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Journal articles on the topic 'Self-realization'
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Willig, Rasmus. "Self-Realization Options." Acta Sociologica 52, no. 4 (November 24, 2009): 350–64. http://dx.doi.org/10.1177/0001699309348707.
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Honneth, Axel. "Organized Self-Realization." European Journal of Social Theory 7, no. 4 (November 2004): 463–78. http://dx.doi.org/10.1177/1368431004046703.
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Markov, Vasily Nikolaevich. "Self-realization resources." Izvestia of the Russian Akademy of Education, no. 4 (2022): 44–55. http://dx.doi.org/10.51944/20738498_2022_4_44.
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Ray, Indu. "Realization of Self." Proceedings of The International Conference on Future of Teaching and Education 1, no. 1 (May 1, 2023): 1–7. http://dx.doi.org/10.33422/icfte.v1i1.6.
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Self Attainment is the biggest achievement Is the Corona pandemic over or it will continue in 2023? One of the most important questions of this digital age. The lockdown during the corona pandemic has served as a good time for introspection. The most important thing people learned as a result of quarantine is how to appreciate the small things in life and do self-realization. The magic so often lies in the small things. The mood for 2021, where the ongoing state of the Pandemic has become the new normal, is self Attainment. It is the time of reinventing, what we want to do. If Covid-19 hadn’t come? Reflecting on that does not count. What do we want to do when it is over?Change happens in the present-now. Hence do we need to learn something new, or is it enough to give loved things more time? For a long time there has been the image of the scholar who surrenders to thinking and becomes creative. Sometimes, we have to distance ourselves in order to be able to look at a problem from a different angle or to find ourselves. Even if the dictionary defines “alone” and “lonely” as synonyms, most people differentiate between being alone and loneliness. The word ‘alone’ implies a positive outcome whereas ‘lonely’, negative. Self-Attainment changes our thoughts and feelings, affecting not only our choice of profession but all areas in which we express ourself. We sometimes spend more time in planning our future courses of action rather than enjoying the present status. Hence it is imperative that we get rid of the non-meaningful things in our life and commit ourselves more to what matters most. What is more important like health, personal growth, career, finance, family, social life etc. We know ourselves as the person we aspire to be, not the person we are in the present- but it is essential to understand ourselves at a deeper level to achieve maximal potential and lead to self-improvement and increased self-esteem.
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CHAPLAK, Jan, Halyna CHUYKO, and Natalie HEISONYUK. "Self-realization as personal Self-disclosure." EUROPEAN HUMANITIES STUDIES: State and Society, no. 3 (June 25, 2015): 29–40. http://dx.doi.org/10.38014/ehs-ss.2015.3.03.
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The article analyzes the phenomenon of self-disclosure as an important component of effective interpersonal interaction; determined by its relation to the self-presentation and self-realization. The results of the empiric research indicates that the path to self-realization, students learn to appreciate their SELF, the sense of peace and justice. With self-disclosure associated components such self-realization as the spontaneity, the ability to close contacts, trust in human nature.
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Rubin, Joan Shelley, and Susan Curtis. "Salvation as Self-Realization." Reviews in American History 20, no. 4 (December 1992): 505. http://dx.doi.org/10.2307/2702867.
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Mathews, Freya. "Conservation and Self-Realization." Environmental Ethics 10, no. 4 (1988): 347–55. http://dx.doi.org/10.5840/enviroethics198810433.
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Kozlov, V. V. "Personality, Creativity, self-realization." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 1, no. 2 (2012): 3–10. http://dx.doi.org/10.18500/2304-9790-2012-1-2-3-10.
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This article is devoted to analysis of the categories of creativity, personality, psychology, self‑ actualization, ratios, real and demonstrative I man. This article describes the author’s understanding of creativity as a transpersonal phenomenon, self‑realization as go beyond their limitations.
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Mutafova, Mariya Encheva. "Periodization of creative self-realization." Psychological Thought 12, no. 2 (December 9, 2019): 149–51. http://dx.doi.org/10.5964/psyct.v12i2.393.
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People are sensitive in communication and they undergo relationship problems. They are influenced by others’ evaluation striving for adequate personal self-realization. A periodization of personal creative self-realization is presented, based on psychosexual developmental stages and psychosocial developmental stages for achievement of personal growth and life goals. The proposed periodization of creative self-realization comprises nine stages - Pre-natal stage (from conception to birth); Stage of creative longing (from new-born to 1 year and 7 months); Creative verbal stage (from 1 year and 7 months to 2 years and 7 months); Stage of creative and innovative attitudes (from 2 years and 7 months to 6 years); Stage of creative and innovative self-determination (from 6 years to 11 years); Stage of choice of creative self-realization (from 11 years to 19 years); Inspired creative self-realization stage (from 19 years to 24 years); Stage of conscious intentional creative self-realization (from 24 years to 33 years); and Stage of satisfying creative self-realization (after 33 years).
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Galvani, Martina. "“Moral interiority” and self-realization." Diakrisis Yearbook of Theology and Philosophy 2 (May 31, 2019): 55–68. http://dx.doi.org/10.24193/diakrisis.2019.4.
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Hansell, Stephen, and Edgar Krau. "Self-Realization, Success, and Adjustment." Contemporary Sociology 20, no. 2 (March 1991): 313. http://dx.doi.org/10.2307/2073013.
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Gramont, Patrick de. "The Self and Symbolic Realization." Contemporary Psychoanalysis 22, no. 4 (October 1986): 603–28. http://dx.doi.org/10.1080/00107530.1986.10746149.
