Self-realization Values Research Articles

Professional Sustainability of Personality: Analysis of Volunteering Activity in Modern Conditions

Volunteer work is difficult to characterize as easy, as it requires people to take a lot of responsibility, energy costs, emotional inclusion and the ability to quickly adapt in situations of increased complexity. There is a growing need to study the characteristics of volunteers’ sustainability. The aim of the article. The purpose of the article is to envisage volunteer activity in Ukraine as a manifestation of social activity of citizens in the context of determining the relationship between sustainability, value orientations and emotional burnout in volunteers as individual mental structures. Research methods. The psychodiagnostic toolkit consisted of the following techniques: the method of diagnosing the level of emotional “burnout” according to V. Boiko for studying the components of “emotional burnout” (tension, resistance, exhaustion), O. Kokun’s questionnaire “Professional vitality” in the context of revealing the components of vitality (control, inclusion, acceptance of a challenge (control, commitment, challenge)) and M. Rokych’s questionnaire “Value orientations” to outline the rank list of volunteers’ values. The results of the research. Involvement of volunteers in various events and programs changes their value priorities from the values of personal life (love, happy family life, productive life) to the values of self-realization and moral responsibility (interesting work, material status, honesty, tolerance, etc.). One of the important factors is the formation and development of civic competence. Conlusions. According to the results of the research, it was determined that participation in volunteer activities contributes to the development of the professionalism of the future social worker, such values as tolerance, patience, an active lifestyle, responsibility. Personal qualities that need to be developed and improved play an important role in this process. Волонтерську роботу складно охарактеризувати як легку, оскільки вона вимагає від людей великої відповідальності, енергетичних витрат, емоційної включеності та здатності швидко адаптуватися до ситуацій підвищеної складності. Зростає потреба у вивченні характеристик стійкості волонтерів.

Zmieniająca się rzeczywistość migrantów ukraińskich w Polsce (1991-2021)

ZMIENIAJĄCA SIĘ RZECZYWISTOŚĆ MIGRANTÓW UKRAIŃSKICH W POLSCE (1991-2021) According to the 2019 survey of migrants from Ukraine to Poland, the causes and prospects of their migration in categories of ‘ejection’ from the donor country and ‘attraction’ to the recipient country are analyzed. It was found that the reasons for relocation do not correlate with the respondents’ assessment of the prospects they had opened in Poland. We assume that this is a consequence of the reactive nature of migration decisions related to the survival values over the values of self-realization.

Identity Contributions to a Life Well-Lived: A Study of the Relationship of Eudaimonic Well-Being to Intrinsic Motivation for Identity-Related Activities

ABSTRACT Within Eudaimonic Identity Theory, a central question pertains to what criteria can be used to determine which, among the potential identity-related goals, values, beliefs, and roles a person might choose, represent the “better” choices that one can enact. Eudaimonic Identity Theory proposes that one such criterion is the extent to which identity-related activities are intrinsically motivated. In the present study, a sample of 607 adults completed brief forms of the Questionnaire for Eudaimonic Well-Being and the Personally Expressive Activities Questionnaire. The former is a person-level measure of well-being, whereas the latter assesses aspects of the identity-related activities in which the person engages. Four predictors of intrinsic motivation were assessed: (a) self-determination, (b) the balance of the challenges presented by an activity with the skills one brings to it, (c) self-realization values, and (d) engaged performance in the form of effort. In addition, four types of subjective experiences associated with intrinsic motivation were assessed: (a) interest, (b) flow experiences, (c) feelings of personal expressiveness, and (d) enjoyment. Using multilevel modeling, findings provided consistent support for the hypothesis that eudaimonic well-being was predictive of intrinsic motivation, in terms of both the conditions leading to such motivation and the associated subjective experiences. In addition, the greater the number of predictor variables present at a high level, the higher the level of eudaimonic well-being reported.

