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Статті в журналах з теми "Self-realisation"

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Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 27 липня 2024

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1

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

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Анотація:

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

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2

Thompson, Simon. "Participatory Parity and Self-Realisation." Good Society 18, no. 1 (January 1, 2009): 57–62. http://dx.doi.org/10.2307/20711321.

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3

Thompson, Simon. "Participatory Parity and Self-Realisation." Good Society 18, no. 1 (January 1, 2009): 57–62. http://dx.doi.org/10.2307/goodsociety.18.1.0057.

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4

Tønnesvang, Jan. "The structure of self-realisation." Journal of Theoretical and Philosophical Psychology 26, no. 1-2 (2006): 51–77. http://dx.doi.org/10.1037/h0091267.

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5

Thompson, Simon. "Participatory Parity and Self-Realisation." Good Society 18, no. 1 (2009): 57–62. http://dx.doi.org/10.1353/gso.0.0066.

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6

Popovych, Ihor, Nataliya Yaremchuk, Svitlana Yakovleva, Adlet Kariyev, Ainur Sadykova, and Svitlana Kulbida. "Research on the Types of Future Teachers' Self-Realization Under Conditions of a Digital Educational Environment." Journal of Education Culture and Society 15, no. 1 (June 13, 2024): 435–51. http://dx.doi.org/10.15503/jecs2024.1.435.451.

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Aim. Empirical research and theoretical substantiation of the types of self-realisation of future teachers who did an educational-professional training course under conditions of a digital educational environment. Investigating the types of self-realisation and establishing statistically significant correlations with the research parameters of educational-professional training for future teachers will allow finding important scientific facts that will possess novelty and be of scientific interest for organisers of educational and scientific activities in a digital educational environment. Methods. The representative sample involved students of the final years of pedagogical educational programmes of Bachelor’s and Master’s studies. Methodological foundations of the research are the main statements of the concepts of self-realisation, self-actualisation and self-regulation in educational activity. Results. Spearman (rs) correlation coefficient allowed us to find that “value orientations”, “time competence”, “cognitive needs” and “creativity of activity” are the most important and dependent parameters. k-means clustering allowed identifying four types of self-realisation: “Value-oriented self-realisation”; “Temporal self-realisation”; “Passive self-realisation” and “Pragmatic self-realisation”. It explained that high external negative motivation in the type of passive self-realisation is not directly related to the process and results of educational-professional activity, but only reflects future teachers’ attitude towards it. It was highlighted that future teachers with a value-oriented type of self-realisation are ready to devote themselves to pedagogical activity and consider it to be the meaning of their life. Conclusion. It was recommended that the established empirical facts possessing cognitive value, scientific and theoretical novelty should be implemented in creation and improvement of a digital educational environment.

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7

Leonidovich, Anfinogenov Ilya, and Vericheva Olga Nikolaevna. "Pedagogic assistance to self-realisation of students of the direction of training “Social Work” in the educational space of the university." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 2 (July 30, 2021): 104–8. http://dx.doi.org/10.34216/2073-1426-2021-27-2-104-108.

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The article is devoted to the study of the mechanisms of pedagogic assistance to self-realisation of students of the "Social Work" training direction in the educational space of the university. We considered and substantiated the theory of student-centred education in the conditions of a university. The mechanisms of students' realisation of their existential needs in the process of obtaining higher education are considered. The article defines the conditions conducive to student self-realisation in the educational space of the university. The content of the article substantiates an algorithm for the formation of significant personal qualities of a student in the educational space of the university. Particular attention is paid to the model of pedagogic assistance to self-realisation of students in the educational space of the university. The text provides effective forms of pedagogic assistance to self-realisation of students in the educational space of the university. The article analyses the results of an empirical study of the process of pedagogic assistance to self-realisation of students in the direction of training "Social Work" in the educational space of the university. During the analysis of the literature and the study, it was revealed that in the process of self-realisation there is always something that encourages the student to carry out self-realisation – a motive reflected in the goal of self-realisation, which affects the final result of its studies at the university. The necessity of timely determination of interests, abilities, inclinations, value orientations, students’ capabilities and ways of overcoming barriers that hinder self-realisation is shown. In this case, the teacher acts as a partner, coordinator, consultant, mentor, thereby providing more opportunities for the student's independence and responsibility.

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8

Opekina, Tatyana P., and Natalya S. Shipova. "Comprehensive analysis of the self-realisation phenomenon: the prospect of creating systemic model." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 4 (April 20, 2022): 178–88. http://dx.doi.org/10.34216/2073-1426-2021-27-4-178-188.

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The article discusses the adult self-realisation phenomenon and its theoretical aspects. The elaboration of the problematics in foreign and Russian studies is assessed, various definitions used to study this phenomenon are given. An attempt to systematise the self-realisation aspects studied by modern Russian scientists is made. The article presents the results of self-realisation empirical studies, its spheres and individual characteristics in adults and their relationship and dependence with such psychological constructs as vitality, resilience, subjective well-being, happiness, self-attitude, and coping behaviour. The significant determinants of the self-realisation firmness are described. The results of the influence of self-realisation positive characteristics on the experience of happiness and subjective well-being of the respondents are given, as well as their relationship with productive coping strategies.

