Level Of Personal Maturity Research Articles

Features of event content and evaluation of significant life situations in persons with different levels of personal maturity

The article examines personal maturity as a complex multicomponent phenomenon that can reach various levels of development. The relevance of the study of personal maturity through significant events of a person’s life path is noted. In order to identify the attitude towards the most significant life events and the specifics of interaction with the life situation, an empirical study was conducted and involved 277 people 25 to 40 years of age that represent the fields of education, medicine, service and trade, and mining industry. The subjects were divided into 2 groups according to their level of personal maturity and infantilism as polar characteristics. Based on the results of the study, the author points out significant differences in the experience and description of life events as well as the definition of significant life situations among subjects with different levels of personal maturity.

Motivation of self-change fs a condition of personality development

The article describes the problem of personality development, the ability to self-improvement, independent choice of changing the trajectory of life. It is substantiated that personal development is a dynamic process of human life and an indicator of life of a mature person, characterized by a person's sense of nature, progressive changes in self-perception, attitude, understanding and mastery of their emotions, actions and deeds, constructive solutions to problems and successful choices. self-presentation of tactics of interaction with other people, etc. Consideration of both positive (need for self-actualization, personal maturity, striving for perfection) and negative factors (inferiority complex, dissatisfaction with quality of life, etc.) of a person's life, can be a reason for self-improvement. Issues of self-change, self-development, personal growth in the context of well-known psychological theories are analyzed: psychoanalytic, humanistic, existential. The factors of determination of changes are divided into objective and subjective, equated to external and internal motivation. It is intrinsic motivation, in our opinion, is the most effective and pivotal in personal development. Carrying out the analysis of scientific sources, the essence and structure of motivation of self-development of the person which is presented as set of motives to self-changes which are directed on increase of level of personal and social competences for realization of own life scenario is defined. The components of motivation for self-improvement include value, emotional, target, activity, cognitive, volitional levels. The main determinants of self-improvement are: the natural need for self-actualization, the level of personal maturity, overcoming the inferiority complex, personal development; dissatisfaction with the quality of life; striving for perfection; feeling like a fully functioning person; desire to correct their own shortcomings, etc.

Personal maturity as sanogenic potential of experiencing crisis conditions by air transport managers

The article highlights the results of theoretical and empirical research of personal sanogenity of experiencing crisis conditions by air transport managers. The aim of the research is the empirical study of personal maturity development of air transport managers, their psychological resourcefulness, ability to self-development and scale of sanogenity of personal maturity of air transport managers experiencing unconventional crisis inflicted by COVID-19 pandemic. To assess the level of personal maturity, the Personal Maturity Questionnaire was applied (O.S.Shtepa). Level of actualizing of the personal psychological resources was studied through method of the Psychological Resourcefulness Questionnaire (O.S.Shtepa). To clarify the contents of the need for self-development as the potential of subjectivity, the method of Disposition Characteristics of Personal Self-Development was applied. (S.B.Kuzikova). The outcomes of the empirical research have discovered that air transport managers do not always have sufficient level of personal maturity development which is defined neither by age factor nor by amassed experience. Sanogenity of personal maturity for this social group is determined by their resourcefulness development level and ability to self-development. Successfulness in career development is not equivalent to manager personal maturity development level. Subjective assessment of successfulness and maturity made by managers themselves shows that 71.2% respondents do not reveal their satisfactory personal maturity. However, the majority of them is characterized with sufficient psychological resourcefulness having at the same time poor self-development ability. In the process of psychocorrection the sanogenic potential of personal maturity is actualized through raising self-development ability, reducing tension and traumatization of personality experiencing unconventional crisis.

High school students’ ideas about future time perspective with the focus on different levels of personal maturity

Introduction. The authors investigate the problem of high school students’ ideas about future time perspective, which reflect the level of their personal development and the ability to solve life and professional problems independently and creatively. The purpose of the study is to identify the structural and content features of high school students’ ideas about future life perspective taking into account different levels of personal maturity. Materials and Methods. Ideas about future time perspective were considered based on the concepts of the event-situational approach and the personal-time arrangement of future time perspective. The following biographical and psychodiagnostic methods were used to collect empirical data: E. Korzhova’s ‘Psychological autobiography’; The Twenty Statements Test (TST) by M.Kuhn and T. McPartland; A. Miklyaeva’s ‘Scale of personal maturity self-assessment’. Methods of mathematical statistics were used to analyze the quantitative results of the research. Results. The authors summarize the findings of the theoretical and experimental study of high school students’ ideas about their future time perspective. The structural components of the ideas have been clarified, their functions in building future time perspective and regulating social activities of high school students have been determined. The study reveals the distinctive features of students’ ideas about future taking into account different levels of personal maturity in such aspects as event-richness and extensity of life perspective, its emotional coloring, concretization, and relationship with various aspects of personal maturity. The key content characteristics of the students’ ideas about future reflect their experience of self-identity and awareness of changes. Their important function is to regulate high school students’ activities, aimed at the implementation of life plans. The level of personal maturity affects structure and content of adolescent ideas about future time perspective. Conclusions. The structure of high school students’ ideas about future time perspective includes a number of components that determine future well-being, socialization, and self-fulfillment. The principles and ideas, which have been developed as a result of the research, can be transferred to teachers' and psychologists' work with problems of life and professional self-determination of high school students. Keywords Level of personal development; Personal maturity; Ideas about future time perspective, High school students’ professional activities; Regulation of social activity.