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Petersen, Anders. "Authentic self-realization and depression." International Sociology 26, no. 1 (January 2011): 5–24. http://dx.doi.org/10.1177/0268580910380980.
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Jo, Young-gi. "Self-Realization of Nothingness(無) in the Trinity: A Community Model of Self-Realization through Self-Denial." Theological Forum 112 (June 30, 2023): 323–46. http://dx.doi.org/10.17301/tf.2023.6.112.323.
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Eagle, Morris. "Autonomy & Relatedness: Self-Realization Versus Self-Absorption." Clinical Social Work Journal 41, no. 1 (October 21, 2011): 20–25. http://dx.doi.org/10.1007/s10615-011-0369-7.
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Hamada, Mayumi. "Exercises to Boost Self-Esteem and Self-Realization." JALT Postconference Publication 2019, no. 1 (August 1, 2020): 304. http://dx.doi.org/10.37546/jaltpcp2019-36.
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This paper introduces some enjoyable and effective English exercises used in a 2016 content and language integrated learning (CLIL) course that combined career education and English learning. It also elaborates on the concept of selective attention, the theoretical rationale behind the effectiveness of the exercises. Exercises based on selective attention were designed to train students on how to shift their focus from negative thoughts and feelings such as complaints, anxieties, and regrets, to positive thoughts and feelings such as hopes, dreams, success and happiness. Hamada (2018) found that this 2016 CLIL course significantly enhanced the students’ self-esteem and had a positive effect on their mental attitudes toward life. This paper will also discuss how the exercises based on selective attention influenced the findings of the 2018 study. 本稿では、キャリア教育と英語学習を統合した2016年の内容言語統合型学習（CLIL）コースで使用された効果的で楽しい英語エクササイズを紹介し、その効果の理論的根拠である「選択的注意」という概念について述べる。「選択的注意」に基づいたエクサイズは、脳のフォーカスが不満、不安、後悔といった否定的思考及び感情から希望、夢、成功、幸福といった肯定的思考や感情にシフトされるようにデザインされた。濱田(2018)の研究によると、2016年のCLILコースは受講者の自尊感情を高め、人生に対する考え方に肯定的な変化をもたらす効果があることが明らかになった。本稿では、「選択的注意」に基づいたエクササイズが2018年の研究結果にどのように影響を与えたかについても考察する。
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Lebedeva, N. V. "Социально-психологическое сопровождение самореализации людей старшего поколения." Вестник Вятского государственного университета, no. 2(148) (October 17, 2023): 141–51. http://dx.doi.org/10.25730/vsu.7606.23.030.
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The relevance of research on the problem of self-realization of older citizens is due to the positive dynamics of increasing the life expectancy of the Russian population. For representatives of the older generation, with the end of their work and retirement, it is important to have values and meanings, tasks of their own development in order to carry out a full-fledged life activity. There is a need to obtain data demonstrating the level of psychological well-being of older people, as well as the conditions necessary for their personal development. The purpose of this work is to formulate the problem and determine the directions of research on the socio-psychological support of self-realization of older people. The article presents the results of a theoretical analysis of the concept of "self-realization", defines the importance of self-realization in maintaining active longevity of representatives of the "silver" age. The author examines the peculiarities of modern elderly people, most of whom seek to participate in the life of society, to be active citizens, to take part in socially significant events. One of the key objectives of this study is to substantiate the role of socio-psychological support of older citizens in the context of their self-realization and to determine the structural components of the model of this support. In addition to the theoretical analysis of the research problem, the author cites the experience of socio-psychological work on the example of the educational, leisure project "Moscow Longevity". This project, which includes a variety of activities and activities, contributes to the disclosure of potential, the choice of classes according to interests, which eventually triggers the processes of self-realization, self-development of elderly Muscovites. The author focuses on the need for professional competencies of specialists of social centers involved in working with the older generation. Modern technologies of socio-psychological support are presented, including neuroandragogy, gerontogogy and coaching, contributing to self-knowledge, self-reflection, self-realization of older people. The results of this study are of interest to the system of higher and secondary special education in the areas of training psychologists, specialists in social work, as well as for the practical activities of institutions of the social protection system of the population. Актуальность исследований проблемы самореализации граждан старшего поколения обусловлена положительной динамикой увеличения продолжительности жизни населения России. Для представителей старшего поколения с окончанием трудовой деятельности и выхода на заслуженный отдых важно иметь ценности и смыслы, задачи собственного развития с целью осуществления полноценной жизнедеятельности. Возникает необходимость получения данных, демонстрирующих уровень психологического благополучия пожилых людей, а также условий, необходимых для их личностного развития. Целью данной работы выступает постановка проблемы и определение направлений исследования социально-психологического сопровождения самореализации людей старшего поколения. В статье представлены результаты теоретического анализа понятия «самореализация», определено значение самореализации в сохранении активного долголетия представителей «серебряного» возраста. Автором рассматриваются особенности современных пожилых людей, в большинстве своем которые стремятся участвовать в жизни социума, быть активными гражданами, принимать участие в социально-значимых мероприятиях. Одной из ключевых задач данного исследования выступает обоснование роли социально-психологического сопровождения граждан старшего поколения в контексте их самореализации и определение структурных компонентов модели данного сопровождения. Помимо теоретического анализа по проблеме исследования, автор приводит опыт социально-психологической работы на примере образовательного, досугового проекта «Московское долголетие». Данный проект, включающий многообразие активностей и мероприятий, способствует раскрытию потенциала, выбора занятий по интересам, что в итоге запускает процессы самореализации, саморазвития москвичей преклонного возраста. Автор акцентирует внимание на необходимости профессиональных компетенций специалистов социальных центров, участвующих в работе со старшим поколением. Представлены современные технологии социально-психологического сопровождения, среди которых нейроандрагогика, геронтогогика и коучинг, способствующие самопознанию, саморефлексии, самореализации людей старшего поколения. Результаты данного исследования представляют интерес для системы высшего и среднего специального образования по направлениям подготовки психологов, специалистов по социальной работе, а также для практической деятельности учреждений системы социальной защиты населения.
