scholarly journals The theoretical foundations of the personal component of individual experience research

2019 ◽  
Keyword(s):  
Personal Experience ◽  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Self Concept ◽  
Individual Experience ◽  
Holistic Theory ◽  
Conceptual Foundations ◽  
Theoretical Foundations ◽  
Made In

The article contains a theoretical analysis of the personal component of individual experience, namely, its components, which most fully describe the features of its organization, are singled out. The analysis was based on the A.N. Laktionov individual experience concept, suggesting the presence of personal, social and mnemic components. During the consideration of the personal component, its analysis was made in three aspects: the interpretation of oneself, the interpretation of others, and the interpretation of the surrounding world. The components of the personal component of individual experience are meaningfully defined: in the aspect of self-interpretation, self-esteem, self-regulation and the Self-concept; in the aspect of interpreting others, the values and the Self-concept; in the aspect of the interpretation of the world - values and lifemeaning orientations. Each of the components separately considered in the framework of various concepts. As a result, a separate attention was paid to the theory: self-regulation by V. Morosanova; the meaning of the life of V. Frankl, supplemented by D. Leontiev; the Self-concept of V. Stolin and the values of S. Schwartz and W. Bilski. The concept of the the Self-concept was also proposed as a generalization of ideas about one’s own well-being as a representative characteristic of the personal component of individual experience, which was introduced due to the need to embrace the problem of dispersal of experience over time. Personal theories for their compliance with the characteristics of the study of personal experience, including both domestic and foreign, are considered. Facts are given that indicate that the integration of the concepts of Aysenck, Allport and Cattell could create one of the most relevant conceptual foundations for the study of personal experience. It was concluded that the most appropriate holistic theory, within which the personal component of individual experience can be investigated, is the theory of the Big Five, which, while fully describing the personality as a whole, makes a separate emphasis on the attitude of the person to his own experience.

scholarly journals The representation features of the personal experience substructures of students with different self-concept profiles

2019 ◽  
Vol 32 (2) ◽  
pp. 30-35
Author(s):  
P. Sevostianov
Keyword(s):  
Theoretical Analysis ◽  
Personal Experience ◽  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Negative Evaluation ◽  
Self Concept ◽  
General Level ◽  
Individual Experience ◽  
Self Perception

 The article is devoted to the substructures of the personal component of individual experience research. In the framework of theoretical analysis, the structural organization of individual experience is reviewed. The author's position consists in sticking to the O.M. Laktionov three-component model of the experience. During the theoretical analysis contemporary studies devoted to the study of individual experience are reviewed. Several substructures of the personal component of individual experience, that require attentive study, are defined. The self-concept notion is analyzed. For the first time, an analysis of the features of relationship between the feeling of self-concept well-being and the personal experience substructures are presented. The analysis, described in this article, is a continuation of the research, which devoted to the study of self-concept in the framework of the structure of the students` personal component of individual experience, during which on the basis of analysis the substructures of personal experience formation features the self-concept profiles were received. Four self-concept profiles were taken into consideration out of the results of the study: the "Conflict profile": persons for whom the simultaneous inclusion of the prosperous and problematic types of self-perception is inherent; "Prosperous profile": persons for whom the prosperous self-concept perception, that combines with low level of problem self-concept perception, is inherent; "Tendency to well-being": persons who are characterized by the tendency to decrease the negative evaluation of their self-concept, having the average indicators of their self-concept well-being; "Tendency to conflict": individuals, who are characterized by average indicators of their self-concept perception in a problematic context in a tendency to decrease the assessment of their self-concept well-being. Directly in the course of the work, described in the article, a comparative analysis of students with different profiles was performed, that was based on the degree of representation of individual experience personal component substructures. The comparison was made using the rank criterion of Kruskal-Wallis. During the comparison, the following results were obtained: for the students with different self-concept profiles was not revealed any differences in the indicators of self-esteem, neuroticism, extraversion, cooperation, conscientiousness, planning self-regulation, self-regulation flexibility, goal purpose in life orientation, and such values as conformance, traditions, kindness, universality and security. Openness to experience, modeling, results estimation, independence, general level of self-regulation, process and result orientation, locus of control myself, general life meaningfulness and independence as a value were the most expressive for students with a prosperous self-concept profile, and the least expressive – for students with a conflict profile and profile with a tendency to conflict. Programming, as well as the stimulation, achievement and power values were the most expressive for the students with a tendency to a prosperous self-perception. The locus of life control and hedonism as the value was found the most expressive among the students with a tendency to a conflict in their own self-perception; the least expressive it was for students with a prosperous profile.

scholarly journals THE TRANSFORMATIONS OF LIFE-SENSE ORIENTATIONS AS THE PART OF THE PERSONAL COMPONENT OF INDIVIDUAL EXPERIENCE OF PHILOLOGY AND PSYCHOLOGY FACULTY STUDENTS