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9

STERN, JULIAN, and MAŁGORZATA WAŁEJKO. "Solitude and Self‐Realisation in Education." Journal of Philosophy of Education 54, no. 1 (July 26, 2019): 107–23. http://dx.doi.org/10.1111/1467-9752.12363.

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10

Moir, James. "Graduate Attributes as Authentic Self-Realisation." International Journal of Learning: Annual Review 18, no. 11 (2012): 33–44. http://dx.doi.org/10.18848/1447-9494/cgp/v18i11/47800.

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11

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

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

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12

Alexander, Sally. "Eleanor Marx’s Political Legacy—self sacrifice or self‐realisation?" Women's History Review 16, no. 4 (September 2007): 595–616. http://dx.doi.org/10.1080/09612020701447574.

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13

Wang, Chia-Ling. "Towards Self-Realisation: Exploring the ecological self for education." Educational Philosophy and Theory 48, no. 12 (May 5, 2016): 1256–65. http://dx.doi.org/10.1080/00131857.2016.1158090.

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14

Lishaev, Sergei A. "Anility and time. Beyond the self-realisation." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 36, no. 2 (2020): 264–78. http://dx.doi.org/10.21638/spbu17.2020.205.

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The philosophy of age is mostly an inquiry into the temporal parameters of human existence. The aim of this article is to review the senile temporality as qualitatively different in time production (chronopoesy) from the temporality of youth and maturity. To achieve this I have considered different types of senile chronopoesy, especially its most radical version (eschatologic time), which correlates with chronoaesthetics of the decrepit and Christian Messianic time. As a result, I managed to identify the main conditions of transformation of time production while aging. I considered the problem, using comparative analysis, in the perspective of the methodological horizon of hermeneutics phenomenology (analytics of Dasein). The results of the study can be reduced to several points. The reduction of ‘age’ and ‘inner age’ future that requires an answer from Dasein determines a shift in the human temporality and configures the particular senile temporality. Changes are the most significant if man accepts his life as meaningfully completed, and the will to Other (that is good on its own) replaces the will for particular achievements (i. e., self-realisation). Goal-setting and the production of over situational temporality persist in eschatologic senility, while ‘heroic’, ‘finishing’ and petty senilities have no big goals and only situational temporality, uncompensated by the verticalization of temporality (by the orientation to the Other). The period between the substantial and physical eschatons is kindred to the time or the aesthesis of the decrepit and the Messianic time of Christian historiosophy as they all are forms of the present (end time). End time is an intransitive present, free from the past and future, correlated with the Other (that is timeless). Once started, it never ends and never become past until the end of the life.

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15

Kokun, Oleg, and Oleksandr M. Shamych. "PSYCHOLOGICAL CHARACTERISTICS OF PARALYMPIC ATHLETES’ SELF-REALISATION." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 2, no. 6 (December 30, 2016): 138. http://dx.doi.org/10.21277/sw.v2i6.273.

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The Paralympic sport has become an important tool for post-traumatic recovery, adaptation, integration and social inclusion of people with disabilities. Disabled people involvement into sports activities has important social implications not only for a person but also for society as a whole. Due to relative "youth" of the Paralympic sports, there are no enough studies aimed at creation of necessary scientific support not only for full-scale trainings and competitions of Paralympic athletes, but also for provision of full integration of Paralympians into society with the means of the Paralympic Sports, which is extremely important. High importance of psychological and socio-psychological research in this context is obvious. The article presents the results of our research aimed at identifying of common characteristics and factors of Paralympic athletes’ self-realization in order to promote the efficiency of trainings and competitions and full-scale integration into society

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16

Sirris, Stephen. "Minding the Gaps in Managers’ Self-Realisation: The Values-Based Leadership Discourse of a Diaconal Organisation." Religions 14, no. 6 (May 30, 2023): 722. http://dx.doi.org/10.3390/rel14060722.

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Work is an important source of meaning for managers in modern organisations. This article explores a leadership discourse in a diaconal organisation and aims at analysing managers’ notions of self-realisation. Based on a case study of a Norwegian diaconal hospital, the article answers the following research question: What characterises managers’ self-realisation within the leadership discourse in a diaconal organisation? The findings foreground how managers emphasise individuation through pro-social values, draw on the hospital’s distinct leadership discourse when addressing dilemmas and connect values to core work. However, the managers are also marked by individualisation in that they adopt elements from a generic leadership discourse, where managerial work is a means to launch their own potential, express personal ideals and foster individual development. The article discusses how self-realisation in this diaconal organisation primarily emerges as individuation rather than individualisation, which is prominent in generic leadership discourses. These two categories of self-realisation intersect within the hospital’s predominant values-based leadership discourse.

