Mechanisms of Self-Awareness, Influence, and Self-Identification

Liana Spytska ^*

1. Department of Psychology and Pedagogy, Kyiv International University, 03179, 49 Lvivska Str., Kyiv, Ukraine

* Correspondence: Liana Spytska

Academic Editor: Daniela Laricchiuta

Received: April 04, 2025 | Accepted: October 20, 2025 | Published: October 27, 2025

OBM Neurobiology 2025, Volume 9, Issue 4, doi:10.21926/obm.neurobiol.2504306

Recommended citation: Spytska L. Mechanisms of Self-Awareness, Influence, and Self-Identification. OBM Neurobiology 2025; 9(4): 306; doi:10.21926/obm.neurobiol.2504306.

© 2025 by the authors. This is an open access article distributed under the conditions of the Creative Commons by Attribution License, which permits unrestricted use, distribution, and reproduction in any medium or format, provided the original work is correctly cited.

1. Introduction

The formation and development of personality are complex, prolonged, and not fully understood processes. There are still divergences in the views of different groups of psychologists on the problem of its study, which can be explained by the broad interdisciplinary scope of aspects encompassed by this concept [1,2]. The importance of studying the main mechanisms of personality formation, self-awareness, self-identification, and the dynamic process of self-awareness development, and the influence of environmental factors lies in deepening theoretical knowledge in psychology and the possibility of applying its results in psychotherapy methods focused on self-realization. This is particularly relevant given the challenges of the modern world (globalization, multiculturalism in most modern states, and integration), which have a significant impact on personality formation.

The research problem of studying the mechanisms of self-awareness, influence, and self-identification was that there is currently no unified view on self-awareness as a research object in the scientific community. The study is conducted in synthesis with philosophical, sociological, cultural, and political aspects. While these help to study the object more deeply, they may not always be applicable in the field of practical psychology. For example, A.V. Voznyuk explored six mechanisms of self-awareness actualization that enable one to transcend reality and experience a sense of absolute freedom [3]. The results of this work were based on a philosophical and cultural approach to the study of self-awareness. Consequently, the theses regarding each of the mechanisms were presented in a metaphorical form, and such an interpretation does not allow for considering them from a psychological perspective.

R.V. Pavelkiv investigated one of the mechanisms of forming individual consciousness – reflection [4]. The author studied the object of research in detail from a psychological standpoint, highlighting the content, role, and multifunctionality of reflection, and analyzing the functioning of its various forms. However, other mechanisms of self-awareness actualization, as well as self-identification and influence, were not considered. In the work of V. Afanasenko et al., the essence and development of self-awareness were studied as the basis for productive and active self-realization of personality [5]. The researchers conducted the study by defining self-awareness on the level at which a person perceives their consciousness as an object of research and influence. This study focuses on the functions and tasks of self-awareness, as well as the mechanisms of its actualization. However, self-realization is considered not as a mechanism but as the goal of self-awareness, and it is not discussed.

The topic of mechanisms for implementing influence was considered in the context of researching a methodological approach to assessing the effectiveness of psychological information influence in social networks by S.О. Sidchenko et al. [6]. The researchers identified and analyzed all the mechanisms of psychological impact. Still, neither questions regarding the mechanisms of self-awareness and self-identification nor connections between these mechanisms were highlighted in the publication.

In the study of self-identification in the conditions of techno-informational reality, I. Koliada explored the mechanisms through which it is implemented [7]. The author examines self-regulation, self-expression, self-realization, and spiritual growth, revealing their interaction with one of the mechanisms of psychological influence from technocratic information society factors – manipulation. Given the task of the conducted research, which focused on the connection of self-identification with modern information and digital communication conditions, all other mechanisms of self-identification actualization, influence, and self-awareness were not considered.

Although early studies focused on individual aspects such as reflection, the role of influence, or self-identification in specific contexts (e.g., digital communication or psychotherapy), they often overlooked the interrelationship between these mechanisms at different stages of development. By defining four levels of self-awareness, such as sensory, personifying, intellectual-analytical, and goal-oriented-operational, this study offers a holistic view that was lacking in previous works. In addition, it combines psychological, philosophical, and sociocultural aspects, providing a more practical and applicable framework for psychological work in the field of self-esteem and self-actualization. Such integration deepens and broadens the applicability of the results obtained, which can serve as a basis for both theoretical and applied psychology.