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Habelko, Olena. "FORMATION OF READINESS OF FUTURE PHILOLOGISTS TO PROFESSIONAL SELF-REALIZATION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 2(70) (June 14, 2018): 19–22. http://dx.doi.org/10.25264/2519-2558-2018-2(70)-19-22.
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Maksimenko, Sergiy, and Liudmyla Serdiuk. "PSYCHOLOGICAL POTENTIAL OF PERSONAL SELF-REALIZATION." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 1, no. 6 (June 16, 2016): 92. http://dx.doi.org/10.21277/sw.v1i6.244.
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<p>The article reveals the psychological foundations of the self-realization phenomenon. It is determines that personal self-realization as a self-determined phenomenon is determined by a complex of interconnected personal indicators, including the value of self-development, integral perception of a personal life course, self-acceptance and so on. Psychological meaning of personal self-realization is defined, namely: psychological aspects of self-actualization that support understanding of personal meaning of self-realization. Importance to study objective laws of the process of personal self-realization through its value-semantic mediation is substantiated. An important factor of personal self-realization is <em>internal motivation</em>, caused by personal creativity, self-guidance, desires for self-development, a high-status position in social contact, knowledge.</p>
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Fedorova, Mariya A. "Justification of the term «professional self-realization of students»." Samara Journal of Science 12, no. 4 (July 15, 2024): 252–55. http://dx.doi.org/10.55355/snv2023124313.
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The relevance of the article is determined by the uncertainty of the terms «self-realization» and «professional self-realization» used in modern pedagogical research. It is proved that the term «professional self-realization» is applicable to the higher education system, since, according to the Federal State Educational Standard, students must master both general and professional skills. In addition, the person’s professional development is continuous. The article analyzes and substantiates the content of the term «professional self-realization of students» in pedagogy. The terms «self-realization», «professional self-realization», «pre-professional self-realization», «pre-professional self-realization» are defined; the features of their use in scientific literature are analyzed. It is proposed to use the generic concept of «professional self-realization» in relation to school, college or university stages. Professional self-realization is presented as a long and multidimensional process involving the formation, self-determination and personal development within a profession, starting from the first courses of study at a university. The content and difference of professional self-realization at the university and at the enterprise are described. Examples of multidimensional cooperation and joint educational programs with enterprises are given.
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Pinska, Olena. "PSYCHOLOGICAL ASPECTS OF PERSONALITY SELF-REALIZATION." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 2, no. 24 (December 2022): 107–13. http://dx.doi.org/10.32342/2522-4115-2022-2-24-11.
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In modern conditions of socio-economic and political development of society, there is an acceleration of changes presented in all spheres of human activity. In order to internally correspond to modern reality, a person must not only adapt to a new situation but also be able to change it, changing and developing at the same time. These new objective circumstances put a person in front of the need to solve complex questions related to the search for oneself, with the determination of one’s capabilities, with a subjective choice related to the problem of self-realization, the formation of a need for it, the creation of conditions that contribute to the transfer of self-realization from potential to actual state. The aims of the article is to reveal the essence of individual self-realization, theoretical analysis and systematization of psychological aspects of personals self-realization in their interrelationship and interdependence. The study uses methods of content analysis, generalization and specification, as well as modelling of the person’s self-realization process. It has been established that self-realization is considered in psychology as a conscious process of deployment and growth of a person’s essential forces, their creative abilities, skills, needs, motives, and life values, as a person’s realization of themselves in life, in everyday activities through their own efforts, cocreation, co-operation with other people, as the search and affirmation of one’s special path in this world, one’s values at every given moment of one’s existence. It has been shown that in psychological research, scientists considering self-realization focus on the multifaceted nature of this phenomenon and highlight in its structure a system of concepts (goal, value, sense, need, creativity, process, result, etc.), appearing as psychological components of self-realization, each of which carries a certain meaningful load and can be the subject of independent research as a psychological aspect of the problem of person’s self-realization. In our study, the target and valuable psychological aspects of person’s self-realization were singled out as key ones. Based on the activity approach, it has been revealed that self-realization is considered as an activity aimed at a person’s creation of their life, themselves, and acts as their inner subjective sense. Like any activity, self-realization requires a person to learn, first of all, to set goals that reflect the ideal image of the result to be achieved in the process of self-realization. However, not every activity becomes selfrealization. It is an activity in which goals are consciously set by the subject themselves and their own essential powers are realised. That is, the conscious setting of the goal of their activity by the individual is a necessary condition for self-realization. At the same time, the success of self-realization is determined by the individual’s awareness and acceptance of social goals as personally significant. It has been emphasized that the basis for setting the goals and tasks of self-realization are values – a concept that is used to denote objects, phenomena, their properties, and abstract ideas which embody social ideals and, thanks to this, act as a standard of what the appropriate one is. It has been highlighted that the foundation of human formation is social values as moral imperatives of aesthetic, religious, philosophical ideas, legal norms, political beliefs, and generalized ideas about the purpose and norms of behaviour. But every person has an individual, specific hierarchy of personal values, which acts as a connecting link between the spiritual culture of society and the spiritual world of the individual. Personal values are a derivative of social ones; only after passing them through one’s own experience and being convinced of their expediency and necessity, a person establishes them in their consciousness in the form of value orientations, which are defined as the orientation of the individual towards certain or other values of life. Value orientations are manifested in goals and beliefs, and are realized in the process of life; significant individuals influence interests, attitudes, and needs, determining the motivation of actions and deeds and are confirmed by the life experience. It has been concluded that the personal value orientations are shaped only in the process of individual assimilation of values external to the subject, which will become internal for them when they are realized, emotionally “experienced”. Acting as a basis for setting the goals and tasks in the self-realization process, value orientations determine the vector and effectiveness of this process, and act as a kind of measure of its productivity. The awareness and implementation of objective values by an individual in their activities during life are connected with integral self-realization. In the article, the prospects for further scientific research regarding personal parameters that determine the productive self-realization of an individual are outlined.
