PEDAGOGICAL AND PSYCHOLOGICAL FACTORS OF STUDENT SELF-AWARENESS

This article examines the key pedagogical and psychological factors that influence the development of self-awareness in students. Drawing on the theoretical frameworks of Piaget, Vygotsky, Erikson, and Goleman, the study analyzes how cognitive development, emotional regulation, social interaction, and personality formation contribute to students' ability to understand and reflect on themselves. It examines the role of reflective teaching practices, constructive learning environments, formative assessment strategies, and social-emotional learning programs in the development of self-awareness.