Process Of Self-actualization Research Articles

Does Happiness Research Have an Equivalence Problem? Towards an Integrated Theory

Philosophical theories of happiness tend to fall into one of three classes: hedonistic, subjectivist or objectivist. These are all theories of happiness as the prudential good; that is, what is “good-for” a person. This paper proposes an alternate viewpoint more focused on how you get happiness rather than what it is. This is the “happiness production function” viewpoint. This perspective draws on ideas in the economics and psychology literatures on happiness and wellbeing. Taking this perspective reveals that self-actualization is critical to the achievement of happiness regardless of which class of happiness theory is employed. Furthermore, it reveals that the three classes of happiness theory are more interdependent than their advocates might presume. Finally, it reveals that what an individual believes to be good for them is determined through the process of self-actualization as the individual pursues their happiness. As such, defining happiness as the prudential good invites confusion. It puts the cart of goodness before the horse of happiness. The paper ultimately suggests that a greater attention to the praxis of happiness and the similarities rather than differences between theories of happiness would be valuable.

Self-Fulfillment in Higher Education: Contributions from Mastery Goal, Intrinsic Motivation, and Assertions

Effective learners are cognizant of their own basic needs and abilities so as to maximize their capabilities, dispositions, as well as potentialities up to become self-actualized individuals. To delve into the process of university students' self-actualization, we strived to amalgamate this construct with two motivational-associated factors, i.e., mastery goal and intrinsic motivation. To do so, a three-phase mixed-methods study was designed. In the first phase, the reliability and validity of the ‘Measurement of Actualization of Potential (MAP)’ (measuring five sub-scales, namely, openness to self, openness to others, openness to life, adaptability, and autonomy) were determined in the present study via a confirmatory factor analysis (CFA). In the second phase, our proposed model containing the three constructs was examined using a structural equation modeling (SEM). Eventually, to procure a deeper perception of self-fulfillment valence in actual behaviors, feelings, and assertions of the participants, a semi-structured interview was conducted on seven randomly selected participants from a general sample population of 253 Iranian university students in its first and second phases. The results demonstrated that the proposed model had a good fit with the empirical data. The contribution of mastery goal and intrinsic motivation was demonstrated in the model. It was also found that among the sub-scales of self-fulfillment, ‘openness to self’ had the highest association with intrinsic motivation followed by ‘openness to life.’ Mastery goal had the highest correlation with ‘openness to life’ followed by ‘autonomy.’ The analysis of interview protocol revealed that self-rating percentages of the delineated lists were all in congruence with the number of selected activities and traits the respondents preferred.

Nature-aligned approaches to form students’ system motivation

Sustainable development of the society involves the transition of the society from the current evolutional stage to a higher stage without revolutionary destruction of the existing frames of society. An individual, playing a prominent role in human history from time to time, is able to provide for the evolution of consciousness of the whole community, appearing on the top of the evolutional cone in the moment of passing of the system to the qualitatively new stage of its development. Only an integral individual, a person-creator possessing a high potential of harmony is able to accomplish such transition. The golden proportion of the social structure of the society implies a certain correlation of ontological categories of people, having personality orientation that characterizes them as a creator, consumer or destroyer. The modern approaches to education involve motivating a human being to self-improvement all his/her lifelong. The question is that, how much pedagogical systems correspond to the laws of harmony, which provide formation of social strata golden proportion structure considered not from the perspective of class position, but from the perspective of creative personality orientation. The analysis of the existing educational approaches showed, that the best indices satisfying the set social problem belong to noospheric pedagogics, based on nature-aligned methodology of teaching academic disciplines. It is built on principles of health protection and health development, intellectual potential, system motivation of an individual to self-perfection. Nature-aligned educational methodology is personality oriented and enables the student to accomplish object-subject transformation in the process of education, as a result of which, following the receipt of special educational knowledge, abilities and skills, he/she gets common educational abilities and skills, on the basis of which the processes of self-actualization, self-affirmation, independence, self-efficacy, self-leadership, and self-government are initiated and realized. Only the system model of motivation, organized in such a way, forms life potential of personality in the process of education, beginning with primary school and until post-graduate education, that is able to ensure good health and satisfy one’s vanity, without which he/she will not feel happy and assist sustainable development of the society on the whole. Only observing laws of harmony in the educational process provides formation of personalities with a high level of harmony that will determine the level of harmony in the society, as well. The philosophical, managerial, psychological and pedagogical aspects of individual self-perfection processes are considered in the paper. Special attention is paid to the questions of forming common educational abilities and skills in the process of teaching academic disciplines according to the nature-aligned methodology. The key mechanisms of object-subject transformation in the process of education are described, that provide an individual with energy for passing to the next level of his/her personality development. It is shown how nature-aligned methodology of noospheric pedagogics enables to make the process of the student’s personality growth self-regulated in the process of education.

