Journal articles: 'Self-actualisation'

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Siddiqui, Hureen Wasifa, and G. Mary Sunanda. "SELF-ACTUALISATION AND COMPUTER SELF-EFFICACY AMONG THE PROFESSIONAL COURSES ACADEMICIANS: A CORRELATIONAL STUDY." Indonesian Journal of Educational Development (IJED) 5, no. 1 (May 31, 2024): 35–50. http://dx.doi.org/10.59672/ijed.v5i1.3596.

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The spreading use of technology will have repercussions on individuals’ Self-understanding and their belief in themselves concerning technology. Psychologists have studied these two major phenomena under the title Self-actualisation and Computer Self-efficacy. Multiple papers have been published on Self-actualisation and Computer Self-efficacy but minimum research has been explored concerning the association between Self-actualisation and Computer Self-efficacy. This paper is a maiden effort to study the association of Self-actualisation and Computer Self-efficacy among academicians of professional courses. An online and offline survey was carried out where the Self-actualisation Scale prepared by Kaufman (2018) and the Computer Self Efficacy Questionnaire curated by Teo & Ling Koh (2010) was administered to the participants. The data was analysed using mean, standard deviation, standard error, and Pearson’s Product Moment Correlation. The results supported the preposition of a previous study, which suggested a relationship between technical competency and self-actualisation by placing technical competency under D-needs and Self-actualisation under B-needs of Maslow’s hierarchy of needs. Further exploration of the outcome was done concerning academicians followed by educational implications.

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Shipova, Natalia S. "Self-actualisation of learners with intellectual disabilities in the educational sphere." Perspectives of Science and Education 57, no. 3 (July 1, 2022): 441–55. http://dx.doi.org/10.32744/pse.2022.3.25.

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Problem and purpose. Self-actualisation is a topical and socially significant subject, meeting the demands of the society and the state, oriented towards achieving every citizen’s benefit. The issue of self-actualisation of persons with atypical developmental disabilities is particularly complex and understudied. Learning is a critically important area for young people having disabilities relative to formation of adult identity and gaining basic qualification; therefore, the presented research addresses the problem of specifics of self-actualisation in people with developmental disabilities in the domain of learning. The purpose is identifying the specifics of self-actualisation in individuals with developmental disabilities in learning. Materials and methods. The sample encompasses 204 respondents and comprises two groups with different health status. The study uses the methodological tools covering a number of relevant test methods (S. Maddi’s viability test; the author’s questionnaire based on S.I. Kudinov’s Judgment test of personality self-actualisation; Lyubomirsky’s Subjective happiness scale; G. Perue-Badu’s Subjective well-being scale; K. Neff’s Self-compassion scale; Carver’s express test; Ryan & Frederick’s Subjective vitality scale) as well as interviewing by the author. The research used data processing statistical methods: descriptive statistics, Mann-Whitney’s U-test, correlation and regression analysis. Results. The research revealed the lowest performance rates in self-actualisation of individuals with atypical development in the educational sphere (M=55.11; SD=20.69) relative to other spheres of self-realisation. The learners with impairment had significantly lower self-actualisation scores in learning compared to normatively developing peers (p=0.045). The authors identified certain differences in self-actualisation parameters for individuals with typical and atypical development (activity (p=0.002), internality (p=0.0002), externality (p=0.03), self-orientation (p=0.007), conservatism (p=0.009), productivity (p=0.024), destructivism (p=0.048), general motivation (p=0.017), self value (p=0.005), meaning of self-actualisation (p=0.003)). Based on the interviewing data, barriers and resources of successful self-actualisation were identified. The method of frequency analysis with subsequent ranking revealed that the barriers include own laziness (75%) and other activities, most often – entertainment (54%). The undertaken correlation analysis revealed no links between self-actualisation in learning, on the one part, and resilience and general level of happiness, on the other part. No correlation was as well revealed between academic self-actualisation, on the one part, and subjective well-being and life satisfaction. Certain correlations were found with the parameters of plaintive attitude to one’s self. The specificity of correlations depending on the learners’ health status was noted: in case of impaired development, correlation with the parameter “benevolence to one’s self” (p=0.04) was recorded, while in case of normal development – with the parameter “accord with the humanity” (p=0.04). Predictive specificity depending on the respondents’ health status was revealed. Discussion and conclusion. The research proved certain specificity of self-actualisation of individuals with atypical development in the learning sphere. Some differences in self-actualisation parameters of individuals with typical and atypical development were identified. Predictive specificity of self-actualisation in the learning sphere, depending on respondents’ health status, was revealed.

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Bochenek, Anna. "Actualising the Requirements and Abilities of the Students of Physical Education." Polish Journal of Sport and Tourism 18, no. 2 (June 1, 2011): 134–39. http://dx.doi.org/10.2478/v10197-011-0011-9.

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Actualising the Requirements and Abilities of the Students of Physical EducationIntroduction. One of the elements of a teacher's professional qualifications is the ability of actualisation of one's own requirements and opportunities. The objective of the present research was to study the tendencies behind self-actualisation of the physical education students and the attempt to determine the conditions accompanying the process. Material and methods. 1036 Physical Education students graduating from BA and MA studies, participated in the research. Diagnostic poll method utilising Witkowski AS-3 Self-actualisation Scale survey was conducted for the purpose of the research. Results. The highest results were achieved by the examined in the following scales: realistic approach, ability to experience ecstatic experiences, openness in emotional relationships, exclusion of social stigmas. The lowest self-actualisation was identified in task orientation, the need for seclusion, and inner-containment. Sex, the year of studies and hobbies, in terms of statistics, significantly differentiate the majority of self-actualisation dimensions. Conclusions. The graduating students undertake the effort of self-actualisation. However, many of them are at the beginning of the process. Women demonstrate a higher level of disposition towards self-actualisation than men. The tendency increases as the student progresses in his/her education but also grows in people with various hobbies.

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Tretyakova, V. S., A. A. Sharov, and E. F. Zeer. "Self-actualisation as a predictor of student personality development." Education and science journal 27, no. 5 (April 30, 2025): 142–67. https://doi.org/10.17853/1994-56392025-5-142-167.