LEVELS OF PERSONAL MATURITY AMONG THE STUDENTS OF HUMANITARIAN UNIVERSITY

Introduction. Maturity of personality, their inner world plays a substantial role in health development. For a reason, following the definition by the World Health Organization spirituality is one of human health components. Still, the level of personal maturity of an adult does not always comply with their age and can be lower. Aim is to determine the levels of personal maturity (internal development) of the humanitarian university students and to identify the peculiarities of their distribution depending on gender, duration of studying, specialty, confession of faith, and attitude to religion. Material and methods. 207 students of Borys Grinchenko Kyiv University, average age of the surveyed 19.46 ± 2.12. There were 105 males (50.7%), and 102 females (49.3%). For determination of the levels of personal maturity the questionnaire by Jose Stevens was implemented. There were 5 levels specificated: «baby», «junior», «teen», «young man/woman», and «adult». Results. Among the humanitarian university students of the specialties «physical therapy, ergotherapy» and «physical education and sports», in 62.8% (130/207) cases high levels of personal maturity were identified, in 32.4% (67/207) cases there were low levels. Among one fifth of the students (19.8%; 41/207) the combinations of several levels of personal maturity were identified. It was indicative of the youth’s failure to having an integral idea of their inner world and spirituality. The female students were more internally developed than the male ones, which was indicative of statistically substantial predominance of high levels of personal maturity among them — 66.7%; 68/102 (among the males — 48.6%; 51/105). Ideas of personal maturity among the senior students (the 4th and 5th years of studies) were more accomplished than the ones of the junior students (the 1st and 2nd years of studies). Following religious traditions both by the holders of religious beliefs and not, led to development of higher levels of personal maturity compared to those students not following religious traditions. Conclusions. One third of the humanitarian university students have low level of personal maturity (internal development). According to the level of personal maturity, females prevail over males. The students following religious traditions (the holders of religious beliefs and not) are more internally developed than those not following such traditions.

A cold call on work-based learning: a “live” group project for the strategic selling classroom

PurposeThe purpose of this paper is to describe a case study used in a strategic sales class that employs the use of work-based learning pedagogy to expose students to real-life cold calling experiences. This real-life cold calling experience involves students within the course building a target list of prospective students for a small liberal arts college. The students must then construct pre-call strategies, build rapport with prospective students and finally “close the deal” by having the prospective student visit campus.Design/methodology/approachThis paper begins by describing work-based learning as a unique pedagogical method and the importance of cold-calling skills in the context of workplace skills in demand. Theoretical foundations in Lichtenstein and Lyon’s (1996) entrepreneurial skillset is analyzed, as is the application of “live” group projects. The case is then described in detail and focuses on the project itself, the personal and group incentives used in the course of the project, and finally, a review of the learning outcomes and desired skillset outcomes for the class.FindingsThe case shows that students can learn and implement the behaviors, attitudes and practices that make professional cold-callers successful. The impact on the university can also be seen since real contributions were made to the recruiting efforts of the collegevis-à-vishigher matriculation numbers. The entrepreneurial skillsets and “live” group project literature is contextualized in light of the findings of the project. This research found that students engaged in varying levels of progress in their managerial, entrepreneurial, technical skillsets as well as levels of personal maturity. Finally, the authors provide guidance for future research to expound the findings of this project by testing the variables using quantitative methodologies.Originality/valueThe paper showcases an innovative pedagogic approach to exposing students to the best practices of cold-calling and allows them to exercise these tools real time as they make actual cold calls and work toward sales incentives. The focus on recruiting new students as customers of the college serves is not only active classroom learning, but it also serves mission-based outcomes to help the college achieve desired recruiting goals. This case study will provide a tool for small, liberal arts colleges to use which mobilizes faculty and students in the effort to recruit new students, in an environment where enrollment numbers are falling for this market sector in higher education.

