Journal Assignment #1

(Chapter 1: Developing Self-Awareness)

Name: Asif karim

Student Number: 3726881

Journal Assignment #1
Course Number and Section: ADM 1195 - Online
Instructor's Name: Lynn Haley
Date: 5-15-2024
Introduction
This reflective journal includes my personal scores from various psychological assessments and
aims to delve deeper into how these scores reflect my day-to-day behaviors. It also dives deeper
into the connection between my assessment scores and specific behaviors, integrating
theoretical frameworks to provide insights into my strengths, development needs, and
pathways for behavioral change.

Self-Awareness Assessment
My Self-Awareness Assessment score is 45, indicating a low ability to increase self-awareness.
This low score suggests that I might struggle with both self-disclosure and self-understanding.
My low score in self-awareness, particularly in self-disclosure and self-understanding, suggests a
hesitation to engage openly about my weaknesses and to seek feedback. Reflecting on specific
behaviors, I often find it difficult to share my thoughts and feelings openly with others. For
example, I tend to hold back my ideas in group projects, fearing they might be criticized. I have
noticed that I sometimes misinterpret feedback from peers, viewing it as a personal attack
rather than constructive criticism. This affects my ability to grow and learn from others'
perspectives. To tackle this, I will apply principles from the theory of self-perception, which
suggests that individuals develop attitudes by seeing their own behavior and concluding what
attitudes must have caused it. I plan to participate more in discussions and note my feelings and
any feedback received, thus using self-disclosure as a tool for personal growth.

Emotional Intelligence Assessment

My Emotional Intelligence Assessment score is 50, indicating low emotional intelligence. This
highlights the need to improve diagnosing, understanding, and managing emotional cues.
I often encounter challenging interactions in group settings where consensus is needed. My
struggle often arises when emotional responses from others are intense, and I find it difficult to
align my emotional expressions with theirs. This difficulty stems from my low score in emotional
response, which shows a challenge in matching the emotional intensity of others. For example,
during a project meeting, I noticed a team member became very frustrated over a delayed
deadline. Still, I continued to push for task completion without acknowledging their distress,
which could have escalated the tension. To improve, I will engage in active listening exercises
and look to express empathy explicitly in interactions, thereby practicing and reinforcing
emotional diagnosis and response skills. I will also focus on improving my emotional responses
by practicing empathy in more structured ways, such as through role-playing exercises with
peers. This practice should help me align my responses more closely with the emotional cues of
others. Additionally, I will seek feedback from colleagues on my emotional interactions to find
areas for improvement.
After implementing these strategies over the past few days, I've noticed a slight improvement in
my ability to empathize and respond more effectively. The active listening exercise has been
particularly beneficial, helping me understand and reflect on my peers' emotions more
accurately during discussions. I will try to practice these strategies in future.

The Defining Issues Test

Based on my responses, I can assess my moral development based on Kohlberg's stages. My
responses align predominantly with the "post-conventional" level, where I consider the broader
implications of justice, rights, and social welfare rather than strictly adhering to laws or social
norms. For example, in the scenario of the escaped prisoner, I prioritize the questions that focus
on the individual's rehabilitation and contributions to society over the strict legal consequences
of his actions.
To develop an even more mature level of values maturity, I can engage more deeply with ethical
theories and frameworks, seek diverse viewpoints, and reflect regularly on my decision-making
processes. This would help improve my understanding of and application of ethical principles in
various situations.
In terms of universal behaviors that guide my actions under all circumstances, I follow principles
like honesty, respect for others, and responsibility. These principles are influenced by my
cultural background, which values community and family, my education, which emphasizes
critical thinking and ethics, and my social interactions, which expose me to diverse perspectives
and challenge my assumptions.
The standards for ethical decision-making that go most with me include the importance of
empathy and the consideration of long-term consequences for all stakeholders involved. These
standards help ensure that my decisions are fair, just, compassionate, and considerate of the
broader social impact.

Cognitive Style Indicator

Based on the results of the Cognitive Style Indicator, my most preferred cognitive style is the
Knowing Style, with a score of 5, showing a strong preference for detailed and factual
understanding in problem-solving and decision-making processes. My least preferred style,
although still highly rated, is the Planning Style, with a score of 4.5.
The implications of my preferred Knowing Style on my role as a student are significant. As
someone who values facts and details, I will likely excel in majors and careers that demand a
high degree of analytical and systematic thinking, such as engineering, science, or law. This style
influences my study habits, as I prefer structured learning environments and detailed study
materials. Regarding test-taking, I am likely more comfortable with formats that demonstrate in-
depth knowledge, such as essay-based or long-answer tests, rather than multiple-choice tests,
which might not allow me to showcase my understanding fully.
Regarding social relationships and attitudes toward group work, my high-knowing style might
sometimes lead to frustration when working with peers who may not share the same level of
attention to detail or desire for thorough understanding. This can also pose challenges in group
settings where decisions are made without thorough discussion or adherence to data.
Some challenges I've encountered in my academic journey, such as frustration with courses that
prioritize breadth over depth or a lack of detailed feedback on assignments, can be attributed to
a conflict with my preferred cognitive style. In group projects, I might find it challenging when
other members want to move forward without fully analyzing every aspect of the task.
To strengthen my less preferred cognitive styles, particularly the Planning and Creating Styles, I
can engage in activities that push me outside my comfort zone. For the Planning Style, I can
practice setting clear, detailed plans for smaller projects to enhance my comfort with organizing
and structuring tasks. For the Creating Style, which I also rate highly but less dominant than the
Knowing Style, I can seek out opportunities that require innovative thinking and less structure,
such as participating in hackathons or creative writing workshops. These activities will
encourage me to think independently and adapt to new, evolving scenarios without a
predefined roadmap.
Overall, understanding and enhancing my cognitive styles will make me more adaptable in
various educational and professional settings and broaden my approach to problem-solving and
collaboration. This approach should help me strengthen my adaptive skills while still using my
strengths in planning and execution.