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Introduction. The article discusses one of the key components of personification: self-actualisation. This concept refers to an individual’s desire for the complete identification and development of their personal capabilities and potential, as well as a sense of self-worth. It encompasses the processes of self-knowledge and self-acceptance.Aim. The aim of this research is to determine the components of self-actualisation and to identify the degree of influence that the dependent variables – self-worth, self-acceptance, self-blame, and internal honesty – have on the independent variables related to personification: self-attitude, motivation, activity, and self-organisation.Methodology and research methods. The theoretical and methodological foundation of this study is based on the concept of personification as proposed by A. B. Orlov, along with the self-actualisation theories of K. Goldstein, A. Maslow, and K. Rogers. The primary methodological approaches utilised in this research include the acmeological approach developed by B. G. Ananyev and the resource approach introduced by D. A. Leontyev. The research methods employed consist of a theoretical and methodological analysis of scientific literature, as well as empirical methods for data collection, specifically the survey method, and for data processing, the application of mathematical statistics techniques.Results. The content structure of self-actualisation has been established, and a predictive model has been developed to represent the psychological factors that influence students’ self-actualisation. The analytical data from the empirical study of self-actualisation components are presented, revealing the impact of specific personal characteristics on the dependent variable – students’ self-actualisation. Scientific novelty. The scientific novelty lies in defining the structure of self-actualisation and establishing the complex, multidirectional, and often nonlinear influences of personality components on students’ self-actualisation.Practical significance. Analytical data obtained empirically can serve as a foundation for organising the educational process to effectively identify and cultivate students’ personal potential. As students navigate the stage of personal and professional self-realisation, presenting an accurate depiction of their abilities will aid in mobilising resources for their development and enhancement.

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Calmon, Clive. "Self-actualisation in profound handicap." Nursing Standard 3, no. 31 (April 29, 1989): 29–31. http://dx.doi.org/10.7748/ns.3.31.29.s51.

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Fletcher, Sarah. "Attaining Self-actualisation Through Mentoring." European Journal of Teacher Education 21, no. 1 (January 1998): 109–18. http://dx.doi.org/10.1080/0261976980210110.

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Antonovsky, Aleksandr Viktorovich, and Elena Vladimirovna Balakshina. "Teachers professional self-actualization." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2014): 92–98. http://dx.doi.org/10.51314/2073-2635-2014-3-92-98.

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This article is dedicated to the results of empirical research of features of self-actualisation of teachers of secondary schools. The comparative analysis in self-relation level, valuable orientations as important components of professional self-actualisation of teachers at different stages of professional formation is carried out.

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Opekina, Tatyana Petrovna, and Natalya Sergeevna Shipova. "Self-realisation, self-actualisation and self-efficacy concepts theoretical analysis." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 2 (July 30, 2021): 7–15. http://dx.doi.org/10.34216/2073-1426-2021-27-2-7-15.

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This article presents the results of a theoretical study of self-realisation, self-actualisation and self-efficacy phenomena. The main aspects of understanding and correlating these phenomena in classical and modern Russian and foreign psychology are described. The highlighted concepts related to the phenomenon of self-realisation, both in the field of psychology and pedagogy. The similarities and differences of the self-realisation, self-actualisation, self-efficacy phenomena, as well as their correlation and comparison are presented. A comparative analysis of the studied concepts is given. According to the results of the theoretical analysis, the processes of self-realisation and self-actualisation are based on the inner motivation of a person to grow, develop personality, realise its potential. Both of these processes, due to their subjectivity, are difficult to observe and measure from the outside. We have highlighted the main differences, consisting in a greater awareness and orderliness of the process of self-realisation, as well as its predominantly "social" orientation, while self-actualisation is often associated with the struggle with external forces, the desire for self-realisation is rather approved and supported by the society. The concepts of self-realisation and self-efficacy are united by their inherent representation in the external plane of the life of the individual, as well as awareness, activity, goal-setting, and an orientation towards achieving success. In contrast to self-efficacy, self-release is a process rather than a sustainable phenomenon, and can be expressed both externally and internally through a connection with the value-semantic, motivational spheres of the individual.

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Mwaura, Samuel, and Florence K'Okul. "Influence of Individual Counselling on Self-Actualisation Of Students in Public Technical Colleges of Kisumu County, Kenya." International Journal for Innovation Education and Research 8, no. 11 (November 1, 2020): 289–94. http://dx.doi.org/10.31686/ijier.vol8.iss11.2747.

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Individual counselling is slowly gaining popularity as a measure for matching student’s sense of fulfilment with the general goals of technical and vocational education. The purpose of this study was to investigate the influence of individual counselling on self-actualisation of students in public Technical colleges.The study was conducted in public technical colleges in Kisumu county, Kenya. A sample size of 120 students was selected at random. The findings indicated that individual counselling has a significant beneficial influence on student self-actualisation tendencies at the p<.05 level [F(1, 366) = 30.221, p = 0.000]. This indicates that those who had less benefitted from individual counselling had a low self-actualisation tendency while those who had highly benefitted from individual counselling had higher self-actualisation tendency. Implications of this finding are discussed.

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Bakushkin, I. A., and I. M. Ilicheva. "Self-actualisation and life-purpose orientations of students with different hierarchy of values." Vestnik Universiteta, no. 1 (March 20, 2024): 204–10. http://dx.doi.org/10.26425/1816-4277-2024-1-204-210.

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The article presents the results of exploring value and life-purpose orientations along with self-actualisation of studying youth. Two groups of students were identified according to the hierarchical structure of value orientations that have different features of life-purpose orientations and aspects of self-actualisation. The study was conducted on the basis of the State University of Social Sciences and Humanities. A large number of students of the humanities specialties participated in it. The analysis of values was performed with the methodology of value orientations proposed by M. Rokeach, the analysis of self-actualisation aspects – with a self-actualisation test suggested by L.Y. Gozman, M.V. Kroz and M.V. Latiskaya. The examination of life-purpose orientations was based on the test of life-purpose orientations developed by D. A. Leontiev. It was empirically proved that value orientations being a general meaningfulness of life are associated with its perception as a holistic process and with such features of self-actualisation as goals, beliefs, attitudes, and principles. Consequently, in the first group of students, behaviour and values depended on external evaluation and guidance, and due to the fact that attitudes to values are formed at a given time and in certain conditions, students being the subjects cannot control their life. The second group of students realises the phenomenon of self-actualisation as independence, the desire to follow their own values in life and behaviour, which are integrated into the personality structure, and the youth being the subjects can exercise this control.