Percepciones de adolescentes sobre la educación según la identidad personal

Adolescence is an important period in the process of constructing personal identity, particularly at times of educational transition. One such transition occurs at the end of compulsory secondary education and it results in an important biographical assessment of the school career that the adolescent has pursued. One factor that appears to be fundamental in this career is the dynamic of human relations. Focusing our attention on students, we have examined their perceptions of this matter, shaped by their level of personal maturity and linked to their awareness of their identity status or style. A biographical-narrative approach was used with a sample of 121 students, using quantitative and qualitative techniques and instruments (EOM-EIS-II questionnaire, autobiographical accounts, interviews and discussion groups). We have observed differences in young people’s perceptions depending on their level of maturity. At the same time, by comparing their perceptions as a whole, we can see that their family (the main agent in the construction of their identity) and peer group, more than school, are the most highly valued areas. Quality educational processes appear to require careful interpersonal relationships, regardless of the areas in which they are developed. Corroborating various deficiencies in human relationships through adolescents’ perceptions alerts us to their importance. The need to find suitably contextualized models for convergence between the main areas in which our students develop is also shown. This study involves the identification of certain elements that play a role in advancing the process of achieving personal identity. These require attention if the development of personal maturity during the compulsory stages of our school system is to be improved.

Body image features and interpersonal strategies in adolescents

Abstract: This article describes the phenomenon of teenagers physical socialization in the context of extracurricular activities. The features of body image of dance, sports, travel and psychological courses participants. This article highlights typical stylistic features of teens body image. Keywords: body socialization, body awareness, body image, social behaviour strategies. Introduction. “Assigning” а man’s body, with all its internal and external content, social, cultural and symbolic layers is an important aspect of socialization, as well as necessary condition for the formation of a complete self-image. This assignment occurs during certain physical practices, the so-called «body techniques» that the person do more or less purposefully [3, 32–39]. Investigating the formation of adolescent’ body image in the socialization process, we pay particular attention to the specific experience of the participants of extracurricular educational circles. Features of non-formal education, with a focus on various aspects of physical activity (or lack thereof) create a different perception of teenager’ body. As a base of empirical research were chosen extracurricular organizations engaged in the work with teenagers: dance, sports, touristic and psychological courses.Methodology. The problem of human socialization is closely woven into the large number of psychological phenomena. Theories of socialization by C.Cooley, D. Mead, S. Freud, J. Piaget, L. Kohlberg, E. Erikson, L. Vygotsky, S. Rubinstein, P. Halperin, J. Mead, T. Parsons considered the formation of the self in the context of the interaction with others. The very concept of socialization provides a process by which an individual becomes a member of the society, learns its norms and values, masters social roles. And some similar process happens to the human body.Participation of body experience in the socialization process seems so significant that the concept of «body socialization» could be provided into the terminological field of psychology. In general, physical mechanisms of socialization do not differ much from classical mechanisms: these are identification (with relevant figures, including parental) and simulation, and as negative mechanisms guilt and «body shame» appear. There are also involuntary and voluntary socialization. The first is the practice that, although in fact may develop body, has other purpose than influencing body shape and body image. As an example it can be walking, activities on playgrounds, and all that is called active recreation. Therefore voluntary (intentional) body socialization includes practices that require certain regularity and duration, and focuses on the purpose of achieving a certain shape or skill. Dance classes, yoga, gymnastics, sports, and even plastic surgery belong to this type.It is also important to note that from the point of internal subjective experience there are three levels of bode awareness, corresponding to the levels of personal maturity: objectifying, conformal and personal attitude to one’s body [8, 45–50].Body practices could not be a reliable indication of the level of his physical reflection. Dance classes, sports, and even plastic surgery can be dictated by the different value system level. For the real indication we have to question: what is a personal meaning of this activity? Thus, we can talk about two sides

СОЦИОКУЛЬТУРНЫЙ ЭТАЛОН ИНТЕРПЕРСОНАЛЬНЫХ ОТНОШЕНИЙ

The paper reports outcomes of a theoretical reflection of Russian proverbs and sayings about friendship and friendly relations. The paper alleges that by means of them sociocultural codes and meanings are transmitted. It is shown that proverbs, representing aphoristically short speech, imagery and manifest emotional content, and reflect national-specific context the term «friend», which is determined by cultural and socio-psychological factors, which provide different ways of categorizing. It is substantiated that the sociocultural codes interpersonal relations are available decoding in a particular age at a certain level of personal maturity.

Understanding Relativity at Different Levels of Personal Maturity

Understanding Relativity at Different Levels of Personal Maturity