Relevant bibliographies by topics / Self-actualization (Psychology) in adolescence

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Self-actualization (Psychology) in adolescence'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Self-actualization (Psychology) in adolescence"

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Ahmed, Samiah, and Alia Ahmed. "Career Onion: Peeling off the layers for Occupational Preferences and Career Aspirations." International Journal of Management Excellence 8, no. 3 (April 30, 2017): 1023–32. http://dx.doi.org/10.17722/ijme.v8i3.904.

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Vocational psychology carts away the vocational behavior regarding the occupational preferences of every individual, which commences at the period of adolescence. These occupational or vocational preferences are shaped or crystallized through career guidance and theories, which further help an adolescent to climb the career ladder towards achieving career aspirations and success. This research article, focuses mainly on five theories, self-concept development theory, valence-instrumentality-expectancy theory, theory of work adjustment , tournament theory and Maslow hierarchy of needs theory, which help the adolescents with the occupational preferences, assist in climbing the career ladder from growth stage to retirement stage, ultimately resulting in achieving career aspirations. Furthermore, researchers reveal the differences among these theories highlighting unique features of every theory in predicting occupational or career preferences. Researchers also draw the career onion, where every layer of the career onion depicts that every adolescent peels off each career layer (starting from the growth stage until he eventually peels off the last layer of the retirement age) to achieve career self-actualization.
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Vranjesevic, Jelena. "Self constructing in adolescence." Psihologija 36, no. 4 (2003): 487–500. http://dx.doi.org/10.2298/psi0304487v.

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The aim of this study was to explore ?theories? adolescents have about themselves, i.e. about the changes in the ways they construe themselves in the period of middle adolescence: how they construe changes and estimate them according to some dimensions relevant for change (appreciation of change, its importance, expectancy, timing, comprehensiveness, intensity and visibility in social surroundings). The study was explorative and it was performed on the sample of 96 adolescents aged 15-17 (middle adolescence). Instruments used for the study were: interview and Role Construct Repertory Grid, adjusted to the need of study. The results show that the adolescents? construct system is highly monolithic and tight in regard to constructs (black and white construing), but at the same time vague and predictively unclear in regard to elements, i. e. the stated changes, meaning that adolescents are not able to construe those changes according to certain constructs. It seems that this study included the beginning of the loosening phase (creativity cycle) in which the system is still tight and, therefore, protects from threat and anxiety, while the elements are not predictively (this is what Erikson calls moratorium, i.e. the process of active experimenting). Changes which are fully predictively are those which refer to adults' roles, such as: self confident, experienced, independent and has responsibilities, worries. On the hand, changes which are predictably the most clear to adolescents (and not appreciated) are depression and nervousness. Adolescents face an implicative dilemma: positive implications of maturity are not enough, while negative implications, such as nervousness, depression and not trusting people are clear, predictable and negative. This dilemma can be the cause of their ambivalence towards growing-up and accepting the roles of adults.
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Noshpitz, Joseph D. "Self-Destructiveness in Adolescence." American Journal of Psychotherapy 48, no. 3 (July 1994): 330–46. http://dx.doi.org/10.1176/appi.psychotherapy.1994.48.3.330.

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Crone, Eveline A., and Andrew J. Fuligni. "Self and Others in Adolescence." Annual Review of Psychology 71, no. 1 (January 4, 2020): 447–69. http://dx.doi.org/10.1146/annurev-psych-010419-050937.