Resolving the paradox of work: Generalization of the roles of self-determination, the balance of challenges and skills, and self-realization values in intrinsic motivation across activity domains

ABSTRACT The present study was conducted to replicate and resolve the paradox of work. This paradox makes it appear that intrinsic motivation functions differently based on the type of activity being performed, with productive activities having different patterns of relationships among predictor and subjective experience indices of intrinsic motivation than found in other life domains. Variables were drawn from three theoretical perspectives – self-determination theory (self-determination and interest), flow theory (balance of challenges and skills and flow experiences), and eudaimonic identity theory (self-realization values and feelings of personal expressiveness). A sample of 637 college students completed the Personally Expressive Activities Questionnaire. The paradox of work was replicated and, as hypothesized, relationships among the predictor and subjective experience variables were demonstrated to be similar across all activity domains including productive activities. The paradox of work appears to be an artifact of particularly low levels of self-determination associated with productive activities.

Науково-теоретичні засади формування соціальної зрілості майбутніх правоохоронців

The article reveals the scientific and theoretical foundations of the formation of social maturity of future law enforcement officers. The social maturity of the future law enforcement officer is an integrated quality of the specialist's personality, in the structure of which two components are important: cognitive-behavioral and motivational-personal. Cognitive-behavioral includes: social intelligence (social knowledge, its structure, adequacy to the social environment), social skills, methods of effective interaction, social behavior skills, which are revealed through productive methods of performing socially significant activities, constructive behavior skills in difficult life situations. Motivational and personal: motives and values of self-realization in society (motives of achievement, self-realization in socially significant activities, consciousness of life), personal properties that ensure self-realization of the individual. The most important means of improving the process of forming social maturity in future law enforcement officers is the development and implementation of a model of social maturity formation in the educational process, which includes a target setting for the formation of social maturity of future law enforcement officers as a personal and professional quality through the implementation of types, forms and methods of student activity that imitate their future professional activities. Effective formation of social maturity in future law enforcement officers is ensured by a set of conditions: development of a model of formation of social maturity in future law enforcement officers in the process of professional training; development and approval of a special experimental program for the formation of social maturity in future law enforcement officers in the process of professional training; determination of the main indicators of social maturity of future law enforcement officers; determining the components of monitoring the level of social maturity of future law enforcement officers. The main indicators of the formation of social maturity in future law enforcement officers are cognitive, motivational and personal, operational, activity indicators. The characteristics of each of the indicators are presented by a description of the ability and readiness, as well as personal qualities of the future law enforcement officer. Key words: future law enforcement officers, social maturity, social competence, formation of social maturity.

Abraham Maslow's concept of education

The author reconstructs Maslow's pedagogical thought, referring to hermeneutic and comparative research. The research relied on the final versions of Maslow's works capturing his theory of human development and education. The ideal of raising a good, altruistic person is realized in permanent education. Education and self-education are based on B-values, and the key here is the value of self-transcendence. The realization of this and other self-realization values requires the formation of a person with an inner sense of control and upbringing and schools that educate people holistically. The author also presents the influence of Maslow's theory on the development of pedagogical theory and practice.

Self-realization and Children: Logics of Space Usage in the Narratives of Russian Women

Demographic issues inspire the steady interest of researchers. Therefore, a thesis about the interconnection of fertility decline with the spread of values of self-realization and individualization is still important. In this article, the mentioned interrelation is considered in the context of pragmatic and spatial turn in the social sciences. Analyzing interviews on family topics with Russian women (53 in-depth interviews conducted in 2008-2021), we found that categories of childbirth and self-realization are also interconnected with a spatial narrative. Three logics of space usage have been identified; these are “journey”, where a person sees an almost unlimited horizon of life strategies and abilities; then, “logistics” represents practices of organization of all family members due to the spatial distances between schools and other spaces for extracurricular activities, that is, places that ensure the self-realization of children. Finally, the metaphor “home” symbolizes the logic of the constant efforts of maintaining the integrity and unity of the domestic (or family) world as well as the balance between departures and arrivals. The values of self-realization are significant for all three types, but individualistic attitudes and behavior are clearly expressed only in “journey”. The metaphor “home” means that an individual corresponds his self-realization with the well-being of other family members. In case of “logistics”, a large construct of people, places, and relationships is created to provide the conditions for self-realization. All in all, this study suggests that the relationship between values and behavior of individuals (in particular, behavior related with childbirth) is more complicated than it often seems. The article suggests that various logics of using space allow us to see discrepancies between such seemingly tightly-connected things as building a family and having children (maximizing the number of children).