2019 ◽  
Keyword(s):  
Locus Of Control ◽  
Goal Orientation ◽  
Personal Experience ◽  
Self Regulation ◽  
The Self ◽  
Self Control ◽  
Self Concept ◽  
Individual Experience ◽  
The World ◽  
National University

The article describes a research that aimed at deepening the understanding the personal experience organization. Individual experience is viewed from the standpoint of O. Laktionov's model, and it`s personal component is considered in detail. One of the parts of this component is the life-sense orientations, and the article analyzes the transformations of this phenomenon that took place from 2010 to 2017. The personal component of individual experience contains three aspects: the oneself interpretation, the others interpretation, and the world interpretation. The aspect of oneself interpreting as value contains self-esteem, self-regulation, and the self-concept; the aspect of others interpreting as compatible with the subject of experience - the self-concept and values; aspect of the world interpretation - the values ​​and life-sense orientations. The emphasis on the life-sense orientations within this article was made in view of the desire to find the most universal transformations of personal experience. In the course of the empirical study, a comparative analysis of the subjects studied by the life-sense orientations (the test of life-orientation of D. Leontiev) in 2010 and 2017 using the U-Mann-Whitney test. To maximize the consideration of factors that could potentially affect the characteristics of the personal experience organization, the analysis was conducted separately on a sample of students-psychologists and students-philologists. The total number of persons who participated in the study was 121 students of V.N. Karazin Kharkiv National University (Kharkiv) and Donbass State Pedagogical University (Slovyansk). Socio-political change was recognized as one of the key determinants of the transformations under study. It was found that across the whole sample, compared to 2010, the level of expressiveness of meaningful life indicators, such as goal orientation, locus of control "I", locus of control of life, and overall meaningfulness of life, significantly decreased; at the same time, the level of result orientation was significantly increased. Psychological students are characterized by a significant decrease in goal orientation, locus of self control, locus of life control, and overall meaningfulness of life; as well as an increase in result orientation. Philological students are characterized by a significant decrease in the locus of control of life and the overall meaning of life.

scholarly journals THE PERSONAL COMPONENT OF INDIVIDUAL EXPERIENCE FORMATION IN TRAINING WORK AS A WAY TO A MORE POSITIVE SELF-CONCEPT IN THE CONTEXT OF PERSONAL IDEAS ABOUT WELL-BEING GENERALIZATION

2020 ◽  
Keyword(s):  
Locus Of Control ◽  
Training Program ◽  
Personal Experience ◽  
Well Being ◽  
The Self ◽  
Self Concept ◽  
Individual Experience ◽  
Training Process ◽  
The Past ◽  
Level Of Significance

The basis of the training program is the conclusion that there is a direct connection between the openness to experience with the idea of oneself as a sensitive, independent, successful, carefree and optimistic person, as well as - the opposite with the idea of ​​oneself as a tough person in the past, present and future. There is also a opposite connection between the openness to experience and the perception of oneself as an anxious person, but it applies only to the present and the future. The connection between openness of experience and ideas about one's own security and self-confidence is observed only in relation to the past and present. In addition, the openness of the experience is characterized by a direct relationship with such indicators of self-regulation as modeling, flexibility, independence and its integral level; the locus of control "Me", the general meaning of life, and the level of significance of the values ​​of independence and stimulation; and opposite - with the locus of control over life and the level of significance of the values ​​of conformity, traditions, power and security. Based on these findings, a training program was developed and tested, which provided for the development of creative thinking, personal growth, strengthening mental health and the development of meaning awareness. During the development of the program, it was taken into account that under conditions of significant socio-political changes there is a decrease in such components of personal experience as locus of life control, general meaningfulness of life, as well as growth of values ​​such as independence, stimulation, hedonism, achievement and power. The approbation of the training program revealed significant changes towards the positive dynamics of the vast majority of indicators in all three time dimensions, which indicates that, first, our established patterns of functioning of the personal experience depending on “Myself-wellbeing” and the impact of socio-political changes are correct; secondly, that the training program of forming the elements of the personal component of individual experience in the training process as a way to increase the well-being reflected in the self-concept is effective. On the basis of the pilot training work, recommendations were formulated on the formation of elements of the personal component of individual experience in the training process as a way to increase well-being, reflected in the self-concept.