Therefore, this work aimed to study how to actualize the development of self-awareness, self-identification, and influence, establish connections between them, and form recommendations for their use in psychological work addressing issues related to self-assessment and self-realization.

2. Materials and Methods

In researching the mechanisms of self-awareness, influence, and self-identification, methods of analysis, synthesis, induction, and generalization were employed. The selection of these methods considered the specificity of the research object and allowed for its study in accordance with the set goal.

The analysis method was applied during the search for materials for the research, which included scientific sources relevant to the topic, and the processing of the formed sample. The search for sources was conducted among scientific publications in the Google Scholar and PubMed databases, using keywords such as "mechanisms of actualization", "self-awareness", "self-identification", "influence of environmental factors on the formation of self-awareness", "formation of self-awareness", "development of self-awareness", "structure of self-awareness", "ways of forming self-identification", "ways of implementing self-awareness", "factors of self-awareness change", "self-awareness as a process", "self-awareness as a product", "concept of self in self-awareness", "self-image", "self-system", "self-concept", "self-assessment", "mechanisms of psychological influence", "external influence on personality formation". The choice of scientific sources focused on works that addressed theoretical issues related to self-awareness, influence, and self-identification, as well as the mechanisms of their actualization, and research containing analyses of specific experimental data. In total, 24 sources published from 1921 to 2023 were selected.

During the thematic selection process, in addition to analysis, induction was also applied. The relevance of using both methods was determined because self-awareness, as a research object, is considered a broad concept in literary sources, encompassing various scientific aspects and having several directions for study. Analysis was used to outline the general understanding of the object based on the collected materials, including the definition of the term "actualization" in the context of psychology; the concepts of self-awareness, self-identification, influence, and their interconnection; an overview of the mechanisms of actualization (realization, development, formation) of self-awareness, influence, and self-identification; the significance of these mechanisms for psychology and ways to apply them in psychotherapy. The induction method was used to extract information that reflected the researched topic, specifically from a psychological point of view, and allowed the realization of the research goal. The advantage of induction, as opposed to a method that involves forming clear criteria for inclusion and exclusion of information related to the research topic, is that it allows considering various aspects of the research object if they can be reconsidered and directed toward solving the research tasks. In this case, the inductive method was applied to establish the presence of connections between the philosophical, social, historical, and cultural components of the concepts of self-awareness and self-identification and the mechanisms of their actualization in a psychological context.

The synthesis method was used to summarize the main theses formed through the analysis of available information from literary sources on the researched topic. Generalization of the obtained data about the research object allowed for determining the interconnection between the discussed mechanisms of self-awareness, influence, and self-identification and forming recommendations for their application in psychological work addressing issues related to self-assessment and self-realization.

3. Results

While studying the mechanisms of self-awareness, influence, and self-identification, it is necessary to delineate the significance of actualization in the context of psychology as a whole. This will help to determine the direction of this specific research. According to A.H. Maslow’s definition, actualization is a continuous process of choosing between the fear of remaining the same and self-growth [8]. By applying this definition to the concept of self-awareness, one can argue that actualization is the process of transforming an object from a potential state into a real one. Therefore, the idea of self-awareness, influence, and self-identification can be equated with the processes of realization, development, and formation.

Self-awareness, as the subject of study, currently lacks a single definition due to the existence of three different scientific views on its genesis. Each review possesses a certain level of persuasiveness but entirely excludes the other two. The debate in scientific discussions revolves around the connection between consciousness and self-awareness. The first, most traditional point of view in psychological research is based on the assertion that self-awareness is the primary form of human consciousness. The second maintains the belief that self-awareness is a higher form of consciousness. At the same time, the third considers consciousness and self-awareness as separate concepts that emerged, developed, and functioned simultaneously and interrelatedly [9,10,11]. In this study, self-awareness will be considered as an integrative structure that is provided by functionally interrelated affective (sensory) and cognitive (logical) mental processes, facilitating the transition of human capabilities between four primary levels: directly sensory, personifying, intellectual-analytical, and purposeful-actional. The realization of transitions between these levels is achieved through mechanisms of self-awareness actualization.

At the first level, the simplest identification of personality occurs, with the sensory perception providing initial information about oneself. Affective signals about the presence, characteristics, and intensity of current states and experiences are perceived. Self-regulation of the psyche takes place at this stage. Mechanisms of self-awareness actualization are realized through forms of self-perception such as self-awareness, self-feeling, and primary self-experience [12].