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Zakaria, Gamal Abdul Nasir, Desfa Yusmaliana, Zaimah Hj Abdullah, Mussa Saidi Abubakari, Ibrahem Narongrakshakhet, and Barot Amonov. "Gender-Neutral Pathways to Positive Behavior: Investigating the Role of Self-Actualisation and Academic Achievement in Secondary Education." Indonesian Journal on Learning and Advanced Education (IJOLAE) 7, no. 1 (October 21, 2024): 1–17. https://doi.org/10.23917/ijolae.v7i1.23679.

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Self-actualisation and positive behaviour play a principal role in life, especially among students, enabling them to overcome challenges. This study aimed to explore the comparison of self-actualisation between genders and the relationship between self-actualisation scores and academic achievement in producing positive behaviour. A total of 259 secondary-level students, comprising 125 males and 134 females, participated in this quantitative study. Questionnaires were distributed to collect data, and correlation and t-test analyses were conducted. The findings indicated that there was no significant difference in self-actualisation between genders and academic achievement in producing positive behaviour. This indicates that the self-development programs and psychological interventions in schools are important for creating an environment that supports personal growth without gender bias. Similarly, the lack of a significant difference between academic achievement and self-actualization suggests that academic factors are not the only ones influencing students' positive behavior. Instead, other elements, such as emotional support, social involvement, and extracurricular experiences, may play a greater role in shaping students' behavior.

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Sherrill, C., L. Silliman, B. Gench, and M. Hinson. "Self-actualisation of elite wheelchair athletes." Spinal Cord 28, no. 4 (May 1990): 252–60. http://dx.doi.org/10.1038/sc.1990.32.

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Collins, Mick. "Engaging Self‐Actualisation through Occupational Intelligence." Journal of Occupational Science 14, no. 2 (July 2007): 92–99. http://dx.doi.org/10.1080/14427591.2007.9686589.

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Nikitenko, P. D. "Interrelation of Social Representations about Envy and Self-Actualisation of the Person of the Student." Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology 3, no. 4 (12) (2010): 32–37. http://dx.doi.org/10.18500/2304-9790-2010-3-4-32-37.

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Given article is devoted research of social representations about envy and self-actualisation of the person of the student. The description of empirical research of representations about essencethe nature and the reasons of envy depending on level of self-actualisation of the personis given.

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Lestari, Tiara Ayu, Ali Idrus, and Sofyan Sofyan. "THE INFLUENCE OF SELF-EFFICACY, SELF-ACTUALIZATION, AND LEARNING ENVIRONMENT ON ACHIEVEMENT MOTIVES OF CLASS XII STUDENTS OF SMA ADHYAKSA I KOTA JAMBI." Indonesian Journal of Educational Development (IJED) 4, no. 1 (May 22, 2023): 8–14. http://dx.doi.org/10.59672/ijed.v4i1.2737.

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This study aims to analyse the effect of self-efficacy, self-actualisation, and the learning environment both individually and collectively on achievement motives in class XII students at SMA Adhyaksa 1 Jambi. This research is classified as research with the type of expost-facto using a quantitative approach. The population in this study were all XII grade students at Adhyaksa 1 Jambi High School totalling 134 people, and the sampling technique used was total sampling. The data collection technique in this study used a questionnaire instrument. The data obtained were analysed using descriptive statistical methods using simple regression and multiple regression techniques. The results of this study prove that self-efficacy has a significant effect on student achievement motives with a magnitude of influence of 49.1%. Self-actualisation variables have a significant effect on student achievement motives with a large influence of 49.9%. The learning environment variable has a significant effect on the motive for achievement in students with a magnitude of influence given of 34.2%. The results of multiple regression analysis prove that together the variables of self-efficacy, self-actualisation and learning environment have a significant effect on students' achievement motives with a value of the influence given of 60.4%.

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Santoso, Erick Setiawan, and Dwi Setiawan. "Is It Too Late? Exploring Self-Actualisation of a Self-Proclaimed Artist in a Restrictive Chinese-Indonesian Family." K@ta Kita 8, no. 2 (October 28, 2020): 161–68. http://dx.doi.org/10.9744/katakita.8.2.161-168.

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Self-actualisation is an interesting topic to be talked about in Indonesia, as Indonesian families still uphold filial piety very highly. Thus, the concept of putting forwards one’s dreams and wishes for one’s own future and brushing aside one’s parents’ wants and plans is mostly unheard of. I made this creative work, in form of a novel, to highlight this highly-relevant phenomena and initiate the talk between parents and their descendants. This story is written from the perspective of the son of a family who wants to be an artist, but faces hurdles in the form of his chasing tiger mother and how that affected him and his decision-making in relation of becoming the best version of himself.Keywords: Artistry, Chinese-Indonesian, Filial piety, Poetry, Realistic fiction, Self-actualisation.

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Mu’at, Susnaningsih. "ANALISIS PENGARUH TINGKAT PARTISIPASI DAN AKTUALISASI DIRI DOSEN PEREMPUAN UIN SUSKA RIAU TERHADAP PRODUKTIVITAS KERJA." Marwah: Jurnal Perempuan, Agama dan Jender 10, no. 1 (June 2, 2011): 89. http://dx.doi.org/10.24014/marwah.v10i1.488.

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This research discusses the influence of woman lecturer’s participation and actualitation toward her job productivity. Research done by distributing the questionnaire in to 8 faculties in UIN Suska Riau. Based on the statistical test, it is known that by parsial, the actualisation and job participation has a positif effect but it is not significant toward productivity. Considering the small influence on the both variable which have been specified previously, hence, the early research model is modified ( model 1) by adding estimated variable which also influence productivity like the year of service and the fungional position. The result of the statistical test indicates that the functional position has positive and significant influence to job productivity.'The self actualisation also has a positive influence, but it is not significant. While the job participation and the year of service have a negative influence and there is no significant. The result of statistical test indicates simultanly that the fourth of free varibels, self actualisation, job participation, year of service, and functional position has significant influence to job productivity

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Thanopoulos, John, Nikolaos Papazoglou, and Despoina S. Caminis. "Managerial self-actualisation in the era of business intelligence." International Journal of Applied Systemic Studies 10, no. 1 (2023): 70. http://dx.doi.org/10.1504/ijass.2023.129070.

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Muliadi, Maulani, Abdul Karim, Abdul Wasik, and Muhammad Alfath Qaaf. "Intellectual and Spiritual Integration in Self-Actualisationof the Naqsyabandiyah Khalidiyah Tarīqah." Al-Hayat: Journal of Islamic Education 8, no. 4 (December 12, 2024): 1261–73. https://doi.org/10.35723/ajie.v8i4.681.