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Shipova, N. S. "Self-Realization of Persons with Atypical Development: A Comparative Analysis." Клиническая и специальная психология 11, no. 3 (2022): 242–61. http://dx.doi.org/10.17759/cpse.2022110310.
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This study aims to define the specifics of self-realization of persons with atypical development of various nosologies. The materials of an empirical study obtained on a sample of individuals with typical (n=232; M=26.34±13.47 y.o.) and atypical development (n=177; M=28.89±18.16 y.o.) are presented. The sample includes the following nosological groups: visual impairment (n=15), hearing impairment (n=9), musculoskeletal disorders (n=27), intellectual impairment (n=81), the presence of disabling diseases (n=45). The methodological tools included the Personality Self-Realization Judgment Test (S.I. Kudinov, 2012); semi-structured interview to study the characteristics, barriers, resources of self-realization. The specificity of self-realization of persons with atypical development was revealed by comparing these persons with atypical development and a group of normatively developing respondents. Persons with hearing impairment are more external, but less active in self-realization. Persons with impaired vision are more passive in self-realization, more often they consider it ineffective. Persons with musculoskeletal disorders are more pessimistic about self-realization, more socially oriented, recognize the dependence of self-realization on circumstances, but they consider it unique. Persons with disabling diseases strive less for self-realization in a personal sense, feel less potential for self-realization and optimism in relation to it; we noted less pronounced social-corporate attitudes and creativity of self-realization. Persons with intellectual disabilities are less likely to seek personal and professional/educational self-realization, demonstrate less activity and internality of efforts, evaluate it as less effective and unique, but they evaluate the methods used as non-standard. Differences in the success of self-realization in the professional and educational spheres are revealed. The circumstances of the external environment are the dominant barrier in individuals with atypical development. The main resource of self-realization is social support. Significant differences in subjective assessments of the success of self-realization in various spheres of life in different nosological groups were noted in the field of professional/educational self-realization.
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Buchwalter, Andrew. "Thompson, Participatory Parity and Self-Realization." Good Society 18, no. 1 (January 1, 2009): 76–78. http://dx.doi.org/10.2307/20711324.
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Buchwalter, Andrew. "Thompson, Participatory Parity and Self-Realization." Good Society 18, no. 1 (January 1, 2009): 76–78. http://dx.doi.org/10.2307/goodsociety.18.1.0076.
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Hornar, I. "PROFESSIONAL SELF-REALIZATION OF THE INDIVIDUAL." Pedagogy of the formation of a creative person in higher and secondary schools, no. 83 (2022): 159–63. http://dx.doi.org/10.32840/1992-5786.2022.83.27.
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Kristoffersen, Margareth, and Febe Friberg. "The nursing discipline and self-realization." Nursing Ethics 22, no. 6 (August 20, 2014): 723–33. http://dx.doi.org/10.1177/0969733014543967.
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Background: It is obvious from literature within the nursing discipline that nursing is related to moral or moral–philosophical related ideas which are other-oriented. The socio-cultural process of change in modern society implies that more self-oriented ideas have been found to be significant. Aim: The overall aim of this article is to highlight self-oriented moral or moral–philosophical related ideas as an important part of the nursing discipline. This is achieved by (a) exploring self-realization as a significant self-oriented moral or moral–philosophical related idea based on a philosophical anthropological perspective, (b) demonstrating how moral or moral–philosophical related ideas are expressed by nurses, (c) discussing the relevance of self-realization for the nursing discipline, and (d) pointing out possible consequences for the future development of the discipline of nursing. Research design: This theoretical study draws empirical examples from interviews. Participants and research context: Data consisted of interviews with 13 nurses with varying work experience within the primary and secondary somatic and psychiatric health service, from inside as well as outside institutions. Ethical considerations: The empirical study was approved by the Norwegian Social Science Data Services. Information was given and consent was obtained from the study participants. Findings: Findings are presented in two themes: (a) other-oriented ideas and (b) self-oriented ideas. More concretely, the findings show that nurses hope to make life as good as possible for the patient and they have a wish to improve themselves as human beings, to become better persons. Discussion: The relevance of self-realization for the nursing discipline is discussed along two lines, first, by connecting nurses’ self-understanding to a horizon of identity and second, by considering what self-realization could offer. Conclusion: It is of ultimate concern for the nursing discipline to highlight self-realization connected to the positive view of freedom understood as an exercise-concept. Further identifying and articulating the contribution of self-realization to nurses and nursing practice is of particular importance.
