Thematische Bibliographien / EXISTENTIAL FULFILLMENT

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Auswahl der wissenschaftlichen Literatur zum Thema „EXISTENTIAL FULFILLMENT“

Autor: Grafiati
Veröffentlicht am 1. Juli 2021
Zuletzt aktualisiert am 25. April 2022

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Zeitschriftenartikel zum Thema "EXISTENTIAL FULFILLMENT"

1

Vyaznikova, L. F., und E. V. Solodovnik. „RELATIONSHIP OF EMOTIONAL ORIENTATION AND EXISTENTIAL PERSONALITY FULFILMENT“. Humanities And Social Studies In The Far East 17, Nr. 4 (2020): 45–49. http://dx.doi.org/10.31079/1992-2868-2020-17-4-45-49.

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The article explores the relationship of emotional orientation with the existential fulfillment personality. The authors suggest that the phenomena of the emotional orientation of a human personality and its existential fulfillment have a common emotional and value nature and determine the understanding of the existential essence of a person.
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2

Suntsova, Ya S. „EXISTENTIAL FULFILLMENT OF ALCOHOLICS AND DRUG ADDICTS“. Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, Nr. 1 (15.04.2021): 74–82. http://dx.doi.org/10.35634/2412-9550-2021-31-1-74-82.

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The article is devoted to the study of existential fulfillment of people with alcohol and drug dependence. The relevance of the study is due to the fact that the abuse of psychoactive substances and alcoholic beverages is an international problem. As a consequence of deep problems of the individual, drug addiction and alcoholism affect most areas of human life, destroying it, including its existential fulfillment, which acts as a focus of the individual to find the meaning of existence and build their own destiny. The purpose of the research was to study the existential fulfillment of people with drug and alcohol dependence. The Mann-Whitney U-test for independent samples was used to determine the differences in the expression of the indicators. During the study it was found that in the subjects (N = 60) with drug and alcohol dependence such components of existential fulfillment as meaning-life orientations and existentiality, have a low level of expression, the meaning-life crisis is highly expressed.
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3

Solobutina, Marina M., und Liliya R. Miyassarova. „Dynamics of Existential Personality Fulfillment in the Course of Psychotherapy“. Behavioral Sciences 10, Nr. 1 (31.12.2019): 21. http://dx.doi.org/10.3390/bs10010021.

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The purpose of the study is to explore the clients’ perceptions of therapeutic changes due to their existential fulfillment experience and authenticity in their relationships with the world. The content of the study reveals the subjective perceptions and experiences of clients about the changes in the understanding of themselves and the world in the course of existential psychotherapy. Consideration of the qualitative changes in a person’s life as a result of psychotherapy was based on the concept of existential fulfillment and de-sedimentation of “I-structure”. An opening up of opportunities for experiencing the fullness of human existence, as well as exploring ways of avoiding existential fulfillment, present themselves as key aspects in existential psychotherapy. Research methods are Existence Scale (A. Längle and C. Orgler); semantic differential for measuring therapeutic changes of clients in the course of existential psychotherapy; and factor analysis. Going through a psychotherapeutic experience has a positive effect on the dynamics of self-distancing indices, self-transcendence, freedom, and responsibility. The experience of existential personal fulfillment in psychotherapy leads to changes in human contact with oneself and the ability to successfully interact with the external environment. Experiencing the true existential level of living helps a person to be aware of their needs and to stay in contact with their feelings.
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4

Tomic, Welko, und Elvira Tomic. „Existential fulfillment and burnout among principals and teachers“. Journal of Beliefs & Values 29, Nr. 1 (April 2008): 11–27. http://dx.doi.org/10.1080/13617670801928191.

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5

Klementyeva, M. V. „The “Authentic Self” as a Predictor of Emerging Adulthood in Students“. Психологическая наука и образование 25, Nr. 3 (2020): 64–74. http://dx.doi.org/10.17759/pse.2020250306.