Problemas psicológicos de la formación de valores socioculturales en estudiantes

Este artículo se dedica al estudio de las cuestiones psicológicas de la formación de valores socioculturales en los estudiantes. El cuestionario de valores personales de Schwartz, la metodología SAT de S. Shostrom y el cuestionario del autor se utilizaron para la medición en la investigación. 140 solteros participaron en el estudio. El objetivo de la investigación es determinar la relación entre valores socioculturales y rasgos de personalidad, logros académicos, situación económica y autorrealización en los estudiantes e identificar los valores que dominan en esta dirección. Se tomaron como factores clave el rendimiento académico, la demografía, el nivel de vida y las diferencias de género. Se utilizaron grupos experimentales y de control durante el estudio. El análisis de los resultados mostró que existe una correlación positiva entre los rasgos de personalidad y los valores socioculturales, pero esta tendencia es típica. La relación entre los valores de autorrealización de los estudiantes y los rasgos de personalidad es más alta que otros valores. Se puede concluir que estos valores son de carácter individual e incluyen parcialmente valores socioculturales. (r = 0.68, r = 0.52, r = 0.64) Se encontró que la relación entre valores multiculturales y altruistas y rasgos de personalidad es positiva en varios aspectos, especialmente iniciativa (r = 0.26), responsabilidad (r = 0.73), optimismo (r = 0,43). El estudio mostró que la correlación entre los valores de los estudiantes y el rendimiento académico (r = 0,599 **), el estado financiero (r = 0,564 **) y los factores demográficos (r = 0,446 **) es importante. Se puede sugerir que para formar valores socioculturales en los estudiantes, es necesario desarrollar rasgos de personalidad, incluyendo oportunidades para la autorrealización, para crear un ambiente educativo favorable para ellos.

Марксизм и либерализм о справедливости: философское обоснование и экономическая интерпретация

This article compares Marx’s understanding of such concepts as rights, freedom and equality underlying the concept of justice with that of classical and modern liberalism. It is shown that Marx did not reject the key values of liberalism but approached them from two perspectives — historical and anthropological. On the one hand, Marx criticized the exercise of human rights under capitalism as «bourgeois», pointing out that they justify the alienation of the human condition and disguise economic exploitation as fair market exchange. On the other hand, Marx proposed his own model of future equality based on the values of self-realization and solidarity, and ultimately on his idea of the «generic» human nature. This approach goes beyond deontological justice, developed by modern liberal thought in the Rawlsian spirit, and at the same time brings Marx’s views closer to the tradition of natural law and modern communitarianism.

Student - Volunteer: Aspect of Self-Realization Value in the Context of the Covid-19 Pandemic

In the context of the COVID-19 pandemic, the issues of social capital and mutual aid networks become particularly relevant for the student volunteer in Russia, who independently and, at their own discretion, provides assistance, support and mutual aid. To people in need, as a vital incentive for self-realization. This research aimed to identify the motivating aspects of the need for self-realization of a student volunteer in practical activities to overcome COVID-19. The study method was the test, which allows to identify the characteristics of the content of the value aspects of the self-realization of the volunteer student, determined by the global context of crisis. By way of conclusion, the characteristics of the coronavirus pandemic are revealed as an extraordinary condition for the activity of a student volunteer. Based on the results of the study, a self-realization value model of a volunteer student is confirmed in the extraordinary conditions of the coronavirus pandemic. The practical importance of the model is demonstrated with the help of cognitive criteria typical of activity-based social psychology for the formation of value aspects of the self-realization of a volunteer student.

