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Journal articles on the topic 'Personal growth and -development'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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1

Irving, J. A., and D. I. Williams. "Personal growth and personal development: Concepts clarified." British Journal of Guidance & Counselling 27, no. 4 (November 1999): 517–26. http://dx.doi.org/10.1080/03069889908256287.

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2

Ware, Mark E., and Nancy W. Perry. "Facilitating Growth in a Personal Development Course." Psychological Reports 60, no. 2 (April 1987): 491–500. http://dx.doi.org/10.2466/pr0.1987.60.2.491.

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The purpose of this study was to investigate how types of instruction and students' locus of control mediate progress in an undergraduate personal development course. Three factor scores, Satisfaction, People/Security, and Task/Security, from the Life Styles Inventory assessed students' progress. Pretest scores served as the covariate for the 3 (type of instruction) × 2 (locus of control) analysis of covariance. Students in one of the personal development classes had higher factor scores than students in the comparison group. Significant interactions between types of instruction and I-E on two styles factors, People/Security and Task/Security, were found. Under certain conditions a personal development course could exert positive influences on students. The greater impact of the course on internal scorers is consistent with research on counseling.

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3

Luckcock, Tim. "Personal Growth and Spirituality in Leadership Development." Educational Management Administration & Leadership 35, no. 4 (October 2007): 535–54. http://dx.doi.org/10.1177/1741143207081062.

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4

Rose, Amy. "The Dynamics of Personal Growth, Development and Change." Adult Learning 6, no. 3 (January 1995): 5–29. http://dx.doi.org/10.1177/104515959500600302.

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5

Courtman, Don. "Personal Growth and Social Development in the 1990s." Pastoral Care in Education 13, no. 2 (June 1995): 14–16. http://dx.doi.org/10.1080/02643949509470916.

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6

Kostromina, Svetlana N., and Maria V. Makarova. "Quasi-Development as an Illusion of Personal Growth." Changing Societies & Personalities 7, no. 2 (July 3, 2023): 81. http://dx.doi.org/10.15826/csp.2023.7.2.232.

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This article explores the concept of quasi-development from theoretical, methodological, and empirical perspectives. The study consists of two parts, examining the components and functional manifestations of quasi-development. A theoretical definition of the phenomenon of quasi-development is proposed. In Study 1, the perceptions of quasi-development in two groups of respondents were analyzed by using content analysis: one group consisted of 30 individuals without psychological education and the other of 10 individuals with a psychological background. The study revealed several features of quasi-development, including an attitude towards development where change occurs for the sake of change, an illusion of infinity of options and intensity of development induced by external influence, a desire to obtain a ready-made “recipe” instead of taking responsibility, a lack of correlation between life experience and emotional history, and a lack of a meaning regulator. In Study 2, key components of quasi-development and its connection with magical thinking were assessed by using data from 33 respondents without psychological education, but with experience of seeking psychological help and striving for self-development. The study also explored the correlations of quasi-development markers with the Revised Paranormal Belief Scale proposed by J. Tobacyk. The peculiarities of the social context of modern individuals and the ways of constructing identity were also considered. Finally, the article raises questions about the need for further research on the phenomenon of quasi-development.

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7

Picton, Jane. "Gardens and Personal Growth." Children Australia 14, no. 3 (1989): 14–15. http://dx.doi.org/10.1017/s0312897000002319.

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Gardens and gardenng often mean different things to different people. When I was invited to join a committee about nine years ago for a garden centre for people with disabilities, I was, to say he least, tentative. I knew more about disabled people and their needs and more about volunteers than gardening. I enquired about the centre and the committee. The Centre had been established by an idea sown by Kevin Heinze, the well known television gardener and educator, after he had seen a garden for people with disabilities overseas—one to work in, not just to sit in. He interested many people with the idea of developing such a garden in Melbourne. The Doncaster Council then negotiated with the State Electricity Commission about the use of some land believed suitable in Doncaster, approximately 25 km from the city.This was in 1979. I accepted the invitation to join the Kevin Heinze Garden Centre Committee just a few months after it had started operating. This paper will describe the development of the Centre and its value for people with intellectual and physical disabilities, and the work of the co-ordinator and volunteers.

