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Of course, sometimes our success in realignment with our standards is driven in part by external factors, but we always have a role to play in our successes and failures. When we are self-aware and believe there is a high chance of success, we are generally quick to attribute that success or failure to our efforts.Ĭonversely, when we are self-aware but believe there is a low chance of success, we tend to think that the outcome is more influenced by external factors than our efforts (Silvia & Duval, 2001).

Our actions will also depend on how much time and effort we believe that realignment will take the slower progress will be, the less likely we are to take on the realignment efforts, especially if the perceived discrepancy between ourselves and our standards is large (Silvia & Duval, 2001).Įssentially, this means that when faced with a significant discrepancy that will take a lot of consistent and focused work, we often simply don’t bother and stick to avoiding self-evaluation on this particular discrepancy.įurther, our level of self-awareness interacts with the likelihood of success in realigning ourselves and our standards to determine how we think about the outcome. If we believe it’s likely that we can improve our alignment with our standards of correctness, we take action. If we believe there’s little chance of actually changing this discrepancy, we tend to avoid it. Basically, it comes down to how we think it will turn out. Self-awareness theory (and subsequent research) suggests that there are a couple of different factors that influence how we choose to respond. When we find a discrepancy between the two, we find ourselves with two choices: to work toward reducing the discrepancy or avoid it entirely. We “fail,” or find a discrepancy between ourselves and our standards (Silvia & Duval, 2001).We “pass,” or find alignment between ourselves and our standards.The depth of knowledge on self-awareness, its correlates, and its benefits can provide us with a healthy foundation for enhancing self-awareness in ourselves and others.Īccording to the theory, there are two primary outcomes of comparing ourselves against our standards of correctness: This theory has been around for several decades, giving researchers plenty of time to test its soundness. Using these standards is a major component of practicing self-control, as we evaluate and determine whether we are making the right choices to achieve our goals. We do this daily, using these standards as a way to judge the rightness of our thoughts and behaviors. This is referred to as comparing against our standards of correctness. When we engage in self-evaluation, we can give some thought to whether we are thinking and feeling and acting as we “should” or following our standards and values. We can go about our day without giving our inner self any extra thought, merely thinking and feeling and acting as we will however, we also can focus our attention on that inner self, an ability that Duval and Wicklund (1972) termed “self-evaluation.” Self-awareness theory is based on the idea that you are not your thoughts, but the entity observing your thoughts you are the thinker, separate and apart from your thoughts (Duval & Wicklund, 1972). Self-Awareness in Students and Children.4 Tips for Improving Self-Awareness in Relationships.Self-Awareness & Emotional Intelligence.Meditation, Mindfulness, and Self-Awareness.

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