Boyan Vasilev
Plovdiv University ‘’Paisii Hilendarski’
Margarita Bakracheva
Sofia University
https://doi.org/10.53656/ped2021-3.04
Abstract. Self-reflection skills are built as a part of the overall psychosocial development and self-determination and this process can be effectively promoted. The ability to maintain optimal self-esteem and self-awareness is formed in the course of seeking and discovering oneself in relation to the possibilities and the pursuit of self-affirmation. Outlined are the results of 364 school and university students as representatives of the most sensitive period of identity construction. The emphasis is mainly on the relations between self-affirmation and identity. The data from the empirical study on the phenomena of self-affirmation and identity are interpreted in terms of personal reflection.
The general conclusion supports that increased self-affirmation – both the pursued externally as orientation and support and authentic and autonomous through personal achievemnts, facilitates personal commitments and authentic exploration and attainment of the psychosocial identity. Results highlight the implications that can be pursued in academic setting and can be useful for all who are involved in education and training of school and university students.
Keywords: identity; self-affirmation; self-reflection
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