Exploring Psychosocial Task Resolution and Self-Concept among African-American Adolescents

1996 ◽  
Vol 82 (3) ◽  
pp. 803-810
Author(s):  
Craig C. Brookins
Keyword(s):  
African American ◽  
Family Relations ◽  
African American Youth ◽  
African American Adolescents ◽  
Well Being ◽  
The Self ◽  
Self Concept ◽  
Developmental Task ◽  
Multiple Components ◽  
Highly Correlated

Developmental task resolution and self-concept of adolescents were examined for a sample of 110 African-American youth. The Erikson Psychosocial Stage Inventory was used to measure Erikson's stages of psychological development and the Bronstein-Cruz Child/Adolescent Self-concept and Adjustment Scale was used to measure multiple components of the self-concept. Scores for Self-concept and Resolution of Identity stages were highly correlated although scores on Resolution of Identity, commonly seen as the primary psychosocial task of adolescence, were not related to scores on either Emotional Well-being or Family Relations. The results are discussed in terms of improving understanding of relationships between processes in development, identity, and other salient psychosocial variables.

scholarly journals SATISFACCIÓN LABORAL Y EL CLIMA ORGANIZACIONAL DE LAS PRINCIPALES UNIVERSIDADES SUCREÑAS

2013 ◽  
Vol 5 (2) ◽  
Author(s):  
Claudia Patricia Rojas Martinez
Keyword(s):  
Job Satisfaction ◽  
Organizational Climate ◽  
Working Conditions ◽  
Professional Growth ◽  
Well Being ◽  
Job Security ◽  
The Self ◽  
Individual Experience ◽  
The Individual ◽  
And Training

El presente artículo es resultado de una investigación que se realizó con el objetivo describir los elementos que conforman la satisfacción laboral y determinar cómo este factor influye en el clima organizacional de los empleados de las principales universidades sucreñas; la investigación se llevó a cabo en las principales universidades de Sucre (Colombia) que cuentan con sede propia tomándose para ello una muestra de 120 docentes.. Los resultados referentes a las condiciones laborales no son las mejores, además con respecto a la estabilidad laboral, no se garantiza a los colaboradores su permanencia en la organización; con relación a la autorrealización, no hay apoyo suficiente para su crecimiento profesional y las capacitaciones son. Para dar solución a dicha situación se concluye que es necesario implementar estrategias direccionadas a brindar más motivación a los colaboradores organizando capacitaciones de acuerdo al desempeño que se quiera fortalecer en cada docente de esta manera se fundamentar así el clima organizacional y la satisfacción laboral factores que determinen el grado de bienestar de los individuos. ABSTRACTThis article has as objective to describe the elements that make up the job satisfaction and determine how this factor influences the organizational climate of the employees of the main universities sucreñas; the research was conducted at major universities with its own headquarters of the department of Sucre, taking a sample of 120 teachers. Regarding working conditions are not the best, and with respect to job security is not guaranteed to reviewers their stay in the organization in relation to the self, there is sufficient support for their professional growth and training are scarce. To provide a solution to these situations it is concluded that it is very necessary to implement strategies routed to provide more motivation to the collaborators, constantly training according to the performance that you want to strengthen in each teacher and in this way substantiate to the organizational climate and job satisfaction as factors that determine the degree of well-being that the individual experience.

scholarly journals High School Pupils’ Academic Achievement, Self-regulation (Locomotion and Assessment), and Psychological Well-Being

2014 ◽  
Author(s):  
Danilo Garcia ◽  
Alexander Jimmefors ◽  
Lillemor Adrianson ◽  
Fariba Mousavi ◽  
Patricia Rosenberg ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Personal Growth ◽  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Psychological Well Being ◽  
Environmental Mastery ◽  
Self Acceptance ◽  
Final Grades

Background: Education plays an important role on a personal level because it is related to personal control, a healthy lifestyle, greater income, employment, interpersonal relations, and social support (Mirowsky & Ross, 2003). Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: (1) the identification of the desired out-come and the appraisal of procedures to reach the desired goal (i.e., assessment), and (2) the selection between available approaches to reach the goal and the commitment to the chosen approaches until the goal is reached (i.e., locomotion) (Kruglanski et al, 2000). Self-regulation plays an essential role in academic achievement (Kruglanski et al 1994, 2000). Psychological well-being is a multi-faceted concept composed of six different intra-personal characteristics that describe the fully functional individual (Ryff, 1989). These factors are: positive relationships with others, self-acceptance, environmental mastery, autonomy, purpose in life, and personal growth. We aimed to study the relationship between academic achievement and self-regulation and psychological well-being in Swedish high school pupils. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales (Kruglanski et al., 2000) to measure self-regulation and Ryff’s Psychological Well-Being Scales short version (Clark et al., 2001) to measure well-being. Academic achievement was operationalized through pupils’ final grades in Swedish, Mathematics, English, and Physical Education. The courses take place during either one or two semesters and the grading scale ranges from F = fail to A = pass with distinction. Results: Final grades in Swedish were positively related to two psychological well-being scales: self-acceptance and personal growth; and to the self-regulation strategy of assessment. Final grades in Mathematics were positively related to three psychological well-being scales: self-acceptance, autonomy, and personal growth; and also to assessment. Final grades in English were positively related to one psychological well-being scale: personal growth; and also to assessment. Final grades in Physical Education were positively related to four psychological well-being scales: environmental mastery, self-acceptance, autonomy, and personal growth; and also to the self-regulation strategy of locomotion. Conclusions: A profile consisting of assessment orientation combined with self-acceptance and personal growth leads to the best study results. This understanding is important when supporting pupils in achieving the best possible results in school and thus lay the formation for a continued successful life.