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Fahlberg, Larry L., John Wolfer, and Lauri A. Fahlberg. "Personal Crisis: Growth or Pathology?" American Journal of Health Promotion 7, no. 1 (September 1992): 45–52. http://dx.doi.org/10.4278/0890-1171-7.1.45.

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Purpose. The aim of this article is to present an emerging theoretical framework for viewing certain types of personal crises as developmentally healthy rather than as psycho-pathological. These types of crises are referred to as “spiritual emergence” and “spiritual emergency.” Search Methods Used. Selected literature from psychology, psychiatry, and philosophy is used to describe the new paradigm, which views the development of human consciousness across the life span as going beyond the well-adjusted and productive adult ego. The intent is to introduce this paradigm and some of its implications for further critical consideration by health promotion professionals. It is not the authors' purpose to critically evaluate the relevant theoretical literature in this article. Summary of Important Findings. The new paradigm represents an expanded theory of human development that explicitly recognizes a spiritual dimension in personal growth and health. Within this paradigm, spiritual emergence and spiritual emergency are viewed as signs of transitional, personal growth rather than as symptoms of psychopathology. Accordingly, signs of growth need to be differentiated from symptoms of pathology. The first step in doing this is to contextualize human experience in a larger developmental framework. Major Conclusions. Health promotion professionals may benefit personally and professionally by being aware of the new developmental paradigm which differentiates spiritual growth from pathological symptoms. Further theoretical clarification and research will be needed before detailed recommendations for practice can be made.

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9

Anokhina, Galina Mikhailovna. "Personal development in technology science education." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2010): 28–34. http://dx.doi.org/10.51314/2073-2635-2010-1-28-34.

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The book shows the urgent problem of development of key competences of the individual personality-oriented technology science education. Revealed a new form of training sessions with Situation-search tool training, enabling it to achieve personal growth. The mechanism demonstrates the evolution of situations of personal development in a situation of self-identity of the student.

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10

Scharff, Constance. "Service Learning: Bolstering Leadership Development While Encouraging Personal Growth." Theory In Action 2, no. 2 (April 30, 2009): 80–95. http://dx.doi.org/10.3798/tia.1937-0237.09007.

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11

Hammersley-Fletcher, Linda. "Book Review: Educational Leadership: Personal Growth for Professional Development." Educational Management Administration & Leadership 34, no. 1 (January 2006): 143–44. http://dx.doi.org/10.1177/174114320603400102.

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12

Odom, Summer F., Barry L. Boyd, and Jennifer Williams. "Impact of Personal Growth Projects on Leadership Identity Development." Journal of Leadership Education 11, no. 1 (December 1, 2012): 49–63. http://dx.doi.org/10.12806/v11/i1/rf3.

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13

Yun Dai, David, and Joseph S. Renzulli. "Dissociation and Integration of Talent Development and Personal Growth." Gifted Child Quarterly 44, no. 4 (October 2000): 247–51. http://dx.doi.org/10.1177/001698620004400405.

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14

Abdisamatova, Mokhinur. "Influence of national values on personal development." Общество и инновации 4, no. 2/S (February 20, 2023): 243–47. http://dx.doi.org/10.47689/2181-1415-vol4-iss2/s-pp243-247.

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15

Ahouari, Zahir. "The Woman at work: Between Personal Growth and Professional Development." European Journal of Social & Behavioural Sciences 8, no. 1 (January 1, 2014): 1323–33. http://dx.doi.org/10.15405/ejsbs.116.

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Ohrt, Jonathan H., E. H. “Mike” Robinson, and W. Bryce Hagedorn. "Group Leader Development: Effects of Personal Growth and Psychoeducational Groups." Journal for Specialists in Group Work 38, no. 1 (March 2013): 30–51. http://dx.doi.org/10.1080/01933922.2012.732982.

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17

Gladman, John R. F. "Personal growth and development in old age—a clinician’s perspective." Age and Ageing 48, no. 1 (July 22, 2018): 8–10. http://dx.doi.org/10.1093/ageing/afy130.

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18

Datsenko, O. A. "HUMAN SELF-DEVELOPMENT IN THE CONTEXT OF PERSONAL GROWTH PROBLEMS." Scientific notes of Taurida National V.I. Vernadsky University, series Psychology, no. 2 (2024): 7–12. http://dx.doi.org/10.32782/2709-3093/2024.2/02.