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Buchwalter, Andrew. "Thompson, Participatory Parity and Self-Realization." Good Society 18, no. 1 (2009): 76–78. http://dx.doi.org/10.1353/gso.0.0069.
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Ignatow, Assen. "Self-realization and changing the world." Studies in Soviet Thought 30, no. 4 (November 1985): 387–95. http://dx.doi.org/10.1007/bf01043750.
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Borzova, Tatyana Vladimirovna, and Elena Sergeevna Plotnikova. "Manifestation of self-determination in personal, activity and social self-realization of students." Психолог, no. 4 (April 2020): 12–21. http://dx.doi.org/10.25136/2409-8701.2020.4.33082.
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The subject of this research is the manifestation of self-determination in personal, activity and social self-realization of students. The goal consists in examination of correlation of the parameters of self-determination with personal, activity and social self-realization of students. The research methodology contains the concepts and theories of the following sholars: E. Deci and R. Ryan (people are able to become self-determined when their need for autonomy is fulfilled); D. A. Leontiev (self-determination as the superior form of self-regulation); S. L. Rubinstein (self-determination as an internal condition of activity for self-determination); A. Maslow and K. Rogers (self-realization as a process of personal growth); S. I. Kudinov (polysystemic model of self-realization). The empirical methods of research included: “Test for Self-Determination” of E. N. Osin – modification of the scale of self-determination of K. Sheldon; “Test for Life Meaningful Orientation” of D. A. Leontiev; “Ability to Self-governance” of N. M. Peysakhov; “Questionnaire on Self-Realization” of S. I. Kudinov; “Test for Self-Actualization” of L. Y. Gozman and M. V. Kroz. The result of the conducted research consists in determination of a positive correlation of the meaningfulness of life and self-expression with all types of self-realization. However, in consideration of the link between self-expression and personality, activity and social self-realization following pattern was established: self-expression on high and low levels has a tendency towards decline of the indicators of self-realization; while the average level of self-expression demonstrates higher indicators of personal and activity self-realization of the respondents.
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TANAJYAN, Kristine. "Civil Society as an Area of a Personality Self-Realization." wisdom 2, no. 7 (December 9, 2016): 216. http://dx.doi.org/10.24234/wisdom.v2i7.153.
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In this article we will discuss the mechanisms of self-realization, and civil duties. The author considers the civic society as a socio-cultrural field for effective self-realization. From this point of view, self-realization can be considered as a skill of creative discovery of truth and social justice. Through self-realization a person can gain self-determination – socially, culturally and historically. This paper overviews several mechanisms for realization in Civic society. Civic society supposes protection and acceptance of human rights and freedoms. It creates conditions for manifestation of a person and self-realization, providing the person’s active and responsible participation in social processes. Self-realization is a reproductive and identity specification mechanism of a person.
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TANAJYAN, Kristine. "Civil Society as an Area of a Personality Self-Realization." WISDOM 7, no. 2 (December 9, 2016): 216–21. http://dx.doi.org/10.24234/wisdom.v7i2.153.
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In this article we will discuss the mechanisms of self-realization, and civil duties. The author considers the civic society as a socio-cultrural field for effective self-realization. From this point of view, self-realization can be considered as a skill of creative discovery of truth and social justice. Through self-realization a person can gain self-determination – socially, culturally and historically. This paper overviews several mechanisms for realization in Civic society. Civic society supposes protection and acceptance of human rights and freedoms. It creates conditions for manifestation of a person and self-realization, providing the person’s active and responsible participation in social processes. Self-realization is a reproductive and identity specification mechanism of a person.
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Kokhanova, O., O. Stoliarchuk, and O. Sorokina. "Research of women’s attitudes towards men’s self-realization." Pedagogical education: theory and practice. Psychology. Pedagogy 1, no. 37 (2022): 76–81. http://dx.doi.org/10.28925/2311-2409.2022.3711.
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The proposed article analyses the concept and aspects of self-realization of adults. The women’s attitudes of early and middle adulthood regarding the self-realization of men were studied. The problem of person’s self-realization is one of the most crucial in modern psychology. Social changes affect the manifestation and identification of personal resources. We consider the issue of studying gender attitudes towards self-realization of men and women to be especially important, as such visions significantly influence the process of self-realization of the individual. Self-realization is a constructive manifestation, embodiment, development and enrichment of a person’s potential. The study of women’s attitudes towards men’s self-realization shows that the most priority areas for modern man’s self-realization are professional and marital / family interaction. Interviewed women call work as the dominant life priority for a man. Тhis proves the women’s traditional notions about the priority of the professional sphere of a man’s self-realization. Most women think that the best way to share family power for a modern man is to make partnership decisions between spouses. In addition to this, both partners, regardless of gender, should be equally involved in all family functions: economic support, life support, raising children, etc. Respondents see the leading role of a woman in a man’s self-realization as a partner rather than a homemaker or a muse. According to women, the signs of successful self-realization of a man are effective marital / family interaction, financial security / financial independence, successful career development, work-life balance. The signs of a man’s unrealized life are unemployment or frequent job changes, addictions, destructive relationships in the family. The conditions of successful self-realization of a man, the interviewed women call the wife support, strong desires and understanding of the necessary areas for self-realization, sufficient willpower
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Logacheva, Natalya, Nikolay Kozyrev, and Olga Kozyreva. "Possibilities design and implementation of quality improvement of self-realization and individual cooperation in the sports and educational environment." Tambov University Review. Series: Humanities, no. 183 (2019): 91–101. http://dx.doi.org/10.20310/1810-0201-2019-24-183-91-101.
