Reflection in the Formation of the Self and Personality Development: A Review of recent Studies

Анотація

Background. Reflection is a key psychological mechanism that ensures the development of self-awareness, the formation of the Self, and personality maturation. It enables individuals to analyze their thoughts, emotions, and behaviors, contributing to the construction of a coherent self-concept.

Objective. The aim of this study was to review recent scientific research (2020–2026) on the role of reflection in the formation of the Self and personality development, and to summarize contemporary theoretical and empirical findings.

Materials and Methods. The study is based on a literature review of publications indexed in Scopus, Web of Science, PubMed, and Google Scholar. Methods included selection of relevant sources, comparative analysis, synthesis, and generalization of data, with a focus on the psychological mechanisms of reflection.

Results. The analysis shows that reflection is a multidimensional cognitive and metacognitive process that integrates cognitive, emotional, and social aspects of human development. It plays a central role in the development of self-awareness and identity formation, especially during adolescence and early adulthood. Reflection contributes to self-regulation by enabling individuals to evaluate their behavior and adjust it according to goals and environmental demands. It is also closely related to emotional intelligence and emotional regulation, supporting psychological well-being and resilience.

Conclusions. Reflection is an essential mechanism in the formation of the Self and personality development. It supports self-awareness, identity integration, emotional regulation, and adaptive functioning. The development of reflective abilities is an important factor in personal growth, psychological well-being, and professional effectiveness.

REFERENCES

1.              Dapp, L. C., & Roebers, C. M. (2021). Metacognition and self-concept: Elaborating on a construct relation in first-grade children. PLoS One, 16(4), e0250845. https://doi.org/10.1371/journal.pone.0250845

2.              Merkebu, J., Kitsantas, A., Durning, S. J., & Ma, T. (2023, April). What is metacognitive reflection? The moderating role of metacognition on emotional regulation and reflection. In Frontiers in education (Vol. 8, p. 1166195). Frontiers Media SA. https://doi.org/10.3389/feduc.2023.1166195

3.              Banner, S. E., Rock, A. J., Cosh, S. M., Schutte, N., & Rice, K. (2025). Self-reflection on competence: metacognitive process and barriers of self-assessment in psychologists. Advances in Health Sciences Education, 1-21. https://doi.org/10.1007/s10459-025-10434-7

4.              Merkebu, J., Veen, M., Hosseini, S., & Varpio, L. (2024). The case for metacognitive reflection: a theory integrative review with implications for medical education. Advances in Health Sciences Education, 29(4), 1481-1500. https://doi.org/10.1007/s10459-023-10310-2

5.              Crone, E. A., & Van Drunen, L. (2024). Development of self-concept in childhood and adolescence: how neuroscience can inform theory and vice versa. Human Development, 68(5-6), 255-271. https://doi.org/10.1159/000539844

6.              Banner, S. E., Rock, A. J., Cosh, S. M., Schutte, N., & Rice, K. (2025). Self-reflection as the metacognitive “rubber band” for psychologists in practice: a qualitative exploration. Australian Journal of Psychology, 77(1), 2568762. https://doi.org/10.1080/00049530.2025.2568762

7.              Guamanga, M. H., Saiz, C., Rivas, S. F., & Bueno, P. M. (2025). Critical thinking and metacognition: pathways to empathy and psychological well-being. Journal of Intelligence, 13(3), 34. https://doi.org/10.3390/jintelligence13030034

8.              Falon, S. L., Hoare, S., Kangas, M., & Crane, M. F. (2022). The coping insights evident through self‐reflection on stressful military training events: Qualitative evidence from self‐reflection journals. Stress and Health, 38(5), 902-918. https://doi.org/10.1002/smi.3141

9.              Mösler, T., Poppek, S., Leonhard, C., & Collet, W. (2023). Reflective skills, empathy, wellbeing, and resilience in cognitive-behavior therapy trainees participating in mindfulness-based self-practice/self-reflection. Psychological reports, 126(6), 2648-2668. https://doi.org/10.1177/00332941221094482

10.          Machost, H., & Stains, M. (2023). Reflective practices in education: A primer for practitioners. CBE—Life Sciences Education, 22(2), es2. https://doi.org/10.1187/cbe.22-07-0148

11.          Муштіна, Г. Ю., & Шаполова, В. В. (2025). Роль самоусвідомленння та рефлексії у формуванні особистісного потенціалу. Наукова школа академіка І. А. Зязюна у працях його соратників та учнів : матеріали ІX науково-практичної конференції 22–23 травня 2025 року / заг. ред. Романовського О. Г. ; МОН України, НАПНУ, Нац. техн. ун-т «Харків. політехн. ін-т» [та ін.]. – Харків : НТУ «ХПІ», 2025. С. 33-35.