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This study aims to examine the interaction between intellectual and spiritual aspects in the Naqsyabandiyah Khalidiyah order and its impact on the self-actualisation and morality of the congregation. This study uses a qualitative approach with an interpretivism paradigm, focusing on the spiritual and social experiences of followers of the Naqsyabandiyah Khalidiyah Order. The study was conducted at the Naqsybandiyah Khalidiyah congregation foundation in Medan, North Sumatera, Indonesia. Data collection techniques included observation, interviews, and documentation. Data analysis was done by reduction, narrative presentation, and triangulation for validity testing. Self-actualisation through tariqah, especially in the Naqsyabandiyah Khalidiyah Order tradition, integrates intellectual and spiritual dimensions. Sheikh Kadirun Yahya developed an approach combining exact sciences with spirituality, emphasising the importance of intellectual development through an understanding of metaphysics, psychology, and deep sufism practices. This order teaches that self-actualisation depends on fulfilling physical needs and increasing spiritual awareness that connects individuals with God. Thus, Tarīqah's followers develop spiritual potential and enrich their intellect to achieve a more holistic balance in life. The implication for Islamic education is the importance of integrating intellectual and spiritual dimensions in learning. Further research suggests exploring the application of Sheikh Kadirun Yahya's teachings in Islamic education to develop students' potential holistically, both in spiritual and intellectual aspects.

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Ramani, Pramila. "A Comparative Analysis of Self-Realisation in the Bhagavad Gita with Psychology and Philosophy and its Educational Implications." Shanlax International Journal of Arts, Science and Humanities 11, no. 3 (January 1, 2024): 82–90. http://dx.doi.org/10.34293/sijash.v11i3.6910.

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The Bhagavad Gita concentrates on awakening, which serves as the scripture’s overarching core theme. Meditation and expanding one’s consciousness can help one achieve self-realisation. Reflection and self-awareness are crucial in realising one’s true nature and achieving self-actualisation. The Bhagavad Gita generally gives a complete and multifaceted view of self-realisation. This notion includes the realisation of one’s true self, the eradication of one’s ego, the pursuit of spiritual paths, and the attainment of freedom. Abraham Maslow proposed Maslow’s Hierarchy of Needs as a psychological theory. Human needs can be classified into five levels of hierarchy. Carl Rogers, a well-known humanistic psychologist, coined the term ‘self-actualisation.’ Eastern philosophies, such as mindfulness and Zen Buddhism, have a long history of emphasising self-realisation via inward awareness and meditation. Taoism is an ancient Chinese philosophy that encourages people to unite with the Tao. Existentialism is a philosophical movement investigating self-realisation by delving into fundamental concerns about life and individuality. While the Bhagavad Gita’s concept of self-realisation is similar to Western psychology theories and Eastern philosophies, it is distinguished by its comprehensive approach. The Bhagavad Gita’s self-realization teachings complement psychology and philosophy. Students learn morals, self-awareness, and progress from these lessons. These concepts can harmonise and educate.

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Boddey, James. "The marvellous Maslow." Early Years Educator 23, no. 24 (July 2, 2023): 23–24. http://dx.doi.org/10.12968/eyed.2023.23.24.23.

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James Boddey, director of Busy Bodies Childcare Centre, discusses Abraham Maslow's Hierarchy of Needs pyramid, and how to reflect on your setting to help support children to reach self-actualisation and achieve their full potential.

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Ivtzan, Itai, and Rita Conneely. "Androgyny in the Mirror of Self-Actualisation and Spiritual Health." Open Psychology Journal 2, no. 1 (January 1, 2009): 58–70. http://dx.doi.org/10.2174/1874350100902010058.

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Товстуха, Олеся, and Ольга Чумак. "RESEARCH ON SELF-ACTUALISATION OF HIGHER EDUCATION STUDENTS: GENDER ASPECT." "Scientific notes of the University"KROK", no. 2(74) (June 30, 2024): 317–22. http://dx.doi.org/10.31732/2663-2209-2024-74-317-322.

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У статті представлені результати емпіричного дослідження психологічних особливостей самоактуалізаціїї особистості здобувачів вищої освіти з урахуванням гендерної приналежності, яке було проведено впродовж 2021-2022 р. на кафедрі психології Державного закладу «Луганський національний університет імені Тараса Шевченка», вибірку дослідження склали 80 здобувачів першого (бакалаврського) рівня вищої освіти, із них 47 респондентів жіночої статі та 33 респонденти чоловічої статі, віковий склад вибірки становив 19-22 роки. Діагностичний інструментарій містив: статеворольовий опитувальник (BSRI) С. Бема; тест-опитувальник CAT (модифікований варіант опитувальника особистісних орієнтацій Е. Шострома); методика «Хто Я?» М. Куна і Т. Макпартленда (у модифікації Т.В. Румянцевої); Тест сенсо-життєвих орієнтацій (в адаптації К. Муздибаєва). У результаті чого було отримано ряд висновків, так, здобувачки вищої освіти у повній мірі осмислюють своє життя, своє минуле, сьогодення та майбутнє, вони цілеспрямовані, з чітким розумінням майбутньої мети, в юнаків немає чітко окресленої мети, вони не готові брати особисту відповідальність за реалізацію своїх планів, а також не вірять у можливість контролювати події свого життя. Також дівчата вважають своє життя більш осмислене, вони схильні планувати своє майбутнє. У хлопців спостерігається низька свідомість життя, вони не в достатній мірі сподіваються на себе, чекають на підтримку лідера, у них недостатньо сформовані уявлення про сенс життя, також вони оцінюють своє життя як цікаве, але при цьому не зовсім довіряють дружбі. Дівчата, у порівнянні з хлопцями, схильні сприймати природу людини загалом як позитивну («люди загалом добрі»), більш сензитивні до своїх внутрішніх станів, точніше розуміють власні почуття та потреби.

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Soldatenko, I. O., and A. V. Ziniuk. "SPORTS AS A KIND OF SELF-ACTUALISATION OF AN INDIVIDUAL." Habitus, no. 14 (2020): 76–80. http://dx.doi.org/10.32843/2663-5208.2020.14.11.

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Arosoaie, Aida. "Speaking Islamic: self-actualisation and justice in Malaysia and India." Journal of Religious and Political Practice 4, no. 3 (September 2, 2018): 233–55. http://dx.doi.org/10.1080/20566093.2018.1525895.