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17

Roberts, William Clare. "Marx’s Social Republic: Political not Metaphysical." Historical Materialism 27, no. 2 (July 8, 2019): 41–58. http://dx.doi.org/10.1163/1569206x-00001870.

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Abstract When Marx dissected the capitalist economy and intervened in the international workers’ movement, he did so in the service of freeing people from alien, uncontrolled power. His political project was the realisation of what he called the social republic, and his theoretical project was to identify the forces that promote or retard this political project. In order to bring out the specificity and cogency of the social-republican Marx, this essay uproots the positive-freedom reading that has overgrown the edifice of his thought. Marx certainly hoped for ‘real freedom’, which is a sort of self-realisation. He also hoped for a sort of collective self-determination. And he thought that collective self-determination was a prerequisite for general self-realisation. But Marx also thought that generalised freedom from domination was a prerequisite for collective self-determination.

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18

Sigad, Ilana. "Self-Realisation: A Realistic and Appropriate Educational Goal?" Educational Practice and Theory 18, no. 2 (January 1, 1996): 17–28. http://dx.doi.org/10.7459/ept/18.2.03.

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19

Jackaman, Erick Garcia. "GENDER TRANSITION AS SELF-REALISATION IN LATER LIFE." Maastricht Journal of Liberal Arts 12 (September 29, 2020): 21–34. http://dx.doi.org/10.26481/mjla.2020.v12.791.

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Trans experiences of ageing have, so far, been minimally explored in academic literature; however, older Trans people who have transitioned in later life have much to offer the fields of both Trans Studies and Cultural Gerontology. By drawing on an interview with Jenny-Anne Bishop, a 72-year-old Trans woman, this study suggests that Trans ageing experiences are not adequately accounted for by dominant cultural narratives of ageing, notably decline and age-defying narratives, and instead proposes Laceulle and Baars’ (2014) framework of self-realisation as a suitable alternative. Concurrently, this study serves as an empirical illustration of how self-realisation as a framework for meaning attribution in later life can be applied.

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20

Peredrienko, Tatiana Yurievna, Ekaterina Sergeevna Balandina, and Anastasia Mikhailovna Chernysheva. "Students’ Self-Realisation in the Hybrid Teaching Environment." Pedagogika. Voprosy teorii i praktiki, no. 4 (May 2022): 377–83. http://dx.doi.org/10.30853/ped20220072.

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21

Cort, John E. "Dhyanabattisi: 32 Steps to Self-Realisation - By Banārasīdās." Religious Studies Review 36, no. 3 (September 22, 2010): 241–42. http://dx.doi.org/10.1111/j.1748-0922.2010.01454_1.x.

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22

Huang, C. H., W. J. Wang, and C. H. Chiu. "Velocity control realisation for a self-balancing transporter." IET Control Theory & Applications 5, no. 13 (September 8, 2011): 1551–60. http://dx.doi.org/10.1049/iet-cta.2010.0530.

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23

Sugden, Robert. "Self-realisation and Usefulness: A Critical Examination of Self-determination Theory." Review of Behavioral Economics 11, no. 2 (2024): 211–34. http://dx.doi.org/10.1561/105.00000187.

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24

Petersen, Anders. "Depression — A Social Pathology of Action." Irish Journal of Sociology 17, no. 2 (November 2009): 56–71. http://dx.doi.org/10.7227/ijs.17.2.5.

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This article argues that the epidemic of depression is to be understood alongside the normative conditions of self-realisation associated with the emergence of the new spirit of capitalism. In the new spirit of capitalism, active realisation of the authentic self is an institutionalised demand, which is expected to be converted into praxis. This is interesting in relation to the phenomenon of depression, as it means that contemporary depression may be understood, not as a clinical and subjective condition, but as a mode of action. What is applauded in today's society is precisely what depressive individuals lack – namely the ability to realise themselves in accordance with contemporary normative values. Thus, within present-day society, depression and the institutionalised/capitalist demands for self-realisation have become each other's antitheses.

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25

Kudinova, I. B., and S. S. Belousuva. "RELATIONSHIP BETWEEN SPIRITUAL AND MORAL SELF-CONSCIOUSNESS AND SELF-REALISATION IN ADULTHOOD." RUDN Journal of Psychology and Pedagogics 14, no. 1 (2017): 38–51. http://dx.doi.org/10.22363/2313-1683-2017-14-1-38-51.

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26

Martin-Palacio, María Eugenia, Andrés Fernando Avilés-Dávila, Cristina Di-Giusto, José-Antonio Bueno-Álvarez, Marta Soledad García-Rodríguez, and Jesus Manuel Cedeira-Costales. "Comparison of Emotional Behaviour of Spanish, Chilean and England Adolescents, and Their Relationship with Effective Personality." International Journal of Environmental Research and Public Health 18, no. 16 (August 15, 2021): 8611. http://dx.doi.org/10.3390/ijerph18168611.