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19

Woolley, Kaitlin, and Ayelet Fishbach. "Motivating Personal Growth by Seeking Discomfort." Psychological Science 33, no. 4 (March 29, 2022): 510–23. http://dx.doi.org/10.1177/09567976211044685.

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Achieving personal growth often requires experiencing discomfort. What if instead of tolerating discomfort (e.g., feeling awkward or uncomfortable), people actively sought it out? Because discomfort is usually experienced immediately and is easy to detect, we suggest that seeking discomfort as a signal of growth can increase motivation. Five experiments (total N = 2,163 adults) tested this prediction across various areas of personal growth: taking improvisation classes to increase self-confidence, engaging in expressive writing to process difficult emotions, becoming informed about the COVID-19 health crisis, opening oneself to opposing political viewpoints, and learning about gun violence. Across these areas of personal development, seeking discomfort as a signal of self-growth motivated engagement and increased perceived goal achievement relative to standard instructions. Consistent with our theorizing, results showed that these effects occurred only in areas of personal growth that cause immediate discomfort.

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20

Martínez Moncaleano, Carlos Javier, and Ofelia Palencia Fajardo. "Modelo de minería de datos para el análisis de la productividad y crecimiento personal en las mujeres emprendedoras: el caso de la Asociación las Rosas." Suma de Negocios 12, no. 26 (January 29, 2021): 23–30. http://dx.doi.org/10.14349/sumneg/2021.v12.n26.a3.

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The research objective was to implement appropriate data mining techniques in the analysis of a social enterprise, considering the question: what are the most appropriate classification models to evaluate the productivity and personal growth of the entrepreneurs of Association las Rosas? Considering social learning related to business growth and personal development. A survey based in systematized information on the characterization of the business and personal development of the sample was taken as a basis; The first model made it possible to establish that productivity was determined by aspects such as the amount of debts that finance the undertakings, as well as the type of financing thereof. The second model established that female entrepreneurs perceive their personal growth and development will take place in the long term.

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Pylypenko, Nataliia, Nataliia Shevchenko, Yuliia Formaniuk, Svitlana Herasina, Olena Horetska, and Olena Kosianova. "Psychotherapeutic Counseling in Promoting Personal Development." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 3 (September 30, 2022): 119–37. http://dx.doi.org/10.18662/brain/13.3/357.

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The article presents a theoretical and methodological analysis of psychotherapeutic counseling support of the process of personal development of the client. Psychotherapeutic support of the process of personal development as a complex integrative and dynamic process is considered. An attempt to substantiate psychotherapeutic counseling is made. Psychotherapeutic counselling is considered for the first time as culturological training providing personal growth of both the client and the counsellor. The relationship between psychological counseling and psychotherapy is considered. The requirements for the personality of the consultant are defined as the main criterion of the effectiveness of psychotherapeutic counseling. The correspondence of psychotherapeutic technology of personal development to the model of a holistic and self-sufficient person is reflected. The significance of the issue of the theory of personality change on the optimization of personal functions of self-development in the context of the integration of psychotherapeutic and counseling practice is emphasized. It is offered to carry out the psychotherapeutic process of development of an integral personality in neuropsychocorrective support, in combination with modern psychotherapeutic methods. Contemporary methods of psychotherapy and psychological counseling for the personal development of the client are reviewed.

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22

Kalinina, Yuliya Vladislavovna. "Continuous professional development and personal development of dental specialists and maxillofacial surgeons." Педагогика и просвещение, no. 2 (February 2024): 1–15. http://dx.doi.org/10.7256/2454-0676.2024.2.70199.

