelle Pannor. "An inquiry into self-identification with retirement". Journal of Women & Aging 28, nr 6 (13.07.2016): 477–88. http://dx.doi.org/10.1080/08952841.2015.1018068.

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Uiterwijk-Luijk, Lisette, Meta Krüger, Bonne Zijlstra i Monique Volman. "Inquiry-based leadership". Journal of Educational Administration 55, nr 5 (7.08.2017): 492–509. http://dx.doi.org/10.1108/jea-12-2015-0114.

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Purpose The purpose of this paper is to improve the understanding of psychological factors that influence inquiry-based leadership. This study investigates how affective attitude, experienced social pressure, and self-efficacy relate to aspects of inquiry-based school leadership. A school leader’s inquiry habit of mind, data literacy, and the extent to which he or she creates a culture of inquiry in the school are each identified as aspects of inquiry-based leadership. Design/methodology/approach Data were collected from questionnaires completed by a sample of 79 school leaders. Findings A significant relationship was found between self-efficacy regarding inquiry-based leadership and all aspects of inquiry-based leadership. Affective attitude toward inquiry-based leadership was significantly related to creating a culture of inquiry. There was no unique relationship between experienced social pressure and inquiry-based leadership. Practical implications Administrators and educators of school leaders who aim to stimulate inquiry-based school leadership should not only focus on increasing the capacity of school leaders to lead their school in an inquiry-based way, but they should also focus on leaders’ self-efficacy and on fostering leaders’ positive attitude toward inquiry-based school leadership. Administrators and educators can, for example, give positive feedback, emphasize the added value of inquiry-based leadership, encourage working with critical friends, and stimulate collaboration with other leaders. Originality/value This study addresses two gaps in the existing research, by focusing on inquiry-based leadership instead of data use and on psychological factors instead of knowledge and skills that are related to this type of leadership.

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Streich, Irina, i Jürgen Mayer. "Effects and Prerequisites of Self-Generation in Inquiry-Based Learning". Education Sciences 10, nr 10 (10.10.2020): 277. http://dx.doi.org/10.3390/educsci10100277.

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The goal of this study is to investigate the effect of self-generation in inquiry-based learning and to identify the role of feedback. While open-ended inquiry-based learning with a high degree of self-generation requirements has long been considered optimal for facilitating effective learning, its long-run effects have been critically challenged. This study employed a 3 (learning condition) × 2 (retention interval) mixed factorial design (N = 98). An inquiry activity involving the self-generation of content knowledge with or without subsequent feedback was compared to an inquiry task in which students simply read hypotheses and data interpretations. Self-generation without feedback was subject to rereading and self-generation with feedback. However, no differences were found under the two latter conditions. An additional analysis of individual learners’ abilities revealed that different abilities (e.g., cognitive load, self-generation success) served as predictors of performance in the disparate treatments.

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Steffen, Lloyd, Roger T. Ames i Wimal Dissanayake. "Self and Deception: A Cross-Cultural Philosophical Inquiry". Philosophy East and West 48, nr 2 (kwiecień 1998): 369. http://dx.doi.org/10.2307/1399837.

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Filippelli, Sandra Elaine. "An Inquiry into Self-Immolation as Social Protest". Art/Research International: A Transdisciplinary Journal 3, nr 1 (1.03.2018): 53–68. http://dx.doi.org/10.18432/ari29258.

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This poetic inquiry paper is a reflection on the phenomenon of self-immolation committed as compassionate protest. Whether the self-directed social protest of Vietnamese monk, Thích Quảng Đức, and Tibetan monastics and lay people, expresses selfless, altruistic action, dedicated to the greater good, merits reflection. Individuals seeking social justice in today’s troubled times may be interested in cultivating ahimsa, or non-violence, within themselves before attempting to implement it within their communities. In brief, they should change themselves before they change the world. With self-compassion that broadens to loving kindness and compassion for all, they may try to understand those from whom they seek justice before they commit to action. This inquiry concludes with ekphrastic poetry, “interpreting, troubling and addressing” (poets.org) the Tibetan painting, “Wheel of Life,” a depiction of the Buddhist concept of the “three poisons,” ignorance, desire, and anger, and contemplates their antidotes.