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Analysing the emotional behaviour of adolescents is fundamental because of its relationship with maladaptive behaviour and even possible psychological maladjustments. For this reason, this study had two objectives: to analyse the existence of significant differences in socio-emotional behaviour in English, Spanish, and Chilean adolescents, taking gender into account, and to analyse the relationship between emotional behaviour and the effective personality model in the Spanish and Chilean samples. A total of 2534 adolescents participated (609 English, 1677 Spanish, and 248 Chilean). The Abbreviated Scale of Emotional Behaviour (ECEA_R: aggressive tendency, social reactivity, and social support) and the Effective Personality Questionnaire—Adolescents (CPE-A: academic self-realisation, socio-affective self-realisation, and resolute efficacy) were applied. A MANOVA was carried out to study the differences in adolescents’ socio-emotional behaviour, taking gender and nationality into account, and a correlational analysis was undertaken to explore the relationship between the variables of emotional behaviour (aggressive tendency, social reactivity, and social support) and effective personality (academic self-realisation, socio-affective self-realisation, and resolute efficacy). Regarding the first objective, for aggressive tendency, English male adolescents stood out, followed by Spanish and Chilean male adolescents and females of all nationalities. In terms of social reactivity, female adolescents stood out over male adolescents and, with regard to social support, Spanish adolescents (male and female) stood out over other nationalities, followed by Chilean and English adolescents (males and females). The results of the second objective indicated a negative relationship between aggressive tendency and academic self-realisation, but a positive relationship for social reactivity and social support (only in the Spanish sample) with most of the effective personality factors. The results are relevant for the application of prevention and intervention programs that improve or implement social and affective competencies in adolescents who develop the effective personality construct.

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27

Randrianasolo, Jean de Dieu, Marc Tiana Andrianarizaka, Mamy Alfa Randriamiharisoa, and Jean Marie Hervé Rasoamparany. "Effect of an Individual’s Self-Realisation on Work Performance." Modern Economy 13, no. 02 (2022): 116–29. http://dx.doi.org/10.4236/me.2022.132008.

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Sulaiman, Maha Qahatn. "Woman’s Self-Realisation in the Poetry of Thomas Hardy." English Language and Literature Studies 8, no. 4 (November 28, 2018): 58. http://dx.doi.org/10.5539/ells.v8n4p58.

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A comprehensive investigation of Thomas Hardy’s poetry reveals the doctrines of Existentialism which were new and not common during the 19th century. Hardy’s poetry, combining both Modern and Victorian elements, proclaims the emancipation from the fetters of money and religious oriented orthodox heritage. Hardy believes that the struggle for existence is the canon of life and, therefore, human cooperation is a necessity to man’s wellbeing. Though Hardy’s religious beliefs declined, mainly the concepts of divine intervention, absolution, and afterlife, he did not relinquish his faith in the moral principles of the Christian Church. This is expressed in his poetry through an intense desire to elevate man’s status in the world, to secure the transition of man’s existence from insignificance to accomplishment and excellence. The present study examines Hardy’s poetry in the light of the existentialists’ belief that man can achieve supremacy by being conscious of one’s limitations, ethical responsibilities, and duties. The focus of the study is on female characters in Hardy’s poetry, whose elevated consciousness and self-realisation present an ethical model that can assist the development of humanity and improve the world.

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Panagakou, Stamatoula. "Religious Consciousness and the Realisation of the True Self." Bradley Studies 5, no. 2 (1999): 139–61. http://dx.doi.org/10.5840/bradley1999521.

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30

van den Akker, José. "Art-based learning: painting the journey of self-realisation." Reflective Practice 15, no. 6 (August 13, 2014): 751–65. http://dx.doi.org/10.1080/14623943.2014.944133.

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Harrison, Oliver. "From “Dignity” to “Self-Realisation”: Rethinking Holloway’s Emancipatory Theory." Capitalism Nature Socialism 30, no. 3 (June 7, 2018): 52–69. http://dx.doi.org/10.1080/10455752.2018.1481120.

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Rezaei, Zahra, Ida Baizura Bahar, and Zahraa Abdullah Mohan. "Freedom, Choice and Achieving Self-Realisation in the Dystopian World of Parable of the Talents by Octavia Butler." International Journal of Applied Linguistics and English Literature 11, no. 1 (January 31, 2022): 47–53. http://dx.doi.org/10.7575/aiac.ijalel.v.11n.1p.47.