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Research has demonstrated that adolescence is an important time for self- and other-oriented development that underlies many skills vital for becoming a contributing member of society with healthy intergroup relations. It is often assumed that these two processes, thinking about self and thinking about others, are pitted against each other when adolescents engage in social decision making such as giving or sharing. Recent evidence from social neuroscience, however, does not support this notion of conflicting motives, suggesting instead that thinking about self and others relies on a common network of social-affective brain regions, with the medial prefrontal cortex playing a central role in the integration of perspectives related to self and others. Here, we argue that self- and other-oriented thinking are intertwined processes that rely on an overlapping neural network. Adolescents’ motivation to contribute to society can be fostered most when self- and other-oriented motives align.
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Yao, Zhuojun, and Robert Enright. "A Longitudinal Analysis of Social Skills and Adolescent Depression: A Multivariate Latent Growth Approach." International Journal of Psychological Research 14, no. 1 (April 30, 2021): 66–77. http://dx.doi.org/10.21500/20112084.4793.

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Ample research has shown that the link between social skills and adolescent depression is significant. However, how the changes in different domains of social skills influence the change in depression from early to middle adolescence remains largely unknown. To address this gap in knowledge, the current research used longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1061) to examine the influences of the changes in cooperation, assertion, responsibility, and self-control on the change in depression from early to middle adolescence. Univariate latent growth modeling showed that, from early to middle adolescence, adolescents experience decreases in cooperation and assertion, increases in responsibility and depression, and stability in self-control. Multivariate latent growth modeling suggested that adolescents who had more increases in responsibility and self-control tended to experience a slower increase in depression from early to middle adolescence; while adolescents who had more decreases in cooperation and assertion tended to experience a faster increase in depression from early to middle adolescence. The results suggested that promoting adolescents social skills might be particularly salient for the prevention of adolescent depression.
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Gould, Laurence J. "The Self in Late Adolescence." Contemporary Psychology: A Journal of Reviews 31, no. 6 (June 1986): 444–45. http://dx.doi.org/10.1037/024822.

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Carapeto, Maria João, and Guillem Feixas. "The Organization of Self-Knowledge in Adolescence: Some Contributions Using the Repertory Grid Technique." European Journal of Investigation in Health, Psychology and Education 10, no. 1 (February 5, 2020): 408–23. http://dx.doi.org/10.3390/ejihpe10010031.

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(1) Background: This study aims to explore the usefulness of personal construct psychology as a comprehensive framework and assessment tool to embrace a diversity of self-knowledge organization constructs, and to account for developmental differences across adolescence. (2) Methods: The repertory grid technique was used to measure self-knowledge differentiation, polarization, discrepancies between Actual Self, Ideal Self, and Others, and implicative dilemmas, a particular kind of intrapersonal conflict. Data were collected from two samples of early and late adolescents, respectively. (3) Results: Globally, they showed that the organization of self-knowledge was different in both samples. In particular, older adolescents revealed a less polarized self-knowledge. In addition, they tended to construe higher Actual–Ideal self-discrepancies and to present more internal conflicts. No differences were found between early and late adolescents concerning global differentiation and the discrepancies between the self (Actual and Ideal) and the Others. (4) Conclusions: Despite the limitations of the study (e.g., small sample size, cross-sectional design), these novel results support the suitability of the repertory grid technique to capture developmental changes in self-knowledge organization during adolescence, as well as the explanatory potential of personal construct psychology to advance their understanding.
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Loeb, Emily, Elenda T. Hessel, and Joseph Allen. "The self-fulfilling prophecy of adolescent social expectations." International Journal of Behavioral Development 40, no. 6 (July 10, 2016): 555–64. http://dx.doi.org/10.1177/0165025415618274.

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Adolescents’ negative social expectations of their peers were examined as long-term predictors of problematic self-reported social functioning. Early adolescent negative expectations were hypothesized to predict risk-averse functioning in late adolescence that would ultimately contribute to confirmation of those expectations. Utilizing observational data and friend- and self-reports from a community sample of 184 adolescents followed from ages 13 to 25, adolescents with more negative expectations were found to have become increasingly submissive with friends over time and were rated as less romantically appealing by late adolescence (after controlling for baseline levels of these variables, baseline friend-rated social competence and self-reported depressive symptoms). In turn, submissiveness and romantic appeal predicted problematic self-reported social functioning well into adulthood and mediated the relationship between adolescent negative expectations and problematic self-reported adult social functioning. These findings support the possibility of a self-fulfilling social process unfolding from early adolescence to adulthood.
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Heinonen, Kati, Katri Räikkönen, Pertti Keskivaara, and Liisa Keltikangas‐Järvinen. "Difficult temperament predicts self‐esteem in adolescence." European Journal of Personality 16, no. 6 (November 2002): 439–55. http://dx.doi.org/10.1002/per.464.