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Matvienko, Oksana, and Mykhailo Tsyvin. "“OSINT-technologies” as an Educational Component of the Speciality “Information, Library and Archival Management”: Pedagogical Objectives." Ukrainian Journal on Library and Information Science, no. 13 (July 1, 2024): 145–56. http://dx.doi.org/10.31866/2616-7654.13.2024.307136.

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The aim of the article is to highlight the pedagogical objectives study of the educational component “OSINT-technologies” by the Master’s degree students of speciality “Information, Library and Archives Manahement” in the formation of its competence basis and perspectives of personal and professional self-determination of education seekers. Research methods. The following methods were used: survey was applied to identify the achievement of pedagogical goals in forming professional self-determination, self-actualisation and individual development by the students of the educational component “OSINT-technologies”, as well as comparing the competencies of students of the Bachelor’s and Master’s degrees. Scientific novelty. The specificity of the pedagogical objectives study of the educational component “OSINT-technology” was revealed; being relevant and in demand on the professional activity market, in modern conditions it can become a factor in activating psychological mechanisms of professional self-determination of the Master’s degree applicants. Main conclusions. “OSINT-technologies” (intelligence based on open sources) is a tool of information and analytical support of decision-making in many areas of social practice. Information and analytical competencies grounding among the students in speciality “Information, Library and Archives Management” in OSINT activities as a field of information analytics can become a factor in meeting the labor market demand for professionals in this field. The results of the survey of the 2nd-year Master’s degree students in the “Information, Library and Archives Managament” speciality proved the necessary value of knowledge, skills and competences acquired due to the educational component “OSINT-technologies”, revealed the impact on further professional self-determination of the applicants and their desire to use the needed knowledge in their current professional activity. In the context of dynamic development of the labour market and actualisation of new activity areas, the concept of pedagogical goal-setting in the training of modern specialists involves the implementation of not only normative parameters of education (planned competencies, studying outcomes, abilities and skills), but also outlines vectors of the students’ self-determination and self-actualisation in the formation of their ways for further career future development.

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Marchenko, Oleksandr. "PHYCHOLOGICAL CONDITIONS OF SELF-ACTUALISATION OF PERSONALITY IN SPORTS SECTOR-ВО". Scientific Notes of Ostroh Academy National University: Psychology Series 1 (25 червня 2020): 4–7. http://dx.doi.org/10.25264/2415-7384-2020-11-4-7.

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Fabian, Mark. "The Coalescence of Being: A Model of the Self-Actualisation Process." Journal of Happiness Studies 21, no. 4 (June 8, 2019): 1487–508. http://dx.doi.org/10.1007/s10902-019-00141-7.

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Zishiri, Christopher, and Simba Mugadza. "Conceptualising Maslow’s Self-Actualisation Concept for Application in Higher Education: An African Ubuntu Perspective." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 2833–43. http://dx.doi.org/10.47772/ijriss.2024.803206s.

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This qualitative study focused on the applicability of Maslow’s self-actualisation concept in higher education institutions in Zimbabwe. An African perspective, guided by the African philosophy of Ubuntu, was used to inform the study. The study collected data from 30 participants comprising administrators in higher education institutions, lecturers and students and participants using in-depth interviews and observations. The participants were drawn from 5 participating higher education institutions in Zimbabwe. Data were analysed using thematic procedures and the results show that unlike its Eurocentric individualistic perspective, self-actualisation represents a more inclusive concept from an Afrocentric perspective which is collectivist. Its application in higher education can enhance the student’s overall educational outcomes throughout their studies, enabling them to immediately contribute positively to the good of society and others within and outside their institutions of learning, with integrity, empathy and compassion, without the condition of first fulfilling their own individual lower-level needs as theorised by Maslow. The study recommended the development of higher education policies that are imbedded in the Ubuntu philosophy.

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Dementiy, Lyudmila I., and Aleksandr A. Malyonov. "SUBJECTIVITY AS A FACTOR IN PERSONAL DEVELOPMENT AT THE STAGE OF SELF-REALISATION." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 68–78. http://dx.doi.org/10.34216/2073-1426-2020-26-2-68-78.

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Arguments are presented that the development of personality subjectivity at the stage of self-realisation occurs in different spheres of life. In addition to professional activities and interpersonal relationships, such areas include education that updates the situation of self-determination and the search for resources to cope with age-related difficulties. The hypothesis is tested that obtaining a psychological education at the stage of self-realisation strengthens a number of subjective qualities – selfactualisation, adaptive potential and proactive copying. On the sample of people aged 21-55, out of 155 people, using the appropriate methodological and statistical complex, three types of personality were identified – «able to cope», «aspiring to self-actualisation» and «not aspiring to proactive coping». The most vulnerable type is the latter, including those who have not reached the optimum level of personality maturity, including the sphere of adaptive and coping behaviour. Representatives of the second type «aspiring to self-actualisation» have the highest indicators of personal maturity, most of which (65.6%) are students of the faculty of psychology. Based on the analysis of the results obtained, it is concluded that the most favourable conditions for positive changes in the field of self-awareness, increase in the level of adaptive potential and personal maturity are formed while obtaining a psychological education at the stage of self-realisation. The desire of the latter, in its turn, simultaneously acts as a driving force in the situation of choosing the appropriate direction of study.

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Vlasova, G. I., and E. K. Vlasova. "EVALUATION OF THE PROSPECTS OF SELF-REALISATION AND SELF-ACTUALISATION BY NEWLY QUALIFIED SOCIAL PEDAGOGUES." Научное мнение, no. 7-8 (2020): 45–51. http://dx.doi.org/10.25807/pbh.22224378.2020.7.8.45.51.

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О., Л. Шумський. "ДО ПИТАННЯ РЕАЛІЗАЦІЇ АКМЕОЛОГІЧНОГО ПІДХОДУ В ЛІНГВОСАМООСВІТНІЙ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНИХ МОВ". Засоби навчальної та науково-дослідної роботи, № 48 (23 липня 2018): 171–81. https://doi.org/10.5281/zenodo.1319809.