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We identify features of the design and implementation of opportunities to improve the quality of self-realization and cooperation of the individual in the sports and educational environment. The sports and educational environment is determined by the model of realization of the productive solution of the tasks of development, self-realization and cooperation of the individual through “sports”, “education”, and “science”. We define the basic concepts and models that are connected with the functioning of the sports and educational environment, i. e. definition of the concepts of “sports educational environment”, “design and implementation of opportunities for quality improvement of self-realization and individual cooperation in the sports educational envi-ronment”, “models for quality improvement of self-realization and individual cooperation in the sports educational environment”, “functions for quality improvement of self-realization and indi-vidual cooperation in the sports and educational environment”, “principles of quality improvement of self-realization and individual cooperation in the sports and educational environment”, “technology to quality improve of self-realization and cooperation of the individual in the sports and educational environment”, “pedagogical conditions for quality improvement of self-realization and cooperation of the person in the sports and educational environment”; the models, functions, principles, goals and objectives of quality improvement of self-realization and individual cooperation in the sports and educational environment. We detail the practice of theorizing the quality improvement of self-realization and individual cooperation in the sports and educational environment. We highlight the pedagogical conditions for improvement the quality of self-realization and individual cooperation in the sports and educational environment. We prove the perspectives of studying and measuring the quality of the theorization of self-realization and individual cooperation in the sports and educational environment.
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Ushakov, Dmitriy. "Strategies for Young College Teachers' Self-Realization." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2020, no. 3 (October 16, 2020): 320–29. http://dx.doi.org/10.21603/2500-3372-2020-5-3-320-329.
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The research into social peculiarities, structure, and mechanisms of young teachers' self-realization is a relevant issue in modern sociological studies. The present paper features professional strategies that self-realization patterns. The research objective was to study strategies for professional self-realization employed by young teaching personnel of colleges. It was based on an authentic hybrid research complex, which included a combination of quantitative and qualitative analysis techniques: methods of included observation, in-depth interviews, expert interviews, and content analysis of regulatory documents. The analysis revealed three types of adaptive strategies for professional self-realization of young teachers: Strategy of Success, Strategy of Remonstrative Self-Realization, and Strategy of Forced Self-Realization. The article emphasizes the connection between social prosperity and the chosen strategy. Adaptive strategies force young teachers to comply with expectations of their social environment, which disagrees with the concept of self-realization. The humanistic non-adaptive strategy based on a free choice of patterns and modes of the teacher's work, which makes it possible to preserve physical and psychological health and save human resources.
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Kuprieieva, Olga. "The Training Program Promoting Students’ Self-Realization in the Integrated Educational Environment." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 2 (12) (2020): 45–51. http://dx.doi.org/10.17721/bsp.2020.2(12).8.
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The article presents the training program (for personality-oriented training) developing psychological qualities and personal resources of students’ self-realization in the integrated educational environment: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The study purpose was to reveal the content of the training program promoting students’ self-realization in the integrated educational environment and the features of its implementation. The correlation analysis was used to identify links among the components of self-realization of students with disabilities and their personal characteristics – self-attitudes, life values and meanings, basic beliefs, psychological hardiness, time perspective, used coping strategies. The comprehensive empirical study involved 325 students with disabilities and 225 students without disabilities studying in integrated university groups (Kyiv). The targets for psychological influence and meaningful parts of the proposed training promoting self-realization were identified. The training program was a personality-oriented training and included a set of psychological techniques and methods promoting continuous personal growth, activating psychological mechanisms of self-development, self-improvement, self-activation and self-realization of potential capabilities. The training program was developed on the principles of humanistic and positive psychology; the proactive conceptual model of disability; the resource-oriented approach used in psychological counselling and psychotherapy; the concept of self-determined behaviour. The purpose of the proposed training program was to promote students’ self-realization via development of their psychological qualities and personal resources: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The training program was based on self-realization components selected by us and consisted of three meaningfully related parts: «I and my inner world» (psychological resources of personal self-realization) including three modules; «I and the Other» (social resources of personal self-realization) with two modules; «I am in the World and Life» (instrumental resources maintaining life quality and psychological well-being) with two modules. Approbation of the program has showed its high efficiency. The analysed components of students’ self-realization – psychological hardiness, self-attitude, self-acceptance, meaningful life goals, active coping – showed their significant growth, and as a consequence, improved students’ psychological well-being.
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Mosina, Oksana A., and Liubov V. Manzhos. "Методологические и теоретические основания формирования готовности педагогов к самореализации в профессиональной деятельности." Psychological-Pedagogical Journal GAUDEAMUS 22, no. 3 (2023): 9–16. http://dx.doi.org/10.20310/1810-231x-2023-22-3-9-16.
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The issues of self-realization of the individual in the pedagogical environment remain relevant for many years due to dynamic processes of modernization and transformation of social and economic systems. We consider the methodological and theoretical grounds for the formation of teachers' readiness for self-realization in professional activities. As a methodological base, presented integrative concept combines traditionalist, collectivist and personal approaches. The theoretical grounds for solving the stated problem are dialectical patterns and the principles of formation of teachers' readiness for self-realization in professional activities, considered as instrumental phenomena given in the categories of the chosen pedagogical concept. In general, the stated principles (continuity, neo-collectivism, andragogy, contextually, interactivity) are based on the logic of the self-realization process and represent the relationship between external factors and internal conditions for the formation and development of a teacher in a professional environment. The carried out scientific analysis of the issues of formation of teachers' readiness for self-realization in professional activity allowed to form a theoretical and methodological system capable of assessing the phenomenon under consideration and the possibilities of its further development.