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A six‐year longitudinal study investigated the impact of maternal hostile child‐rearing attitudes, role dissatisfaction, and maternal perceptions of adolescent temperamental difficultness on self‐esteem in late adolescence, after controlling for the initial self‐esteem measured in early adolescence. Adolescents (n = 313), derived from the Cardiovascular Risk in Young Finns study, rated their self‐esteem at the study entry at age 12, and six years later at age 18. Maternal reports of child‐rearing attitudes, of role satisfaction, and of the temperament of the adolescent were obtained at the study entry and three years later. Mother's perceptions of adolescent's temperament as difficult at ages 12 and 15 predicted adolescent's self‐reported self‐esteem in late adolescence, whereas earlier self‐esteem did not predict later perceptions of temperament or parenting. We found no evidence that maternal perceptions of parenting indirectly, or after controlling for the initial level, predicted adolescent's self‐reported self‐esteem. Copyright © 2002 John Wiley & Sons, Ltd.
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Murad qızı Quliyeva, Şəfiqə. "Adolescent psychology." ANCIENT LAND 09, no. 3 (March 26, 2022): 9–12. http://dx.doi.org/10.36719/2706-6185/09/9-12.

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Müəllif burada yeniyetməlik dövrünün psixoloji xüsusiyyətləri, fizoloji inkişafı, böhran dövrü, valdeyin-övlad münasibətlərin qeyd etmişdir.Yeniyetməlik dövrü qeyd etdiyimiz kimi çətin, həmçinin maraqlı bir yaş dövrüdür.Bu dövr psixoloji böhranla müşahidə edilir.Bu dövrdə valdeyinlər, yaşlılar çox həssas davranmalıdırlar. Bu dövrdə yeniyetmənin sosiallaşması, özünüqiymətləndirməsi və mənlik şüurunun formalaşması, düzgün ünsiyyətin qurulması, təlim,tərbiyyə prosseslərinin düzgün həyata keçirilməsi vacibdir. Açar sözlər: yeniyetmə,şəxsiyyət,böhran,tərbiyə, valideyn, sosiallaşma. Shafiqa Murad Quliyeva Western Caspian University Adolescent psychology Abstract The author focused on the psychological characteristics of adolescence, physiological development, identity crisis, parent-child relations. As you can see, adolescence is a hard and exciting life period. This period is marked by a psychological crisis. During this period, parents and older adults should behave extremely sensitive. In this period, adolescent socialization, the development of self-esteem and self-consciousness, the improvement of correct communication and educational process must be carried out properly. Key words: teenager, identity, crisis, upbringing, parent, socialization.
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Dissertations / Theses on the topic "Self-actualization (Psychology) in adolescence"

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Naidu, Narainsamy. "Impact of social relation on the self actualization of the adolescent." Thesis, University of Zululand, 2007. http://hdl.handle.net/10530/1157.