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Greenberg, Cindy, i Natasha Lvovich. "The Multilingual Self: An Inquiry into Language Learning". TESOL Quarterly 32, nr 2 (1998): 364. http://dx.doi.org/10.2307/3587593.

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Částková, Pavlína, i Jiří Kropáč. "Pupil's Self-Concept in Inquiry-based Technical Education". Procedia - Social and Behavioral Sciences 186 (maj 2015): 776–84. http://dx.doi.org/10.1016/j.sbspro.2015.04.046.

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Yuan, Yanyue, i Richard Hickman. "“Autopsychography” as a Form of Self-Narrative Inquiry". Journal of Humanistic Psychology 59, nr 6 (4.08.2016): 842–58. http://dx.doi.org/10.1177/0022167816661059.

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In this article, we propose “autopsychography” as a form of self-narrative inquiry. Autopsychography seeks to track the shaping of creative paths when reflecting on lived experience as opposed to simply reporting what happened. We illustrate three major theoretical implications underpinning this concept: its rootedness in humanistic psychology that frames the human subject as the “whole person”; its emphasis on “change” and “growth,” core to educative experience; and its arts-informed features. We situate our discussions of autopsychography in the context of self-narrative approaches and we underscore its distinctiveness through comparisons with autoethnography as an already well-recognized methodology. We then present an autopsychographic study into Yanyue’s experience after submitting the softbound copy of her PhD thesis in which she experimented with an “oral diary” and the use of “found poetry” as ways of presenting data.

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Williams, Bryan L., i Hoi Suen. "A Methodological Comparison of Survey Techniques in Obtaining Self-Reports of Condom-Related Behaviors". Psychological Reports 75, nr 3_suppl (grudzień 1994): 1531–37. http://dx.doi.org/10.2466/pr0.1994.75.3f.1531.

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To obtain more accurate accounts of sexual attitudes and practices, researchers must explore innovative ways to overcome the reluctance of individuals to disclose sensitive and perhaps incriminating information about themselves The differences among selected modes of inquiry and survey techniques used to gather self-reports about sensitive contraceptive behaviors among young adults were examined in this study. Comparisons were made between the randomized response versus the direct-inquiry survey techniques and personal interview versus self-administered modes of inquiry relative to the reporting of sensitive condom-related sexual practices of 352 students at a large northeastern university. Findings indicated that the “controlledchoice” randomized-response technique was less effective in obtaining self-reports about condom-related practices than were direct-inquiry techniques. Recommendations for investigations are proposed.

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Lestari, Hana. "PENINGKATAN PEMAHAMAN NATURE OF SCIENCE (NOS) SISWA MELALUI MODEL PEMBELAJARAN INKUIRI TERBIMBING DITINJAU DARI TINGKAT EFIKASI DIRI". Reslaj : Religion Education Social Laa Roiba Journal 2, nr 2 (14.09.2020): 228–50. http://dx.doi.org/10.47467/reslaj.v2i2.146.

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ABSTRACT This study aims to (1) know comprehensively the increase in understanding of Nature of Science (NoS) groups of students who obtain guided inquiry learning models and groups of students who receive conventional learning, (2) analyze the criteria for increasing students' NoS understanding among students with self-efficacy levels. high and low. This research is a quasi-experimental study with a 2x2 factorial design. The data analysis technique used was two-way ANOVA with a significance level of 5%. The results showed that the average increase in NOS understanding of students who were given a guided inquiry learning model of 72.6 performed better with the informed category (already knowing and understanding aspects in NOS) while students who received conventional learning were 49.67 included in the category. naïve category (not knowing and understanding aspects in NOS); (2) There is a significant difference in the improvement of students' understanding of NOS between students who get learning with guided inquiry learning models and conventional learning; (3) There is a significant difference in increasing understanding of NOS between students with high self-efficacy tendencies with low self-efficacy, and students with high self-efficacy tendencies are much better at understanding NOS than low self-efficacy; (4) There is an interaction effect between the learning model and the level of self-efficacy together on increasing students' NOS understanding; (5) There is a difference in the improvement of students' understanding of NOS in students who have a tendency towards high self-efficacy who obtain guided inquiry learning models and students who receive conventional learning (6) There are differences in the improvement of students' understanding of NOS in students who have low self-efficacy tendencies who receive guided inquiry learning models and students who receive conventional learning. Keyword: Guided Inquiry, Self efficacy, Understanding NOS