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The mutual complementarity of continuous professional development (CPD) and self-development of a medical specialist is characterized. The contours of the CPD in the Central Scientific Research Institute of Physiotherapy and Maxillofacial Surgery, the training structures of systematically organized training of students is described. The introduction of joint parameters of CPD and self-development into the educational practice of dentists and maxillofacial surgeons helps to increase the effectiveness of their professional training, since self-development activates all aspects of the professional activity and scientific activity of doctors of this profile. The CPD system that is emerging on a global scale creates educational environment that precisely ensures the self-development of a highly qualified specialist, building his individualized educational trajectories and supporting career growth. A comparative analysis of the concepts of CPD and self-development is carried out. Based on the methods of historical analysis, growth points of scientific development in educational activities are identified. A research program has been substantiated and implemented to study the characteristics of the perception and evaluation of CPD by residents, graduate students and students of additional vocational training cycles at the Central Scientific Research Institute of Physics and Maxillofacial Surgery, based on questionnaire and interviewing methods. The article contains the results of empirical studies conducted for the first time in December 2023 among students at the Central Research Institute of Chest and Physiology. It is shown that the personal and professional growth of specialists is the main goal of CPD, and its implementation in Russia should be based on local traditions of forming its personnel potential and become an integral part of state social policy.

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23

Prisniakova, Lyudmila, Oleh Aharkov, Oleksandr Samoilov, Mykola Nesprava, and Maryna Varakuta. "Psychology of self-development: strategies and factors of effective personal growth." Revista de Gestão e Secretariado (Management and Administrative Professional Review) 14, no. 10 (October 31, 2023): 19106–22. http://dx.doi.org/10.7769/gesec.v14i10.2982.

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The article delves into the psychological aspects of self-development, focusing on the strategies and factors influencing effective personal growth. The study's significance arises from the recognition that individuals, at a specific juncture in their lives, become conscious of their individuality and subsequently endeavor to present themselves favorably to others while pursuing their life's purpose. Moreover, the concept of personal growth has become prevalent in contemporary society, with influential figures advocating the idea that self-development is an essential objective for every individual, as significant success cannot be attained without it. The present study establishes the significance of the psychology of self-development concerning strategies and factors influencing effective personal growth. The essence of the "self-development" concept has been thoroughly examined, and the primary aspects of human self-development have been delineated. Moreover, this work provides comprehensive characterizations and detailed descriptions of various forms of human self-development, including self-affirmation, self-actualization, and self-improvement. The article elucidates the particularities of self-development strategies in individuals, including imitation, the "twist of fate," and purposeful movement towards desired goals. Furthermore, the work describes psychological barriers that impede an individual's self-development. The study characterizes factors that positively influence personal growth, encompassing empathic support, appropriate upbringing, clear goal awareness, developed self-organization, interpersonal interaction, a drive for self-realization, and a creative approach. Moreover, the article identifies scenarios wherein self-development assumes a negative aspect, leading to regression rather than progress.

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Madina, Zhilgildinova, Rakhila Zh Aubakirova, Tina Manyapova, Berikbol Rakhat Rakhmetollauly, Kostyunina Alyona Anatolyevna, and Ekaterina Vitalevna Mishchenko. "Self-development as a factor of professional growth of future teachers." Cypriot Journal of Educational Sciences 17, no. 3 (March 31, 2022): 903–19. http://dx.doi.org/10.18844/cjes.v17i3.6984.

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The problem of improving the professionalism of teaching staff for higher education is certainly important in the Kazakhstan education system. In modern conditions of constant changes in the content of education, the graduate model, the teacher must be ready for constant professional growth, freely orient in his profession and related fields of activity. The article is devoted to an important problem, the study of personal and professional self-development of a future teacher. The purpose of the study is to theoretically study aspects of self-development in the context of the professional growth of future teachers. The sample of respondents was 104 people. Data was collected using a questionnaire adapted from renowned researchers. The article considers the factors of professional and personal self-development of teachers and reveals the possibilities of psychological support for the formation of a pedagogical position. Support is interpreted as assistance and support of a future teacher in the process of his professional and personal development. Keywords: Competencies; professional development; personal self-development; self-development; stimulation.

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Dylykova, Tsypilma D., and Ilya V. Gonchar-Lavrik. "Student Volunteering as a Factor of Personal Growth and Self-Development." State power and local self-government 5 (May 20, 2020): 7–11. http://dx.doi.org/10.18572/1813-1247-2020-5-7-11.

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26

Watanabe, Mariko. "A record of personal growth and development of children learning English." International Journal of Human Culture Studies 2018, no. 28 (January 1, 2018): 20–45. http://dx.doi.org/10.9748/hcs.2018.20.