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Submitted in accordance with the requirements for the degree of Doctor of Education in the Department of Educational Psychology at the University of Zululand, South Africa, 2007.
This study is on the impact of copyright law on the provision of information by libraries with special reference to computerized databases. For the purposes of this study, four hypotheses were set, being: the appropriateness of copyright law; the restriction on access to information; author's remuneration for his work; and the interpretation of the law of copyright. A literature review was done on the origin and development of copyright, from the ancient cultures through the Middle Ages and the invention of the printing period to the enactment of the first copyright law in history (the Statute of Anne) which is the fundamental basis of the modern copyright as a legal protection for an author, artist or composer that restricts any form of reproduction. In general, copyright law grants the autln,r an exclusive right to his works and also grants the pucil J the right to use intellectual works within th^ limits of the doctrine of 'fair use* that would not cripple the economic conditions of the author. In chapter three, it is indicated that recent developments in computer technology, telecommunications technology and reprography have made it possible for information to be easily and cheaply copied and transmitted over distances (transborder data flow) for the use of many users. Such indiscriminate access withholds from the copyright holder legitimate royalties for his work and the protection by legal copyright. To restrict such access on the other hand, inhibits the use of the work which is also contrary to the interests of the author and to the intent of copyright law. Libraries are a primary source of disseminated information and as such are required to observe the legal conventions of the country. With the recent developments of a wide range of technological advancements in information transfer, and an increased demand for information sharing, it is becoming increasingly difficult and in some cases impossible for libraries to fully uphold and enforce the provisions of the copyright law. Nowadays, intellectual property has become a tradeable commodity and the recent problem is one of economic threat brought about by changing technology. Librarians depend upon the originality and products of authors and publishers in the provision of information services to users and must therefore observe the copyright law to give incentive to those with the ability to write. The results of this study confirm the hypotheses that copyright law is not appropriate in the reproduction of all forms of copyrighted material from computerized databases; that copyright law restricts the free access to information; that authors have the right to expect remuneration for their works; and that the interpretation of copyright law is a problem and therefore confusing to libraries.
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Llorens, Mary Beth. "GRIM for girls : development and validation of a measure of psychological loss in adolescence /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904859.

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Chiu, Renee. "Parental emotional attachment and fear of intimacy of emerging adults in Hong Kong : the effect of differentiation of self." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/622.

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Emerging adulthood has been described as a distinctive stage of life between adolescence and young adulthood, in which the hallmark of development is signified by the achievement of intimacy in romantic relationships. From a family systems perspective, the degree to which parents have resolved their own emotional attachment contributes to the capacity of emerging adults to develop intimacy in romantic relationships without inhibition from fear of closeness. This study empirically examines the relationship between parental emotional attachment and the fear of intimacy of emerging adults by exploring the mediating role of differentiation of self. One of the most important and original contributions of this study is the development and validation of the Parental Emotional Attachment Scale (PEAS) which measures the intensity of parental emotional attachment. This study applies a mixed-methods sequential exploratory design with four samples of emerging adults in Hong Kong. First, interviews (N=24; Mage=23.6; 54% female) are conducted to explore the variations in subjective experiences with family of origin and fear of romantic intimacy. Building on the qualitative data from the interviews, the PEAS is developed through two pilot studies with two separate samples (combined N=551; Mage=20.6; 61% female). The PEAS is validated and then applied in the main study (N=755; Mage=21.8; 55.4% female). An exploratory factor analysis yields four factors with 34 items, including Parental Emotional Fusion, Parental Emotional Separateness, Parental Emotional Over-functioning and Parental Emotional Projection, which explain for 46.81% of the total variance. The four-factor structure is confirmed by using a confirmatory factor analysis. The results indicate substantial correlations between the PEAS and the Chinese version of the State-Trait Anxiety Inventory, which supports the convergent validity of the PEAS. The results also show that the PEAS has sufficient reliability (Cronbach's alpha= .89) and validity to support its application in the Hong Kong Chinese population. Concurrently, it is found that parental emotional attachment is negatively correlated with the level of differentiation of self, and positively correlated with the fear of intimacy. In addition, differentiation of self significantly mediates the relation between parental emotional attachment and fear of intimacy. Finally, a hierarchical regression analysis reveals that parental emotional over-functioning, emotional cutoff and emotional fusion with family are predictive of the fear of intimacy. The overall findings highlight differentiation of self as an underlying mechanism through which parental emotional attachment affects the level of fear of intimacy of emerging adults. Besides, emerging adults who experience greater parental emotional over-functioning, emotional cutoff and emotional fusion with family show higher levels of fear of intimacy. These findings jointly imply the importance for emerging adults to differentiate from their family of origin by balancing closeness and separateness, bridging emotional distance, reducing emotional cutoff and recognizing their own adaptive patterns in relationships, which serve as a practical framework for the future development of relationship education and counseling of emerging adults in Hong Kong.
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Theobald, Margaret Ann Lewis Franklin G. "Self-concept, psychological androgyny, and physical health status of transescents." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8705742.

