Thematische Bibliographien / PERSONALITY SELF-ACTUALIZATION

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Auswahl der wissenschaftlichen Literatur zum Thema „PERSONALITY SELF-ACTUALIZATION“

Autor: Grafiati

Veröffentlicht am 30. Juni 2021

Zuletzt aktualisiert am 15. Februar 2022

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Zeitschriftenartikel zum Thema "PERSONALITY SELF-ACTUALIZATION"

Grekhnev, V. S. „SELF-ACTUALIZATION OF PERSONALITY, ITS PURPOSE AND IMPLEMENTATION“. Global problems of modernity 1, Nr. 6 (30.06.2020): 3–10. http://dx.doi.org/10.26787/nydha-2713-2048-2020-1-6-3-10.

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Vitkovskaya, Irina Ivanovna. „SELF-REALIZATION IS INSEPARABLE FROM SELF-ACTUALIZATION OF A PERSONALITY“. Sovremennye issledovaniya sotsialnykh problem, Nr. 11 (08.02.2016): 545. http://dx.doi.org/10.12731/2218-7405-2015-11-44.

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Liashenko, R. O. „ASPECTS OF ACTION APPROACH TO PROFESSIONAL SELF-ACTUALIZATION OF PERSONALITY“. INNOVATIVE SOLUTIONS IN MODERN SCIENCE 6, Nr. 25 (26.10.2018): 64. http://dx.doi.org/10.26886/2414-634x.6(25)2018.7.

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In the article, particular aspects of the activity approach to professional self-actualization of personality have been analyzed. The author considers the main characteristics of the action component in the structure of professional self-actualization. Particular attention has been paid to the theoretical basis of the correlation of the concepts of activity and action, the features of the personality action as one of the leading factors of its professional self-actualization have been researched. The role of self-actualization in its turn as a manifestation of the aspiration to activity, the obligatory characteristic of which is the purposefulness, has been revealed. The indicator of a high level of action has been distinguished by the correspondence of conscious, purposeful, active and creative personality attitude to this category.Keywords: personality, professional self-actualization, action approach, activity, action.Кандидат педагогічних наук, Ляшенко Р. О. Аспекти діяльнісного підходу до професійної самоактуалізації особистості / Центральноукраїнський державний педагогічний університет імені Володимира Винниченка.У статті проаналізовано деякі аспекти діяльнісного підходу до професійної самоактуалізації особистості. Автором розглянуто основні характеристики діяльнісного компоненту в структурі професійної самоактуалізації. Особлива увага приділяється теоретичним основам співвіднесеності понять активності і діяльності, досліджено особливості діяльності особистості як одного з провідних чинників її професійної самоактуалізації. Розкрито роль самоактуалізації як вияву прагнення до діяльності, обов’язковою характеристикою якої є цілеспрямованість. Виокремлено показником високого рівня діяльності відповідність свідомого, цілеспрямованого, активного й творчого ставлення особистості до цієї категорії.Ключові слова: особистість, професійна самоактуалізація, діяльнісний підхід, активність, діяльність.

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Moscovets, Liudmyla. „Self-actualization and Self-realization of Personality: Philosophical and Psychological Understanding“. IMAGE OF THE MODERN PEDAGOGUE 1, Nr. 5 (19.11.2019): 51–56. http://dx.doi.org/10.33272/2522-9729-2019-5(188)-51-56.

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Ball, Heorhiy. „Concept of self-actualization of personality in humanistic psychology“. PSIHOLOGÌÂ Ì SUSPÌLʹSTVO 68, Nr. 2 (01.06.2017): 16–32. http://dx.doi.org/10.35774/pis2017.02.016.

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Musina, V. P. „Psychological features of self-actualization of personality of staff“. Alma mater. Vestnik Vysshey Shkoly, Nr. 12 (Dezember 2017): 97–103. http://dx.doi.org/10.20339/am.12-17.097.

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Zausenko, Irina Viktorovna. „THE RELATIONSHIP OF AGGRESSIVENESS AND SELF-ACTUALIZATION OF PERSONALITY“. Pedagogical Education in Russia, Nr. 6 (2019): 131–37. http://dx.doi.org/10.26170/po19-06-18.