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27

Kim, Jung-sin. "Institutional Development and Personal Growth -Reflections on the Korean Language Curriculum-." Korean Language Education 161 (May 31, 2018): 1–22. http://dx.doi.org/10.29401/kle.161.1.

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28

Day, Bryon, and William Matthes. "A Jungian Stage Theory of Individual Development in Personal Growth Groups." Journal for Specialists in Group Work 20, no. 3 (September 1995): 168–82. http://dx.doi.org/10.1080/01933929508411341.

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29

Baker, Jim. "Facilitating Learning and Personal Growth and Development in the Classroom Setting." Canadian Art Therapy Association Journal 3, no. 2 (April 1988): 27–40. http://dx.doi.org/10.1080/08322473.1988.11432174.

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30

King, Laura A. "Personal Growth and Personality Development: A Foreword to the Special Section." Journal of Personality 70, no. 1 (February 2002): 1–3. http://dx.doi.org/10.1111/1467-6494.00175.

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31

Robitschek, Christine, Matthew W. Ashton, Cynthia C. Spering, Nathaniel Geiger, Danielle Byers, G. Christian Schotts, and Megan A. Thoen. "Development and psychometric evaluation of the Personal Growth Initiative Scale–II." Journal of Counseling Psychology 59, no. 2 (2012): 274–87. http://dx.doi.org/10.1037/a0027310.

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32

Haber-Curran, Paige, Daphne Everman, and Melissa A. Martinez. "Mentors’ personal growth and development in a college access mentorship program." Mentoring & Tutoring: Partnership in Learning 25, no. 4 (August 8, 2017): 485–503. http://dx.doi.org/10.1080/13611267.2017.1403558.

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33

Timasheva, Larisa. "Personal Growth Projects as a Means of Self-Development in Youth." SHS Web of Conferences 50 (2018): 01181. http://dx.doi.org/10.1051/shsconf/20185001181.

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The article presents the results of research of students’ self-development direction, describes the content of the tasks of self-development, identifies the possibility of using personal growth projects for self-development. Evidently, every third student considers self-development an important life task, and two out of three students set self-development goals. Students’ desire for self-development is often conditioned by their environment. The majority of students set self-development goals based on one’s spiritual views, the value of health and the value of other people. To demonstrate perseverance in solving problems of self-development they are hampered by weak development of strong-willed qualities and lack of motivation. The content of the tasks of self-development is volitional qualities, communicative skills, educational abilities, appearance and health. Conclusively, the effectiveness of using personal growth projects in setting and solving problems of self-development was determined.

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Prisniakova, Lyudmila, Oleh Aharkov, Oleksandr Samoilov, Mykola Nesprava, and Maryna Varakuta. "Psychology of self-development: strategies and factors of effective personal growth." Cadernos de Educação, Tecnologia e Sociedade 16, se2 (September 19, 2023): 109–18. http://dx.doi.org/10.14571/brajets.v16.nse2.109-118.

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35

Новик, Ірина. "«SELF-BOOK» OF PERSONAL AND PROFESSIONAL GROWTH OF THE FUTURE TEACHER." Educological discourse, no. 3 (2020): 206–20. http://dx.doi.org/10.28925/2312-5829.2020.3.13.

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In the article, we substantiate the theoretical and practical aspects of the application of "Self-book" of personal and professional growth of the future teacher. In scientific exploration, we reveal the essence and content of the concept of "Self-book", which is presented as an individual diary (book, notepad or glider) of a student, in which he captures his own achievements in personal and professional growth, determines the trajectory of self-knowledge, self-development and self-improvement also monitors the dynamics of educational outcomes through proposed diagnostic techniques. The content and methodological support of "Self-book", which allows to track the dynamics of educational results and personal and professional development of students throughout the entire period of study at a higher education institution, is characterized. We have shown that personal and professional development is a complex multifaceted process, which aims at the formation of future teachers not only general and professional competences, but also envisages the development of their personal meanings. The study identified the main components of personal and professional development of future educators, namely: personal (value-personal and professional settings; self-knowledge and self-development; professional elevation); 21st century skills (critical thinking and problem-solving skills; communication and collaboration skills; digital skills), research and development (ability to highlight the research problem; work in a team; design stages of the research; select the necessary tools to solve the research task; analyze, organize, summarize the information received; to acquire new knowledge for their own use in their professional activity; to create and present their own educational products), reflective (self-concept, personal qualities and results of their own activity; self-analysis, self-knowledge, self-diagnostics, self-assessment, self-development, self-improvement; ability to detect mistakes, disadvantages of their own professional activity, and correct them). This article discusses the advantages and disadvantages of using Self-book in the personal-professional development of a future educator.