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In the context of intensifying processes of building global information society, which is characterised by a high degree of dynamism and changeability of basic processes in all spheres of social life, the representatives of pedagogical community are facing the objective necessity of forming the new type of the future foreign language teacher’s self-concept, who will be motivated and prepared for continuous linguistic self-education. This task can be implemented by means of organising the process of future foreign languages teachers’ linguistic self-educational activities on the basis of acmeological approach. Purpose. The paper is aimed at disclosing the essence of acmeological approach in education and analysing the peculiarities of its implementation in the course of future foreign languages teachers’ linguistic self-educational activities. Methods. Such methods as analysis, synthesis, comparison, systematisation and generalisation of theoretical and methodological aspects of building the process of future foreign languages teachers’ linguistic self-educational activities by means of acmeological approach form the basis of this research. Results. At present, the acmeological approach, which consists in integral studying the student’s personality as the subject of learning; in providing pedagogical conditions for stimulating motivation of success and actualisation the aspiration for creative achievements; in evaluating the quality of education from the perspective of self-development and self-perfection criteria of both students and teachers, is one of the most promising for higher school development. The advantages of pedagogical impact, based on acmeological approach, will be as follows: raising the level of anticipation and degree of self-regulation; self-determination concerning one’s own activities; forming the ability of independent conscious decision-making; pushing the level of reflexive culture; mastering the special methods and techniques of self-actualisation one’s personality and professional self. The educational process, organised by means of the above mentioned approach, will result in forming acmeological thinking of future foreign languages teachers, thanks to which continuous linguistic self-education will become their internal need, as well as constant aspiration for creative reconsideration and innovative transforming the reality will be the purport of life. Originality. In the research the essence of pedagogical and psychological aspects of organising the process of future foreign languages linguistic self-educational activities with the use of ideas and principles of acmeological approach have been disclosed for the first time. Conclusion. On the basis of conducted research we can affirm that, due to understanding the importance and implementing in the course of future foreign languages teachers’ linguistic self-educational activities the main points of acmeological approach with the focus on the highest achievements in harmonious development of the personality, the teacher will be able to make the most optimal algorithm of students’ foreign languages self-instruction, which will favour their maximal self-realisation and self-actualisation. Within the further research we are planning to study the basic principles of creating conditions for effective future foreign languages teachers’ linguistic self-educational activities.

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Huss, Ephrat, and Michal Magos. "Relationship between self-actualisation and employment for at-risk young unemployed women." Journal of Education and Work 27, no. 3 (December 13, 2012): 306–22. http://dx.doi.org/10.1080/13639080.2012.751091.

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Fernando, Mario, and Venkataraman Nilakant. "The place of self-actualisation in workplace spirituality: Evidence from Sri Lanka." Culture and Religion 9, no. 3 (November 2008): 233–49. http://dx.doi.org/10.1080/14755610802535538.

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EVERINGHAM, CHRISTINE. "‘Self-actualisation’ and the ageing process from an inter-generational lifecourse perspective." Ageing and Society 23, no. 2 (March 2003): 243–53. http://dx.doi.org/10.1017/s0144686x02001058.

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Lifecourse perspectives on ageing need to consider more seriously the meaning of ‘self-actualisation’, as it is currently used by the burgeoning industries that service the needs of those in the middle years. The prevalent meaning derives largely from an existentialist ontology, which is radically individualistic and cannot adequately account for the inter-connectedness of generations; that is, the need for one generation to provide for the needs of the next. Nor can an existentialist ontology adequately prepare mid-lifers for their older age and the life crises that accompany later life. This paper uses Giddens's notion of ‘life trajectory’, a very influential theory of the self in high modernity, to highlight this problem. The existentialist ontology that informs Giddens's notion reflects those values of youth that the new social movements have brought to the political agenda as ‘life-politics’. These values may well be challenged as the youth of the 1960s reach middle age and begin to confront their mortality. The paper argues that Erikson's notion of ‘generativity’ might provide a more useful ontology for lifecourse politics, and is more attuned to an inter-generational perspective.

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Palak, Zofia, and Beata Papuda-Dolińska. "Self-actualisation as an essential dimension of professional competence of special teacher." Annales Universitatis Mariae Curie-Skłodowska, sectio J, Paedagogia-Psychologia 27, no. 2 (March 16, 2015): 9. http://dx.doi.org/10.17951/j.2014.27.2.9.

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French, Sarah, and Stephen Joseph. "Religiosity and its association with happiness, purpose in life, and self-actualisation." Mental Health, Religion & Culture 2, no. 2 (November 1999): 117–20. http://dx.doi.org/10.1080/13674679908406340.

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Matvienko, Oksana, and Mykhailo Tsyvin. ""OSINT-technologies" as an Educational Component of the Speciality "Information, Library and Archival Management": Pedagogical Objectives." Ukrainian Journal on Library and Information Science, no. 13 (July 1, 2024): 145–56. https://doi.org/10.31866/2616-7654.13.2024.307136.

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The aim of the article is to highlight the pedagogical objectives study of the educational component “OSINT-technologies” by the Master’s degree students of speciality “Information, Library and Archives Manahement” in the formation of its competence basis and perspectives of personal and professional self-determination of education seekers. Research methods. The following methods were used: survey was applied to identify the achievement of pedagogical goals in forming professional self-determination, self-actualisation and individual development by the students of the educational component “OSINT-technologies”, as well as comparing the competencies of students of the Bachelor’s and Master’s degrees. Scientific novelty. The specificity of the pedagogical objectives study of the educational component “OSINT-technology” was revealed; being relevant and in demand on the professional activity market, in modern conditions it can become a factor in activating psychological mechanisms of professional self-determination of the Master’s degree applicants. Main conclusions. “OSINT-technologies” (intelligence based on open sources) is a tool of information and analytical support of decision-making in many areas of social practice. Information and analytical competencies grounding among the students in speciality “Information, Library and Archives Management” in OSINT activities as a field of information analytics can become a factor in meeting the labor market demand for professionals in this field. The results of the survey of the 2nd-year Master’s degree students in the “Information, Library and Archives Managament” speciality proved the necessary value of knowledge, skills and competences acquired due to the educational component “OSINT-technologies”, revealed the impact on further professional self-determination of the applicants and their desire to use the needed knowledge in their current professional activity. In the context of dynamic development of the labour market and actualisation of new activity areas, the concept of pedagogical goal-setting in the training of modern specialists involves the implementation of not only normative parameters of education (planned competencies, studying outcomes, abilities and skills), but also outlines vectors of the students’ self-determination and self-actualisation in the formation of their ways for further career future development.

