self-actualization

Success of the person in scientific and pedagogical activity is considered from a position of expressiveness at it individually-mental properties, as factors of subject level of professionalism. The results of empirical research showing presence of authentic distinctions in specific features of the person of «successful» and «unsuccessful» teachers of the higher school are analyzed, factors, the most significant for their professional success are allocated.  

The relevance of the work is determined by the insuffi cient previous study of the infl uence of socio-cultural practices on the selfactualization of students of the supplementary education institutions. The purpose of the research is to study the infl uence of socio-cultural practices on the self-actualization of students of the supplementary education institutions. Hypothesis: participation of students in sociocultural practices will contribute to their self-actualization. The study sample was formed by adolescents aged 12–18.

The paper presents the phenomenon of self-actualization in foreign and domestic humanistic psychology. Specificity of self-actualization of an individual in the sphere of professional development is determined. The approaches to the problem of self-actualization of personality in psychology from the point of the compensation theory by L. S. Vygotsky are outlined. The necessity of investigating the phenomenon of self-actualization of personality in the conditions of limitation of vital activity is shown.

The article covers the results of the empirical study performed on a sample of respondents who were temporarily unemployed. The purpose of the study presented in this article is to identify individual predictors of stress resistance and to determine its significance for self-actualization of a person. The methodological basis for the research was the theory of integral individuality by F. S. Merlin, B. A. Vyatkin, and the theory of selfactualization of personality. According to the theory by V. S.

The study attempted to examine the association between creativity measured by divergent thinking tests, and self-actualization. The empirical base was 120 students (100 females, 17 to 22 years of age). The following assessment methods were administered: Self-actualization questionnaire (A. V. Lazukin), E. Torrance Test of Creative Thinking, Remote Associates Test (S. Mednick), Purpose-in-Life Orientations Test (D. A. Leontyev), Questionnaire «Empathy» (V. Boyko), and Self-esteem scale (Dembo – Rubinstein).