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Lungu, Violeta. „Importanța factorului autoactualizare în optimizarea comportamentului la adultul emergent“. Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 62, Nr. 1 (März 2021): 113–18. http://dx.doi.org/10.46728/jpspsw.2021.v62.i1.p113-118.

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Premise. According to research, Self-actualization, as conceptualized by Maslow and taken over by the creators of the Big Five Personality model, has strong links with psychological well-being and life satisfaction. Facet descriptors are also a valuable guide for developing a personal development program for young people in the NEET category. In the doctoral research we proposed a behavioral optimization program by developing personality suppressors from the Big Five model, as they were conceptualized and described in the ABCD-M Questionnaire [5]. In this article we present the results obtained for the Selfactualization and its facets. Method. The longitudinal study involved 24 young people, aged between 23 and 26, belonging to the NEET category. Results. Following the participation in the psychological intervention program for the optimization of the behavior, the young people registered significant increases of the Self-actualization Surface and its facets, except for the Deepening.

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Mylashenko, K. O. „Self-actualization in the system of adult personality existential resources“. Science and Education a New Dimension VIII(219), Nr. 87 (22.02.2020): 60–66. http://dx.doi.org/10.31174/send-pp2020-219viii87-13.

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Dementiy, L. I., A. A. Malenov und A. Yu Malenova. „Self-Actualization Level and Adaptation Potential as Personality Coping Resources at the Stage of Self-Realization“. Sibirskiy Psikhologicheskiy Zhurnal, Nr. 78 (2021): 80–98. http://dx.doi.org/10.17223/17267080/78/5.

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The article raises a problem of strengthening personal resources when facing difficult life situations at the stage of self-realization. The latter refers to the period of personality develop-ment from the age of 20 to 55. At this stage, the adaptation potential, the level of self-actualization; and proactive coping behavior are highlighted as personality resources. Proac-tive coping behavior is considered to be an important factor in the personality’s self-efficacy, while the other two constructs are its predictors. Proactive coping is revealed as a set of strate-gies that launches preparatory work to prevent stress exposure, the purposeful development of which is an independent copying resource. Presumably, at the stage of self-realization, a person seeks self-actualization, the maxi-mum manifestation of his abilities, based on existing experience in opposing adverse envi-ronmental influences. The study involved 155 people aged from 21 to 55. The main method of data collection is psychological testing, implemented via the following methodological com-plex: Self-actualization test (E. Shostrom, adapted by Yu.E. Aleshina, L.Ya. Gozman, M.V. Zagika, M.V. Kroz); Losses and acquisitions of personal resources (N. Vodopyanova, M. Stein); Proactive coping behavior (L. Aspinwall, R. Schwarzer and S. Taubert, adapted by E. Starchenkova). Statistical data processing method is the regression analysis. The results of the regression analysis proved the influence of self-actualization and adaptive potential on the proactive coping behavior of an individual at the stage of self-realization. The choice of each strategy is determined by predictors (from 2 to 6). The greatest contribution belongs to the indicators of self-actualization scales (9 out of 14). Value orientations, spontaneity, synergy, cognitive needs and creativity stayed outside the influence on proactive coping. The connec-tions between the proactive coping strategies and the components of self-actualization are contradictory and ambiguous (most of them - 14 out of 22 - have the opposite character). The explanation is largely determined by the traits of the collectivist culture, the values of which are shared by adult members of the society. Adaptation potential was revealed to have a con-nection only in relation to the strategy of preventive coping. Self-esteem, sociability and the ability to find the optimal balance in the system of “internal-external support” should be attributed to the key predictors of proactive coping at the stage of self-realization.

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Dissertationen zum Thema "PERSONALITY SELF-ACTUALIZATION"

Russell, Emily Brooke Nilsson Johanna E. „Couples in therapy a positive psychology investigation of similarity, personality, positive affect, life satisfaction, and relationship problems /“. Diss., UMK access, 2007.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2007.
"A dissertation in counseling psychology." Advisor: Johanna E. Nilsson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 24, 2008. Includes bibliographical references (leaves 101-113 ). Online version of the print edition.