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Çelik, Hafize, and Forrest Watson. "Understanding the leaky pipeline system: behavioural ecological approach to the social marketing of women thriving in STEM careers." Journal of Social Marketing 11, no. 4 (November 4, 2021): 616–32. http://dx.doi.org/10.1108/jsocm-03-2021-0051.

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Purpose This paper aims to explore the complexity of the “leaky pipeline” of women in science, technology, engineering and maths (STEM) in the intriguing contexts where there are a high number of STEM graduates but a low number of women working in these fields. Design/methodology/approach The authors conducted in-depth interviews with eight STEM “leavers” and eight “persisters” in Turkey to understand the multi-level influences on their career paths. Findings The behavioural ecological model is applied to enrich the understanding of women’s attrition from STEM. The authors found a complex system of actors, relationships and influences that impact the negotiations of women’s felt misfit/love of their STEM career and changing self-actualisation. Practical implications The authors highlight that social marketers should consider the complex influences on even the most individualistic-looking decisions to produce systemic change. Originality/value This paper deepens the use of the behavioural ecological model in the ways that the layers of motivator and demotivator influences interact with women’s internal negotiations of career choice. The paper integrates classic theories (self-actualisation (Maslow, 1943) and two-factor model (Herzberg et al., 1959)) within systems social marketing.

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Byshok, S. O., G. E. Rupchev, and N. D. Semenova. "Peculiarities of Psychotic Insight and Its Presentation in Patient’s Diary." Doctor.Ru 20, no. 5 (2021): 67–73. http://dx.doi.org/10.31550/1727-2378-2021-20-5-67-73.

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Study Objective: To study manifestations of insight (disease awareness) in paranoid schizophrenia patients; to demonstrate criticality dynamics during individual and social development and its possible actualisation (or re-actualisation). Study Design: descriptive study, case study. Materials and Methods. We have studied unstructured self-reports (diaries) of a patient with paranoid schizophrenia during three periods: February 2000, October — December 2000, and November — December 2002. Our work involved identification of diary entries which corresponded to at least one insight characteristic; psychopathological analysis of fragments; identification of psychopathological objects in insight focuses; and analysis of quality changes in insight focus. Key Points. There are a number of Russian and foreign approaches to the notion of insight in mental disorders. A quality analysis of unstructured self-reports of the patient facilitated a number of important assumptions, including a hypothesis of a specific form of criticality, which we call psychotic. Conclusion. The issue of insight in severe psychiatric disorders, especially in schizophrenia, has been studied poorly and is a burning aspect in psychiatry and clinical psychology. Keywords: insight in psychiatric disorders, diaries by schizophrenia patients, clinical case analysis method, criticality in mentally ill individuals.

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Zhurba, Volodymyr. "Evolutionary Processes in the Context of Jazz Music Culture of the USA in the 1940s: Cultural Aspect." Issues in Cultural Studies, no. 38 (October 29, 2021): 85–96. https://doi.org/10.31866/2410-1311.38.2021.245707.

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The purpose of the article is to identify and examine the characteristic features of the jazz music culture of the USA in the 1940s in the cultural aspect. The research methodology involves the use of the system analysis method. The methods of generalisation and comparison are applied as well. Scientific novelty. The issue of evolutionary processes in the jazz music culture of the United States in the 40s of the twentieth century is highlighted in Ukrainian culturology for the first time. Conclusions. The study reveals the transformational processes that occurred in the context of the jazz music culture of the United States in the 1940s. It is noted that the leading trends of the era of modern jazz culture were laid in this chronological period. The reasons for these evolutionary shifts are in the field of sociology and psychology. The leading position is occupied by the process of self-actualisation, the reasons for the specific course of which are to be found in the field of social life of the African-American community of this period. The peculiarities of the process of self-actualisation resulted in changes in the traditions of jazz performance, namely the crystallisation of solo improvisation, a significant reduction in the ensemble members, a rethinking of the function of the rhythm section, the transformation of the stage image of the jazzman, which formed the leading concept of the Modern Jazz era performing. It is pointed out that the phenomenon of creativity, which has always occupied a dominant position in jazz culture, became a reinforcing factor in the crystallisation of the features of the process of self-actualisation within the psychological portrait of an African- American individual of the 1940s in the United States. This period also laid the foundation of the world professional jazz education, which became traditional for the era of modern jazz culture. The article demonstrates that these aspects caused the shift of jazz music culture from mass to elite culture space, where the world jazz music culture remains today.

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Vaszi, Emőke. "Informalitás Székelyföldön." Pro Scientia Ruralis 7, no. 1 (2022): 153–55. http://dx.doi.org/10.59357/proscirural.2022.1.10.

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The article describes a thematic issue of the journal Korunk, published in October 2022, in which several researchers attempted to investigate the extent to which people in Szeklerland carry informality, break rules or self-actualisation. By means of a thematic compilation, the authors present the emergence of informality, its modes of operation, analytical aspects and the interpretations they see as relevant, based on research conducted in Szeklerland.

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Lala, Ismail. "Trauma and the Emergence of Spiritual Potentiality in Ibn ’Arabī’s Metaphysics." Religions 14, no. 3 (March 16, 2023): 407. http://dx.doi.org/10.3390/rel14030407.

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Spirituality has been proven in recent studies to be a key contributor in posttraumatic growth. One of the most well-known mystical thinkers in Islam, Muḥyī al-Dīn ibn ’Arabī (d. 634/1240), nevertheless, believes that trauma does not facilitate spiritual growth, but rather has the capacity to reveal the spiritual potentiality that was latent within a person. This paper begins by exploring the concept of trauma in the Qur’an and how it may actualise the potentiality of humans. It then scrutinises Ibn ’Arabī’s understanding of human potentiality or ‘preparedness’ (isti‘dād) and how its actualisation leads to the rank of the Perfect Man (al-Insān al-kāmil). Finally, it adduces two examples (Mūsā and Yūnus) in whom traumatic experiences result in posttraumatic growth and the actualisation of their spiritual potentialities. In the case of the former, it is posttraumatic growth through preservation of the self; for the latter, it is posttraumatic growth through preservation of others.

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Svensson, Goran, and Stefan Lagrosen. "Future directions of marketing knowledge: proposing an enriching framework including self-actualisation marketing." International Journal of Electronic Customer Relationship Management 3, no. 4 (2009): 327. http://dx.doi.org/10.1504/ijecrm.2009.029294.

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Vartanova, I. I. "Psychological features of motivation and values in high school students of different sexes." Психологическая наука и образование 22, no. 3 (2017): 63–70. http://dx.doi.org/10.17759/pse.2017220307.