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This article explores the role of “authentic Self” in the developmental processes of students aged 18—33 years. The study involved 320 undergraduate and graduate students of Russian universities. The following aspects were measured: the reflexive assessment of the “authentic Self” and “adult Self” (using the author’s technique), the existential life fulfillment (“Existential Motivation Test”, EMT), the socio-psychological adaptation and maturity (“Social and Psychological Adaptation Questionnaire”, SPA).The outcomes of the study demonstrate that the emotional experience of emerging adulthood is associated with one becoming aware of a combination of characteristics of adulthood (the adoption of responsibility and independence, the achievement of stable employment and stable interpersonal relationships) and the authentic being of personality (relativity and personal involvement in the process of life).We also found that the degree of the students’ reflection of the “authentic Self” acts as a predictor of optimistic assessment of the existential life fulfillment and achievement of socio-psychological maturity.
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6

Kavun, Lyudmila Viktorovna, und Anastasia Vyacheslavovna Ostapchuk. „The Degree of Realization of Fundamental Existential Motivations as a Predictor of Procrastination in University Students“. Siberian Pedagogical Journal, Nr. 6 (29.12.2020): 28–43. http://dx.doi.org/10.15293/1813-4718.2006.03.

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The problem is related to the prevalence of procrastination, including among students, on the one hand, and the lack of development of approaches to explaining the psychological mechanisms of procrastination, on the other. The article substantiates the possibility of explaining the phenomenon of procrastination in the context of resilience by referring to the categories of meaningfulness of life and existential fulfillment. The goal is to identify the features of the implementation of fundamental existential motivations by students with different levels of procrastination. Method of research. We used the Lay “General procrastination Scale” in the adaptation of Windecker, Ostanina, the” test of existential motivations “ by Shumsky, Ukolova, Osin, and Lupandina; methods of mathematical statistics (Mann-Whitney and Spearman criteria). Sample: 45 procrastinator students, 51 non-procrastinators, and 117 students with an average level of procrastination. Results. Significant differences between all groups were revealed, and there were significant correlations between the level of procrastination and the severity of existential motivations. Conclusion. It was revealed that the degree of existential fulfillment of procrastinator students differs from the other two groups. They have less money: 1) the desire to “be-in-the-world”; 2) the value attitude to life; 3) the desire to be oneself; 4) the desire for meaning. Students with an average level of procrastination, like non-procrastinators, have more realized the ability to freely be in the world and realize meaning, but less than non-procrastinators, the existential motivations “Value of life” and “self-Worth” are realized. It is proved that the theory of fundamental existential motivations can be used to explain procrastination.
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Kavun, Lyudmila Viktorovna, und Anastasia Vyacheslavovna Ostapchuk. „The Degree of Realization of Fundamental Existential Motivations as a Predictor of Procrastination in University Students“. Siberian Pedagogical Journal, Nr. 6 (29.12.2020): 28–43. http://dx.doi.org/10.15293/1813-4718.2006.03.

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The problem is related to the prevalence of procrastination, including among students, on the one hand, and the lack of development of approaches to explaining the psychological mechanisms of procrastination, on the other. The article substantiates the possibility of explaining the phenomenon of procrastination in the context of resilience by referring to the categories of meaningfulness of life and existential fulfillment. The goal is to identify the features of the implementation of fundamental existential motivations by students with different levels of procrastination. Method of research. We used the Lay “General procrastination Scale” in the adaptation of Windecker, Ostanina, the” test of existential motivations “ by Shumsky, Ukolova, Osin, and Lupandina; methods of mathematical statistics (Mann-Whitney and Spearman criteria). Sample: 45 procrastinator students, 51 non-procrastinators, and 117 students with an average level of procrastination. Results. Significant differences between all groups were revealed, and there were significant correlations between the level of procrastination and the severity of existential motivations. Conclusion. It was revealed that the degree of existential fulfillment of procrastinator students differs from the other two groups. They have less money: 1) the desire to “be-in-the-world”; 2) the value attitude to life; 3) the desire to be oneself; 4) the desire for meaning. Students with an average level of procrastination, like non-procrastinators, have more realized the ability to freely be in the world and realize meaning, but less than non-procrastinators, the existential motivations “Value of life” and “self-Worth” are realized. It is proved that the theory of fundamental existential motivations can be used to explain procrastination.
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8

James Kay. „Influence of Existential Fulfillment on Job Burnout among Kenya Universities Professional Counsellors“. Editon Consortium Journal of Psychology, Guidance, and Counseling 1, Nr. 1 (30.04.2019): 1–9. http://dx.doi.org/10.51317/ecjpgc.v1i1.84.