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Dyck, Bev. „Evaluating a model of the human personality in church settings“. Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

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Malliett, Lowell M. „Developing a course outlining the integrative relationship between human personality and Christian faith“. Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Munakash, Kris E. „SOCIAL NETWORKING: CREATING A SOCIETY OF NARCISSISTS OR HELPING PEOPLE REACH SELF-ACTUALIZATION?“ CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/273.

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Social networking sites (SNSs) are growing in popularity and diversity. Prior research has shown that SNSs use is correlated with various personality traits including narcissism. To date, no work has examined the association between SNSs use and self-actualization. Given the potential overlap of narcissism and self-actualization, the goal of the present study was to first examine the conceptual overlap of these two intrapersonal characteristics. We then sought to examine the associations between SNSs use, narcissism, and self-actualization with an expectation that self-actualization would mediate the association between SNSs use and narcissism. One thousand six hundred and four adults completed an online survey with questions to assess their demographic traits, SNSs activities, and personality characteristics. Results indicated some overlap between narcissism and self-actualization; but, in general, each was a distinct personality trait. Results also demonstrated that the association between self-actualization and SNSs usage was not significant. Contrary to our prediction, self-actualization did not mediate the association between SNSs activities and narcissism. Finally, the study found that narcissism scores were reportedly higher after using SNSs than they were prior to SNSs use.

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Куликова, Е. С., und E. C. Kulikova. „Особенности самоактуализации молодых людей с разным уровнем притязаний : магистерская диссертация“. Master's thesis, б. и, 2021. http://hdl.handle.net/10995/99990.

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Объектом исследования явилась самоактуализация. Предметом исследования – особенности самоактуализации молодых людей с разным уровнем притязаний. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (60 источников) и приложения, включающего в себя статистические данные по используемым методикам. Объем магистерской диссертации 75 страниц, на которых размещены 4 рисунка и 12 таблиц. 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 иностранной и отечественной литературы по теме самоактуализации личности. Проанализирована характеристика самоактуализирующейся личности по подходам разных авторов и проведена связь с уровнем притязаний. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: Самоактуализационный тест Э. Шостром в адаптации Ю.Е. Алешина, Л.Я. Гозман, М.В. Загика, М.В. Кроз, Оценка уровня притязаний, разработанный В. Гербечевским, тест Пирамида потребностей А. Маслоу. Также в главе представлен сравнительный и корреляционный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования.
The object of the research is self-actualization. The subject of the research is the features of self-actualization of young people with different levels of aspirations. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (60 sources) and an appendix that includes statistical data on the methods used. The volume of the master's thesis is 75 pages, which contain 4 figures and 12 tables. 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 literature on the topic of personality self-actualization. The characteristics of a self-actualizing personality are analyzed according to the approaches of different authors and a connection is made with the level of aspirations. Conclusions for the first chapter represent the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It contains a description of the organization and methods of the study and the results obtained by all the methods used: Self-actualization test by E. Shostrom as adapted by Yu.E. Aleshina, L. Ya. Gozman, M.V. Zagika, M.V. Croz, Assessment of the level of claims, developed by V. Gerbechevsky, A. Maslow's Pyramid of Needs test. The chapter also presents a comparative and correlation analysis of the research results. Conclusions from Chapter 2 include the main findings of the empirical study. The conclusion summarizes the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, substantiates the practical significance of the study.

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Bonaterra, Carreras Jordi. „L’autobiografia en els processos de construccions del “jo” en la recerca de la reflexivitat: la narració del "jo" al servei de la transformació i la resiliència“. Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/471457.