Processes occurring at the personifying (integral-personal) level are related to self-perception as a specific "Self", the recognition of one’s distinct "Self" from the surrounding "non-Self", and the simultaneous understanding of the need to develop interaction scenarios with the "non-Self". At this stage, in addition to the sensory component of mental activity, the development of emotional forms of self-perception of "Self" is realized through active self-expression. Actualization of self-awareness at the second level occurs through self-experience, self-actualization, the formation of an inseparable connection with "Self" (auto-identity), and the development of negative and positive identification of "Self" and "non-Self" [13,14,15]. Awareness of the processes of one’s own mental activity, their characteristics, and features occurs at the intellectual-analytical (reflexive) level, characterized as a level of understanding one’s own capabilities and awareness of their current limits. Cognitive activity at this level is provided by self-awareness, self-analysis, self-observation, and self-reflection [16,17].

At the purposeful-actional level, reflexive and cognitive processes replace emotional ones, performing a controlling and corrective function in the process of forming feedback between the psyche and objective (objective) and subjective (own) reality. Behavioral activity at this level is internally organized, rather than dependent on external factors. Mechanisms of self-awareness actualization in this case serve to ensure its regulatory-behavioral and motivational functions. Regulatory processes are based on previously formed self-esteem and self-criticism. In contrast, behavioral processes rely on corresponding self-control, self-organization, self-regulation, self-education, self-improvement, and self-correction. The correlation of real needs and capabilities forms motivation, which is implemented through mechanisms of self-expression, self-assertion, and self-realization [18,19,20].

Self-identification as a mechanism of self-awareness activity begins to form at the integral-personal level of self-awareness, providing informational content through identifying one’s own "Self" with someone (or something) else according to real, desired, or imagined characteristics, considering specific criteria necessary for the individual (gender, age, family, nationality, professional, interpersonal). The actualization of self-identification depends on the level of understanding of the assimilation process. At the early stages of its formation, it occurs almost entirely unconsciously. The primary conscious mechanism of its actualization is bodily identification, and at a higher level, it is reflection, elements of which include means of self-relating intellect, such as self-identification, self-analysis, self-understanding, and so on. At the same time, self-reflection serves as a tool for behavioral settings – self-control and self-discipline [21,22,23,24].

Regardless of various scientific concepts regarding the structure of personality, they are all united by the presence of an environmental factor as a component in the formation of self-awareness. This factor is not a part of self-awareness but significantly influences it. C.R. Rogers identifies personality components, including "Real-Self", "Ideal-Self", and social environmental factors [25]. In general, the works of scholars in the field of humanistic psychology suggest that personality formation mechanisms should be considered in the context of interpersonal relationships [26]. In the works of C.G. Jung, in addition to elements of the real image – "Self", the image created for others – "Persona", and repressed personal qualities causing anxiety – "Shadow", there is an external influencing factor called the "collective unconscious". It is based on the concepts of archetypes and prototypes [27]. Changing the approach to the analysis of the "collective unconscious", M. Halbwachs formed the idea of collective memory [28], and L. Szondi distinguished three components in it – personal, familial, and collective unconscious [29]. Considering these theories, two pathways of external factors in personality formation emerge: the influence of the current social (real and virtual) space on the individual and the influence of collectively formed layers of social, historical, cultural, political, and other ideas about specific objects and the worldview in general. These are actualized through the accumulation of experience and the formation of true and false conclusions realized by the system of knowledge, symbols, stereotypes, contradictions, and prejudices.

The influence of all subjects in the social space occurs both consciously and unconsciously. It can be constructive or destructive, directed at the consciousness of an individual or the collective consciousness of a group, crowd, or population. Influence can be exerted through various communication means (verbal, non-verbal, and paralinguistic). The main mechanisms of its actualization include communication, persuasion, suggestion, inclination to imitate, self-questioning, request, coercion, inducement, advice, wish, psychological contagion, manipulation, evaluation, criticism, and ignoring [30]. Psychological contagion and suggestion are more effective when directed at a mass of people. G. Le Bon explains this by the loss of an individual’s sense of self and responsibility in the crowd, provoked by the anonymity of the crowd [31]. Communication, persuasion, manipulation, inducement to imitation, self-promotion, request, and coercion, depending on the subject of their implementation, can be effectively used to influence both an individual and a group of people. Advice, suggestions, evaluation, criticism, and ignoring – these are more effective means of influence when establishing individual contact with a specific person than when directed at a particular community.

