A Concept Analysis
of Self-Knowledge
in the Context of Aging
Jennifer Barrows, BSN
PhD student
THE COUNCIL FOR THE ADVANCEMENT OF NURSING SCIENCE
2012 STATE OF THE SCIENCE CONGRESS ON NURSING RESEARCH
Background
• The population of older adults in the
U.S. continues to grow
• Research with older adults has
typically emphasized deficits rather
than individual strengths
• New models are needed to promote
among older adults
Problem
• Self-knowledge applied to successful
aging is poorly understood
• Research is needed to identify the
components of self-knowledge in older
adults that contribute to health
promotion efforts
Purpose
• To examine the concept of self-knowledge in
older adults:
– Definition
– Attributes
– Antecedents
– Consequences
– Empirical referents
• To discuss application of the concept to
gerontological nursing
Methods
• Literature search
– English language literature 2000 - 2011
– PubMed, CINAHL, PsycINFO
– Title search
– Abstract review
• Walker and Avant’s (2011) analytic procedures
– Text review and data extraction
Theoretical Context
In the Wellness Motivation Theory, health behavior change is conceptualized
as a dynamic process of intention formation and goal-directed behavior
leading to the development of new and positive health patterns (Fleury, 1991, 1996).
Definition of Self-Knowledge
• Self‐knowledge is an understanding of one’s own
unique ways of being, including physical
characteristics, personality traits, and psychological
attributes. It is an awareness of the cognitive,
affective, and executive aspects of the self that give
meaning to life patterns, assign mental images, and
guide motivational behavior.
• Self-knowledge is dynamic and evolving,
continuously being refined over time. The content,
nature, and function of self-knowledge represent
personally significant abstractions that embody
one’s life experience.
• Self-knowledge is constructed by the individual and
shaped by social, cultural, contextual, and
environmental influences.
Attributes of Self-Knowledge
• Unique
– Highly personal and individualized
• Dynamic
– Evolving and expanding over time
• Interactive
– Responsive to social environment
Attributes of Self-Knowledge
Self-Knowledge:
• Provides a conceptual foundation for assigning
meaning to the process of health behavior change
(Fleury & Sedikides, 2007).
• Frames and guides the generation of goals, creation
of intentions, and perception of individual capabilities
(Fleury, 1991, 1996; Hooker & Kaus, 1992).
• Provides a context of meaning through which
individuals acknowledge their hopes and fears for the
future, facilitating the activation of needed processes
to achieve health goals (Fleury & Sedikides, 2007).
Dimensions of Self-Knowledge
d
(Fleury & Sedikides, 2007)
Antecedents of Self-Knowledge
• Cognitive capacity
– Awareness
– Perception
• Age and experience
– Observation and education
– Reflection and introspection
– Interaction with social environment
– Art: creative process of discovery
• Esthetic way of knowing (Carper, 1978)
Consequences of Self-Knowledge
• Construction of behavioral plans to
realize future health outcomes.
• Motivation to plan and integrate
behavioral change into daily life
(Delgado, 2010).
Self-Knowledge Empirical Referents
Self-Knowledge Inventory (Hooker & Kaus, 1992)
List one health issue that concerns you the most, or that you think needs
improving: ______________________________________________________
What goals have you set to improve your health related to this problem?
_______________________________________________________________
What activities are you currently doing or thinking about to improve your health
related to the problem? ____________________________________________
Response Choices
1 = I am sure I can
2 = Maybe I can
3 = I am sure I cannot
How able do you feel that you can perform your activities listed, on a daily basis?
(Please circle one number)
1
2
3
How likely do you think it is that you will achieve your goals?
(Please circle one number)
1
2
3
Conclusions
• The nature and structure of selfknowledge provides important
information about individual beliefs,
values, abilities, goals, strengths, and
priorities.
• Self-knowledge in older adults represents
a promising perspective for theory-based
interventions that build on the strengths of
older adults.
Aging is not “lost youth” but a new stage
of opportunity and strength.
Betty Friedan (1921 – 2006)