What Does It Mean to Know Oneself? Test
How the Scales are Structured
Who Usually Takes This Test?
See How You Compare
Below is a preview of how scores are typically distributed across each scale.
Example Questions From the Test
- Entertainment.
- A joyful discovery of something new.
- Suffering.
- Difficult but interesting work.
- Unusual natural phenomena and parapsychology.
- The personalities of outstanding people and geniuses.
- The inner world of my own personality.
- The general patterns of my own psyche.
- Always in the moment just before acting.
- Mostly while I am acting.
- More often only after I have acted.
- I am convinced that a person's motives are always unconscious.
What Does It Mean to Know Oneself? Test - Description and methodology of the test
If you are deciding whether a closer look at your psychological orientation would help, the What Does It Mean to Know Oneself? Test offers a structured way to consider confidence in understanding yourself and others, including the possibility that confidence may sometimes mislead in everyday situations. As a self-knowledge assessment, it sets deep or systematic self-exploration beside practical or externalizing orientation and attention to distinctions between similar-seeming values.
What This Assessment Explores
Items explore emotional reactions, motive judgments, personal errors, willpower, and the use of psychological ideas in daily decisions. This self-understanding test helps readers compare inward attention with practical action. The result is presented through the following displayed dimensions:
- Scale G (0-20) reflects confidence in understanding self and others; at higher levels, that confidence may sometimes lead to errors in simple everyday situations: Low 0-6; Moderate 7-13; High 14-20.
- Scale B has two readings: deep introspection and its effects on action and relationships, with Low introspection 0-6, Balanced introspection 7-13, High introspection 14-20; and systematic self-exploration with action, with Developing 0-7, Balanced 8-14, Highly systematic 15-20.
- Scale A (0-20) reflects practical or external focus and attention to underlying values: Reflective/insight-oriented 0-6; Balanced focus 7-13; Practical/externalizing 14-20.
Methodology and Scientific Basis
Each item offers four answer choices, asking for the statement closest to the respondent's view or usual response. The sequence covers definitions of self-knowledge, reactions to failure and guilt, judgments of motives, and confidence in psychological interpretation. It therefore produces a comparative profile, not a right-or-wrong verdict.
The method is structured self-report organized around reflection, self-observation, practical conduct, and motives. This questionnaire is conceptually consistent with Krasilo's 1994 work on self-knowledge; it is not presented as that published instrument. Pavlova (2012), Kotova and Khasanova (2018), and Usheva, Zhdanko, and Schumovskaya (2020) provide related discussions of reflection and reflexive skills.
Responses are assigned to the displayed dimensions and bands, but the online questionnaire has no stated population norms or validation data, and its option-to-point mapping is not provided. Current context, self-awareness, and response honesty can influence this self-reflection questionnaire, so the profile should prompt reflection rather than serve as a diagnosis.
- Krasilo, Aleksandr Ivanovich, comp. Encyclopedia of Practical Self-Knowledge. Moscow: International Pedagogical Academy, 1994. ISBN 5-87977-013-3.
- Pavlova, Svetlana Anatolyevna. The Problem of Diagnosing Reflection as a Pedagogical Ability. In Psychological Sciences: Theory and Practice: Proceedings of the First International Scientific Conference, Moscow, February 2012, pp. 113-116. Moscow: Buki-Vedi, 2012.
- Kotova, Svetlana Sergeevna, and Irina Ivanovna Khasanova. Independent Student Work: A Project Approach. Yekaterinburg: Russian State Vocational Pedagogical University Press, 2018. ISBN 978-5-8050-0652-5.
- Usheva, Tatiana Fedorovna, Tatyana Aleksandrovna Zhdanko, and Alfiya Gamirovna Schumovskaya. Development Of Reflexive Skills In Students - Future Teachers. In Social and Cultural Transformations in the Context of Modern Globalism, edited by D. K. Bataev, vol. 92, European Proceedings of Social and Behavioural Sciences, pp. 1143-1149. European Publisher, 2020. 10.15405/epsbs.2020.10.05.151.
Updated: