scholarly journals Directivity of Self-Fulfillment and Personal Realization of Teenager

2018 ◽  
Vol 10 (3) ◽  
pp. 126-134 ◽  
Author(s):  
N.F. Golovanova ◽  
I.B. Dermanova
Keyword(s):  
Personal Growth ◽  
Personal Development ◽  
Well Being ◽  
The Self ◽  
Scientific Schools ◽  
Self Development ◽  
First Time ◽  
Life Aspirations ◽  
Selection Of ◽  
Pedagogical Science

The authors ground the necessity to clarify the terminological and phenomenological specifics of the terms: “self-fulfillment”, “personal development”, “self-development”. The attention is drawn to the formal usage of these terms in the pedagogical science and the ambiguous interpretations by different scientific schools of psychology. The research of the manifestation of self-fulfillment and personal development is performed based on a selection of 126 teenagers, engaging the “Personal growth” scales from the methods of psychological well-being by C. Ryff, the “Personal growth” scales from the methods of “Life aspirations” by E.Deci, R.Ryan, as well as the author’s method of directivity to self-fulfillment and method to reveal the significance by V.Y, Kotlyakov. For the first time the authors’ questionnaire to measure the self-development in different life spheres is employed. The analysis of the empirical results allows to make a grounded statement that the contemporary teenagers have a prevailing egocentric directivity of self-fulfillment and reveals as well the importance of the interest to the moral aspects of being and the interiorized values of personal growth for the harmonious self-fulfillment of the teenager.

scholarly journals Value attitude towards health and personal development

2020 ◽  
pp. 68-77
Author(s):  
Natal'ya Aleksandrovna Shmoilova ◽  
Dmitrii Valer'evich Kashirskii
Keyword(s):  
Personal Growth ◽  
Personal Development ◽  
Well Being ◽  
Self Confidence ◽  
Self Development ◽  
Inner World ◽  
The Subject ◽  
Objective Meaning ◽  
Subjective Meanings ◽  
Value Of Health

This research is aimed at examination of objective meaning of the value of health, as well as such personal meaning instilled into this value and projection of the value of health into surrounding reality in form of actions, aimed at preservation of own health. The subject of this research is the value attitude towards health from the perspective of representation in person’s consciousness of the value of health at the level of objective meaning, subjective meaning, and sensual fabric of personality seeking self-development. The following conclusions were formulated in the course of this work: 1) personality with high and average level of psychological well-being, the value of health is on the level objective meanings, subjective meanings, and sensual fabric; 2) harmonious presence of three interconnected forms pf existence of the value of health in students’ consciousness – level of objective meanings, subjective meanings, and sensual fabric of the image testifies to the fact that the value of health manifests as psychological means of personal development; 3) young people, whose value of health is in all three levels of consciousness, constantly seek personal growth, open to new experience, as well as demonstrate readiness to encountering unfamiliar circumstances, independence of opinion, self-confidence, and orientation towards their inner world.

scholarly journals MANAGING SELF-DEVELOPMENT (SELF-CREATION) BY THE TEACHER

2021 ◽  
pp. 114-128
Author(s):  
Mirosława Żmudzka
Keyword(s):  
Professional Development ◽  
Cognitive Psychology ◽  
Personal Growth ◽  
Personal Development ◽  
The Self ◽  
New Method ◽  
Creation Process ◽  
Self Development ◽  
The World ◽  
Self Formation

The aim of the presented article is to draw attention to the considerations related to self-formation, which are more and more vivid in the pedeutological discourse. Constant professional development in the teaching professions determines the effectiveness of teaching as students’ achievements depend mainly on teacher’s skills. Contemporary expectations towards teachers are definitely different than years ago. It results from changing reality, which imposes the necessity to constantly increase one's own competencies, not only the professional ones, but mainly those related to personal development. Personal growth is a significant aspect of professional development. Managing one's own development (self-creation) assumes that a man is a self-creator and the space of self-creation is a new method of experiencing the world and one's place in it. The article analyses the determinants of the self-creation process and its structure as well as the transgressive behaviours involved in the process. The analysis of the teacher's functioning as a co-creator of himself is embedded in the trend of the concept of humanistic, emancipatory and cognitive psychology

Misapplication and Individuality

2018 ◽  
Author(s):  
Jason Hanna
Keyword(s):  
Well Being ◽  
The Self ◽  
Institutional Constraints ◽  
Self Development ◽  
Paternalistic Intervention

This chapter critically examines two of John Stuart Mill’s consequentialist objections to paternalism: that paternalistic authority is likely to be misapplied or abused and that intervention in the self-regarding sphere threatens individuality and self-development. It is argued here that both objections can be resisted. Concerns about misapplication and abuse pose no challenge to intervention that is likely to succeed in achieving its benevolent aims, and attempts to avoid this problem by construing Mill’s arguments in rule-consequentialist terms are unconvincing. Concerns about Millian individuality or self-development leave considerable room for justified paternalism, both because individuality is not the only component of well-being and because paternalistic intervention can sometimes promote individuality. Mill’s arguments may show that there ought to be some institutional constraints on the government’s ability to intervene in the self-regarding sphere, but defenders of paternalism can happily accept this result.

scholarly journals Self Esteem and General Well Being in Adolescents with Low vs High Emotional Competence

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Sarvdeep Kohli ◽  
Anjali Malik ◽  
Varsha Rani
Keyword(s):  
Emotional Competence ◽  
Sample Selection ◽  
Well Being ◽  
Self Esteem ◽  
The Self ◽  
Successful Development ◽  
Emotional Evaluation ◽  
Competence Scale ◽  
Age Range ◽  
Selection Of

An essential component of youths’ successful development is learning to appropriately respond to emotions, including the ability to recognize, identify and describe one’s feelings. Emotional competence refers to one’s ability to express or release one’s inner feelings or emotions. Self-esteem reflects a person’s overall subjective emotional evaluation of his or her own worth. It is a judgment of oneself as well as an attitude toward the self. General well being refers to the harmonious functioning of the physical as well as psychological aspects of the personality, giving satisfaction to the self and benefit to the society. The present study focuses on the self esteem and general well being in adolescents with low vs high emotional competence. For this purpose, first of all emotional competence scale was administered on 260 adolescents within the age range of 15-18 years, to identify the low emotionally competent and high emotionally competent adolescents. After the sample selection of 152 subjects (76 low emotionally competent and 76 high emotionally competent) Rosenberg’s Self-esteem scale and General well being scale were administered. Results indicate that high emotionally competent adolescents have high self-esteem and better general well being than low emotionally competent adolescents.

scholarly journals Inteligencia emocional, Resiliencia y Autoestima en personas con discapacidad física y sin discapacidad

2018 ◽  
Vol 17 (2) ◽  
pp. 263-283
Author(s):  
Magdalena Gómez-Díaz ◽  
María Jiménez-García
Keyword(s):  
Emotional Intelligence ◽  
Physical Disability ◽  
Personal Development ◽  
Physical Disabilities ◽  
Well Being ◽  
Self Esteem ◽  
The Self ◽  
Emotional Management ◽  
Different Dimensions ◽  
People With Physical Disabilities

Introducción: La Inteligencia emocional, resiliencia y autoestima son conceptos relacionados con el desarrollo personal. Las personas que presentan discapacidad física, la percepción de las diferentes situaciones a las que tienen que enfrentarse pueden influir en sus emociones y comportamiento.Objetivo: Analizar las diferencias o similitudes entre las personas con discapacidad y sin discapacidad en el ámbito de la inteligencia emocional, la resiliencia y la autoestima. Metodología: Estudio cuantitativo de tipo descriptivo, transversal, y prospectivo, utilizando las escalas de la Inteligencia emocional TMMS-24, la escala de la Resiliencia CD-RISC10 y la escala de la autoestima de Rosemberg, con un total de 100 participantes. Resultados: Las personas con discapacidad física presentan medias estadísticamente superiores en inteligencia emocional y resiliencia, aunque en autoestima las personas sin discapacidad presentan medias superiores. Discusión: Distintos autores ponen de manifiesto que las emociones juegan un papel fundamental en el bienestar de los individuos. En el caso de las enfermedades que implican discapacidad física, afectan a los diferentes aspectos de la vida de las personas, por lo tanto se hace más necesario aún el buen manejo emocional para evitar que la persona sufra mayores consecuencias físicas y/o emocionales. Conclusiones: Las personas con discapacidad física presentan unos niveles adecuados de inteligencia emocional en sus diferentes dimensiones, desarrollando estrategias de afrontamiento que les permiten hacer frente a dichas dificultades. La autoestima de las personas con discapacidad física, se ve mermada por la baja percepción de control independiente. Introduction: Emotional intelligence, resilience and self-esteem are concepts related to personal development. People who have physical disabilities, the perception of the different situations that have to face may influence emotions and behavior.Objective: Analyze the differences or similarities between people with disabilities and without disabilities in the field of emotional intelligence, resilience and self-esteem.Methodology: Type descriptive, transversal and prospective, quantitative study using the scales of the emotional intelligence TMMS-24, the scale of the Resilience CD-RISC10 and the scale of the Rosenberg self-esteem, with a total of 100 participants.Results: Persons with physical disabilities present mean statistically higher on emotional intelligence and resilience, although regarding self-esteem people without disabilities have an upper mean.Discussion: Different authors have shown that emotions play a fundamental role in the well-being of individuals. In the case of diseases that involve physical disability, affect different aspects of the life of people, therefore even good emotional management is necessary most to avoid that the person may suffer greater consequences physical and/or emotional.Findings: Persons with physical disability have adequate levels of emotional intelligence in its different dimensions, developing coping strategies that enable them to cope with such difficulties. The self-esteem of people with physical disabilities is weakened by the low perception of independent control.

A Disruption in Personal Development: Using Appreciative Inquiry During the Pandemic to Identify Aspirations and Inspire Action

2021 ◽  
Vol 23 (4) ◽  
pp. 29-33
Author(s):  
Wendi Lord
Keyword(s):  
Mobile Device ◽  
Appreciative Inquiry ◽  
Personal Growth ◽  
Personal Development ◽  
Well Being ◽  
Personal Change ◽  
Self Service ◽  
Device Technology

During the pandemic, individuals became isolated and often unemployed, compounding the need for affordable, self-service content that facilitates personal growth and well-being. A journey of personal change which reinforces Appreciative Inquiry’s wholeness principle is being developed in a program that guides users in identifying aspirations and inspiring action towards them. Learners use mobile device technology to practice positive cognition and flourish.

scholarly journals Self-Transcendence as a Buffer Against COVID-19 Suffering: The Development and Validation of the Self-Transcendence Measure-B

2021 ◽  
Vol 12 ◽  
Author(s):  
Paul T. P. Wong ◽  
Gökmen Arslan ◽  
Victoria L. Bowers ◽  
Edward J. Peacock ◽  
Oscar Nils Erik Kjell ◽  
...  
Keyword(s):  
Mental Health ◽  
Personal Growth ◽  
Well Being ◽  
The Self ◽  
Human Beings ◽  
True Self ◽  
Transcendence Measure ◽  
History Of ◽  
Self Transcendence ◽  
Development And Validation

The age of COVID-19 calls for a different approach toward global well-being and flourishing through the transcendence suffering as advocated by existential positive psychology. In the present study, we primarily explained what self-transcendence is and why it represents the most promising path for human beings to flourish through the transformation of suffering in a difficult and uncertain world. After reviewing the literature on self-transcendence experiences, we concluded that the model of self-transcendence presented by Frankl is able to integrate both of the characteristics associated with self-transcendence. Afterward, we discussed how the self-transcendence paradigm proposed by Wong, an extension of the model by Frankl, may help awaken our innate capacity for connections with the true self, with others, and with God or something larger than oneself. We presented self-transcendence as a less-traveled but more promising route to achieve personal growth and mental health in troubled times. Finally, we presented the history of the development and psychometrics of the Self-Transcendence Measure-Brief (STM-B) and reported the empirical evidence that self-transcendence served as a buffer against COVID-19 suffering. The presented data in the current study suggested that the best way to overcome pandemic suffering and mental health crises is to cultivate self-transcendence.

scholarly journals High School Pupils’ Academic Achievement, Self-regulation (Locomotion and Assessment), and Psychological Well-Being

2014 ◽  
Author(s):  
Danilo Garcia ◽  
Alexander Jimmefors ◽  
Lillemor Adrianson ◽  
Fariba Mousavi ◽  
Patricia Rosenberg ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Personal Growth ◽  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Psychological Well Being ◽  
Environmental Mastery ◽  
Self Acceptance ◽  
Final Grades