The influence of mechanisms on personality formation begins at the personalizing level of human development. This awareness of a clear distinction between "Self" and the surrounding "Non-Self" triggers the understanding of the need to construct a strategy for interacting with the "Non-Self". This is achieved through the conscious and unconscious exertion of one’s influence on it and the prediction of that influence in response. Clarifying one’s capabilities and limits, a process that occurs at the reflexive level, is also influenced by the surrounding world, which serves as a model guiding individuals in self-awareness. The most significant influence of the surrounding world is perceived at the purposeful-actional level, explained by the establishment and strengthening of reciprocal connections between subjective and objective realities. At this stage, a close connection between the mechanisms of self-awareness actualization and the corresponding mechanisms of influence can be observed. Mechanisms of regulatory functions of self-awareness, such as self-assessment and self-criticism, are formed and depend to some extent on influences like evaluation and criticism. Behavioral function mechanisms, including self-control, self-organization, self-discipline, self-regulation, self-education, self-improvement, rely on various forms of influence such as communication, persuasion, suggestion, inclination to imitation, prompting, advice, coercion, manipulation, ignoring, and self-questioning. Motivational function mechanisms, realized through self-expression, self-assertion, and self-realization, are not dependent but utilize all the enumerated influence mechanisms in the process of their own actualization.

Influence mechanisms are closely associated with self-identification, as during self-reflection, one’s thoughts, experiences, and feelings are synthesized with those arising under the influence, either conscious or unconscious, and are integrated into a unified product of understanding. Considering these reflections, it can be affirmed that influence always plays a part in shaping self-awareness and self-identification, but defining its level is practically impossible due to the monolithic nature of understanding as a product of self-reflection and the likelihood of the subjective, potentially flawed perception or non-perception of the exerted influence by individuals.

Understanding the interaction of mechanisms for self-awareness, self-identification, and influence is essential to the theory of personality psychology as a science. It is even more beneficial for psychological work on self-acceptance, self-assessment, and self-realization. The issue of self-acceptance is vividly observed through the concept of two forms of personality, the "Real-Self" and the "Ideal-Self", the mismatch between which leads to anxiety and deteriorations in the performance of regulatory-behavioral and motivational functions, expressed through distorted self-assessment and self-criticism, inadequate changes in the level of self-control, self-organization, self-improvement, and forming a false motivation. It’s worth noting that both forms of personality share a common self-identification. Still, in the formation of the "Ideal-Self", the influence of the surrounding world is a more significant factor than in the formation of the "Real-Self", which is based on one’s own feelings, thoughts, needs, and aspirations. For example, a person identifying as middle-aged may, influenced by the social environment and collectively formed value systems and stereotypes, shape an "Ideal-Self" that includes currently absent elements of successful personal, social, and professional life.

Psychological work in this case involves choosing the shortest path to overcome the distance between the "Real-Self" and the "Ideal-Self" and developing a strategy for movement on this path. It is essential to identify both constructive and destructive mechanisms of influence that can be tracked through self-assessment. Lowered and inflated self-assessment indicates the presence of occasional or more often systematic destructive influence. As the most persistent mechanism of self-awareness is somatic self-awareness, formed in the early stages of self-awareness development, the influence directed at evaluating and criticizing a person’s appearance has the most significant impact on shaping self-assessment and self-criticism, which can extend to other areas of self-assertion, including professional, creative, social development, and interpersonal relationships. In addition to addressing the consequences of destructive influence, psychological work should focus on developing the individual’s ability to recognize it independently in the future and minimize harm to oneself. Some recommendations for reacting to destructive influence include avoiding subjects practicing suggestion, coercion, and psychological contagion; whenever possible, avoiding or ignoring manipulations, influence of beliefs conflicting with one’s value system, urging suspicious, ineffective, and unfounded thoughts and actions, and adhering to self-imposed limits; limiting contact with individuals prone to manipulation. More sensitive individuals are to mechanisms of destructive criticism and evaluation, so ignoring them may not always be an effective reaction. Therefore, it makes sense to consider the issue from a philosophical standpoint and formulate the premise that criticism and evaluation are rarely objective, as they are shaped by humans who are prone to errors. Examples of artists from the past whose work was criticized by contemporaries but later highly appreciated by descendants (V.W. van Gogh, E. Degas, K. Bilokur) serve as arguments for this premise.