scholarly journals PROCRASTINATION AND SELF-CONCEPT IN MORE/LESS CONSCIENTIOUS STUDENTS

2021 ◽  
Author(s):  
Marianna Berinšterová ◽  
◽  
Miroslava Bozogáňová ◽  
Monika Magdová ◽  
Jana Kapová ◽  
...  
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Well Being ◽  
The Self ◽  
Self Control ◽  
Self Concept ◽  
Subjective Well Being ◽  
Negative Consequences ◽  
Cross Sectional ◽  
Negatively Associated

"Given its significant negative consequences for university students, procrastination has been studied extensively and shown to be associated with conscientiousness as a personality trait. Involving 333 university students doing teacher training programmes (68.5% female; Mage=20.51 (SD=1.61); 83.48% undergraduates doing a bachelor’s degree), our study aimed to explore the association between procrastination among more/less conscientious students and selected self-concept variables (self-control, self-efficacy, etc.). Our questionnaire was based on the Ten-Item Personality Inventory (Gosling, Rentfrow, Swann, 2003), the Self-Control Scale (Finkenauer, Engels, Baumeister, 2005), the Self-efficacy Scale (Ko?š, Hefteyova, Schwarzer, Jerusalem, 1993), and the Procrastination Scale for Student Populations (Gabrhelík, 2008); our control variables were gender and well- being (Subjective Well-Being Scale, Chan-Hoong, Soon, 2011). The sample was divided into two groups – (1) less conscientious and (2) more conscientious) – using the method of visual binning in SPSS 20. A t-test for independent samples and linear regression were used for data analysis. The less conscientious students in our sample reported a higher level of procrastination (t=6.479; df=310; p?0.001; Cohen's d=0.681). A linear model was conducted for both groups (the dependent variable being the level of procrastination, the independent variables being gender and the levels of self-control, self-efficacy, and well-being). Both models were significant ((1) F=8.449; p?0.001; R2=32.6; (2) F= 7.277; p?0.001; R2=25.7). Among the less conscientious students, the levels of self-control (?=-0.546; t=-5.262; p?0.001) and self-efficacy (?=-0.238; t=-2.092; p?0.001) were negatively associated with procrastination. Among the more conscientious students, the level of self-control (?=0.404; t=-3.929; p?0.001) was negatively associated with procrastination and “being a man” (0–man; 1–woman) (?=-0.307; t=-3.219; p?0.05) was significantly associated with the level of procrastination. The results of our study show trait and personality differences in the level of procrastination, highlighting the importance of self-control and self-efficacy development among university students. Interactive programmes with an impact on students’ self-concept can be a significant contribution to students’ ability to cope with their study requirements effectively. It could be argued that the limits of this study include cross-sectional and self-reported data."

Autonomous Motivation, Internalization, and the Self

2019 ◽  
pp. 392-414
Author(s):  
Markus Quirin ◽  
Mattie Tops ◽  
Julius Kuhl
Keyword(s):  
Large Scale ◽  
Self Regulation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Functional Approach ◽  
The Self ◽  
Humanistic Psychology ◽  
Mental Processes ◽  
Human Motivation ◽  
Autonomous Behavior

In humanistic psychology, autonomy, internalization, and the self constitute fundamental concepts to explain adaptive behavior and well-being. However, the momentary mental processes, their interactions, and individual differences that constitute a causal fundament for these concepts are yet underexplored. The authors will analyze these processes against the backdrop of a functional approach, Personality Systems Interactions Theory, which conceives the self as one out of several neurocognitive systems and highlights its role for autonomous motivation and self-regulation. We attempt to provide answers to questions such as the following: Which momentary mental processes and underlying neurocognitive systems (e.g., large-scale brain networks) facilitate the establishment of stages of internalization? Can the self become inhibited in a way that even highly internalized goals and values may not manifest in behavior? Which role does the self play in emotion regulation and decision-making, and how do these processes in turn facilitate autonomous behavior? The authors believe that the present functional analysis advances a conciliation between a phenomenologically-oriented, humanities view and a process-oriented natural science view on human motivation.

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