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This study examines how the American science fiction author Octavia Butler (1947-2006) reflects the issue of how Olamina, the protagonist of Parable of the Talents (1998), attempts to establish a new religion, Earthseed, while changing her dystopian world. Butler is a distinguished novelist who brings to light the narrative on human life and challenges in a society where individuals are treated with discrimination and deprived of their rights, freedom, and independence, and takes a serious note of these topics by offering a representative portrait of the American society through her fiction. Here, we explore issues of human freedom, choice and self-realisation in a civil society by utilising a novel combination of the concepts of freedom and choice by John Rawls and Isaiah Berlin as well as self-realisation by Karl Marx as the fundamental elements to examine Olamina’s belief, attitude and the act of making choices. Our findings reveal that Olamina becomes an assertive and independent woman through two stages of self-realisation, namely self-actualisation and self-externalisation: she finds her voice, succeeds in challenging her ideological social system and, at last, successfully spreads her new philosophical ideas to another part of the world. Through our original methodology of combining the concepts of freedom, choice and self-realisation, we found that Butler has skillfully depicted the social and technological evolutions which have caused the futuristic dystopias in 2030s California, and further illustrates the ways that characters can confront these changes if given the freedom and the autonomy to act and change their oppressive existence.

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González Rico, Andrea, Cristina Di Giusto Valle, María-Camino Escolar-Llamazares, Tamara de la Torre Cruz, Isabel Luis Rico, and María Eugenia Martín Palacio. "Evolution of Anxiety, Emotional Intelligence, and Effective Personality after COVID-19 among Spanish University Students." Behavioral Sciences 14, no. 3 (February 23, 2024): 173. http://dx.doi.org/10.3390/bs14030173.

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The repercussions of the pandemic caused by the SARS-CoV-2 coronavirus over recent years have posed an unprecedented challenge for the whole of society, affecting the well-being of everyone. Among all the variables affected in relation to well-being, Anxiety, Emotional Intelligence, and Effective Personality (Self-Esteem, Academic Self-Realisation, Resolute Self-Efficacy, Social Self-Realisation) have been highlighted. The aim of this study is to assess the evolution of those variables across three temporal phases: pre-pandemic, during the pandemic, and up until the end of the study in April 2022. A study was conducted during these temporal phases with three cohorts from Spanish Universities. The cohorts were formed of people assessed for Anxiety (660 pre-pandemic, 460 during the pandemic, and 311 at the end of the study), Emotional Intelligence (355 pre-pandemic, 91 during the pandemic, 311 at the end of the study), and Effective Personality (708 pre-pandemic, 174 in 2018, 311 at the end of the study). Anxiety was assessed with the State–Trait Anxiety Inventory, Emotional Intelligence with the Trait Meta-Mood Scale and TMMS-24, and Effective Personality with the Cuestionario Personalidad Eficaz-Universidad (the Effective Personality Questionnaire-University). The results showed a rise in the state of anxiety during COVID-19, with a subsequent reduction two years into the pandemic; however, anxiety rates remained higher than before the pandemic. Emotional intelligence increased in the emotional attention factor, but diminished as regards both clarity and regulation. Effective Personality was at lower levels for all factors (Self-Esteem, Academic Self-Realisation, Resolute Self-Efficacy, Social Self-Realisation). The main conclusion was the need for assistance with the dimensions under study, in order to improve the well-being of university students after the serious effects caused by COVID-19.

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Gyuldzhyan, Gaik G. "On legal gaps in the international law related to the realisation of the right of peoples to self-determination." Vestnik of Kostroma State University 28, no. 2 (May 12, 2022): 267–72. http://dx.doi.org/10.34216/1998-0817-2022-28-2-267-272.

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The article is devoted to the main gaps in international law, impeding the realisation of the right to self-determination. The current stage of development of international relations entails the need to search for new approaches to resolving conflict situations and to improve existing legal mechanisms, including those related to the realisation of the right of peoples to self-determination. The author analyses the categories of subjects of the right in the issue and the forms of its implementation envisaged for each of them. Special attention in this article is paid to the international law concerning the relationship between the principle of territorial integrity and the right of peoples to self-determination. On basis of conducted analysis the author also formulates the thesis under which the principle of territorial integrity cannot be considered applicable to states that pursue a discriminatory policy against certain peoples living on their territory (primacy of the principle of equal rights and self-determination of peoples in cases where discriminatory policy is conducted against them). Further the author identifies related problems of realisation of the right to self-determination and comes to the conclusion that it is necessary to legally define such subjects at the international level through the adoption of a comprehensive international legal act on the right to self-determination.

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Сыченко, Ю. А., та В. С. Третьякова. "Рersonalisation of the educational process asa predictor ofprofessional self-realisation". Vocational education and labour market 11, № 3(54) (2 жовтня 2023): 82–97. http://dx.doi.org/10.52944/port.2023.54.3.005.