ТРЕНІНГОВА ПРОГРАМА СПРИЯННЯ САМОРЕАЛІЗАЦІЇ СТУДЕНТІВ У ІНТЕГРОВАНОМУ ОСВІТНЬОМУ СЕРЕДОВИЩІ

The article presents the training program (for personality-oriented training) developing psychological qualities and personal resources of students’ self-realization in the integrated educational environment: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The study purpose was to reveal the content of the training program promoting students’ self-realization in the integrated educational environment and the features of its implementation. The correlation analysis was used to identify links among the components of self-realization of students with disabilities and their personal characteristics – self-attitudes, life values and meanings, basic beliefs, psychological hardiness, time perspective, used coping strategies. The comprehensive empirical study involved 325 students with disabilities and 225 students without disabilities studying in integrated university groups (Kyiv). The targets for psychological influence and meaningful parts of the proposed training promoting self-realization were identified. The training program was a personality-oriented training and included a set of psychological techniques and methods promoting continuous personal growth, activating psychological mechanisms of self-development, self-improvement, self-activation and self-realization of potential capabilities. The training program was developed on the principles of humanistic and positive psychology; the proactive conceptual model of disability; the resource-oriented approach used in psychological counselling and psychotherapy; the concept of self-determined behaviour. The purpose of the proposed training program was to promote students’ self-realization via development of their psychological qualities and personal resources: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The training program was based on self-realization components selected by us and consisted of three meaningfully related parts: «I and my inner world» (psychological resources of personal self-realization) including three modules; «I and the Other» (social resources of personal self-realization) with two modules; «I am in the World and Life» (instrumental resources maintaining life quality and psychological well-being) with two modules. Approbation of the program has showed its high efficiency. The analysed components of students’ self-realization – psychological hardiness, self-attitude, self-acceptance, meaningful life goals, active coping – showed their significant growth, and as a consequence, improved students’ psychological well-being.

International legal (European) standards of protection against gender discrimination

Gender equality is part of a broad cultural transformation that changes the functioning of traditional societies and contributes to the development of democratic institutions. Validation of gender equality provides a transition to post-materialistic values of self-realization, which contribute to the economic development of countries.In 2014, an Association Agreement was signed between Ukraine, on the one hand, and the European Union, the European Atomic Energy Community and their member states, on the other hand, which defines a qualitatively new format of relations with the EU on the principles of “political association and integration ”is a strategic reference point for systemic reforms in Ukraine. From association with the EU, it follows that each country seeking to gain membership in the European Union must comply with the standards in force in the EU and respect those rights and obligations granted to its member countries. In particular, the Agreement provides for the need to strengthen the dialogue and cooperation of the parties to ensure, in particular, gender equality and non-discrimination.Nowadays Ukraine has a constitutional reform. This reform is aimed at developing a democratic legal state and European integration. Equal rights and opportunities for both sexes is one of the main pillars of this reform and at the same time a sensitive indicator that shows how developed and democratic the state is.The international (European) standards of protection against gender discrimination, their significance for Ukraine in the context of constitutional reform are analyzed in the article. International standards for gender equality and the main documents are considered; the activities of international organizations, specialized bodies and other institutions whose goal is to ensure gender equality is studied.

Perestroika and personality: Transformation of gender stereotypes amongst the youngsters in Russia

Introduction. The dynamics of gender stereotypes amongst the youngsters can provide important evidence about the tendencies in the changes of behavioural stereotypes in society. Goal. To conduct a psycho-diagnostic evaluation of the changes in basic personal characteristics of young students (boys and girls) caused by the perestroika processes in the Russian society. Results. The comparison of two groups of medical students (both groups are identical: the second course, the department of general medicine, Yaroslavl State Medical University. Testing of 1992 and 2006 using the 16-PF Questionnaire and MMI – J. Nuttin) reveals at least two main tendencies in the aspect of gender differences. The first tendency is the advance increase of girls’ adaptive capabilities compared to boys. The changes in girls involve substantially enhanced dominance and efficiency of self-regulation. The second notable tendency is a considerable review of values (J. Nuttin) in the “perestroika generation”. The values of self-realization, work, and social motivation are increased in both boys and girls. However, girls report substantially lower manifestation of self-analysis and value of passive recreation, while boys show the decreased value of cognitive and research motivation, as well as “transcendent motivation”. Discussion. The respondents from the first group were carried and born in 1972–1973 (the epoch of “stability” and “stagnation” in Russia). The respondents from the second group were carried and born in 1986–1987, just after the beginning of “perestroika” in society. Perestroika gave an impetus to the development of personality including gender sphere. The second group reports a higher level of need for independent and positive activity, and these tendencies are clearer in girls.