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Thesis (Ed. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 22, 2005. Dissertation Committee: Franklin G. Lewis (chair), Larry D. Kennedy, Samuel J. Mungo, Ann E. Nolte. Includes bibliographical references (leaves 70-76) and abstract. Also available in print.
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Forney, Louis Robert. "Self esteem and adolescence." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Brink, Sylvia Janine. "Jonathan's buddy system : exploring alternative ways of being." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50002.

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Thesis (MEdPsych)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: The labelling and marginalisation practices implemented and sustained by conventional methods of education and psychology motivated the research curiosity. The significance of the learner's own experiences, the learner's own meaning-making through his/her own story-telling or the stories others tell about him/her and the constituting effects of alternative identity conclusions are explored as means of creating more preferred identity conclusions In engaging in the re-tellings of a learner's experiences at home and school, a qualitative research practice has been apllied, revealing meaning-making of alternative stories. Feminist theory and post-modern ideas and discourses have assisted me, and the participant, in the deconstruction of ADHD, depression, identity and divorce which contributed to the marginalisation of a learner due to dominant discourses within culture, education and psychopathology. Narrative approaches to therapy and an ethic of participation have guided us to emphasise the necessity of recognising a learner's preferred ways of understanding his/her experiences and what that tells about the person. Pseudonyms have been used to respect the participant's privacy.
AFRIKAANSE OPSOMMING: Die ettikettering en marginaliserende praktyke wat gebasseer en onderhou word deur konvensionele opvoedkundige en sielkundige diskoerse, het die navorsingsnuuskierigheid by my ontlok. Die beduidenheid van 'n leerder se eie ervarings en pogings tot betekenismaking deur die oorvertel van sy/haar eie stories en die aanhoor van ander se stories oor hom/haar word uitgelig. Die konstitusionerende aard van hierdie alternatiewe identiteitskonklusies word geeksploreer om meer verkose identiteitskonsepte daar te stel. Met my deelname aan die oorvertelling van die leerder se ervarings by sy huis en skool, is 'n kwalitatiewe navorsingsbenadering gevolg, wat die betekenismaking van alternatiewe stories kan uitlig. Feministiese teorie, postmoderne denke en diskoerse was die sleutels wat gebruik is deur my en die deelnemers, om die betekenis van ADHD, depressie, identiteit en egskeiding te ontsluit en te dekonstrueer. Die marginaliserende praktyke wat in die naam van hierdie fenomene gepleeg word binne die dominante kultuur, opvoedkundige praktyke en psigopatologie word bevraagteken. 'n Narratiewe benadering tot terapie en 'n etiek van deelname het ons gelei om die nodige erkenning aan die leerder se verkose maniere om sy ervaringe te verwoord en wat dit omtrent sy identiteit impliseer. Pseudoname is gebruik om die deelnemer se privaatheid te respekteer.
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Galeucia, Andrea Lynne. "Cutting and self psychology an exploratory analysis : a project based upon an independent investigation /." Click here for text online. Smith College School for Social Work website, 2007. http://hdl.handle.net/10090/1039.

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Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007
Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 63-68).
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Buote, Carol Anne. "Relations of autonomy and relatedness to school functioning and psychological adjustment during adolescence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ56515.pdf.