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Введение. Важным инновационным трендом современной педагогики является персонализация образования, одним из ключевых аспектов которой является построение личной стратегии профессионального и жизненного развития. Основой построения таких стратегий становится развитие навыков и компетенций, необходимых каждому конкретному обучающемуся и гарантирующих успешное вхождение выпускников в сферу профессиональной деятельности. Ведущим атрибутом персонализации выступает субъектная позиция обучающегося и педагога — главных участников образовательных отношений, и развитие субъектности — личностных результатов персонализированного образования. Персонализированное обучение и разработка персонализированных образовательных траекторий обучающихся — актуальная научная и практическая задача. Требуется переход к новым форматам обучения, к системному обновлению педагогических практик и оценки результатов обучения. Цель. На основе полученных результатов теоретико-методологического анализа и экспериментального исследования определить, как персонализированное образование связано с самореализацией обучающегося и педагога. Методы. Средствами персонализации для исследования предикторов субъектности были выбраны следующие методики: уровень развития субъектности личности (УРСЛ) А.М.Щукиной; тест смысложизненных ориентаций Д.А.Леонтьева; уровень субъективного контроля (УСК) Е.Ф.Бажина, Е.А. Голынкиной, А.М.Эткинда; тип и уровень профессиональной самореализации Е.А. Гавриловой. Статистическая обработка полученных результатов осуществлялась методами описательной статистики с использованием пакета программ статистической обработки информации SPSS Statistics 21; применялся также корреляционный анализ и множественный регрессионный анализ пошаговым методом. Результаты исследования показали, во-первых, положительную связь между субъектностью и уровнем профессиональной самореализации педагогов и, во-вторых, влияние персонализации на профессиональную самореализацию педагога. Обучение в условиях персонализированного образования создает условия для развития субъектности и свидетельствует о влиянии персонализации на ее отдельные компоненты в большей или меньшей степени. Научная новизна. Обращение к проблеме трансформации образования на основе персонализированного обучения только начинается и требует научной и практической разработки различных его аспектов. Практическая значимость. Методика экспериментального изучения влияния субъектности (как результата персонализированного образования) на профессиональную самореализацию педагогов может быть применена в исследовании субъектности школьников и студентов, представителей других социономических профессий, профессий иных типов, а также в исследовании других значимых предикторов профессиональной самореализации. Introduction. An important innovative trend in modern pedagogy is the personalisation of education, which involves creating a personal strategy for professional and life development. This strategy is built based on the development of skills and competencies necessary for each individual student, ensuring their successful entry into the field of professional activity. The subjective position of the student and teacher — the main participants in educational relations, and the development of subjectivity — is a leading attribute of personalisation, with the development of subjectivity being a key result of personalised education. As such, personalised learning and the development of personalised educational trajectories for students is an urgent task education is facing today, requiring a transition to new learning formats and systematic updating of pedagogical practices and evaluation of learning outcomes. The aim of the article is to determine based on the results of theoretical and methodological analysis and experimental research how personalised education is related to the self-realisation of both the student and teacher. Specifically, the authors aim to establish the teacher’s readiness for self-actualisation and self-realisation in their professional activity in the context of personalised learning. Methods. The study used theoretical and methodological analysis of the literature, as well as methods for studying predictors of subjectivity, including the level of development by A.M. Shchukina, the test of life orientations by D.A. Leontiev, the level of subjective control by E. F.Bazhin, E.A.Golynkina, A.M. Etkind, the type and level of professional self-realisation by E.A.Gavrilova. Statistical processing of the obtained results was carried out using descriptive statistics methods via the statistical information processing software package SPSS Statistics 21; correlation analysis and multiple regression analysis were conducted through a step-by-step method. Results. The results showed positive relationships between indicators of subjectivity and the level of professional self-realisation of teachers, highlighting the influence of personalisation on a teacher’s professional self-realisation. Personalised education creates conditions for the development of subjectivity, with varying degrees of influence on individual components. Scientific novelty. The process of transforming the education system using personalised learning is just beginning and requires further scientific and practical development. Practical significance. The study of the effect subjectivity developed during personalised education has on the professional self-realisation of teachers can be applied in the study of the subjectivity of schoolchildren and students, representatives of other socioenomic professions, professions of other types, as well as in the study of other significant predictors of professional self-realisation

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

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

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37

Prout, Alan. "Children's participation: control and self-realisation in British late modernity." Children Society 14, no. 4 (September 2000): 304–15. http://dx.doi.org/10.1111/j.1099-0860.2000.tb00185.x.

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Prout, Alan. "Children's participation: control and self-realisation in British late modernity." Children & Society 14, no. 4 (2000): 304–15. http://dx.doi.org/10.1002/1099-0860(200009)14:4<304::aid-chi625>3.0.co;2-1.

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Prout, Alan. "Children's participation: control and self‐realisation in British late modernity." Children & Society 14, no. 4 (September 2000): 304–15. http://dx.doi.org/10.1002/1099-0860(200009)14:4<304::aid-chi625>3.3.co;2-t.

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40

Vereshchahin, Oleh. "MILITARY STYLE DESIGN AND ITS IMPACT ON HUMAN SELF-REALISATION." Educational Discourse: collection of scientific papers, no. 43(1-3) (2023): 48–56. http://dx.doi.org/10.33930/ed.2019.5007.43(1-3)-5.