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36

Núñez Pardo, Astrid, and María Fernanda Téllez Téllez. "Reflection on Teachers’ Personal and Professional Growth Through a Materials Development Seminar." HOW 22, no. 2 (October 2015): 54–74. http://dx.doi.org/10.19183/how.22.2.151.

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37

Tsaurai, Kunofiwa. "Personal remittances, banking sector development and economic growth in Israel: A trivariate causality test." Corporate Ownership and Control 13, no. 1 (2015): 1014–27. http://dx.doi.org/10.22495/cocv13i1c9p5.

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The current study investigates the causal relationship between personal remittances and economic growth using Israel time series data from 1975 to 2011. In a bid to contain the omission-of-variable bias not addressed in many past studies on this topic, this study included banking sector development as a third variable in the relationship between personal remittances and economic growth to create a tri-variate causality framework. Personal remittances as a ratio of GDP, domestic credit to private sector by banks as a ratio of GDP and GDP per capita were used as proxies for personal remittances, banking sector development and economic growth respectively for the purposes of this study. It used the Johansen co-integration test to examine the existence of the long run relationship and vector error correction model (VECM) to determine the direction of causality between personal remittances, banking sector development and economic growth both in the long and short run. The findings reveal that: (1) there is a significant long run causality relationship running from GDP per capita and banking sector development towards personal remittances, (2) there is an insignificant long run causality relationship running from personal remittances and GDP per capita towards banking sector development, (3) there is no long run causality relationship running from personal remittances and banking sector development towards GDP per capita and there is no short run causality relationship between the three variables that were under study in Israel. The author therefore recommends the authorities of Israel to speed up the implementation of banking sector development and economic growth programmes in order to increase the quantity of personal remittances inflows

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38

Islam, Md Saiful. "Do personal remittances influence economic growth in South Asia? A panel analysis." Review of Development Economics 26, no. 1 (October 20, 2021): 242–58. http://dx.doi.org/10.1111/rode.12842.

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Nagar, Anjali, Ananya Chowdhury, Aradhna Bhandari, Gayatri Sengar, and Jyoti Kumari. "Effect of Self-Esteem and Gratitude on Personal Growth in Indian Students." International Journal of Social Sciences and Humanities Invention 8, no. 07 (July 25, 2021): 6497–503. http://dx.doi.org/10.18535/ijsshi/v8i07.01.

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It is known that self esteem and gratitude play a pivotal role in the development of an individual. The purpose of this study was to find out about the exact role that self esteem and gratitude play in the development of Indian students of 16 to 24 years. Rosenberg Self Esteem Scale, Gratitude Questionnaire and Personal Growth Initiative Scale were administered on the participants who were selected for the study by the method of random sampling. Data was collected with the help of google forms as personally meeting the subjects was not possible during the pandemic. Findings suggests that most participants who participated in the study possessed high levels of gratitude and moderate levels of self esteem, thus showing good personal development. It was believed that increment in self esteem leads to the increment in overall personal development of a person, but in this research, it came out that rise in self esteem up to a certain level can positively impact personal development, more than that can create a negative impact on the development. It was also found out that gratitude and personal development were positively correlated to each other, i.e., rise in levels of gratitude leads to increment in personal growth of students.

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40

Alderfer, Clayton P. "Theories Reflecting My Personal Experience and Life Development." Journal of Applied Behavioral Science 25, no. 4 (November 1989): 351–65. http://dx.doi.org/10.1177/002188638902500404.