12.          Szczepanik, J. E., Brycz, H., Kleka, P., Fanslau, A., Zarate Jr, C. A., & Nugent, A. C. (2020). Metacognition and emotion–How accurate perception of own biases relates to positive feelings and hedonic capacity. Consciousness and Cognition, 82, 102936. https://doi.org/10.1016/j.concog.2020.102936 

13.          Wiesepape, C. N., Leonhardt, B. L., Hamm, J. A., & Faith, L. A. (2026). Metacognitive reflection and insight therapy: a mini-review of advances, challenges, and future directions. Frontiers in Psychology, 17, 1746025. https://doi.org/10.3389/fpsyg.2026.1746025

14.          van der Cruijsen, R., Blankenstein, N. E., Spaans, J. P., Peters, S., & Crone, E. A. (2023). Longitudinal self-concept development in adolescence. Social Cognitive and Affective Neuroscience, 18(1), nsac062. https://doi.org/10.1093/scan/nsac062

15.          Inzlicht, M., Werner, K. M., Briskin, J. L., & Roberts, B. W. (2021). Integrating models of self-regulation. Annual review of psychology, 72(1), 319-345. https://doi.org/10.1146/annurev-psych-061020-105721

16.          Robson, D. A., Allen, M. S., & Howard, S. J. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. Psychological bulletin, 146(4), 324. https://doi.org/10.1037/bul0000227

17.          da Silva T. H. R. (2022). Emotional awareness and emotional intelligence. British journal of community nursing, 27(12), 573–574. https://doi.org/10.12968/bjcn.2022.27.12.573

18.          Jackson, J. D. (2025). Using emotional awareness to facilitate reflection in nursing practice. Nursing Standard (Royal College of Nursing (Great Britain): 1987), 40(6), 68-73. https://doi.org/10.7748/ns.2025.e12415

19.          Alt, D., Raichel, N., & Naamati-Schneider, L. (2022). Higher education students’ reflective journal writing and lifelong learning skills: Insights from an exploratory sequential study. Frontiers in psychology, 12, 707168. https://doi.org/10.3389/fpsyg.2021.707168

20.          Zhai, N., Huang, Y., Ma, X., & Chen, J. (2023). Can reflective interventions improve students’ academic achievement? A meta-analysis. Thinking Skills and Creativity, 49, 101373. https://doi.org/10.1016/j.tsc.2023.101373

21.          Bucknell, K. J., Kangas, M., Karin, E., & Crane, M. F. (2024). A randomized controlled trial comparing the effects of self‐reflective writing focused on successful and unsuccessful coping experiences on resilience. Stress and Health, 40(2), e3311. https://doi.org/10.1002/smi.3311

22.          Natsiou, G., & Tsitouridou, M. (2025, June). Framing the social dimension of reflection in teacher education through grounded theory and systematic review methodology. In Frontiers in Education (Vol. 10, p. 1521473). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1521473

23.          London, M., Sessa, V. I., & Shelley, L. A. (2023). Developing self-awareness: Learning processes for self-and interpersonal growth. Annual review of organizational psychology and organizational behavior, 10(2023), 261-288. https://doi.org/10.1146/annurev-orgpsych-120920-044531

24.          Chan, C. K., & Lee, K. K. (2021). Reflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review. Educational Research Review, 32, 100376. https://doi.org/10.1016/j.edurev.2020.100376

25.          Novoa-Echaurren, Á., Pavez, I., & Anabalón, M. E. (2025). Reflective practice and digital technology use in a university context: A qualitative approach to transformative teaching. Education Sciences, 15(6), 643. https://doi.org/10.3390/educsci15060643

26.          Pérez-Torres, V. (2024). Social media: a digital social mirror for identity development during adolescence. Current Psychology, 43(26), 22170-22180. https://doi.org/10.1007/s12144-024-05980-z

27.          Owens, M., Renaud, J., & Healy, A. S. (2025). Reflection Rumination Reduces Negative Emotional Processing During Goal-Directed Behavior: An ERP Study. Behavioral Sciences, 15(8), 1081. https://doi.org/10.3390/bs15081081