METHODOLOGICAL ISSUES OF THE SOCIOLOGICAL STUDY OF POETRY (the use of semantic differentials in sociopoetics)

In sociology, literature, along with the study of the content of works of art and social characteristics of characters it is important to study the creative process. Here is an attempt to look at the poetry writing and its results through the prism of the behavioral approach on the basis of the poetry content analysis. Creation of the poem is considered as a behavioral creative process of self-actualization of creative potential, interactions of the system of requirements and social situations verbally expressed by means of language. During the framing actualized thoughts and feelings of the poet translated into poetic form. The main hypothesis is that the emotional dissonance express itself poetically. Semantic differential (SD) technique provides a clue to the text. Content analysis of poems (cycles, books) of separate poets through SD method could provide the understanding of similarities and differences of successive stages of the creating creative process of the same master, or explain the dissimilarity of poets compared to each other. The analysis of separate poems of Blok, Gumilev, Yesenin, Akhmatova ect. may demonstrate style features, the individual originality of each poets considered in terms of the dialectic opposition. The article discusses the possibilities of the SD method and the antonyms scales search in the author’s text in the study of the creative process, based on the characteristics of the poetry of classical Russian poet Alexander Blok.

Инновационная деятельность как процесс самоактуализации развития образования. Ч. 2. Использование компаративистского подхода в инновационной образовательной деятельности

Инновационная деятельность как процесс самоактуализации развития образования. Ч. 2. Использование компаративистского подхода в инновационной образовательной деятельности

Инновационная деятельность как процесс самоактуализации развития образования. Ч. 1. Миражи инноваций: от очевидного до невероятного

Инновационная деятельность как процесс самоактуализации развития образования. Ч. 1. Миражи инноваций: от очевидного до невероятного

PROBLEMATIZATION OF SCIENTIFIC ANALYSIS OF SELF-ACTUALIZATION FOR PERSONS WITH DISABILITIES OF JUVENILE CATEGORY: INCLUSIVE CONTEXT

The article is devoted to the relevant issue of selfactualization for persons with juvenile category disabilities which is connected with the new paradigm of learning disabilities from the perspective of independent life and equality of rights for all without any exception citizens. The given problem satisfied the state strategy of developing a civil society, the democratic idea of necessary support and maintenance for equal rights and freedom that binds with the steady development of the modern social life. The purpose of the research is the development of advanced scientific and research perspective of the study of self-actualization for disables based on the analysis of contradictions of the socialization process in the juvenile period. The author implements that in the context of their proposed concept of human dignity. Self-actualization is considered by the author as a mechanism of social inclusion and integration for the disabled. This approach reflects the new context of conceptualization and scientific interpretation for these social processes due to a complex set of external and internal determinants. The author first developed and presented in the article a scientific interpretation of self-actualization process in relation to the juvenile period. As well, the author determined the problem field for scientific research of self-actualization for the juvenile category disabled and the practical opportunities for applying the received results for the developing social inclusion and integration practice.

NECESSITY OF INTELLECTUAL MOBILITY FORMATION AS A BACKGROUND OF PROFESSIONAL SELF-ACTUALISATION OF A TECHNICAL HIGHER EDUCATIONAL ESTABLISHMENT’S TEACHER

In the article the essence and importance of professional self-actualization process of the teacher of technical higher educational establishment are explained. The definition of professional self-actualization of the teacher of higher educational establishment is given by author. The necessity of professional mobility formation as a background of his professional self-actualisation is proved. Particularly, the role of intellectual mobility in professional self-actualisation of a technical higher educational establishment’s teacher is stressed. The directions for further studies of the problem are defined

Learning by leading: Integrating leadership in public relations education for an enhanced value

Twin surveys of senior public relations executives and public relations majors compared perceptual similarities and differences in leadership qualities, skill development sources, and unique features of public relations leadership. The perceptual gap revealed what students believe to be important or less important in the self-actualization process as future leaders. The results offered pedagogical recommendations on how to integrate leadership training in public relations education to prepare students with a sustainable competitive advantage.

All for Our Children: Migrant Families and Parent Participation in an Alternative Education Program

Children from migrant agricultural families have some of the lowest socioeconomic and educational indicators in the American Southwest, and migrant parents are often characterized by school personnel as “hard to reach” and uninvolved in their children's education. This study analyzes the process of school participation among migrant parents who participated in a community-based adult education program. It examines the participants' own process of self-actualization and the specific programmatic features that promoted educational and attitudinal changes that affected children's schooling. The data indicate the emergence of beneficial, assertive interactions between parents and school personnel that improved schooling for migrant children.