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The debate on the centrality of professional counsellors in the institutions of higher learning has been on the rise in Kenya. This has been partly because of psychological health providers being actively involved in capacity building in the profession through counselling, training, consultancy and supervision of other counsellors and trainees, and because of their role in student behaviour management on campus. In spite of this pivotal role in the mental health of universities, few scholars have exerted discretionary effort to studying the work and wellness of the professional counsellors in higher learning. This paper presents research output on the influence of existential fulfilment on job burnout among professional counsellors in universities in Kenya, with the view to adding on the existing literature on helping the helper. The study was descriptive and utilized a cross-sectional survey design. The target population 193 professional counsellors in 75 universities in Kenya and a census was conducted in data collection. Data were obtained using the Existential Fulfilment Scale (EFS) and the Maslach Burnout Inventory (MBI-HSS). Data collected was quantitative, therefore descriptive and inferential statistics were used in analysis with the aid of SPSS - 24. The response rate was 180 (94%). Existential fulfilment was moderate (EFS = 2.57; sd = 1.08) and job burnout was moderate (MBI = 2.2; sd = 1.77). In the final analysis, the findings of the study were that professional counsellors faced considerable burnout and in respect Human Resource Departments should strengthen staff psychological support programmes to militate against job burnout.
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9

Shabalina, V. V., O. A. Dolganina und R. R. Ruth. „EXPERIMENTAL AND PSYCHOLOGICAL STUDY OF THE EXISTENTIAL FULFILLMENT IN PATIENTS WITH BREAST CANCER“. PERSONALITY IN A CHANGING WORLD: HEALTH, ADAPTATION, DEVELOPMENT 7, Nr. 3 (30.09.2019): 501–12. http://dx.doi.org/10.23888/humj20193501-512.

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10

Mikhaylova, Marianna V., und Viktoria A. Dmitrieva. „The Interdependence of Humanistic Values and the Level of Existential Fulfillment of an Intellectual Leader“. EPJ Web of Conferences 248 (2021): 03005. http://dx.doi.org/10.1051/epjconf/202124803005.

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Value orientations of the young intellectual leaders cause absolute interest because, by realizing their ambitions, projects and making creative breakthroughs, they will eventually change history, create new directions for the development of science and art. Not only the realization of the talented youth’s own potential depends on what they think about the meaning of a person, on the worldview positions, but also whether the future society will be humanistic, whether talent will be cultivated in it. The article presents the results of a statistical sociological study of ideas about humanism, qualities of a leader, value orientations and the level of existential fulfillment of young intellectual leaders - graduate students of a technical university. The level of existential fulfillment of the sample is interconnected with a high vitality and self-awareness of health, ideas about humanism as the flourishing of sciences and art, ideas about freedom as a responsible choice, and the morality of universal justice. However, graduate students deliberately downplay the values “stimulation” and “hedonism” (striving for novelty and deep experience to maintain an optimal level of activity). Although the combination of these values with the value “independence” is significant for creative activity.
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Dissertationen zum Thema "EXISTENTIAL FULFILLMENT"

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Узинцев, В. С., und V. S. Uzintsev. „Исследование академической прокрастинации у студентов-психологов в связи с их смысложизненными ориентациями : магистерская диссертация“. Master's thesis, б. и, 2021. http://hdl.handle.net/10995/99999.

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Объектом исследования явилась академическая прокрастинация. Предметом исследования стала связь академической прокрастинации со смысложизненными ориентациями и экзистенциальной исполненностью у студентов-психологов. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (105 источников) и приложения. Объем магистерской диссертации 81 страница, на которых размещены 11 таблиц и 1 рисунок. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор зарубежной и отечественной научной литературы по феномену прокрастинации, приведены различные трактовки данного термина, представлено изучение прокрастинации как в рамках различных психологических концепций, так и в современных исследованиях. Показана классификация прокрастинации и рассмотрена, одна из наиболее распространённых её форм, академическая прокрастинация. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Во второй главе проанализированы и проинтерпретированы результаты эмпирического исследования связи академической прокрастинации со смысложизненными ориентациями у студентов-психологов. В главе представлен корреляционный, факторный и регрессионный анализ результатов исследования. Выводы по второй главе включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, выводы по выдвинутым гипотезам, а также описаны возможные перспективы дальнейшей разработки данной проблематики.
The object of the research was academic procrastination. The subject of the study was the connection between academic procrastination and life-meaning orientations and existential fulfillment in psychology students. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (105 sources) and an appendix. The volume of the master's thesis is 81 pages, which contain 11 tables and 1 figure. The introduction reveals the relevance of the research problem, the elaboration of the problematics, the goal and objectives of the research are set, the object and subject of the research are determined, the main and additional hypotheses are formulated, the methods and empirical base are indicated, as well as the stages of the research, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic scientific literature on the phenomenon of procrastination, various interpretations of this term are given, the study of procrastination is presented both within the framework of various psychological concepts and in modern research. The classification of procrastination is shown and considered, one of its most common forms, academic procrastination. Conclusions for the first chapter represent the results of the study of theoretical material. The second chapter analyzes and interprets the results of an empirical study of the relationship between academic procrastination and life-meaning orientations in psychology students. The chapter presents the correlation, factorial and regression analysis of the research results. The conclusions of the second chapter include the main findings of the empirical study. In the conclusion, in a generalized form, the results of the theoretical and empirical parts of the work, conclusions on the hypotheses put forward, and possible prospects for the further development of this problem are described.
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Bücher zum Thema "EXISTENTIAL FULFILLMENT"