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Aquest és un projecte de tesi de caràcter indagatori que proposa una fenomenologia hermenèutica cap a l'escriptura autobiogràfica amb un punt d’inici i segurament d’inflexió vital. Un projecte del «jo» que ha d’iniciar el camí cap a la reflexivitat. Una reflexivitat que tendeixi ponts cap a l’emotivitat i a la intel·ligència emocional. Els de l’autoconeixement i de l’art d’ampliació de totes aquestes vies. D’algú que ha de conèixer i dominar els seus propis racons del «jo». El projecte del «jo» que s’indaga i que tracta d’implicar molt més amb sí mateix. En el present document presento els continguts realitzats en el projecte de tesi doctoral des de la metodologia narrativa: L’autobiografia en els processos de construcció del jo en la recerca de la reflexivitat: la narració del jo al servei de la transformació i la resiliència que té com a objectiu principal l’estudi sobre les metodologies didàctiques i la pedagogia basada amb l’escriptura per als processos d’autoconeixement i transformació en alumnes de qualsevol ensenyament orientats a generar processos de resiliència i/o transformació. Aquesta didàctica de l’escriptura pròpia dotaria més als educands de pautes de coneixement, creixement i maduració conscient no sols envers a ells mateixos sinó també des de la dimensió sociocèntrica i sociocrítica en l’atenció a l’altre. La fonamentació teòrica s’ha plantejat en configurar mitjançant la narració, i a través de la seva construcció, una mediació preparada per re – dimensionar tota experiència vital, vocacional i professional (tota activitat que es dirigeix a fer avançar a la persona) re – anomenant-la, re – significant-la per possibilitar un procés continu de construcció i de reflexió. Per això el plantejament és teòric en el sentit de partir de moltes fonts bibliogràfiques que fomenten o han fomentat l’escriptura autobiogràfica, la fenomenologia que es descriu en ella, i la transformació i resiliència que són els dos elements que busca l’escriptura fenomenològica hermenèutica. S’han identificat en els relats analitzats del subjectes de la mostra ja algunes dimensions d’anàlisi del seu procés d’escriptura resilient autobiogràfica: - els moments clau que s’identifiquen des dels que construir tots els elements del jo, - les transformacions en la pròpies indagacions fenomenològica i hermenèutica i les direccions que es poden emprendre, alhora que es veuen els camins entre la reflexió i la poètica, sobretot entre Gadamer, Nietzsche, Foucault, Barthes, Heidegger, Mújica, M.Zambrano, Pessoa. - S’han identificat en els relats analitzats del subjectes de la mostra ja algunes dimensions d’anàlisi del seu procés d’escriptura resilient autobiogràfica: - els moments clau que s’identifiquen des dels que construir tots els elements del jo, - les transformacions en la pròpies indagacions fenomenològica i hermenèutica i les direccions que es poden emprendre, alhora que es veuen els camins entre la reflexió i la poètica, sobretot entre Gadamer, Nietzsche, Foucault, Barthes, Heidegger, Mújica, M.Zambrano, Pessoa. - indicadors de millora de la creativitat, altruisme, reconeixement i la relació amb el jo, i els seus principals miralls, els altres (l’escriptura i els tallers d’escriptura com a reflex) i el món. Les tipologies formatives de l’escriptura autobiogràfica des de la incidència del taller d’escriptura són: - totes les conseqüències curriculars, didàctiques i pedagògiques. - indicadors de l’impacte de l’escriptura autobiogràfica per a la resiliència dels subjectes. - competències i factors clau d’èxit de l’escriptura autobiogràfica: *autoindagació; *reflexivitat; *competències de descoberta i experimentació; *l’autoaprenentatge, *la metacognició; *el pensament estratègic *les competències emprenedores *la dimensió artístico-estètica del relat com a obertura per a la reinvenció personal; *la recuperació de la memòria subjectiva i intersubjectiva; *l’autoavaluació; *l’autolideratge; *la capacitat de prospectiva personal i d’anticipar-se i crear projectes del jo per al futur. En aquest sentit s’han realitzat tallers d’escriptura creativa on s’han indagat aspectes sobre les històries de vida i en quines fases i metodologies han influït en les persones autores i en quins aspectes i nivells han pogut transformar vivències i percepcions tant en les valències de les seves escriptures, com en autoconeixement i valors personals respecte a les seves existències, tant respecte als seus pensaments, com emocions i sentiments en la seva percepció de la seva vida en la diversitat d’experiències viscudes.
This is a project of thesis of character investigatory that proposes a phenomenology hermeneutics to the autobiographical writing with a point start and surely of vital inflection. A project of the «self» that has to initiate the path to the reflexivity. A reflexivity that tend bridges to emotiveness and to the emotional intelligence. The ones of (auto) knowledge and of the art of extension of all these roads. Somebody that has to know and dominate his own corners of the «self». The project of the «self» that inquire and that treats to involve much more with yes same. In the present document present the contents realised in the project of thesis doctoral since the narrative methodology: Autobiography in the processes of building of the I in the research of the reflexivity: the narration of the I to the service of the transformation and the resilience that has as a main aim study on the didactic methodologies and the pedagogy based with writing for the processes of self knowledge and transformation in students of any education oriented to generate processes of resilience and/or transformation. This didactic of the own writing would endow more to the educated of model of knowledge, growth and conscious mellowing conscious not only towards to them same but also since the dimension socio central and socio critical in the attention to other. The theoretical foundation has posed in configuring by means of the narration, and through his building, a mediation prepared by re -dimension all vital experience, vocational and professional (all activity that heads to do advance to the person) re–calling it, re–meaning it to be possible a continuous process of building and of reflection. Therefore the approach is theoretical in the sense to split of many bibliographic sources that promotes or have promoted autobiographical writing, the phenomenology that describes in her, and the transformation and resilience that they are the two elements that looks for writing phenomenological hermeneutics.