Analytical-Psychological Approach to the Process of the Self-actualization in ‘Choon-Hyang Jeon’

Analytical-Psychological Approach to the Process of the Self-actualization in ‘Choon-Hyang Jeon’

Something in the Air: Journeys of Self-Actualization in Musical Improvisation

The aim of this qualitative, abductive, and phenomenological inquiry was to develop categories based on participants' perceptions of their improvisation and listening experiences. As using improvised music in clinical music therapy is an important method, this study expanded the knowledge of and language needed to describe this very sensitive and insightful communication process. If there is something in the air—what is it and is it something significant? Research questions included: 1. What kind of process is experienced when one improvises with an unknown person in an unfamiliar musical style? 2. What is in the air during live interactive improvisation? 3. What are the links between processes of self-actualization and peak experiences introduced by Abraham Maslow (1968) and the experiences described by the participants regarding their live improvised/interactive musical processes? The data of this study consisted of two audio-taped improvisations, three interviews, and the written reflections of six participants who participated in interactive live improvisation sessions. Ferrara's method was adapted for the data collection and analysis. Research results are presented in the form of descriptive categories which give a clearer picture of what happens during the process of musical improvisation.

New music and the contexts of creativity: Cultural-evolutionary and humanistic perspectives

Two theoretical accounts of human creativity are presented as heuristic means to contextualize challenges and vicissitudes encountered in the process of generating new music, technology, and methodology. Firstly, Sternberg's (2001) cultural-evolutionary perspective on creativity as a dynamic, dialectical, antithetical challenge to orthodox modes of musicianship is outlined to situate experimental new music on the periphery of cultural hegemony. Secondly, Rogers (1954) view of creativity as an essential process of self-actualization is outlined as a means of making sense of contrariant creative acts within a climate of aesthetic resistance and popular eschewal. Examples of antithetical musical movements and enterprise are employed throughout.

Identity, entropy and culture

Drawing from humanistic psychology, this paper presents an identity-based model of consumer behavior, and uses it to examine various aspects of culture and cultural policy. Specifically, the consumer’s problem is modelled as a process of self-actualization over multiple ideal and actual identities (personal constructs), each of which depreciates as a result of information entropy. To restore identities, consumers invest in identity-based information in the form of cultural goods/services/activities. The resulting theory of consumer behavior is used to examine the optimality of various policy measures such as the cultural exception clauses in international trade agreements, UNESCO’s Convention on Cultural Diversity, and subsidies and grants in the cultural sector.

Foreword

For over 30 years, people with disabilities have called for the elimination of barriers to their full participation in society. 1 Many barriers affect the likelihood that persons with disabilities will lead healthy lives. The idea that persons with disabilities are capable of living healthy lives has not been obvious in most health science literature; the subject is focused on and written by persons with disabilities and is also present to some extent in the social science literature. Instead, the emphasis of health science literature has been on disability as a medical pathology with an emphasis on cure and/or rehabilitation. The purpose of this issue is to encourage discourse on barriers within the health care arena to inspire new approaches to the study of such barriers and the elimination of them. Family and community health professionals should remain aware that health is an achievable state for many persons with disabilities. Evidence suggests that persons with disabilities may view health as a process of self-actualization, role achievement, and/or environmental adaptation. 2 In one study, 2 73% of the 135 persons with disabilities in independent living centers ranked their health as excellent. Multiple barriers have been described within the literature that may be classified as attitudinal and/or environmental. Attitudinal barriers are preconceived perceptions that create stereotypes and negative emotional responses to persons with disabilities, and these responses may affect family relations, work opportunities, and educational attainment. 3 Attitudinal barriers can limit the person's ability to lead a fulfilling life—to achieve the full range of possibilities that life has to offer. These attitudes also influence what services will be provided through legislation and economic programs. 4 Environmental barriers for people with disabilities are physical obstacles to goods, services, and activities that are otherwise accessible to those without disabilities. Environmental barriers prevent access to public and private buildings and prevent people with physical impairments from riding public transit or operating motorized vehicles. 3 Varying degrees of legislation have been implemented in many countries to eliminate environmental barriers; however, many barriers may exist in trying to obtain effective health care in the home and community instead of institutionalized health care. In our issue, Nosek and colleagues' exploration of women with disabilities adds support to the position that health is a multidimensional state, which may be achieved if analyzed from the perspective of the woman with the disability. Jones and Bell provide evidence of the negative health consequences of barriers to health for women with disabilities. Both articles demonstrate how gender and disability interact to create attitudinal and environmental barriers for women. Three of our articles focus on environmental barriers that may be eliminated through changes in attitudinal barriers. Fox and Kim's description of Kansas' experience with the Medicare waiver program provides an analysis of how the provision of community-based care is affected by public policy. Mulvihill and colleagues description of the best practices for out-of-school care helps to define ways communities can better provide the services needed by children with disabilities. Nyamathi and colleagues analysis of how mental health is influenced by veteran status is evidence for how health care access can influence perceived health outcomes. Becker and Stuifbergen's work assess both environmental and attitudinal barriers to health promotion. Interestingly, they describe barriers to health promotion across three different groups, which demonstrate the commonalities in experiences for persons with different medical diagnosis. Harrison and Kahn offer a possibility for understanding how barriers may be created within a culture. This model is from a cultural perspective that no longer relies on medical diagnosis for the designation of disability. This builds upon prior work on disability as a rite of passage, and it could inspire new studies of disability within various cultures. As stated earlier, our goal is to encourage discourse on barriers to health for persons with disabilities in order to inspire new approaches to the study of these barriers and, thus, to their elimination. One topic that remains unexplored in this issue relates to how age interacts with barriers in persons with various disabilities. Intervention studies aimed at the elimination of attitudinal and environmental barriers are also needed. The success of this issue will be seen in the discourse it produces on the topic and to the extent that such discourse eventually leads to social change.

