Self-Differentiation Among Students of the Department of Educational and Psychological Sciences, University of Anbar

Abstract

This study aims to explore the level of self-differentiation among students of the College of Education for Human Sciences, Department of Educational and Psychological Sciences. The research employed a descriptive-analytical approach using a measurement tool that covered dimensions such as self-awareness, emotional regulation, decision-making autonomy, and the ability to build healthy relationships. Findings revealed that students demonstrated a moderate level of self-differentiation, struggling to separate personal emotions from group pressures. Statistically significant differences were observed according to gender and academic level. The study recommends integrating counseling and training programs into university curricula to strengthen psychological and social differentiation skills, thereby preparing students to better cope with academic and life challenges. Self-differentiation refers to an individual's tendency to see themselves as possessing different personality traits in different social roles or contexts. The index of self-concept differentiation (self-concept differentiation) can be expressed as the non-shared variation, average inter-correlation, or absolute differences between role identities. From Bowen's perspective, self-differentiation is interpreted as an individual's ability to identify and differentiate their unique self or personality from their family origin. This process develops the individual's capacity to distinguish ideas from feelings while maintaining an emotional connection with their family. An individual who establishes a differentiated self is well-equipped to develop a unique perspective.