The relationships between triarchic psychopathic traits and value orientations in men and women

This study was aimed to explore the relationship between triarchically conceptualized psychopathic traits and different value orientations. Participants were 180 male and 216 female Croatian university students. Self-report data were collected by using the Triarchic Psychopathy Measure (TriPM) and Value Orientation Scale. As predicted, meanness was negatively related to conventional and self-realization value orientation, and positively to hedonistic value orientation in both men and women, thus suggesting that meanness is the central component of psychopathy operating similarly across gender. Additionally, the results revealed some gender differences in the role of triarchic psychopathy components in value acquisition. In women's sample only, hedonistic value orientation was related to higher boldness and higher disinhibition. Only in men's sample, several interactions were found between psychopathic components predicting value orientations. The negative effect of disinhibition on self-realization and conventional values was more pronounced when associated with high boldness. In addition, the negative effect of disinhibition on the acquisition of self-realization values emerged only under the high meanness conditions, while the opposite trend was demonstrated for low meanness condition. Thus, gender moderated some of the psychopathy-values relationship, although this effect was small.

Teaching Civics And Instilling Democratic Values In Israeli High School Students: The Duality Of National And Universal Aspects

Civic studies in Israel and elsewhere are unlike any other school subject. This course of study has a higher purpose – to transform students into good citizens. In contrast to other core subjects, civics, in essence, strives to realize ethical goals. While other subjects perceive the instilling of values as a secondary outcome, in civics the ultimate goal is to teach values. In Israel, civic studies are currently a compulsory subject for high school students and they are required to learn, know, and understand essential values, principles, and characteristics of Jewish Israeli democracy (since Israel is defined as a Jewish Democratic State). The operational objective of this process is to teach good citizenship and proper involvement in public life. In the current study, the authors examined to what degree students assimilate these values in practice. For this purpose, the authors administered a questionnaire measuring views on values. It consisted of 16 items on the significance of various values, ranging from the national to the universal. The questionnaire was administered to over 1,300 students at public high schools. In addition, the authors also administered the questionnaire to about 260 teenagers active in a youth movement, with the aim of comparing the value mix of the two populations. Research findings indicated that both groups placed universal values highest, followed by values of self-realization, Zionism, and Judaism, respectively. Research conclusions show a compatibility between the significance accorded to these values in the curriculum and the significance attributed to them by students.

Современное родительство как предмет исследования

The article presents an analysis of a number of publications which concern the modern socio-cultural situation and its consequences on contemporary parenthood. The constructs "parenthood" and "parenting" are presented the first one refers to a social role of an adult with a child in relation to other social roles and the latter with the process of child rearing. The major social trends are presented: Contemporary parenthood is analyzed and problematized due to the nature of modern challenges faced by educated parents. The following trends are discussed: erosion of understandable, clearly presented stereotypes and patterns of child rearing in the family, increase of variability of practices of child-parent interaction, growth of supply on the market of goods and services. All these major social trends bring to the sunset of "natural" parenthood and the decision to have a child turns to be a consciously planned strategy. The article shows that the appeal to expert knowledge in child rearing which is characteristic of postmodern era leads to new uncertainties due to the variety of inconsistent advice and expertise. Discussion of the transformations experienced by the family shows the transition from child-centered to adult-centered pattern. Thus, the conclusion is that contemporary parenting takes place against many (conscious and unconscious) contradictions, particularly between the growing importance of the values of self-realization and commitment and the value of parenthood. This contradiction brings to stress and anxiety which in turn damages the perception of oneself as a parent. The growth of interest in the study of parental identity and self-efficacy is considered to be a promising direction of research.