Using Life Review to Facilitate Self-Actualization in Elderly Women

This article explores the effect of life review discussions on the self-actualization process in a group of elderly women. The information can be used by health care professionals in helping the aged attain their optimum potential. The conceptual framework was developed from Maslow's self-actualization which was measured by Shostrum's Personal Orientation Inventory. Robert Butler's concept of life review provided structure for the reminiscing experiences. Seven life review sessions, conducted in an uncontrolled environment, focused on facilitating continued growth and expansion of the participants' inner selves. The group process also provided socialization opportunities and fostered cohesiveness among group members by developing a sense of belonging through shared experiences.

進路相談においてメタ認知的観点から自己実現を促進する発言様式と介入方略

The counselors' remark-patterns composed of 16 items for facilitating clients' self-actualization from a metacognitive viewpoint in career counseling were developed, based on the idea that the metacognitive process of self-actualization in career development might be expressed in such a formula as Value ×Expectancy ×Strategy (Adachi, 1988). Their effectiveness was investigated, using the experimental method in which the subjects playing a counselor role manipulated the remark-patterns according to the procedure in the role-playing. The role-playing was administered to 38 male high school teachers and 120 male university students. The main results were as follows.(1) as a whole, it could be said that the remark-patterns had the effect of improving the metacognition both on expectancy of self-actualization and insight of real problems; (2) The items of remark-patterns were found effective. They were thought to be related to both the interaction between ideal self and motivation, and the interaction between strategy and motivation. Based on the above results, intervention methods were discussed.

THE RELATIONSHIP OF SELF-ACTUALIZATION TO SOCIAL SUPPORT, LIFE STRESS, AND ADJUSTMENT

The previously unexplored relationship of self-actualization to life stress and perceived social support from family and from friends was investigated. Measures of all variables were administered to 54 female and 52 male adult undergraduate students (age range of 18–81 years). The relationship of each variable to psychological adjustment (depression) also was assessed. As predicted, correlational results revealed self-actualization to be related positively to perceived social support and inversely to depression and life stress. Social support was inversely related to depression, and life stress was related positively to depression. Significant sex differences discovered in the relationship of self-actualization to perceived social support are discussed in terms of possible sex differences in the developmental process of self-actualization.

The "Real Self" Controversy: Toward an Integration of Humanistic and Interactionist Theory

The logical status of the concept "real self" and its usefulness in psychological theory have been topics of some debate in this journal. Critics have argued that this concept stems from Maslow's tendency toward biological reductionism that caused him to ignore the fact, supposedly established by the symbolic interactionists, that the self is ultimately a social-cultural product. In this article, I take steps toward a new view of self-actualization that incorporates insights from both Maslow's theory and the symbolic interactionist perspective. A key point is that the self is a process involving both symbolic and somatic feedback and that, in the ordinary state of consciousness, symbolic self processes are dominant. Observations are provided from the author's study of personal change at Kripalu Ashram to illustrate the importance of social interaction (i.e., socialization processes) in the self-actualization process. Self-actualization involves some of the same processes that symbolic interactionists have observed in other forms of socialization such as becoming a doctor or becoming a deviant. But self-actualization also involves learning to attend to and give meaning to somatic feedback processes so that the person's sense of self ultimately becomes more evenly based on both symbolic and somatic processes.

The Myth of Self-Actualization

I argue that the primary function of a theory of self-actualization is to establish a myth of human development that provides conceptual support for people seeking fulfillment and offers clear normative guidance. An examination of Maslow's theory reveals inadequacies as a mythical interpretation of personal development. There are ambiguities and contradictions in the theory, and several conceptual elements may inhibit or corrupt the process of selfactualization. The failure of theory is due, I suggest, to confusing the project with naturalistic science and to the adoption of metaphors (biological) and methods (empirical) that are fundamentally inappropriate. A more fruitful approach may be found in emphasizing a mythical perspective from which life becomes a shared quest for the human good.