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Sergejko, Svetlana. "Self-realization of teacher: personal meaning and direction." Social welfare : interdisciplinary approach 2, no. 1 (June 29, 2012): 48–55. http://dx.doi.org/10.15388/sw.2012.28276.
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On the basis of the study the problem of self-realization as a special type of activity taking into account the personal meaning of different types of teachers is revealed in the article. These results ascertained that the majority of modern Belarusian teachers do not possess the characteristics that contribute to their self-realization sufficiently. Relatively low rates were found in such important characteristics as internal locus of control, spontaneity, subjective well-being, positive temporal transspection, the value of development and self-realization, which makes it difficult to include teachers in self-realization activity. In the article also the typology of teachers according to the personal sense of self-realization, which can serve as a basis for finding ways to optimize selfrealization of educators, to identify the necessary conditions for the development of their self-realization activity has been identified.
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Ушаков, Дмитрий, and Dmitri Ushakov. "THE CONCEPT OF PROFESSIONAL AND STATUS SELF-REALIZATION." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2016, no. 2 (November 25, 2016): 43–46. http://dx.doi.org/10.21603/2500-3372-2016-2-43-46.
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The article reveals the essence, characteristics, content, and connection of the concepts of "self-realization", "self-actualization" and “professional and status self-realization of personality”. The author provides a comparative analysis of the scientific works by domestic and foreign scientists studying the problem of self-realization and justifies his own understanding of view on the matter. The article determines the specifics of the interdisciplinary interpretation of the concept of "status of professional self-realization of personality" in sociology.
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Dadaş-zadə, Leyla. "SELF-ACTUALIZATION OF YOUNG STUDENTS AS A PSYCHOLOGICAL PHENOMENON." Scientific Works 91, no. 1 (June 3, 2024): 236–39. http://dx.doi.org/10.69682/azrt.2024.91(1).236-239.
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The scientific article analyzes the concept of self-realization as a psychological phenomenon of student youth. External and internal factors of students' self-realization and its main indicators are considered. The article describes the results of a study of opinions about factors that promote and hinder students' self-realization. A number of qualities of a student’s creative personality and conditions for self-realization are also defined.
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Vitkovskaya, Irina Ivanovna. "SELF-REALIZATION IS INSEPARABLE FROM SELF-ACTUALIZATION OF A PERSONALITY." Sovremennye issledovaniya sotsialnykh problem, no. 11 (February 8, 2016): 545. http://dx.doi.org/10.12731/2218-7405-2015-11-44.
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Gazieva, I. A. "Value determinants of youth professional self-realization." Moscow State University Bulletin. Series 18. Sociology and Political Science 29, no. 2 (May 6, 2023): 219–43. http://dx.doi.org/10.24290/1029-3736-2023-29-2-219-243.
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The article is devoted to the theoretical and empirical analysis of professional self-realization of students and the definition of its value determinants. According to the author, the professional self-realization of young people is a stage of socialization, where professional potential is formed and realized; it includes a set of professional competencies and special personality traits necessary for the effective implementation of labor activity. Professional self-realization is impossible without the creation of appropriate conditions, which is as part of the State Youth Personnel Policy: an institutionally organized socio-managerial activity of the subjects of youth policy aimed at regulating personnel processes in the youth environment of the country.The effectiveness of the organization of personnel processes depends on how much this process responds to the values of youth.To determine the value conditions for the professional self-realization of students, the results of a sociological study were analyzed. The study was conducted in 2022 under the guidance of the author among Russian students (N=18,392). As a result of the analysis, two groups of value determinants of professional self-realization were identified: primary and secondary.Primary value determinants are strategic, they should be considered when the personnel policy of the organization building, they are in the area of responsibility of the head of the organization; these groups include the value conditions through which respondents reveal the content of self-realization.Secondary value determinants of professional self-realization are tactical. They should form the basis of adaptation practice for each new employee of the organization and be in responsibility of the immediate supervisor; this group includes the most important value conditions in employment for students who need the opportunity for professional self-realization.The revealed value determinants of professional self-realization can be included in the program of adaptation of young specialists in the organization.
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Yakovytska, L. S., L. V. Pomytkina, V. M. Synyshyna, O. M. Ichanska, and K. O. Hordiienko. "Computer addiction as a new way of personal self-realization of student youth." Journal of Physics: Conference Series 2288, no. 1 (June 1, 2022): 012040. http://dx.doi.org/10.1088/1742-6596/2288/1/012040.
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Abstract The article presents the results of an empirical study of computer addiction of student youth in the context of personal self-realization by parameters: motivation to succeed, volitional self-regulation, development of emotional intelligence. The aim of the article is to analyze the manifestations of computer addiction as a new way of personal self-realization, to empirically investigate the relationship of individual psychological factors of self-realization of personality by parameters: motivation to succeed, volitional self-regulation, development of emotional intelligence with subjective assessment of computer addiction by the student youth. Psychodiagnostic methods were used: test for Internet addiction of K. Young; Shostrom’s personal orientation (short form) in the modification of E. Jones and R. Crandall; N. Hall’s emotional intelligence test, a questionnaire to study the motivation to succeed of T. Ehlers; questionnaire “Study of volitional self-regulation” by A. Zverkov and E. Eidman. The study allowed to obtain significant correlations between computer dependence and the level of self-actualization, volitional self-regulation and its components, self-management of emotions as a component of emotional intelligence. Virtual space for the younger generation in modern conditions serves as a means of meeting those significant needs that are frustrated in real conditions. In particular, personal self-realization in student youth is transferred to cyberspace through new hobbies, acquaintances and attributions of their own “I”. Thus, computer addiction in this study was considered as a new way of personal self-realization of student youth, which is still treated mainly as a form of deviant behavior. Self-realization on the Internet for modern youth is a significant area of personal self-realization in general, which under favorable conditions complements self-realization in reality, and under adverse conditions replaces self-realization in reality. Taking into account these points will allow to build a system of psychological work with different levels of computer addiction of student youth in the context of their personal self-realization.
