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Many educational policies provide learners with more resources (e.g., new learning activities, study materials, or technologies), but less often do they address whether students are using these resources effectively. We hypothesized that making students more self-reflective about how they should approach their learning with the resources available to them would improve their class performance. We designed a novel Strategic Resource Use intervention that students could self-administer online and tested its effects in two cohorts of a college-level introductory statistics class. Before each exam, students randomly assigned to the treatment condition strategized about which academic resources they would use for studying, why each resource would be useful, and how they would use their resources. Students randomly assigned to the treatment condition reported being more self-reflective about their learning throughout the class, used their resources more effectively, and outperformed students in the control condition by an average of one third of a letter grade in the class.

In addition to addiction and substance abuse, motivational interviewing (MI) is increasingly being integrated in treating other clinical issues such as mental health problems. Most of the many technological adaptations of MI, however, have focused on delivering the action-oriented treatment, leaving its relational component unexplored or vaguely described. This study intended to design a conversational sequence that considers both technical and relational components of MI for a mental health concern. This case study aimed to design a conversational sequence for a brief motivational interview to be delivered by a Web-based text messaging application (chatbot) and to investigate its conversational experience with graduate students in their coping with stress. A brief conversational sequence was designed with varied combinations of MI skills to follow the 4 processes of MI. A Web-based text messaging application, Bonobot, was built as a research prototype to deliver the sequence in a conversation. A total of 30 full-time graduate students who self-reported stress with regard to their school life were recruited for a survey of demographic information and perceived stress and a semistructured interview. Interviews were transcribed verbatim and analyzed by Braun and Clarke's thematic method. The themes that reflect the process of, impact of, and needs for the conversational experience are reported. Participants had a high level of perceived stress (mean 22.5 [SD 5.0]). Our findings included the following themes: Evocative Questions and Clichéd Feedback; Self-Reflection and Potential Consolation; and Need for Information and Contextualized Feedback. Participants particularly favored the relay of evocative questions but were less satisfied with the agent-generated reflective and affirming feedback that filled in-between. Discussing the idea of change was a good means of reflecting on themselves, and some of Bonobot's encouragements related to graduate school life were appreciated. Participants suggested the conversation provide informational support, as well as more contextualized feedback. A conversational sequence for a brief motivational interview was presented in this case study. Participant feedback suggests sequencing questions and MI-adherent statements can facilitate a conversation for stress management, which may encourage a chance of self-reflection. More diversified sequences, along with more contextualized feedback, should follow to offer a better conversational experience and to confirm any empirical effect.

Impaired metacognition is associated with difficulties in the daily functioning of people with psychosis. Metacognition can be divided into four domains: Self-Reflection, Understanding the Other's Mind, Decentration, and Mastery. This study investigated whether Metacognitive Reflection and Insight Therapy (MERIT) can be used to improve metacognition. This study is a randomized controlled trial. Patients in the active condition (n = 35) received forty MERIT sessions, the control group (n = 35) received treatment as usual. Multilevel intention-to-treat and completers analyses were performed for metacognition and secondary outcomes (psychotic symptomatology, cognitive insight, Theory of Mind, empathy, depression, self-stigma, quality of life, social functioning, and work readiness). Eighteen out of 35 participants finished treatment, half the drop-out stemmed from therapist attrition (N = 5) or before the first session (N = 4). Intention-to-treat analysis demonstrated that in both groups metacognition improved between pre- and post-measurements, with no significant differences between the groups. Patients who received MERIT continued to improve, while the control group returned to baseline, leading to significant differences at follow-up. Completers analysis (18/35) showed improvements on the Metacognition Assessment Scale (MAS-A) scales Self Reflectivity and metacognitive Mastery at follow-up. No effects were found on secondary outcomes. On average, participants in the MERIT group were, based on MAS-A scores, at follow-up more likely to recognize their thoughts as changeable rather than as facts. MERIT might be useful for patients whose self-reflection is too limited to benefit from other therapies. Given how no changes were found in secondary measures, further research is needed. Limitations and suggestions for future research are discussed.

There are many factors that account for disclosure of private information on social network sites, but a potentially powerful determinant that remains understudied is social norms, which refer to perceptions of what other people do, approve of, and expect us to do on social media. To address this gap, we conducted an in-depth analysis of descriptive, injunctive, and subjective norms for verbal and visual disclosure on Facebook and Instagram, using a preregistered survey study with 863 participants. We further analyzed whether critical media literacy and media-related self-reflection could buffer against uncritical adoption of these norms. The findings revealed that all three types of norms positively and independently predicted self-disclosure, regardless of the platform or type of self-disclosure (visual vs. verbal), while controlling for other common predictors of self-disclosure, including perceived benefits and risks of self-disclosure. Self-reflection and critical media literacy neither directly predicted disclosure, nor accounted for differences in norm-behavior relationships.

Humans routinely share information with one another. What drives this behavior? We used neuroimaging to test an account of information selection and sharing that emphasizes inherent reward in self-reflection and connecting with other people. Participants underwent functional MRI while they considered personally reading and sharing New York Times articles. Activity in neural regions involved in positive valuation, self-related processing, and taking the perspective of others was significantly associated with decisions to select and share articles, and scaled with preferences to do so. Activity in all three sets of regions was greater when participants considered sharing articles with other people rather than selecting articles to read themselves. The findings suggest that people may consider value not only to themselves but also to others even when selecting news articles to consume personally. Further, sharing heightens activity in these pathways, in line with our proposal that humans derive value from self-reflection and connecting to others via sharing.