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Lind, af Hageby Kate. „Motivation för jag-engagerat lärande : Förståelse för individens inre behov, för stärkandet av elevers motivation till lärande, vid dansestetiska gymnasiala utbildningar“. Thesis, Stockholms konstnärliga högskola, Institutionen för danspedagogik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-694.

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Höstterminen 2014 Today’s students show great divergences in incentives for commencing studies at an Upper Secondary Dance Educational School in Sweden. The level of the individual`s motivation both during the prelusive and pending stages of the education, shows great variance. The aim of the study is to find a correlation between the individual’s motivation level and the individual´s conceiving of enhancement or deprivation of inner needs. To which extent is the comprehension and consideration towards these needs, a direct agency in effecting the desire for self- engaged and lifelong learning? In which manner can a deeper and wider understanding of the needs for self- actualization, ensure a more sturdy and coherent motivation towards the experience of learning? Through motivation psychology as an angel of approach, the study incorporates the three methods; observation, projective testing and literary studies. Conscious and unconscious personality traits and states are chartered. The conjunction with various sources of stimuli subsequently indicates the deriving of behavior. The study indicates the need of educational practitioner’s insight and understanding towards the individual pupil’s apperception of the social world. Also the study indicates the importance of implementing this knowledge, in ensuring cohesiveness and sustainability of motivation for self- engaged lifelong learning.

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歐陽萌君. „The study on gifted students� adjustment of personality, self-actualization and career after they reach adulthood and enterthe society“. Thesis, 1992. http://ndltd.ncl.edu.tw/handle/71489879468434739761.

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Reid, Patton Vicki. „Selves in re-vision : an arts-based inquiry into teacher-counsellor identity /“. 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370775&T=F.

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Schulz, Georg Martin. „Reliability and validity of the personal orientation inventory in South Africa“. Diss., 1994. http://hdl.handle.net/10500/17695.

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A survey of literature has revealed that there is a need for a reliability and validity study of the Personal Orientation Inventory in South Africa. The two major objectives of this research where therefore to determine firstly, the test-retest reliability of the Personal Orientation Inventory and secondly, to establish the construct validity, in other words, how well the Personal Orientation Inventory correlates with other measures purporting to measure similar traits. The total sample of 317 individuals used in this research, consisted of both male and female school leavers such as students and national servicemen, ranging in age from 17 to 22 years. The results of this introductory study regarding reliability and validity of the Personal Orientation Inventory in South Africa demonstrated clear support for similar research done overseas and showed to be compatible with the humanistic psychology movement's original concept of self-actualization.
Industrial and Organisational Psychology
M.A. (Industrial Psychology)

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Bücher zum Thema "PERSONALITY SELF-ACTUALIZATION"

James, Fadiman, Hrsg. Personality and personal growth. 4. Aufl. New York: Longman, 1998.

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Frager, Robert. Personality and personal growth. 4. Aufl. New York: Longman, 1997.