The interaction between self-awareness, self-identification, and influence forms a dynamic system that collectively shapes human cognition and behavior. Self-awareness allows people to perceive and evaluate their own thoughts, emotions, and actions, creating a basis for reflective consciousness and self-regulation. Through self-identification, these internal perceptions are anchored in social and cultural contexts, allowing a person to form a coherent picture of the "I" in relation to the outside world. Meanwhile, influence, manifested through communication, persuasion, imitation, and evaluation, acts as a mediating force, linking internal self-perception with feedback from the environment. The interaction of these three mechanisms determines how people interpret experiences, form values, and adapt their behavior. As influence changes self-perception, self-awareness adjusts cognitive evaluations, and self-identification integrates new meanings into self-esteem. This continuous feedback loop underlies personality evolution, guiding decisions, emotional regulation, and moral judgment. It illustrates that cognitive processes and behavior are not autonomous but result from a constant dialogue between the individual and the social environment.

Successfully conducting psychological work on self-assessment paves the way for developing motivational mechanisms based on specific behavioral strategies. At this stage, the mechanism of informational influence (communication) plays a crucial role. The implementation of self-control, self-organization, self-discipline, self-regulation, self-education, and self-improvement is carried out through the development of cognitive and emotional-volitional processes of the mind (Table 1).

Table 1 Methods of development of cognitive and emotional-volitional processes of the psyche.

The effective development of cognitive and emotional-volitional processes is ensured by the widely accepted global model of education, which combines theoretical knowledge (studying sources of sufficient evidence), practical implementation (practicing skills), and result recording (evaluation). Thus, having formed an understanding of actual needs, desires and real possibilities, a person can decide on the direction of self-realization, using education and/or self-education for its implementation, which is realized thanks to the processes of observation (development of visual taste), reading (accumulation of theoretical knowledge), training and development of practical skills, fixing the level of development in the chosen direction, evaluating one’s own level of growth of professional, creative and personal results.

Altered states of consciousness profoundly affect psychological processes by modifying perception, attention, emotion, and cognition, which in turn influence the mechanisms of decision-making. When consciousness is altered—whether through meditation, hypnosis, psychoactive substances, or extreme emotional experiences—the boundaries between self and environment become fluid, often diminishing self-critical awareness and enhancing intuitive or associative thinking. These shifts can result in either heightened creativity and insight or impaired judgment and impulsivity, depending on the context and individual predisposition. From a psychological perspective, such states temporarily alter the balance between the analytical and affective components of self-awareness, amplifying suggestibility and emotional responsiveness while weakening rational control. Consequently, decisions made under altered consciousness tend to rely more on immediate affective cues and less on reflective self-evaluation, demonstrating how fluctuations in consciousness directly reshape cognitive appraisal, value attribution, and behavioral choice.

4. Discussion

The study of self-awareness, influence, and self-identification, along with their functional structures and mechanisms of implementation, is an essential part of personality psychology and holds great significance for psychological work related to an individual’s self-perception. Currently, several theories, concepts, and perspectives on self-awareness as a process in personality development do not allow for a complete and unified picture of this research object. Nevertheless, certain developments exist that, when utilized, can provide recommendations for application in psychotherapy. The exploration of the mechanisms of self-awareness, self-identification, and influence has elucidated their interrelation and identified key points of intersection. This allows for tracing the nature and character of the impact and, accordingly, addressing issues related to its consequences. In this context, self-assessment serves as an indicator in identifying problems and simultaneously becomes an object of psychological work.

The connection between self-assessment and the behavioral and motivational functions of self-awareness has been further explored in this study, providing a theoretical framework that aligns with the experimental findings of A. Di Paula and J.D. Campbell [32]. Their research, conducted through two experiments, demonstrated that participants with high self-assessment exhibited greater perseverance in achieving goals following initial failures, although this perseverance diminished after subsequent setbacks. In contrast, participants with low self-assessment engaged in more intense reflection regarding goal achievement but showed a lesser degree of perseverance. This pattern of results corroborates the conclusions of the present study, indicating that individuals with higher self-assessment are more likely to employ active behavioral strategies. In contrast, those with lower self-assessment tend to focus more on cognitive processes without translating them into behavior.