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This research focuses on sex-specific differences in motivational, meaning- and value-based attitudes to learning in high school students. The sample included students of 9-11 grades (aged 15-17 years) of two Moscow schools with traditional paradigm in education. Motivational attitudes were measured with factor analysis of the subjects’ responses to 70 statements (different sets for male and female groups; the total number of respondents was 162, 82 males and 80 females). The structure of value orientations was studied with cluster analysis of ranking of 10 terminal human values (Rokeach) and 12 learning values (109 respondents, 60 females and 49 males). The correlation between the character of motivation and value orientations was also explored in the study (39 males and 48 females were presented with both surveys). The outcomes of the study show that young girls find opportunities for self-actualisation in knowledge and experience, in personal growth and overcoming difficulties in life, whereas young boys mostly associate self-actualisation with affiliative sphere. The character of motivation in young girls clearly corresponds with the values they choose, while in boys the relationship between motivations and values seems ambiguous. Taking into account sex specifics in adolescents may help raise the effectiveness of learning activity

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Omodan, Bunmi Isaiah. "Analysis of "Hierarchy of Needs" as a Strategy to Enhance Academics Retention in South African Universities." Academic Journal of Interdisciplinary Studies 11, no. 3 (May 5, 2022): 366. http://dx.doi.org/10.36941/ajis-2022-0089.

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A high attrition rate exists among South African higher education institutions, which poses a significant challenge to university productivity as an academic enterprise. The attrition/turnover seems disruptive and costly, and some of the disruptive implications are poor productivity, lack of motivation and poor morale to work, including skill drain. This theoretical paper presents Abraham Maslow's hierarchy of needs theory and its assumptions as a possible motivation that is needed to enhance academic staff retention in the university system. This study was designed using conceptual analysis within the principle interpretive paradigm, enabling the researcher to adequately engage critically in interpreting Maslow's hierarchy of needs and its assumptions as an alternative strategy that could enhance academic staff retention in the university system. The study argued that the five hierarchies of needs (physiological needs, safety/security needs, love and belongingness, esteem needs, and self-actualisation needs), as propounded by Abraham Maslow, are essential in ensuring academic staff retention in the system. The study concludes that total rewards in the form of basic needs, environmental safety and job security, creation of affectionate work-environment, the need for recognition and self-actualisation are the dimensions of academic staff retention in the university system.  Received: 11 January 2022 / Accepted: 4 April 2022 / Published: 5 May 2022

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Egamberdieva, E. V., and N. A. Tsvetkova. "Personal prerequisites for the psychological safety of Russian students in close intercultural interaction." Vestnik Universiteta 1, no. 11 (December 26, 2022): 230–38. http://dx.doi.org/10.26425/1816-4277-2022-11-230-238.

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The article is based on the data of an empirical study carried out in 2022 with the participation of 148 students of the MGIMO University – Russian’s citizens, one half of whom identified themselves as Russian, and the other attributed themselves to other ethnic groups. The personal prerequisites for psychological safety, which are characteristic of Russian students who define themselves as “Russian”, include: a normative variant of the development of five basic characteristics that make up the structure of a “normal” personality; tolerance as a personality trait; average and a lower authoritarianism index relative to the other group; components of self-actualisation – support, behavioural flexibility, cognitive needs; medium-developed subjectivity; adequate level of psychological defenses. The students – Russian citizens who attributed themselves to other ethnic groups, have: a normative version of the development of the five basic characteristics of a “normal” personality; an average overall level of tolerance and authoritarianism as well as self-actualisation; an adequately high level of belief in the fairness of the world, their good fortune and ability to control events; activity as a leading component of subjectivity; a willingness to establish a social distance with other ethnic groups that facilitates dialogue. Based on the results of the survey, personal preconditions that can cause inter-ethnic conflicts have been identified.

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Yudhar, Astuti Nurdin, Andi Agustang, and Jumadi Sahabuddin. "Habituation of character values in junior high school students." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 659–68. http://dx.doi.org/10.18844/cjes.v16i2.5642.

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The purpose of this study was to analyse the habituation of character education in students by paying attention to factors influencing them to deviate from character values. The study employed a mixed-method approach. The qualitative approach involved 28 participants (teachers and students). While in the quantitative study, 65 students were purposively selected as respondents. Qualitative data were analysed through some stages, including data presentation, data reduction, conclusion and verification, while the quantitative data was processed using linear regression statistics assisted by Statistical Package for the Social Sciences and STATA software to analyse the influences of variables identified from qualitative data collection and to measure how influential independent variables on dependent variables are. The findings show that the factor leading to the deviation of character values at school is the diversity of cultural backgrounds applied where students come from. Findings of the qualitative investigation show seven aspects influencing the character value deviation, including parents’ attention, socialisation, media, consumerism behaviour, self-actualisation, economic status and family harmony. While the quantitative stage found that among seven investigated variables, four of them were significantly influential (parents’ attention, socialisation, media and self-actualisation) and three others were not significantly influential (consumerism, economic status and family harmony) on the deviation of character values performed by students  Keywords: Character value deviation, educational value, habituation.

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Erhardt, Gabrielle A. "Intuitive eating as a counter-cultural process towards self-actualisation: An interpretative phenomenological analysis of experiences of learning to eat intuitively." Health Psychology Open 8, no. 1 (January 2021): 205510292110009. http://dx.doi.org/10.1177/20551029211000957.

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This research presents an in-depth idiographic study that illustrates how learning to eat intuitively involves socio-cultural challenges, strategies of resistance and self-actualising processes. Interviews were conducted with eight women who had been practising intuitive eating (IE) for at least 1.5 years. Data was analysed using IPA and four themes were drawn inductively from the data: IE as an ongoing process, perceived judgement of others, strategies of resistance and processes of self-actualisation. Further research is needed to explore experiences of learning to eat intuitively amongst different samples and with different cultures, and to further investigate the relationship between IE and the actualising tendency.

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Bezverkhyi, O. S. "EMPIRICAL STUDY ON THE RELATIONSHIP BETWEEN SELF-ACTUALISATION AND AGGRESSIVENESS OF THE FUTURE PSYCHOLOGISTS." Theory and practice of modern psychology 3, no. 1 (2019): 18–22. http://dx.doi.org/10.32840/2663-6026.2019.3-1.3.

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Journal articles on the topic 'Self-actualisation'

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