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The statement of basic materials. Military style design can evoke feelings of power, authority, and discipline, as well as detachment, conformity, and violence. In this context, the role of the military component in modern Ukrainian society is justified. It is urgent to study the critical and ethical understanding of the use of design in military style and its potential consequences for human identity and well-being, taking into account historical and contemporary examples, as well as the diverse contexts in which it is applied.

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Krasnoshchechenko, Irina P., and Aleksandr S. Platonov. "Parents' attitude to children's musical education as a factor of self-realisation of children's art school learners (based on the results of online surveys of children and parents)." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 28, no. 1 (August 25, 2022): 119–31. http://dx.doi.org/10.34216/2073-1426-2022-28-1-119-131.

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The article presents the results of a study aimed at studying the influence of parents' attitude to the musical education of children in the context of the development and self-realisation of learners in children's art schools. The paper analyses the prevailing values, interests, attitudes towards learning, self-assessment of the possibilities and self-realisation effectiveness in the educational space, as well as parents' assessments of development opportunities, children’s self-realisation, and the results of the educational process in art schools. As a methodological tool, 2 author's questionnaires were used – for children's school learners and their parents, posted in Google forms. The statistical package Microsoft Office Excel was used to process the results. In total, the study involved 134 learners of the children’s art school and 139 adults – parents of children studying in music schools in two subjects of the Russian Federation in its European Centre – Bryansk and Kaluga regions. The work showed the majority of learners positively assessing the results of studying at a music school – music education creates conditions for formation of their worldview, values, entry into culture; it enriches the value sphere, contributes to the formation of an appropriate personality orientation – interest, hobbies in music. Leaners attending a children's art school need good relations, support from both pedagogues and parents. The majority of schoolchildren stated the predominance of positive, friendly relations between peers and pedagogues. The study confirmed the importance of parental support for the self-realisation of learners in the educational space of the children’s art school. Parents play a decisive role in deciding whether to send their children to a music school. A relationship has been established – parents who perceive children as gifted and talented, devote more time to their children, show greater interest in the affairs and successes of their children, and show greater involvement in their musical education and creative activity.

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Kaklys, Karolis. "Approbation of Results Obtained During Interview: Research of Possibilities for Exercising the Rights of Political Oppositions in Lithuanian Self-Government." SOCRATES. Rīgas Stradiņa universitātes Juridiskās fakultātes elektroniskais juridisko zinātnisko rakstu žurnāls / SOCRATES. Rīga Stradiņš University Faculty of Law Electronic Scientific Journal of Law 3, no. 21 (2021): 127–38. http://dx.doi.org/10.25143/socr.21.2021.3.127-138.

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Analysing the problematic aspects of the legal regulation of local self-government of the Republic of Lithuania related to the realisation of the rights provided for the minority (opposition) of the municipal council in the Law on Local Self-Government and other legal acts, the following empirical research was performed. During the research, the method of interviews was used in order to identify, as precisely as possible, the problems of the realisation of the rights of political minorities (opposition) in the whole Lithuanian municipality. It is the interview method that was chosen to ensure the interaction between the researcher and the respondent, which enables to obtain the widest and deepest possible information in identifying practical problems and also allows to collect the detailed data needed to solve the identified problems. The interview focused on the target group of respondents from many different Lithuanian municipalities who are fully acquainted with the practical aspects of the realisation of the minority rights of the council. All respondents are current or former opposition members of municipal councils. With the aim of maximising practical benefits, as many as thirty respondents were interviewed in this research. Keywords: local self-government, political minority’s rights, opposition.

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Farrugia, David. "Class and the post-Fordist work ethic: Subjects of passion and subjects of achievement in the work society." Sociological Review 67, no. 5 (January 28, 2019): 1086–101. http://dx.doi.org/10.1177/0038026118825234.

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This article explores how the ‘post-Fordist work ethic’ contributes to the formation of classed subjectivities. Drawing on the work of Kathi Weeks, the article approaches the post-Fordist promise of self-realisation through work in terms of the individualised accrual of value that has become so central to the experience of class within the cultural politics of neoliberalism. Empirically, the article draws on a programme of research on the formation of young workers to describe two ideal typical manifestations of the post-Fordist work ethic, characterised as ‘subjects of achievement’ and ‘subjects of passion’, which reflect classed differences in the way that self-realisation through work is defined and experienced. In this way, the article argues that the contemporary work ethic is inflected with forms of class distinction that pre-date the shift to post-Fordism, and that these distinctions within the post-Fordist work ethic are critical to classed modes of contemporary subjectification. This differentiation reflects the ideological history of work and class under capitalism as well as the promise of individualised self-realisation that is so critical to subject formation in the post-Fordist present.

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Hao, Wu. "A SINGER: FROM SELF-DETERMINATION TO SELF-REALISATION IN THE CONTEMPORARY SPACE OF CULTURE." Научное мнение, no. 6 (2018): 73–77. http://dx.doi.org/10.25807/pbh.22224378.2018.6.73.77.