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1940-, Frager Robert, Hrsg. Personality and personal growth. 3. Aufl. New York, NY: HarperCollinsCollegePublishers, 1994.

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Frager, Robert. Personality and personal growth. 6. Aufl. Upper Saddle River, N.J: Pearson Education, 2005.

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Theories of personality. 2. Aufl. Fort Worth, TX: Holt, Rinehart, and Winston, 1990.

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Feist, Jess. Theories of personality. Japan: Holt-Saunders, 1985.

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Theories of personality. New York: Holt, Rinehart, and Winston, 1985.

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J, Feist Gregory, Hrsg. Theories of personality. 6. Aufl. Boston, Mass: McGraw-Hill, 2006.

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J, Feist Gregory, Hrsg. Theories of personality. 4. Aufl. Boston, Mass: McGraw-Hill, 1998.

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J, Feist Gregory, Hrsg. Theories of personality. 5. Aufl. Boston: McGraw-Hill, 2001.

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Buchteile zum Thema "PERSONALITY SELF-ACTUALIZATION"

Hansen, Ian G. „Self-Actualization“. In Encyclopedia of Personality and Individual Differences, 4641–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1499.

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Hansen, Ian G. „Self-Actualization“. In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1499-1.

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Hansen, Ian G. „Self-Actualization Needs“. In Encyclopedia of Personality and Individual Differences, 4644–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1500.

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Hansen, Ian G. „Self-Actualization Needs“. In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1500-1.

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Butler, John M., und Laura N. Rice. „Adience, Self-Actualization, and Drive Theory“. In Concepts of Personality, 79–110. Routledge, 2017. http://dx.doi.org/10.4324/9781315080710-4.

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Holzkamp-Osterkamp, Ute. „Personality: Self-Actualization in Social Vacuums?“ In Critical Psychology, 160–79. Cambridge University Press, 1991. http://dx.doi.org/10.1017/cbo9780511664045.010.

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„Carl R. Rogers Self-Actualization Theory (I)“. In An Introduction to Theories of Personality, 201–20. Psychology Press, 2014. http://dx.doi.org/10.4324/9781315793177-16.

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„Abraham H. Maslow Self-Actualization Theory (II)“. In An Introduction to Theories of Personality, 221–38. Psychology Press, 2014. http://dx.doi.org/10.4324/9781315793177-17.

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Huggins, Robert, und Piers Thompson. „The Nature and Sources of Agency“. In A Behavioural Theory of Economic Development, 157–90. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198832348.003.0007.

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Annotation:

This chapter argues that constructs such as self-efficacy and innovativeness are closely associated with agency. This refers to the ability of individuals to make changes to their environment, and the chapter discusses that this is not just related to an individual’s own abilities and skills but is also constrained by their power relations. It is argued that agency can be captured both in terms of the ability to intentionally take actions to cause change or prevent change, or the actual actions themselves. Therefore, it may be best to think of the former as human agency potential (HAP) and the latter as manifestations of human agency, or human agency actualization (HAA), and this chapter considers measures of both. The chapter seeks to establish the links from community culture and personality via values and norms to human agency. It expands on notions relating to HAP and HAA, and empirically develops measures of HAP.

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Konferenzberichte zum Thema "PERSONALITY SELF-ACTUALIZATION"

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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M.Garifullina, Almira, Venera Zakirova, Svetlana Bashinova, Nadezhda Pomortseva und Aisylu Garifullina. „Self-Actualization of a Young Teacher’s Personality in Multicultural Educational Environment“. In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0177.

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Grudistova, E. G. „The formation of motives of self-actualization of personality as a criterion for success job seeker“. In Научный диалог: Экономика и менеджмент. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-08-04-2019-11.

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Sherbakova, A. I. „ART AND MODERN TRENDS OF DEVELOPMENT OF CULTURE: THE PROBLEM OF SELF-IDENTIFICATION, SELF-REALIZATION AND SELF-ACTUALIZATION OF A CREATIVE PERSONALITY IN A GLOBALIZING WORLD“. In XIV International Social Congress. Russian State Social University, 2015. http://dx.doi.org/10.15216/rgsu-xiv-478.

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