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Dunn, Ruth. "Adolescent views of the world and the relationships between adolescent and parental self efficacy, self esteem and locus of control /." Title page, abstract and contents only, 1993. http://web4.library.adelaide.edu.au/theses/09PM/09pmd923.pdf.

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Oelheim, Russell I. "Environmental and age differences in the formation of romantic pairs and self-monitoring in adolescents." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4430.

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As I have worked with teenagers in regular and alternative schools, I have often wondered why some children seem to be more prone to displaying behavioral problems. One popular explanation points to the home environment as the place where appropriate behaviors are learned, and strength, discipline and positive self-image are developed to resist negative pressures of the child's peer culture. Bronfenbrenner (1986) very eloquently describes the importance of an enriched home life for the development of a well-adjusted child. Likewise, the Rochester Schools Project (Connell, Deci, Ryan, and Grolnick, 1989) speaks to the need for teachers and staff to "connect" with students, and thus through their interactions help them work through difficult times and make decisions regarding their choices of actions.
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Books on the topic "Self-actualization (Psychology) in adolescence"

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Staley, Betty K. Adolescence: The sacred passage : inspired by the legend of Parzival. Fair Oaks, Calif: Rudolf Steiner College Press, 2006.

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Staley, Betty K. Adolescence: The sacred passage : inspired by the legend of Parzival. Fair Oaks, Calif: Rudolf Steiner College Press, 2006.

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Kuzikova, S. B. Psykholohichni osnovy stanovlenni︠a︡ sub'i︠e︡kta samorozvytku v i︠u︡nat︠s︡ʹkomu vit︠s︡i: Monohrafii︠a︡. Sumy: Vydavnyt︠s︡tvo "MakDen", 2012.

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Kaĭgorodov, B. V. Psikhologicheskie osnovy razvitiii︠a︡ samoponimanii︠a︡ v i︠u︡nosheskom vozraste: Monografii︠a︡. Astrakhanʹ: Izd-vo AGPU, 1999.

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ill, Mack Stanley, ed. Beating the odds: Stories of unexpected achievers. New York: F. Watts, 1991.

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Lage, Gustavo A. Psychotherapy, adolescents, and self psychology. Madison, Conn: International Universities Press, 1991.

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Rona, Klein, Kaplan Alexandra G, Gleason Nancy, and Stone Center for Developmental Services and Studies., eds. Women's self development in late adolescence. Wellesley, Mass: Stone Center for Developmental Services and Studies, Wellesley College, 1985.

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Holland, Danny. You are here: A straight-shooting guide to mapping your future. Colorado Springs, Colo: WaterBrook Press, 2007.

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Damon, William. Self-understanding in childhood and adolescence. Cambridge: Cambridge University Press, 1991.

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Damon, William. Self-understanding in childhood and adolescence. Cambridge [England]: Cambridge University Press, 1988.

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Book chapters on the topic "Self-actualization (Psychology) in adolescence"

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Heaven, Patrick C. L. "Identity and the Self." In The Social Psychology of Adolescence, 26–52. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-10743-5_2.

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Pekrun, Reinhard. "Social Support, Achievement Evaluations, and Self-Concepts in Adolescence." In Recent Research in Psychology, 107–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-84143-9_10.

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Levesque, Roger J. R. "Self-actualization." In Encyclopedia of Adolescence, 2515–16. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_355.

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Levesque, Roger J. R. "Self-Actualization." In Encyclopedia of Adolescence, 3329–30. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_355.

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de Mattos, Elsa, and Vívian Volkmer Pontes. "Self-Imaging in the Transition to Adolescence: Exploring a Semiotic-Cultural Approach to Self-Development." In Psychology as a Dialogical Science, 73–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44772-4_4.

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Matanova, Vanya, and Anna Hristova. "Cross-Cultural Factors and Identity in Adolescence." In International Perspectives in Values-Based Mental Health Practice, 139–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47852-0_16.

