Rediscovering Rogers's Self Theory and Personality

Innovative solutions in modern science, 2017

The article is an attempt to analyze the main approaches to the issue of self-determination based on the study of scientific literature. Particular attention has been paid to the definition of its relation to the phenomena of self-consciousness and self-creation that are increasingly becoming the subject of psychological research. The category of self-determination is differently interpreted in psychological and pedagogical circles, thus researching its characteristics is important and the one that requires a clear definition. The process of personality self-determination has been considered in unity of different planes of self-realization. Types of selfdetermination of the main areas of life of the individual have been singled out. Trends in psychological and pedagogical scientific thought on the interpretation of the category of self-determination have been studied.

0 Introduction Through this assignment paper I am trying to make a journey through my personality with an aim to unravel the implications of these personality theories in my life. In this study, personality theories are divided into four approaches such as Psychodynamic Theories, Behaviouristic Theories, Cognitive Social Learning Theories and Humanistic Theories. Here I am going through main theories of these four approaches and their find out their implication in my personality. This study is with an aim to correct my personality if there is any defects and to accept myself if there any defects with cannot be overthrown. I begin this study with brief history if my life.

2003

Filozofia Publiczna i Edukacja Demokratyczna, 2015

The study starts from the premise that within the dynamic of personality system character is mainly an acquired subsystem that is the outcome of self and social construction. On a continuum that represents the interaction between innate and acquired factors the study posits that character is mostly constructed while temperament is mostly given. The research is focused on long-term personal experiences that aimed explicitly to develop one's own character. Taking into account the theoretical framework of Petersen and Seligman (2004) that distinguishes between strengths and virtues the present model of character includes three dimensions and an orienting principle. The three dimensions are: a) strength-weakness; b) goodness-evilness; c) transparency versus opacity. A strong character could be good or evil, transparent or opaque. All these dimensions are related to self-tested orienting principles such as (Truth, Love, Justice, Non-violence).

Journal of Islam in Asia <span style="font-size: 0.6em">(E-ISSN: 2289-8077)</span>

The birth of the Renaissance movement in the West ushered the scholars as well as the masses into a broader perspective of learning and knowledge seeking. The spirit of the Renaissance paved the way forward for scholars to gain freedom of speech and liberation from their old mindset. Europe that was bursting with new philosophical and scientific ideas also gave its people a wide range of perspectives in understanding man and personality. Secularism and modernism that came as a result of the Renaissance movement caused a shift in the understanding on man and his personality from a religious to a scientific one. In this study, the researchers would like to venture into the areas of man and personality from the Western perspective. Very precisely, the researchers would like to conduct a survey on the shifting paradigms in the field of Western psychology, pertaining to the study on man and personality. Upon performing the survey, the researchers would like to identify and analyze the un...

Scientists and practitioners alike invest in theorizing the self in psychology, but prioritize differently theoretical and practical objectives. Theorizing the self differs also when mapped onto the ‘science versus art’ debate, viewed historically and with reference to the philosophy of science. Jung's model of the psyche is compared and contrasted with social cognitive models of self-concept. Finally, some implications of social constructionism are considered.

Journal of Educational Psychology, 1982

Dist pecia The enhancement of students' self-concepts is valued as a goal of education, and as a moderator and perhaps a cause of scholastic achievement. Nevertheless, conceptual and methodological problems have plagued research and evaluations involving self-concept (Scheirer & Kraut, 1979; Shavelson, Hubner & Stanton, 1976). The purposes of this article, in broad terms, are (a) to advance self-concept theory by testing some of its critical assumptions; and (b) to pzesent recent methodological advances which integrate concerns about measurement, statistics, and theory into one conceptual, analytic framework. Self-concept, broadly defined, is a person's perception of hiim or herself. These perceptions are formed through one's experience with and interpretations of one's environment, and are influenced especially by reinforcements, evaluations of significant others, and one's attributions for one's own behavior (Shavelson, Hubner & Stanton, 1976). The construct, self-concept, can be further defined by seven critical features (cf. Shavelson et al., 1976; see Fig. 1): (1) It is organized or structured in that people categorize the vast information they have about themselves and relate these categories to one another. (2) It is multifaceted and the particular facets reflect the category system adopted by a particular individual and/or shared by a group. (3) It is hierarchical with perceptions of behavior at the base moving to inferences about self in subareas (e.g., academic-English, history), academic and nonacademic areas, and then to general self-concept. (4) General self-concept is stable but, as one descends the hierarchy, selfconcept becomes increasingly situation-specific and as a consequence less stable. (5) Self-concept becomes increasingly multi-faceted as the individual develops from infancy to adulthood. (6) It has both a descriptive and an evaluative dimension such that individuals may describe themselves (I am happy) and evaluate themselves (e.g., I do well in school). And (7) it can be differentiated from other constructsj such as academic achievement. Research on substantive topics in self-concept theory has already jbeen reviewed (e.g., Wylie, 1979) as has research on methodological * Sell-CoNonAept i Slf~ncep 50Cncp Nou a devnif Sald isoy Mli .*g Soc i cfl Emotional Pyia yia tallConcept-Stat.one

Universitas Ahmad Dahlan, 2016

The aim of the current literature review is to focus on individuals´selfindividuals´self-concept. The results of the present study reveal that self-concept assumed as an important factor for each and can change his or her belief, attitude, and reaction toward personal and social life. This study likewise explained the beginning of self-concept, different views toward this vital factor, the role of introspection, and multicultural. Furthermore, this paper supported the imperative of self-concept; additionally, it has an essential role in individual advance.

Revista Romaneasca pentru Educatie Multidimensionala

In the conditions of transformation of contemporary society there are dynamic transformations, which primarily affect changes in the individual psychological sphere of each person. These changes lead to formation of a holistic, confident and self-sufficient personality, capable of high self-regulation and self-control, which will ensure one’s successful integration into society. The purpose of the article is to substantiate the importance of self-sufficiency in the development of the system of personality self-regulation. The article uses a theoretical analysis of scientific publications on self-regulation and self-sufficiency of the individual; generalization and systematization of the results of current researches and approaches. The considered main approaches to the study of self-regulation, which reflects a conscious control of behavior, contributes to the effective achievement of goals, ensures successful adaptation to changing environmental conditions. Self-regulation includes...

This article offers solutions to two historically unresolved subject matter problems in psychology: (1) What is a "person"? And, (2) what is the "self"? Part 1 of the paper presents Peter Ossorio's (2006) Descriptive Psychologically-based answer to the first of these questions, an answer that comprises a paradigm case formulation of the concept "person" itself, as well as a parametric analysis for describing individual persons. Part 2 of the paper presents a new solution to the second question. The solution is a disarmingly simple one in which "self" or "I", consistent with actual usage, means simply and essentially "this person" -- this holistically considered, embodied, conscious, deliberate actor that I intend when I use the terms "I" or "me" or "myself" -- as opposed to "that person", the specific individual I intend when I say "he" or "she" or "herself". The ways in which this formulation (a) uniquely possesses an empirical grounding, (b) avoids many historical problems that have arisen in trying to delineate the nature of the self, and (3) integrates the field of self psychology, are all demonstrated. The article provides logical and empirical arguments in support of both of its formulations, as well as for the importance of the science of psychology possessing such formulations of its core subject matter.