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Social science theories are expressive acts by their authors, and thus reflect their authors' life experiences and developmental tasks. Maslow's theory of human motivation and Alderfer's conception of existence, relatedness, and growth (ERG) needs are frameworks accounting for the same phenomena. An alternative to Maslow's formulation, ERG theory was presented during a later historical period than its predecessor, and at an earlier stage of its author's life. In this autobiographical account, the author describes his childhood and adolescent origins and the events that led him to formulate ERG theory, examines the life stages at which he and Maslow developed their theories, and discusses how aspects of the authors' lives might account for similarities and differences in their conceptual products.

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LENG, CHAN SIAW, and JOYCE MORRIS KAPONG. "PERSONAL GROWTH THROUGH ENGLISH PROFICIENCY: A CASE STUDY IN SARAWAK." Iasaýı ýnıversıtetіnіń habarshysy 122, no. 4 (December 30, 2021): 85–93. http://dx.doi.org/10.47526/2021-4/2664-0686.08.

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Globally, English is known as the most spoken language. In Malaysia, learners may face challenges in learning English as a second language; however, the capability to master the language is believed to be able to develop one's personal growth. Essentially, personal growth in learning involves a continuous change in behaviour, attitudes, and values. Therefore, this case study aimed to understand the learners' personal growth through English proficiency development. A qualitative case study design using a semi-structured interview was utilised to investigate personal growth experiences in English proficiency development. Interviews were conducted as the most compelling way to understand the participants' narrative descriptions and subsequently uncover the meaning of their values, beliefs, and experiences. Data collected was analysed using Morse's four stages of analysis to extract the essence of the participants' lived experiences. Five themes emerged as personal growth experienced by the learners, namely, the courage to take risks, individual values in diversity, enriched interpersonal relationships, cognitive adjustment, and positive attitudes. The findings provided educators with some indications and a holistic view of the learners' lived experiences of personal growth through English proficiency development which is often an overlooked issue during the teaching and learning process.

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Scerri, Rebekah. "Personal growth hitchhiking on experiences: How participation in child rights organisations has contributed to my personal development." European Journal of Education 53, no. 3 (August 6, 2018): 278–80. http://dx.doi.org/10.1111/ejed.12279.

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Zabegaylova, Irina. "Ideas on moral personal development in V. Stoyunin’s pedagogical legacy." St. Tikhon's University Review. Series IV. Pedagogy. Psychology 65 (June 30, 2022): 11–28. http://dx.doi.org/10.15382/sturiv202265.11-28.

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Russian teachers when considering the problems of the spiritual and moral formation of a person, often address the theoretical heritage of the past. One of the outstanding representatives of the national pedagogy of post-reform Russia was Vladimir Yakovlevich Stoyunin, in the second half of the 19th century. At the present stage of the development of pedagogical science, the views of the scientist on solving the problems of finding and forming the ideal of the spiritual and moral growth of the individual, as well as determining the specific content of the moral education of the child, are of particular importance. The article presents an overview of the pedagogical views of V.Ya. Stoyunin on issues of spiritual and moral education of children of preschool and primary school age. The relevance of the scientist's ideas about the components of the moral education of the individual through the aspiration for self-improvement and the moral ideal is shown. The role of the Christian doctrine of faith in the moral upbringing of the child is determined and comprehended. The author of the article focuses on description of grades of a moral personality and the conditions for their growth, developed by V.Ya. Stoyunin in a detail.The aim of the article is to study the pedagogical ideas of V.Ya. Stoyunin about the formation of ideal of spiritual and moral development of an individual to identify approaches to the problem of professional and personal growth of teachers. As a result, the pedagogical views of V.Ya. Stoyunin on problem of spiritual and moral education of children in the period of preschool and primary school ages, his pedagogical recommendations on development of positive and leveling negative personal qualities of pupils have been classified. The position of the scientist on the issue of personal qualities of teachers, which have a significant impact on growth of spiritual sphere of the child, is presented. The attention is focused on Stoyunin’s understanding of personal moral qualities as the fulfillment the basic Christian ethical norms - Christian commandments by teachers.

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Shmoilova, Natal'ya Aleksandrovna, and Dmitrii Valer'evich Kashirskii. "Value attitude towards health and personal development." Психология и Психотехника, no. 1 (January 2020): 68–77. http://dx.doi.org/10.7256/2454-0722.2020.1.31116.

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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.