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AbstractThe story of 13-year-old B, a female adolescent with self-harming behavior, and her father and other family members, shows the importance and impact of multicultural factors both in early child development and in establishing identity in adolescence. Born from a mixed marriage between an English mother and a Bulgarian father, B experiences a series of traumatic separations arising from clashes between the expectations and values of her parents’ respective cultures. Presented in a series of distinct episodes, B’s story illustrates the impact of the values conflicts arising in the context of our increasingly multicultural society, and the role of cross-cultural psychology in values-informed family therapy aimed at addressing such conflicts.
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Brown, Robin S. "Self-Actualization." In Encyclopedia of Psychology and Religion, 2135–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-24348-7_9289.

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Brown, Robin S. "Self-Actualization." In Encyclopedia of Psychology and Religion, 1–2. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-27771-9_9289-1.

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Yan, Xu. "Self-Actualization." In The ECPH Encyclopedia of Psychology, 1. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_362-1.

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Rassart, Jessica, Koen Luyckx, and Philip Moons. "Adjusting to Congenital Heart Disease in Adolescence: The Role of Patients’ Personality and Self." In Clinical Psychology and Congenital Heart Disease, 53–67. Milano: Springer Milan, 2014. http://dx.doi.org/10.1007/978-88-470-5699-2_4.

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Conference papers on the topic "Self-actualization (Psychology) in adolescence"

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Demuth, Andrej. "Forms of Deliberate Self-Harm and Their Prevalence in Adolescence." In The International Conference on Research in Psychology. Acavent, 2019. http://dx.doi.org/10.33422/icrpconf.2019.03.140.

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Diori, Sarah, and Eko Handayani. "The Contribution of Perceived Father Involvement towards Relational Self-Esteem in Early Adolescence." In Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/uipsur-17.2018.7.

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Richmond, Adeya, and Laura Pittman. "Parenting Practices, Racial Socialization, and Adolescent Functioning in African American Families." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/glcs6067.

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African American parents’ use of racial socialization messages has been associated with other parenting practices and behaviors as well as adolescent functioning. This study explored the relationships among racial socialization, general parenting practices (<em>e.g</em>., parental monitoring knowledge, harsh parental discipline, and parent-child relationship) and three psychological outcomes (<em>e.g.</em>, scholastic competence, self-esteem, and externalizing behaviors) among 103 African American adolescents. Based on linear regressions, adolescents’ scholastic competence was positively associated with cultural socialization and negatively associated with promotion of mistrust, but self-esteem and externalizing behaviors were not linked to any racial socialization dimension. Further, cultural socialization was found to be related to each of the general parenting practices. Implications for research on African American parenting behaviors and adolescents’ functioning are discussed.
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Solodnikova, I. V. "Qualitative Typology Of Self-Actualization In Adulthood." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.93.

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Bigelow, Brandon. "Self-Actualization Through Personality Psychology and Goal Setting." In – The IAFOR International Conference on Education – Hawaii 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2189-1036.2024.41.

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Holmberg, Jorunn Jo, Lilly Augustine, Sahil Datta, and Toshie Imada. "Expatriate Adolescents’ Resilience: Risk and Protective Factors in the Third Culture Context." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2022. http://dx.doi.org/10.4087/hmtk2108.

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Expatriate children and adolescents typically spend several of their formative years moving from country to country, frequently having to adapt to new cultures, making new friends, and fit into new school systems. It has been established in literature that such frequent changes may cause increased and prolonged risk of developing internalizing behavior problems such as depression and anxiety. However, little is still known regarding which protective factors serve as buffer towards the increased risk within the expatriate demographic. This study examined risk and protective factors among a group of expatriates, adolescents, and their parents, originating from 21 countries on five continents. Adolescent resilience was established through measuring risk and protective factors within three domains (i) individual, (ii) family, and (iii) school/community. In particular, the results indicated that adolescents’ sense of coherence, positive family climate, and satisfaction with school and friends, each predicted resilience significantly above other demographic factors. Interestingly, higher number of international moves did not predict adolescents’ resilience. The results imply that a coherent identity, high self-esteem, sense of “Third Cultural” group belonging, paired with a robust family environment, would promote resilience in the expatriate population. This may in turn serve as a buffer towards the negative effects caused by a stressful, transient upbringing.
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Evanytha and Evanytha. "Self-Actualization as a Predictor of Flourishing." In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.87.

