Background: Self-awareness is the basic and main capacity of humans to make changes or self-improvements for the better while avoiding behaviors that are detrimental to themselves and others. Therefore, efforts to enhance self-awareness, including group guidance activities, need to be undertaken. Objective: This study aimed to identify the ways in which group guidance enhances university students’ self-awareness. Group guidance activities were structured to enhance the self-awareness of university students. Method: This study used a one-group pretest-posttest research design, which involved administering a pretest, treatment, and posttest to a single group. Twelve second-year university students were selected for this study using purposive sampling. Participants were administered the Self-Awareness Scale to measure their level of self-awareness before and after the intervention. The group underwent five weeks of group guidance activities, with one session per week. Data analysis was performed using descriptive statistics of mean and standard deviation for the research questions, while the Wilcoxon signed-rank test was used to analyze the data and determine the effectiveness of group guidance in enhancing students’ self-awareness. Results: Data analysis revealed a significant difference in the mean scores of self-awareness between the pre-test and post-test (p = 0.002 < 0.05), indicating that the implementation of group guidance effectively enhanced university students' self-awareness. Conclusion: Thus, this study proved that group guidance can be an effective method for enhancing students’ self-awareness.
| Published in | Education Journal (Volume 12, Issue 2) |
| DOI | 10.11648/j.edu.20231202.15 |
| Page(s) | 77-83 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Group Guidance, University Students, Self-Awareness
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APA Style
Stefanus Lio. (2023). Enhancing University Students’ Self-Awareness Through Group Guidance. Education Journal, 12(2), 77-83. https://doi.org/10.11648/j.edu.20231202.15
ACS Style
Stefanus Lio. Enhancing University Students’ Self-Awareness Through Group Guidance. Educ. J. 2023, 12(2), 77-83. doi: 10.11648/j.edu.20231202.15
AMA Style
Stefanus Lio. Enhancing University Students’ Self-Awareness Through Group Guidance. Educ J. 2023;12(2):77-83. doi: 10.11648/j.edu.20231202.15
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Download@article{10.11648/j.edu.20231202.15,
author = {Stefanus Lio},
title = {Enhancing University Students’ Self-Awareness Through Group Guidance},
journal = {Education Journal},
volume = {12},
number = {2},
pages = {77-83},
doi = {10.11648/j.edu.20231202.15},
url = {https://doi.org/10.11648/j.edu.20231202.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231202.15},
abstract = {Background: Self-awareness is the basic and main capacity of humans to make changes or self-improvements for the better while avoiding behaviors that are detrimental to themselves and others. Therefore, efforts to enhance self-awareness, including group guidance activities, need to be undertaken. Objective: This study aimed to identify the ways in which group guidance enhances university students’ self-awareness. Group guidance activities were structured to enhance the self-awareness of university students. Method: This study used a one-group pretest-posttest research design, which involved administering a pretest, treatment, and posttest to a single group. Twelve second-year university students were selected for this study using purposive sampling. Participants were administered the Self-Awareness Scale to measure their level of self-awareness before and after the intervention. The group underwent five weeks of group guidance activities, with one session per week. Data analysis was performed using descriptive statistics of mean and standard deviation for the research questions, while the Wilcoxon signed-rank test was used to analyze the data and determine the effectiveness of group guidance in enhancing students’ self-awareness. Results: Data analysis revealed a significant difference in the mean scores of self-awareness between the pre-test and post-test (p = 0.002 < 0.05), indicating that the implementation of group guidance effectively enhanced university students' self-awareness. Conclusion: Thus, this study proved that group guidance can be an effective method for enhancing students’ self-awareness.},
year = {2023}
}
TY - JOUR T1 - Enhancing University Students’ Self-Awareness Through Group Guidance AU - Stefanus Lio Y1 - 2023/04/18 PY - 2023 N1 - https://doi.org/10.11648/j.edu.20231202.15 DO - 10.11648/j.edu.20231202.15 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 77 EP - 83 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20231202.15 AB - Background: Self-awareness is the basic and main capacity of humans to make changes or self-improvements for the better while avoiding behaviors that are detrimental to themselves and others. Therefore, efforts to enhance self-awareness, including group guidance activities, need to be undertaken. Objective: This study aimed to identify the ways in which group guidance enhances university students’ self-awareness. Group guidance activities were structured to enhance the self-awareness of university students. Method: This study used a one-group pretest-posttest research design, which involved administering a pretest, treatment, and posttest to a single group. Twelve second-year university students were selected for this study using purposive sampling. Participants were administered the Self-Awareness Scale to measure their level of self-awareness before and after the intervention. The group underwent five weeks of group guidance activities, with one session per week. Data analysis was performed using descriptive statistics of mean and standard deviation for the research questions, while the Wilcoxon signed-rank test was used to analyze the data and determine the effectiveness of group guidance in enhancing students’ self-awareness. Results: Data analysis revealed a significant difference in the mean scores of self-awareness between the pre-test and post-test (p = 0.002 < 0.05), indicating that the implementation of group guidance effectively enhanced university students' self-awareness. Conclusion: Thus, this study proved that group guidance can be an effective method for enhancing students’ self-awareness. VL - 12 IS - 2 ER -
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