Enhancing University Students’ Self-Awareness Through Group Guidance

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.