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Krushelnitskaya, O. I., and M. V. Polevaya. "SELF-REALIZATION AS INTERPRETED BY RUSSIAN STUDENTS." PERSONALITY IN A CHANGING WORLD: HEALTH, ADAPTATION, DEVELOPMENT 8, no. 1 (March 31, 2020): 79–90. http://dx.doi.org/10.23888/humj2020179-90.
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Kryvtsova, Natalia. "PSYCHOLOGICAL DETERMINANTS OF RESEARCHER’S PERSONALITY SELF-REALIZATION." Science and Education 33, no. 2-3 (March 2016): 196–206. http://dx.doi.org/10.24195/2414-4665-2016-2-3-35.
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Boltivets, Sergii, Olena Halushko, and Valery Zhulyaev. "SOCIAL SELF-REALIZATION OF LEGAL CULTURE YOUTH." Social work and education 9, no. 1 (April 30, 2022): 17–36. http://dx.doi.org/10.25128/2520-6230.22.1.2.
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The article reveals the possibilities of social self-realization of the legal culture of modern Ukrainian youth in the context of the realization of their rights and responsibilities, identifying its role and importance in the current public consciousness. The results of the online surveys "Environmental rights of children and youth" and "Assessment of the level of legal culture of Ukrainian youth" are highlighted, a meaningful continuum of legal self-awareness is determined, which covers the general civilizational and personal significance of the rights of every young person. Attitudes towards the environmental rights of children and youth were differentiated in the age groups 10-13; 14 - 19; 20 - 24; 25 - 29; 30 - 34; 35 - 40; 41 - 50; 51 years and older. 1014 respondents took part in the survey from December 7, 2020 to May 17, 2021. The content of the survey already in the process of its implementation drew the attention of respondents to the perception of an important factor in the rights of young people in the future decades of the XXI century. The substantial expansion of indicators of legal culture was carried out in the developed questionnaire "Assessment of the level of legal culture of Ukrainian youth", intended for use in different age groups 10 - 13; 14 - 19; 20 - 24; 25 - 29; 30 - 34; 35 - 40; 41 - 50; 51 years and older. The poll conducted by him represents the attitude of the majority of Ukrainian citizens to their own rights and responsibilities. 190 respondents were interviewed from December 7, 2020 to May 17, 2021. The study revealed previously unknown relations of public attitudes, and generalized results were used in the practical work of the Ministry of Community and Territorial Development, the Ministry of Reintegration of the Temporarily Occupied Territories of Ukraine, the Representative of the Verkhovna Rada Commissioner for Human Rights, the Verkhovna Rada Committee on Human Rights. , deoccupation and reintegration of the temporarily occupied territories in Donetsk, Luhansk oblasts and the Autonomous Republic of Crimea, the city of Sevastopol of national minorities and interethnic relations. The updated terminological apparatus and indicators of the legal culture of modern Ukrainian youth are revealed.
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Isaieva, O. S., and O. I. Zadorozhna. "PROFESSIONAL SELF-REALIZATION IN HIGHER EDUCATIONAL INSTITUTIONS." Innovate Pedagogy 1, no. 48 (2022): 186–88. http://dx.doi.org/10.32843/2663-6085/2022/48.1.39.
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Serdiuk, Liudmyla. "Personal modus of future specialists’ self-realization." Social welfare : interdisciplinary approach 4, no. 1 (June 1, 2014): 71–80. http://dx.doi.org/10.15388/sw.2014.28244.
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The paper discusses the features of personal organization and mediation of self-realization with personal characteristics at different levels of the integral indicators of self-attitude. It was found out that the implementation of personal potential is possible only at adequate self-attitude, a level of aspiration and person’s life perspective.
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Rudenko, Yu. "Professional self-realization of future social workers." Pedagogy of the formation of a creative person in higher and secondary schools 64, no. 2 (2019): 112–17. http://dx.doi.org/10.32840/1992-5786.2019.64-2.21.
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Yu, Jae-hoon. "The Meaning of Self-realization in Hwasangbo." JOURNAL OF MODERN LITERARY THEORY 65 (June 30, 2016): 187–210. http://dx.doi.org/10.22273/smlt.65.8.
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Kozyra, Wojciech. "Moral Self-Realization in Kant and Spinoza." Problemos 102 (October 19, 2022): 22–35. http://dx.doi.org/10.15388/problemos.2022.102.2.
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Spinoza and Kant are considered to be polar opposites with respect to ethics. The radical difference between them is supposed to consist in Spinoza’s ethical egoism, or interest-based Strebensethik, and Kant’s duty-cantered, deontological Sollensethik. I challenge this opposition and argue that both in Kant and Spinoza we deal with a notion of the self’s realization that is “interest”-based and therefore does not involve self-sacrifice. I show, on the one hand, that the streben in Spinoza’s Strebensethik consists in realising one’s essentially human interest, which resides in ethical-rational action, and, on the other hand, that sollen in Kant’s Sollensethik is in fact a streben of the Kantian “proper self” (eigentliches Selbst) after the realization of its ethical-rational interest.