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Lestari, Hana. "PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK DAN INQUIRY TERBIMBING TERHADAP KEMAMPUAN LITERASI SAINS BERDASARKAN KEMANDIRIAN BELAJAR". THORIQOTUNA: Jurnal Pendidikan Islam 2, nr 1 (24.06.2019): 1–12. http://dx.doi.org/10.47971/tjpi.v2i1.116.

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The purpose of this reasearch are knowing effect of Self directed learning, PJBL model and Guided Inquiry to science literacy abilities. This study was conducted at SMA Taruna Andigha and SMA Bina Insani in April-May 2018. Design of this research is post-test only experiment and control group design. The method that used on this research was quasi experiment. Experiment class was treated by PJBL model, while control class was treated by Guided Inquiry model. This instruments consist questionnaire of self directed learning and science literacy abilities test. The instruments have been valid and reliable. Analysis data used by Anova 2 ways design (2x2 factorial). The result show that: 1) The ability of science literacy of student who are given PJBL model higher than the students who given Guided inquiry models. (2) There is an enhancement of science literacy of students effected by self directed learning and learning models. (3) The ability of science literacy of students with high self directed learning who given treatment PJBL model is higher than the students who are given Guided inquiry model. (4) There is no significant difference the abiility of science literacy between students low self directed learning who given treatment by PJBL model and students who are given treatment by Guided inquiry model.

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Okoye, CA. "‘Onwe’: An Inquiry into the Igbo Concept of Self". OGIRISI: a New Journal of African Studies 8, nr 1 (9.11.2011): 51. http://dx.doi.org/10.4314/og.v8i1.4.

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권선미 i Chul-Ki Cho. "The Self-Narrative Inquiry on Student Teacher’s Teaching Practice". Teacher Education Research 52, nr 1 (kwiecień 2013): 63–78. http://dx.doi.org/10.15812/ter.52.1.201304.63.

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Freeman, Mark. "Qualitative Inquiry and the Self-Realization of Psychological Science". Qualitative Inquiry 20, nr 2 (24.01.2014): 119–26. http://dx.doi.org/10.1177/1077800413510270.

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Buser, Trevor J., Amanda Pitchko i Juleen K. Buser. "Naturalistic Recovery From Nonsuicidal Self-Injury: A Phenomenological Inquiry". Journal of Counseling & Development 92, nr 4 (10.09.2014): 438–46. http://dx.doi.org/10.1002/j.1556-6676.2014.00170.x.

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Coetzee, Marie-Heleen. "(Re)Storying the Self: Exploring Identity through Performative inquiry". South African Theatre Journal 23, nr 1 (styczeń 2009): 94–115. http://dx.doi.org/10.1080/10137548.2009.9687904.

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Abreu, Maria, Ozge Oner, Aleid Brouwer i Eveline van Leeuwen. "Well-being effects of self-employment: A spatial inquiry". Journal of Business Venturing 34, nr 4 (lipiec 2019): 589–607. http://dx.doi.org/10.1016/j.jbusvent.2018.11.001.

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Spector, Barbara, Ruth S. Burkett i Cyndy Leard. "Mitigating Resistance to Teaching Science Through Inquiry: Studying Self". Journal of Science Teacher Education 18, nr 2 (9.04.2007): 185–208. http://dx.doi.org/10.1007/s10972-006-9035-2.

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Zelechow, Bernard. "Subject and consciousness: A philosophical inquiry into self-consciousness". History of European Ideas 13, nr 5 (styczeń 1991): 662–64. http://dx.doi.org/10.1016/0191-6599(91)90096-h.