Attitudes towards Change: Locus of Control Scale

My locus of control score is 44, indicating a low internal or high external locus of control. This
suggests that I perceive outcomes in my life as heavily influenced by external factors rather than
my own actions. This perspective can change my sense of agency and responsibility, potentially
leading to feelings of powerlessness in certain situations.
Implications of My Locus of Control as a Student
A high external locus of control could influence various aspects of my student life:
Social Relationships: I could perceive the dynamics of friendships and group interactions as
outside my control, which might make me less initiative-taking in resolving conflicts or fostering
connections.
Choice of Major and Group Work: My choice of major and role in group projects may result
from external advice or necessity rather than personal interest and decision, potentially
affecting my engagement and satisfaction.
Cultural influences, upbringing, past experiences, and behaviors seen by role models will likely
influence my locus of control.
Reflecting on personal experiences where I felt outcomes were dictated by external factors, I
recognize moments where this mindset might have limited my assertiveness or willingness to
take initiative. To enhance my internal locus of control, I could start by recognizing the aspects
of situations I can influence and making deliberate choices to take ownership of those elements.

Tolerance of Ambiguity:
My overall tolerance for ambiguity is average, with a score of 3. However, there are variations
across the subscales:
Novelty: My score of 3 suggests an average comfort with new experiences and changes. I enjoy
new experiences and diverse settings but sometimes feel anxious in unfamiliar situations. For
example, I embrace new technology but hesitate to adapt quickly to new work processes.
Complexity: With a score of 2.6, I am slightly less comfortable with complex situations. I prefer
structured tasks and feel stressed when faced with complex, unstructured problems. This is
clear in how I handle multi-faceted projects, often feeling overwhelmed by the lack of clear
guidelines.
Insolvability: A higher score of 3.7 shows a relatively good ability to handle problems that may
not have clear solutions. I am relatively comfortable with problems that do not have clear-cut
solutions, often persisting in finding creative ways to address them. For instance, I thrive in
brainstorming sessions to tackle long-term strategic issues.
Focusing on improving my comfort with complexity could be beneficial to better cope with new
information, situations, and problems. Practicing problem-solving in diverse settings and
seeking feedback on my approaches can help me become more adaptable and less daunted by
complex challenges. This proactive engagement will likely enhance my overall tolerance for
ambiguity and prepare me better for future uncertainties. I will also seek opportunities to work
in diverse and dynamic environments. Engaging in regular problem-solving activities and
collaborating with colleagues who excel in handling ambiguity will further enhance my ability to
cope with uncertain situations.

Core Self-Evaluation Scale

My Core Self-Evaluation score is 3, which is considered low for self-concept. This score shows
that I might generally have lower self-esteem, less self-confidence, less control of my life, and
experience fewer positive emotions compared to others who scored higher.
Among the four aspects of self-concept—self-esteem, self-confidence, life control, and positive
emotions—it seems that most, if not all, are areas where I might struggle. Given the overall low
score, it's likely that all these areas could use improvement to enhance my overall self-concept.
Listing Strengths and Complementary Tasks
To increase my self-esteem, I should list my strengths. For example, I am good at organizing, am
a critical thinker, and have strong writing skills. Identifying tasks that align with these strengths,
such as managing projects, engaging in research, or managing communications, can help me
feel more competent and successful.
Reflecting on Accomplishments
Reflecting on my accomplishments, such as successfully completing major projects, contributing
to team goals, or volunteering in community services, helps me see the tangible results of my
efforts. These achievements support my role as a student and employee by showing that I can
meet deadlines, work collaboratively, and contribute positively to society.
Identifying Leadership Opportunities
Areas where I could take more of a leadership role include group projects at university or
leading a team at work. This week, I will try to lead a group discussion in one of my classes to
enhance my visibility and responsibility. This action will help me evaluate how taking the
initiative changes my self-confidence and perceived control over situations.
Managing Negative Experiences
When I encounter negative situations, such as receiving criticism or facing setbacks, I tend to
react defensively or with pessimism. To foster more positive reactions, I will focus on viewing
challenges as opportunities for growth and will remind myself of my strengths during these
times. This week, I will practice this by reframing a piece of critical feedback as constructive and
using it to improve my work.
By actively engaging in these reflective and proactive steps, I aim to enhance my self-concept,
making me feel more empowered and positive about my capabilities and role in various life
aspects.

Conclusion
By linking my assessment scores to specific behaviors and underpinning these with
psychological theories, I have a clearer understanding of the areas needing improvement and
how to approach them. Moving forward, I aim to apply these insights and strategies to foster
personal growth and enhance my effectiveness as a student and a future professional.