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Reginasart, Annisa, and Uly Gusniarti. "Subjective Well-being from the Perspective of Self-Compassion in Adolescents." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/cmta1651.

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The aims of this study was to determine the relationship between self-compassion and subjective well-being in adolescents. The proposed hypothesis is that higher self-compassion correlates with higher subjective well-being. Boy and girl adolescent students (ages14 to 20 years old) were the subject of research as students. Data are collected using the scale on terms of the scale -compassion theory suggested by Neff (2012) and subjective well-being adapted from Diener (1984). Data were analyzed with the using Pearson Product-Moment analysis. Results showed that self-compassion is positively correlated with subjective well-being with the value of (r =0.487; p = 0.000 [p < 0.01]). Additional analysis was also presented to compare the primary study variables with the variables gender, grade, and age group. There was no difference in self-compassion or subjective well-being with respect to gender (p = 0.125; [p > 0.05]) and grade (subjective well-being with respect to gender p = 0.969, self-compassion with respect to gender: p = 0.153 [p > 0.05]). Regarding age, study participants younger than 17 years of age do not show a correlation with subjective well-being.
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Valentina, Laitonjam, and Ritu Singh. "An Analytical Study of Imphal Adolescents Guidance Needs Across Education Streams." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/tfza4240.

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The present study was an attempt to analyze the adolescent guidance needs in one of the most trouble-torn city of Imphal, India and to identify if they vary according to their education streams. Out of the 60 schools situated in Imphal district, Manipur, India, 30 schools were randomly drawn for the study. Further, from these list, 25% of the total adolescents studying in XI standard were randomly selected for the present study making a total of 651 respondents. The sample comprised 66.51% respondents from Science stream and 33.49% from Arts stream. A self-structured questionnaire was used to study the socio-demographic and socio-economic characteristics of the respondents as well as respondents’ future plans and general ideas on guidance. Guidance needs were assessed in five areas viz. Physical, Social, Psychological, Educational and Vocational areas using Guidance Needs Inventory developed by Dr. J.S. Grewal. The results revealed that guidance needs of the adolescents of Imphal, India didn’t vary according to their education stream. All the adolescents of the region, irrespective of their education stream, reflected extreme need for guidance in all the domains of growth and development.. The need for guidance was most preferred in vocational domain followed by educational domain. Least need for guidance was expressed in psychological domain.
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Suhina, D. A. "Features of self-esteem in adolescents with disabilities." In Scientific Trends: Pedagogy and Psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-04-05-2019-18.

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Reports on the topic "Self-actualization (Psychology) in adolescence"

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Hardani, Rika, Diana Setiyawati, and Yuli Fajar Susetyo. The Effect of Emotion Self-Regulation on Academic Achievement During Adolescence: a Protocol for a Systematic Literature Review And Meta-Analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0073.

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Review question / Objective: The research uses the PICOS method to determine the topic and research objectives. PICOS stands for population, intervention, comparison, outcomes and study. PICOS is one of the guidelines that is often used in quantitative research in systematic research literature reviews (Eriksen & Frandsen, 2018). This study intends to determine how the influence of adolescent self-regulation of emotions on academic achievement. Condition being studied: In the process of achieving high academic achievement, apart from the role of cognitive factors, non-cognitive factors also play an important role. In psychology, there are non-cognitive variables called emotion self-regulation. Many previous studies have investigated this matter. However, researchers have not found a systematic literature review that discusses the effect of emotion self-regulation on adolescent academic achievement.
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