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Rahmadhani, Elfi. "Model pembelajaran process oriented guided inquiry learning (POGIL): Peningkatan disposisi matematika dan self-confidence mahasiswa tadris matematika". Jurnal Riset Pendidikan Matematika 5, nr 2 (22.11.2018): 159–67. http://dx.doi.org/10.21831/jrpm.v0i0.20962.

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Penelitian ini bertujuan untuk mengetahui peningkatan disposisi matematika dan self-confidence mahasiswa dengan menerapkan model pembelajaran Process Oriented Guided Inquiry Learning (POGIL). Penelitian ini merupakan penelitian deskriptif kuantitatif. Subjek penelitian ini adalah mahasiswa Program Studi Tadris Matematika (TMA) STAIN Gajah Putih Takengon semester V sebanyak 67 orang. Instrumen dalam penelitian ini adalah lembar observasi dan angket. Lembar observasi digunakan untuk mengamati aktivitas dosen dan mahasiswa selama perkuliahan berlangsung, serta angket diberikan kepada mahasiswa untuk melihat peningkatan disposisi matematika dan Self-confidence. Pemberian angket disposisi matematika dan self-confidence dilakukan sebelum dan setelah diberikan perlakuan menggunakan model Process Oriented Guided Inquiry Learning (POGIL). Berdasarkan hasil penelitian dapat disimpulkan bahwa model Process Oriented Guided Inquiry Learning (POGIL) dapat meningkatkan disposisi matematika dan self-confidence mahasiswa. Nilai rata-rata disposisi matematika mahasiswa sebelum perlakuan adalah 64,10, sedangkan setelah diberi perlakuan menjadi 76,91. Nilai rata-rata Self-confidence rata-rata sebelum perlakuan adalah 49,61, setelah perlakuan meningkat menjadi 59,79.Model of process oriented guided inquiry learning (POGIL): Improving mathematical disposition and self-confidence of students’ tadris matematika AbstractThis study was aimed to know improvement of students’ mathematical disposition and self-confidence with applying model of Process Oriented Guided Inquiry Learning (POGIL). The method of this study was descriptive quantitative. The subjects were 50 students of Tadris Matematika (TMA) STAIN Gajah Putih Takengon, Nangroe Aceh Darussalam, Indonesia, in semester V. The instruments of this study were observation sheet and questionnaires. Observation sheet was using to observe activities of lecturer and students on learning process, while questionnaire was giving to students to know improvement of their mathematical disposition and self-confidence. The students filled the questionnaire before and after they were given a treatment. Based on the results of this study it could be concluded that model of Process Oriented Guided Inquiry Learning (POGIL) could improve students’ mathematical disposition and self-confidence. The average score of students’ mathematical disposition in pre-treatment was 64.10 and after treatment was 76.91. While, the average score of students’ self-confidence in pre-treatment was 49.61 and after treatment was 59.79.

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Butler, Deborah L., Leyton Schnellert i Sylvie C. Cartier. "Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading". Education Research International 2013 (2013): 1–19. http://dx.doi.org/10.1155/2013/845694.

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This paper reports findings from a longitudinal project in which secondary teachers were working collaboratively to support adolescents' self-regulatedlearning through reading(LTR) in subject-area classrooms. We build from prior research to “connect the dots” between teachers' engagement in self- and co-regulated inquiry, associated shifts in classroom practice, and student self-regulation. More specifically, we investigated whether and how teachers working within a community of inquiry were mobilizing research to shape classroom practice and advance student learning. Drawing on evidence from 18 teachers and their respective classrooms, we describe findings related to the following research questions: (1) While engaged in self- and co-regulated inquiry, what types of practices did teachers enact to support LTR in their subject-area classrooms? (2) How did teachers draw on research-based resources to inform practice development? (3) What kinds of practices could be associated with gains in students' self-regulated LTR? In our discussion, we highlight contributions to understanding how teachers can be supported to situate research in authentic classroom environments and about qualities of practices supportive of students' self-regulated LTR. We also identify limitations of this work and important future directions.

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Nuryanti, Neti, Tina Rosyana i Euis Eti Rohaeti. "PENGARUH METODE INKUIRI TERBIMBING TERHADAP KEMAMPUAN PENALARAN DAN SELF CONFIDENCE SISWA SMP". JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, nr 3 (23.05.2018): 401. http://dx.doi.org/10.22460/jpmi.v1i3.p401-408.