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Whitney-Reiter, Nancy. Unplugged: How to disconnect from the rat race, have an existential crisis, and find meaning and fulfillment. Boulder, CO: Sentient Publications, 2008.

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Whitney-Reiter, Nancy. Unplugged: How to Disconnect from the Rat Race, Have an Existential Crisis, and Find Meaning and Fulfillment. Sentient Publications, 2008.

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Buchteile zum Thema "EXISTENTIAL FULFILLMENT"

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Tomic, Marinka. „Workload, Existential Fulfillment, and Work Engagement Among City Council Members“. In Logotherapy and Existential Analysis: Proceedings of the Viktor Frankl Institute Vienna, 219–35. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29424-7_19.

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Stone, Jacqueline I. „Conclusion“. In Right Thoughts at the Last Moment. University of Hawai'i Press, 2016. http://dx.doi.org/10.21313/hawaii/9780824856434.003.0009.

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William LaFleur has argued that, in existential matters, efforts to solve one problem often generate others: doctrines of karma and rebirth, which premodern Japanese found cognitively satisfying, were also existentially disturbing and prompted strategies for escaping karmic suffering in the six paths, such as aspirations for birth in a pure land. But birth in a pure land required that one die with a focused mind, which in turn encouraged the emergence of deathbed practices and the role of the ritual attendant, ratcheting up the level of anxiety with each new interpretive turn. Despite the fears it generated, people embraced the ideal of dying with “right thoughts” because it made death meaningful. As with our contemporary notions of “death with dignity,” the odds against achieving it did not discourage its pursuit. Especially in a context where fulfillment of the religious life takes place at death, people wanted to die well.
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Piemonte, Nicole M., und Arno K. Kumagai. „Teaching for Humanism“. In Teaching Health Humanities, herausgegeben von Olivia Banner, Nathan Carlin und Thomas R. Cole, 38–60. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190636890.003.0003.

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The introduction of the humanities—literature, history, the fine arts, and philosophy—is becoming increasingly popular in medical education. However, the overall role and educational purpose of the humanities in medical education are not clear. The oft-expressed assumption that “exposure to humanities makes one more humanistic,” is a truism that has been justifiably challenged. In fact, introducing the humanities into a context in which their importance and “efficacy” in creating humanistic doctors is assessed by the same means as that assessing biomedical or clinical knowledge and skills (e.g., standardization, observable outcomes, fulfillment of competencies, simulations) arguably risks compromising the very value that the humanities bring to explorations of the human dimensions of illness and care. This chapter is devoted to an exploration of the aims of engaging the humanities in medical education and a discussion of specific pedagogical approaches in educating physicians for humanistic practice. In particular, the role of stories, dialogues, and reflection on the moral, existential, and interpersonal dimensions of medicine will be considered; and examples of specific educational practices from the authors’ own experiences will be used to illustrate how educational and social theory may be used to design learning activities that foster an orientation toward a practice of medicine that embodies excellence, compassion, and justice.
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Konferenzberichte zum Thema "EXISTENTIAL FULFILLMENT"

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Sevostyanova, Elena. „Peculiarities Of Existential Fulfillment And Coping Strategies In Post-Stroke Patients“. In International Scientific Conference “Personality in Norm and in Pathology. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.04.32.

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Suvorova, I. Yu, D. N. Efremova und V. V. Glebov. „The mediation model of the effect of intelligence on the personal well-being of people with dementia“. In General question of world science. Наука России, 2021. http://dx.doi.org/10.18411/gq-31-03-2021-54.

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The article is devoted to the study of factors influencing the level of psychological well-being of elderly people with dementia. As a result of statistical calculations, a model was built that proves the indirect influence of intellectual development on subjective well-being. Mediating factors are the ability to interact with others, the emotional regulation, existential fulfillment and the analysis of inner states.
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