STUDY OF THE CREATIVE LIFESTYLE BY NEW INCOMING PEOPLE IN OSAKA KARAHORI AREA

This study clarifies the creative lifestyle embraced by new incoming people, particularly addressing self-building and creative functions in the Osaka Karahori area. The following are our major findings.1) Main motives of self-building are not only low cost but also the pleasure of self-creation and creation of an original space.2) Creative functions tend to include several combinations. A person who self-builds exhibits more creative functions than a person who does not.3) Self-building and creative functions especially encourage personal exchange. Furthermore, they include values of selfrealization and self-expression.

The Implications of Two Conceptions of Happiness (Hedonic Enjoyment and Eudaimonia) for the Understanding of Intrinsic Motivation

The distinction between hedonic enjoyment and eudaimonia was evaluated in three data sets involving use of the Personally Expressive Activities Questionnaire—Standard Form (PEAQ-S) with college student samples (n > 200 in each sample). Indices of these two conceptions of happiness were strongly and reliably related across the three samples. Differences between these two conceptions of happiness were evaluated in two ways. First, we examined and compared correlations of hedonic enjoyment and eudaimonia with variables related to intrinsic motivation. Zero-order correlations involving hedonic enjoyment were significantly stronger with respect to measures of self-determination and interest than were the corresponding correlations involving feelings of personal expressiveness (eudaimonia). In contrast, correlations involving eudaimonia were significantly stronger with measures of the balance of challenges and skills, self-realization values, effort, and importance than were the corresponding correlations with hedonic enjoyment. Second, we empirically distinguished between activities for which both hedonic enjoyment and eudaimonia are present (intrinsically motivated activities) and activities for which hedonic enjoyment alone is present (hedonically enjoyed activities). Intrinsically motivated activities were judged to be significantly higher with respect to measures of the balance of challenges and skills, self-realization values, effort, importance, interest, and flow experiences. No differences between the two categories of activities were found for self-determination and the frequency with which activities were performed. Given these distinguishable patterns in the two conceptions of happiness, a reconceptualization for the understanding of intrinsic motivation is proposed.

Changing interests: A longitudinal study of intrinsic motivation for personally salient activities

The present longitudinal study extends the findings of earlier cross-sectional studies ( Waterman, Schwartz, Green, Miller, & Philip, 2003) on the subjective experience of intrinsic motivation. University students generated lists of personally salient (identity-related) activities at the beginning of an academic semester and were asked to evaluate these activities at three points during the semester. Drawing on theories of intrinsic motivation, three subjective indices of intrinsic motivation (interest, flow experiences, and feelings of personal expressiveness) and three theoretically derived predictor variables (self-determination, the balance of challenges and skills, and self-realization values) were used in the present study. Cross-sectional relationships between the predictors and subjective experience indices at each timepoint replicated those observed in previous research. Hierarchical linear modeling was used to demonstrate that, as hypothesized, increases or decreases in the predictor variables between timepoints were associated with corresponding increases or decreases in the subjective experience indices. Implications for the study of intrinsic motivation are discussed.

When Effort Is Enjoyed: Two Studies of Intrinsic Motivation for Personally Salient Activities

Distinctions between two philosophical conceptions of happiness, hedonism and eudaimonism, were applied to the study of intrinsic motivation. Modified versions of the Personally Expressive Activities Questionnaire (PEAQ) were used in two studies to contrast activities, all of which were enjoyed, but which differed in the level of effort involved. In Study 1, 173 college students were free to choose any type of activity that met the selection criteria. In Study 2, the activities chosen by 95 undergraduates were limited to activities associated with a particular leisure time or hobby activity in which the respondents engaged on a regular basis. Consistent results across the two studies indicate that High Effort–Liked activities, in comparison to Low Effort–Liked activities, were associated with greater interest, flow, and feelings of personal expressiveness, greater perceived competence, and higher scores for both self-realization values and importance. These differences are discussed for their implications for the conceptual understanding of intrinsic motivation.