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This study aims to examine the achievement of mathematical reasoning ability and self confidence of MTs students using guided inquiry method compared with using ordinary learning. The method used in this study is a quasi-experimental method, with a pretest and postes experimental-control group design. The population in this study is all MTs students in West Bandung regency, while the sample of the research is as much as two classes are selected to be experimental class and control class. The experimental class gained learning by guided inquiry method and the control class gained regular learning. The instrument used is a matter of reasoning ability test and non test self confidence matter. Data of research result are tested and analyzed quantitatively by using statistical test (t test). The conclusions obtained are as follows: 1) students' mathematical reasoning ability that obtains learning with guided inquiry method is better than students who gain ordinary learning; 2) the ability of self confidence students who gain learning with guided inquiry method is better than students who get regular learning.

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Eymur, Guluzar. "Developing High School Students’ Self-Efficacy and Perceptions about Inquiry and Laboratory Skills through Argument-Driven Inquiry". Journal of Chemical Education 95, nr 5 (30.03.2018): 709–15. http://dx.doi.org/10.1021/acs.jchemed.7b00934.

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Wei, Ling Ling, i Wei Yang. "The Analysis and Designing for the Cloud Learning Platform". Applied Mechanics and Materials 556-562 (maj 2014): 5548–51. http://dx.doi.org/10.4028/www.scientific.net/amm.556-562.5548.

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The traditional learning and the self-inquiry learning have their advantages, so it is combining their advantages,studying the cloud learning platform. According to the present situation of the learning platform, it is designing the traditional learning platform and the self-inquiry learning platform, then develop the learning platform, finally analysis the advantage of the learning platform for students and teachers.

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Hipolito-Delgado, Carlos P., i Shelley Zion. "Igniting the Fire Within Marginalized Youth: The Role of Critical Civic Inquiry in Fostering Ethnic Identity and Civic Self-Efficacy". Urban Education 52, nr 6 (15.03.2015): 699–717. http://dx.doi.org/10.1177/0042085915574524.

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Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participated in CCI pedagogy reported increases in ethnic identity and civic self-efficacy. These findings indicate the importance of supportive adult relationships, inquiry-based learning, and critical conversations about social and educational inequities in promoting the psychological empowerment of marginalized students.

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Zirko, A. "The human voice as a source of self-expression and self-inquiry: case study". Chelovek 30, nr 2 (kwiecień 2019): 114–29. http://dx.doi.org/10.31857/s023620070004924-3.

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Ozertugrul, Engin. "A Comparative Analysis: Heuristic Self-Search Inquiry as Self-Knowledge and Knowledge of Society". Journal of Humanistic Psychology 57, nr 3 (7.07.2015): 237–51. http://dx.doi.org/10.1177/0022167815594966.

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In research, the standard view of credibility seeks to illuminate what the researcher did with the data vis-à-vis collection, analysis, and interpretation. This works well in standard research where data can be checked through conventional validity measures (internal validity, external validity, reliability, replicability, and objectivity). It does not work well in heuristic self-search inquiry (HSSI) method where the data are in the researcher. In previous HSSI works, there is a level of uncertainty regarding the use of the method in knowledge exploration. It seems that there is still a need for the development of methodological understanding, particularly in terms of those who favor the use of multiple participants in HSSI, as opposed to those who do not. In this article, I compared four studies to clarify HSSI’s utility in knowledge production for future use.

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G. Luciano, Ruth, i Cris Norman P. Olipas. "An Inquiry on the Self-Esteem and Self-Efficacy Level of Information Technology Students". International Journal of Advanced Engineering, Management and Science 7, nr 9 (2021): 13–17. http://dx.doi.org/10.22161/ijaems.79.3.

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Weger, Ulrich, i Klaus Herbig. "The Self as Activity". Review of General Psychology 23, nr 2 (27.12.2018): 251–62. http://dx.doi.org/10.1037/gpr0000169.