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Gaivoronska, I. V., and E. S. Aleksieienko. "MANAGEMENT AND LEADERSHIP: BUILDING PERSONAL AND PROFESSIONAL GROWTH FOR MANAGERS." Market economy: modern management theory and practice 22, no. 2(54) (November 24, 2023): 46–54. http://dx.doi.org/10.18524/2413-9998.2023.2(54).292312.

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This article explores in depth the topic of management and leadership in the context of the professional self-realization of managers and its impact on a successful career. The concepts of management and leadership are becoming increasingly important in today's business environment, which requires not only the management of people and resources but also the ability to improve oneself, develop one's personality, and achieve positive results in the workplace. The article emphasizes that successful leadership depends on professional and personal growth. It highlights the importance of personal development and the disclosure of internal resources that are necessary for effective management and leadership. Thus, professional development includes aspects related to the growth and improvement of the individual. It is revealed that enterprise management is continuously confronted with new challenges that necessitate the use of radically new approaches and ideas: methods of managing the organization, effective communication, and identifying the future of the enterprise in the face of rapid transformation, high competition, diversification of the workforce, and continuous changes in the economy and labor market. The article emphasizes that managerial activity determines personal development and can influence the typical ways of responding and behavioral patterns of managers. Successful leadership requires managers to analyze their performance, improve their skills and adapt to changes in the organization. To further study this topic, it is advisable to conduct a thorough analysis of scientific research and methodologies aimed at improving the effectiveness of management and leadership through professional and personal development. In summation, this article stands as an invaluable resource for managers, researchers, and anyone intrigued by the nuances of management, leadership, and personal development in the contemporary professional landscape.

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Wang, Zhen. "Leisure Sports Involvement and Personal Development Engagement." Journal of Education and Educational Research 8, no. 3 (May 27, 2024): 283–91. http://dx.doi.org/10.54097/3wa3pr04.

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This study aimed to evaluate the relationship between students' involvement in recreational sports and their individual growth, with a specific emphasis on self-awareness, self-assurance, self-worth, self-motivation, and self-examination. Information was gathered from a group of student participants using standardized questionnaires that assessed their views on parental and family support, peer interaction, the sports environment, and financial needs associated with sports participation. Furthermore, the participants in the study evaluated their level of personal development involvement in relation to the aspects indicated before. The findings revealed a level of neutrality in the sense of parental and family support, pleasant relationships among peers, a favorable atmosphere in sports, and moderate difficulties related to budgetary constraints. Student respondents exhibited moderate levels of self-awareness, positive self-confidence and self-esteem, and a neutral to positive attitude towards self-motivation and self-reflection in relation to their participation in personal development. Although the overall correlations between engagement in leisure sports and personal development were found to be weak, indicating a subtle association, further investigation is necessary to comprehend the intricate mechanisms at play. The aforementioned findings highlight the necessity of implementing comprehensive support programs that target financial limitations, bolster self-motivation, and acknowledge the diverse factors that impact the development of young individuals outside their involvement in sports.

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Anishchenko, Olena. "PEDAGOGUE'S CAREER GROWTH IN THE CONTEXT OF PERSONAL AND PROFESSIONAL SELF-DEVELOPMENT." Aesthetics and Ethics of Pedagogical Action, no. 21 (December 7, 2020): 22–32. http://dx.doi.org/10.33989/2226-4051.2020.21.218082.

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Cao, Shijun, and Sung Jin Kang. "Personal Remittances and Financial Development for Economic Growth in Economic Transition Countries." International Economic Journal 34, no. 3 (May 21, 2020): 472–92. http://dx.doi.org/10.1080/10168737.2020.1765187.

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Teresa Cortés Gutiérrez, María, Mariana Fouilloux Morales, Beatriz Zamora López, Rocío García Durán, Christopher García Pineda, and Ileana Petra Micu. "Personal Development and Growth of Medical Students in Mexico: A Longitudinal Study." American Journal of Educational Research 8, no. 8 (August 16, 2020): 543–51. http://dx.doi.org/10.12691/education-8-8-5.

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Clarke, Thomas. "Economic growth, institutional development and personal freedom: the educational needs of China." Education + Training 41, no. 6/7 (August 1999): 336–43. http://dx.doi.org/10.1108/00400919910285435.

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