Background: Education plays an important role on a personal level because it is related to personal control, a healthy lifestyle, greater income, employment, interpersonal relations, and social support (Mirowsky & Ross, 2003). Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: (1) the identification of the desired out-come and the appraisal of procedures to reach the desired goal (i.e., assessment), and (2) the selection between available approaches to reach the goal and the commitment to the chosen approaches until the goal is reached (i.e., locomotion) (Kruglanski et al, 2000). Self-regulation plays an essential role in academic achievement (Kruglanski et al 1994, 2000). Psychological well-being is a multi-faceted concept composed of six different intra-personal characteristics that describe the fully functional individual (Ryff, 1989). These factors are: positive relationships with others, self-acceptance, environmental mastery, autonomy, purpose in life, and personal growth. We aimed to study the relationship between academic achievement and self-regulation and psychological well-being in Swedish high school pupils. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales (Kruglanski et al., 2000) to measure self-regulation and Ryff’s Psychological Well-Being Scales short version (Clark et al., 2001) to measure well-being. Academic achievement was operationalized through pupils’ final grades in Swedish, Mathematics, English, and Physical Education. The courses take place during either one or two semesters and the grading scale ranges from F = fail to A = pass with distinction. Results: Final grades in Swedish were positively related to two psychological well-being scales: self-acceptance and personal growth; and to the self-regulation strategy of assessment. Final grades in Mathematics were positively related to three psychological well-being scales: self-acceptance, autonomy, and personal growth; and also to assessment. Final grades in English were positively related to one psychological well-being scale: personal growth; and also to assessment. Final grades in Physical Education were positively related to four psychological well-being scales: environmental mastery, self-acceptance, autonomy, and personal growth; and also to the self-regulation strategy of locomotion. Conclusions: A profile consisting of assessment orientation combined with self-acceptance and personal growth leads to the best study results. This understanding is important when supporting pupils in achieving the best possible results in school and thus lay the formation for a continued successful life.

scholarly journals THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF FACILITATIVE ABILITIES DEVELOPMENT OF THE FUTURE PSYCHOLOGIST IN THE CONTEXT OF HIGHER EDUCATION

2017 ◽  
Author(s):  
Z. Adamska
Keyword(s):  
Higher Education ◽  
Personal Development ◽  
Interpersonal Relationship ◽  
Self Esteem ◽  
The Self ◽  
Full Development ◽  
Self Development ◽  
The Future ◽  
Basic Ideas ◽  
Favorable Conditions

The article is devoted to the illustration of the theoretical and methodological foundations of development facilitative abilities of the future psychologists. It is founded the topicality of the future psychologists’ training, oriented on the basic ideas of humanistic paradigm, the necessity to organize favorable conditions for the development of his abilities. On the base of the realized theoretical analysis was made an attempt to define the concept facilitative abilities of the future psychologist as integrated combination of emotional, cognitive, behavioral and volitional formations which is revealed in the ability to provide its own efficient functioning, formation and development, and promote the full development of another person. It is generalized that most researchers refer to facilitative abilities the ability to be yourself (genuineness, sincerity and congruence); ability of self-esteem and self-understanding, respect and understanding of others; the ability to help and support the approval, adoption; trust, sympathetic understanding; the ability to organize conditions for personal development; the ability to organize a special microclimate in the group. It is determined that the development of the facilitative abilities of the future psychologists is impossible outside of the facilitative environment, in which the self-designing, professional and personal student’s formation directly related to self-development and self-improvement of the teacher-facilitator. One of the most important conditions that provide the facilitation of the environment is subject-subjective (dialogic) interpersonal relationship between teacher-facilitator and student. Prospects for further research we see in foundation theoretical model of future psychologist’s facilitative activity and developing procedural and methodological apparatus psychological monitoring its development.

ALBION W. SMALL’S NEGLECTED PROGRESSIVE VIEWS: REDUCING INEQUALITIES FOR A REASONABLE CAPITALISM

2019 ◽  
Vol 41 (1) ◽  
pp. 77-98
Author(s):  
Virgile Chassagnon ◽  
Guillaume Vallet
Keyword(s):  
Progressive Era ◽  
Well Being ◽  
The Self ◽  
Class Conflict ◽  
Social Injustice ◽  
Social Policies ◽  
The Social ◽  
Self Development ◽  
Equality Of Opportunities

This paper sheds light on Albion Small’s views on the inequalities resulting from capital concentration. As a leading intellectual of the Progressive Era, Small sought ways to reduce social injustice, which in his view was key to avoiding class conflict and preserving democracy. He emphasized the need to devise social policies with a view to ensuring the equality of opportunities for all to realize what Small termed their “interests”—through the combination of their labor with “tool-capital.” Small entrusted the State with the central role of fighting capital inequalities through social policies, the treatment of inequalities dealing with morals. He embraced the then-fashionable idea of reasonable capitalism, as expounded by fellow progressive scholars, the likes of Richard T. Ely, John Dewey, or John R. Commons, who all sensed that such an economic system would survive only if it improves the social well-being as well as the self-development of all individuals.

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