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The self is a complex and heterogeneous phenomenon that is often described through its subcomponents (e.g., self-control, self-esteem, self-compassion). The entity that unifies these subcomponents is more elusive and difficult to access, at least with standard psychological methods. In the current inquiry we set out to illuminate and extend the understanding of the self by exploring the differentiation of the self as a “content” versus a “process” (e.g., self-schema vs. self-activity). We also differentiate the “self” from the “I,” exploring characteristics of a 3rd- versus a 1st-person perspective to this core psychological entity. We pursue an empirical 1st-person inquiry that is interdisciplinary in nature, drawing on concepts from both psychology and religious studies (in particular the “essential” or “core” self in psychology, as well as the “real” or “ideal” self in religious studies in the form of the “I Am” statements in the Gospels). Our approach illustrates how a consideration of phenomenological, 1st-person qualities of selfhood allows for an enriched, empirically based understanding of crucially important but subtle dimensions of I-ness that remain inaccessible to 3rd-person exploration.

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Akhavan, Nancy, Nichole Walsh i Janeen Goree. "Cultivating Problem-Solving Scholar-Practitioners: Impact of One CPED Program on Leader Self-Efficacy". International Journal of Learning, Teaching and Educational Research 19, nr 11 (30.11.2020): 1–23. http://dx.doi.org/10.26803/ijlter.19.11.1.

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This single case study is a qualitative inquiry into the cultivation of doctoral candidates and graduates on their efficacy as leaders in using inquiry as to approach problems of practice in daily work. The study examined a doctoral program in educational leadership at one large public university in California, USA. The case study methods included artifact analysis, an examination of field notes, and semi-structured one-on-one phone interviews. The data analysis of all sources revealed three themes related to participants’ leader self-efficacy in using scholarly inquiry on problems of practice in the field. Findings indicate that the participants grew in their leader self-efficacy, transformed, and confident in their sense of self as an educational scholar-practitioner to enact change. As a result of their experience in a Carnegie Project on the Education Doctorate (CPED) program, graduate participants also highlight the focus on inquiry processes to solve problems of practice as vital to educational leadership. Conclusions highlight considerations for similar programs when evaluating how they prepare graduates to impact education beyond coursework. Further research should emphasize how programs are addressing problems of practice for social justice to impact educational leaders in the field upon program completion.

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Mitchell, Brad L., i William R. Torbert. "The Power of Balance: Transforming Self, Society, and Scientific Inquiry." Journal of Higher Education 64, nr 1 (styczeń 1993): 108. http://dx.doi.org/10.2307/2959982.

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Lago, Juan Carlos. "The Community of Inquiry and the Development of Self Esteem". Thinking: The Journal of Philosophy for Children 9, nr 1 (1990): 12–16. http://dx.doi.org/10.5840/thinking19909118.

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Daniel, Marie-France. "Women, Philosophical Community of Inquiry and the Liberation of Self". Thinking: The Journal of Philosophy for Children 11, nr 3 (1994): 63–71. http://dx.doi.org/10.5840/thinking199411315.

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Marshall, Judi, i William R. Torbert. "The Power of Balance: Transforming Self, Society, and Scientific Inquiry". Academy of Management Review 17, nr 2 (kwiecień 1992): 365. http://dx.doi.org/10.2307/258780.

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Putnam, Robert, i William R. Torbert. "The Power of Balance: Transforming Self, Society, and Scientific Inquiry." Administrative Science Quarterly 38, nr 1 (marzec 1993): 146. http://dx.doi.org/10.2307/2393263.

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hyuk-kyu lee, 김남수, 이현명 i Youngtaek Shim. "An Inquiry into the Rationale for Self-study of Teachers". Journal of Education & Culture 18, nr 2 (czerwiec 2012): 5–43. http://dx.doi.org/10.24159/joec.2012.18.2.5.

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ČÁSTKOVÁ, Pavlína, i Jiří KROPÁČ. "PUPIL'S SELF-CONCEPT AND ASSESSMENT IN INQUIRY-BASED TECHICAL EDUCATION". Trends in Education 8, nr 1 (1.07.2015): 31–37. http://dx.doi.org/10.5507/tvv.2015.001.

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