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Wu, H. "A SINGER: FROM SELF-DETERMINATION TO SELF-REALISATION IN THE CONTEMPORARY SPACE OF CULTURE." Научное мнение, no. 12 (2018): 117–21. http://dx.doi.org/10.25807/pbh.22224378.2018.12.117.121.

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Caruso, Giovanna. "The meaning of life between the self and the normative process of self-realisation." Human Affairs 29, no. 4 (October 25, 2019): 489–96. http://dx.doi.org/10.1515/humaff-2019-0044.

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Abstract Self-research becomes a starting point for the question about the human being in contemporary anthropological approaches. Accordingly, human life is not viewed anymore as the theoretical object of philosophical investigation, but as the concrete performative execution of the individual’s life. Following this existential paradigm, this paper shows, on the basis of Heidegger’s ‘analytic of Dasein’ and Angehrn’s ‘hermeneutic of the self,’ that the meaning of life can be identified with the process of self-realization much more than with any possible meaningful achievements, engagements or qualities. In fact, understanding human being as a self-interpreting being, Heidegger grasps human life based on the analysis of the ‘understanding,’ the ‘mineness’ and the ‘potentiality-to-Being’ as one’s own reflexive process of self-reference. Angehrn discloses this process as an endless self-understanding process, during which the self forms itself, and defines it as the process that characterizes human being. In this sense, the human being is ‘condemned to meaning.’ By grasping man as such a process, one fundamental feature is expressed: his constitutive unfathomability. For the task of becoming, the self comes from the self that has to become. This means that the self is constantly in the process of becoming self-existent and exists only as this process and remains unfathomable to man in his completeness. In this infinite process of self-realization, in this task of becoming oneself consists the meaning of life. And here, its normative-reflexive character arises. For the ‘must’ to become self has its origin in the self that has to become.

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Brajdić, Igor. "Recurrent decisions and innovation management in tourism." Tourism and hospitality management 3, no. 1 (June 1997): 9–16. http://dx.doi.org/10.20867/thm.3.1.2.

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A possible starting point when considering the theory of decision-making is offered in the concept of recurrence of problem situations as a concept which is in direct connection with innovative management. The importance of innovative management is present in all activities including too tourism. For the successful realisation of innovation in tourism two aims should be satisfied: • Foresee as much as possible non-recurrent problem situations. • Increase the number of self-occurring, non-recurrent problem situations. Decisions made by innovative managers, and especially top managers in tourism, who are often confronted with non-recurrent situations, and need to make non-structured decisions, can best be described using the descriptive model for decision-making. To enable the realisation of given goals of quality decision-making in management for Croatia's tourism it is necessary to depart from recurrent and self-transcendental systems (to which belongs also tourism), and include an intelligent support system for decision-making. To enable a practical realisation it is necessary to create and maintain a completely new culture of tourism management directed towards the concept of creativity and innovation.

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Sugiharto, Gatot, Caraka Putra Bhakti, Choirul Fajri, Astrid Nabilah Anwar, and Dian Ariyani. "How is Student Entrepreneurial Motivation at Ahmad Dahlan University?" International Journal of Educational Management and Innovation 5, no. 1 (December 28, 2023): 1–12. http://dx.doi.org/10.12928/ijemi.v5i1.7861.

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This study aims to describe the entrepreneurial motivation of students who have taken entrepreneurship courses. The technique used in this research is purposive sampling and accidental sampling. This research was conducted at Ahmad Dahlan University, with several respondents of 801 students. The instrument used is an entrepreneurial motivation scale adapted by Nugroho (2017) using the motivational aspects developed by Vanesaar et al. (2006), namely the aspects of ambition for freedom, self-Realisation, and pushing factors. Test this validity by comparing the r count's value with the r table, then by calculating the r count (rxy) for each item using the CORREL formula in excel. Reliability is calculated using the Cronbach alpha formula. It is found that student entrepreneurship motivation is in the high category. The highest aspect is in the Ambition for Freedom aspect, and the lowest is in Self Realisation. The Ambition for Freedom aspect with details strongly agrees with a frequency of 218 (27.22%), and the agree category with a frequency of 518 (64.67%). Aspects of Self Realisation with respondents' answers in the strongly agree category with a frequency of 153 (19.10%), the agree category with a frequency of 357 (44.57%), the category disagrees with a frequency of 291 (36.33%).

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Stasiak, Jacek. "ENTREPRENEURSHIP EDUCATION IN POLAND." Globalization, the State and the Individual 26, no. 2 (December 30, 2020): 123–34. http://dx.doi.org/10.5604/01.3001.0014.8287.

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entrepreneurship is the development of skills such as taking initiatives, project planning, implementation, self-realisation, risk taking, team work, the ability to cope with countermeasures and constructive.

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50

Efanova, M. I., and Yu V. Trofimova. "DYNAMICS OF STUDENTS’ SELF-REALISATION OF IN THE COURSE OF EDUCATION." Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, no. 42 (2020): 43–48. http://dx.doi.org/10.37386/2413-4481-2020-1-43-48.

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