самореализация

The relevance of the study is due to the poor development of the problem of professional self-realization of IT specialists. The specifi city of the professional activity of this category of employees imposes special requirements on their individual psychological characteristics, which ensure the success of self-realization of specialists engaged in information and computer activities. Purpose: to identify the specifi cs of self-realization of IT professionals with diff erent individual typological features.

The results of empirical studies of the characteristics of self-realization in relation to the different levels of persistence, performed on a sample of students in the framework of the concept of dispositional personality traits and personality A. I. Krupnova. Application of a complex psychodiagnostic tools, «A multidimensional questionnaire self-realization» (S. I. Kudinov), «Express barchart self-assessment» (S. I. Kudinov), a blank test of self-realization (S. I. Kudinov), Test persistence (A. I.

The article covers major ideas of the study of processes of self-actualization of experiencing subjective well-being. It presents the results of the empirical study, which was made on a random sample (n=226, aged from 16 to 67 years) with application of the following diagnostic toolset: ?Diagnostics of personal self-actualization? (by A. V. Lazukin, adapted by N. F. Kalina); ?Subjective well-being scale? (M. V.

The article presents data regarding theoretical analysis of implementation of the two major approaches to the term «individuality», which were adopted by Soviet and post-Soviet ideology. The author developed level-based structure of the theoretical model - «Personoriented concept of happiness», which allows to incorporate both versions, where the first version is hierarchically subordinate to the second version.

The article presents the results of a theoretical analysis of the interpretation of the concept of “individual educational trajectories” in teaching and educational environment, the relevance of which is due to objective needs and insufficient development of the organization of the process of self-determination and self-realization of the student.

Modern educational practice has no clear scientific understanding regarding the specifics of self-realization of adolescents in connection with their satisfaction with life. Analysis of the concept of “selfrealization” in modern psychological discourse has revealed three well-represented in scientific literature ways of self-realization: selfexpression, self-realization and self-transcendence. It is shown that methods of self-realization can be correlated with different vectors of its orientation.

The article presents the results of a study which conclusively prove a correlation between self-realization and the individual’s hardiness. It is shown that under certain conditions (in difficult life situations) hardiness as a property of the personality is a predictor of self-fulfillment of the subjects of activity. The article outlines modern trends in research of self-realization in the context of the system paradigm. It further identifies main individual and personal determinants of the manifestation of personal self-realization.

This article is devoted to analysis of the categories of creativity, personality, psychology, selfactualization, ratios, real and demonstrative I man. This article describes the author’s understanding of creativity as a transpersonal phenomenon, self-realization as go beyond their limitations.

The article uncovers similarities and differences in approaches to finding the meaning of life from the positions of V. Frankl’s existentialism and eudaemonism. In order to illustrate provisions of the letter we used «Personally –oriented concept of happiness», which was developed by the author of the article. It is shown the status of values, which V. Frankl gave to pleasant emotions, serves as a paradoxical proof of hedonistic orientation of logotherapy.