Experiments performed primarily with adults show that self-distancing facilitates adaptive self-reflection. However, no research has investigated whether adolescents spontaneously engage in this process or whether doing so is linked to adaptive outcomes. In this study, 226 African American adolescents, aged 11–20, reflected on an anger-related interpersonal experience. As expected, spontaneous self-distancing during reflection predicted lower levels of emotional reactivity by leading adolescents to reconstrue (rather than recount) their experience and blame their partner less. Moreover, the inverse relation between self-distancing and emotional reactivity strengthened with age. These findings highlight the role that self-distancing plays in fostering adaptive self-reflection in adolescence, and begin to elucidate the role that development plays in enhancing the benefits of engaging in this process.

Bracketing (also called epoche) is fundamental in phenomenological philosophy and is a widely recognized practice in phenomenological and other qualitative research methodologies. Bracketing definitions, types, and procedures still generate debate among contemporary phenomenological methodologists and other qualitative researchers. The purpose of this paper is to contribute to the dialogue about the topic of bracketing with empirical research on one of its forms. In this study, we analyzed self-reflection reports of doctoral students who had engaged in a bracketing interview and subsequent group analysis. Our results show that the bracketing process can be an educational and revelatory experience for the novice researcher including heightening awareness of their presuppositions and other commonly discussed benefits in the literature. An unanticipated finding includes the powerful effect of bracketing as a springboard to developing a researcher identity. Being understood and validated by the research group was a unique experience for participants that helped to dispel student feelings of being an impostor and/or inadequately prepared to conduct doctoral research. Implications for improving the bracketing process for novice researchers include clear communication prior to bracketing and explicit instruction on research journaling.

Within men’s activism to address gender inequities and prevent gender-based violence, and social justice movements more broadly, questions about the usefulness and limitations of the term ‘allyship’ have surfaced. Moreover, studies demonstrate that social justice activists with privilege often perpetuate inequalities, perhaps despite their best intentions. To explicate the current understanding of allyship and to apply it to male activism, this paper synthesized the primary elements of allyship as defined by 40 activist and academic sources. Eight unique and discrete themes surfaced: constant action of the “everyday ally”; prioritizing a structural analysis of oppression and privilege; non-self absorbed and accountable self-reflection; amplify marginalized voices; welcome criticism and be accountable; listen+shut up+read, ally is not a self-adhesive label; and allyship: unlikely or undesirable?. While surfacing as discrete concepts, the themes inter-relatedness and interdependence appeared equally crucial. The implications of this synthesis for allyship discourse and scholarship are offered. This synthesis provides conceptual and practical insights that can be applied to men’s gender equity promotion and gender-based violence prevention work.

Schizophrenia features pervasive insight deficits, with many failing to recognize symptoms or the need for treatment, predictors of poorer outcomes. Rather than unitary, insight comprises clinical (awareness of illness and need for care) and cognitive (self-reflectiveness and the ability to question one’s beliefs). This review examines whether mental time travel (MTT) – vivid recollection of past events and construction of detailed future scenarios – may underlie insight deficits in schizophrenia. We synthesize evidence up to May 2025 from meta-analyses, experimental studies, and neuroimaging/neuroanatomical reports on MTT (autobiographical memory specificity, future simulation, temporal horizon) and their associations with clinical and cognitive insight. Individuals with schizophrenia show reduced autobiographical specificity, future simulation vividness, alongside a narrowed temporal horizon. These impairments are linked to diminished self-reflection, narrative coherence, and metacognitive abilities, all of which are essential for accurate illness recognition. Neuroimaging indicates that the networks supporting mental time travel, self-reflection, and insight – particularly the default-mode and ventromedial prefrontal circuits – substantially overlap and are disrupted in schizophrenia, with heterogeneity across illness stage and analytic approach. Moderators such as negative symptoms and trauma appear to intensify the MTT-insight links, while depressive mood may paradoxically enhance illness awareness. Although therapies targeting episodic specificity and metacognitive mastery show promise, longitudinal and interventional evidence remains limited. Associations between MTT impairments and insight are robust but largely correlational, so reverse or bidirectional causality cannot be excluded. We outline priorities for longitudinal, interventional, and trauma-stratified studies – attentive to illness stage and default-mode dynamics – to clarify mechanisms and guide targeted interventions.

Purpose The purpose of this Real Impact Research Article is to empirically explore one of the most controversial and elusive concepts in knowledge management research – practical wisdom. It develops a 10-dimensional practical wisdom construct and tests it within the nomological network of counterproductive and productive knowledge behavior. Design/methodology/approach A survey instrument was created based on the extant literature. A model was developed and tested by means of Partial Least Squares with data obtained from 200 experienced employees recruited from CloudResearch Connect crowdsourcing platform. Findings Practical wisdom is a multidimensional construct that may be operationalized and measured like other well-established knowledge management concepts. Practical wisdom guides employee counterproductive and productive knowledge behavior: it suppresses knowledge sabotage and knowledge hiding (whether general, evasive, playing dumb, rationalized or bullying) and promotes knowledge sharing. While all proposed dimensions contribute to employee practical wisdom, particularly salient are subject matter expertise, moral purpose in decision-making, self-reflection in the workplace and external reflection in the workplace. Unexpectedly, practical wisdom facilitates knowledge hoarding instead of reducing it. Practical implications Managers should realize that possessing practical wisdom is not limited to a group of select, high-level executives. Organizations may administer the practical wisdom questionnaire presented in this study to their workers to identify those who score the lowest, and invest in employee training programs that focus on the development of those attributes pertaining to the practical wisdom dimensions. Originality/value The concept of practical wisdom is a controversial topic that has both detractors and supporters. To the best of the author’s knowledge, this is the first large-scale empirical study of practical wisdom in the knowledge management domain.