These findings also resonate with the research of H. Biney et al. [33], who conducted a pilot randomized controlled study with adolescents diagnosed with anorexia nervosa. Their work demonstrated that integrating self-assessment-focused cognitive-behavioral therapy (CBT) into standard treatment resulted in significantly improved outcomes. Participants in the experimental group showed faster and more pronounced improvements across various indicators, reinforcing the utility of self-assessment as a complement to conventional therapeutic approaches. The rapid effectiveness of self-assessment interventions in this context highlights the potential for its application in both treatment and prevention, particularly for individuals at risk of developing disorders like anorexia nervosa.

Additionally, the work of N. Sönmez et al. [34] further substantiates the benefits of addressing self-assessment in therapeutic settings. Their investigation into the effectiveness of CBT for reducing depression and enhancing self-esteem among early psychosis patients found that CBT led to notable improvements in self-esteem and social functioning. These findings underscore the broader applicability of self-assessment work in psychological interventions, supporting its integration into treatment regimens for various psychological conditions. Moreover, the study by M.E. Kemeny et al. [35] on mindfulness-based emotional training provides additional insight into the development of self-awareness. Their research with schoolteachers revealed that meditation training led to significant reductions in negative emotions and improved emotional intelligence, contributing to greater prosocial behavior and enhanced self-awareness.

This study suggests that external interventions, such as mindfulness practices, can facilitate the activation of self-awareness mechanisms, particularly when individuals' internal resources for such activation are insufficient. The present research expands on these findings by synthesizing the interrelations between self-assessment, behavioral strategies, and the influence of external factors. By offering a comprehensive understanding of these mechanisms, the study emphasizes their practical applications in psychological practice and personal development, while supporting the notion that self-awareness can be cultivated through targeted interventions and external influences.

The mechanisms of self-awareness, self-identification, and influence are essential tools on the path to psychological development and personality formation. Understanding their principles and the nature of their interaction allows for identifying and correcting disruptions in one person's actions by using another, maximizing the effective use of a person’s internal capabilities, and involving favorable external factors.

5. Conclusions

In accordance with the stated goal of the work, the mechanisms of self-awareness, influence, and self-identification were explored, and their interconnections were established. Recommendations regarding psychological work on self-assessment and self-realization issues were proposed.

Based on the function of self-awareness, which involves recognizing transitions between four levels of human potential, the mechanisms of its actualization were considered instruments facilitating these transitions. On the directly sensory level, such mechanisms include primary self-awareness, self-perception, and other forms of self-sensation. On the personifying level, mechanisms encompass auto-identity, the formation of negative and positive identification of "Self" and "Non-Self", self-actualization, and self-experience. On the intellectual-analytical level, mechanisms involve self-reflection, self-awareness, and self-analysis. On the purposeful-operational level, mechanisms include self-assessment, self-criticism, self-control, self-organization, self-regulation, self-education, self-improvement, self-expression, self-assertion, and self-realization.

Forming on the holistic-personal level of development, self-identification contributes to self-awareness. Its primary actualization occurs through mechanisms of bodily identification. At a higher level, it is ensured through self-relation, self-analysis, self-understanding, and other self-relating methods. At the level of behavioral settings, it involves self-control and self-discipline. External influence on personality formation is realized through two paths: the social space and the collectively formed structures of knowledge accumulation, experience, symbols, and stereotypes ("collective unconscious"). Mechanisms of its actualization include beliefs, information, suggestion, self-questioning, requests, coercion, inclination to imitation, inducement, advice, wishes, manipulation, evaluation, criticism, ignoring, and psychological contagion.

The mechanisms of influence actualization are closely connected to the mechanisms of self-awareness and self-identification. The most significant influence on self-awareness is at the purposeful-operational level of development, manifested through the correspondence between the mechanisms of actualization of both processes. For example, self-assessment and self-criticism are shaped by the level of external evaluation and criticism. At the same time, information, beliefs, suggestions, and inducements influence self-control, self-organization, and self-discipline. Mechanisms of self-expression, self-assertion, and self-realization utilize corresponding influences as tools for their own realization. The role of influence in self-identification is expressed through the mechanism of self-reflection, where a synthesis of personal experiences and the feelings that arise under influence occurs.

Reflecting on the researched topic, it was established that self-assessment serves as both an indicator and a mechanism for regulating self-realization. Therefore, one direction for further research could be developing a new psychological strategy to regulate it using existing psychotherapy techniques, a philosophical approach to defining one’s own value, and cultural, social, and personal defenses to limit the impact of destructive influence.

Author Contributions

The author did all the research work of this study.

Competing Interests

The author has declared that no competing interests exist.