Academic journal article Journal of Psychological and Educational Research

Psychological Components of Self-Realizations of Students in International Volunteer Programs

Academic journal article Journal of Psychological and Educational Research

Psychological Components of Self-Realizations of Students in International Volunteer Programs

Article excerpt

Introduction

The theoretical data proves the existence of the specific peculiarities of the students' self-realization. The expansion of a scope of social interaction, the development of a sense of psychological and social competency, the dynamics of a process of identification, the adaptation and reflexive awareness of the students to the conditions of the surrounding socio-cultural environment are done through their self-realization in different activities: a realization of their own potential abilities and approbation of their own "I".

The concept 'self-realization' is viewed in various ways. It is viewed as a process of maturation of the personality to accept own evanescence and allow space for the true Self to reveal itself (Wikipedia); fulfillment by oneself of the possibilities of one's character or personality (Webster's); it is the impulse to convert oneself into what one is capable of being (A. Maslow).

In determining the sources of the students' self-realization, the methodological position, according to which the issue of the students' selfrealization has to be considered on the basis of unification of the three pillars of human existence: activity, consciousness and community have been relied upon. Activity is presented with the students' participation in the international volunteer programs. The socio-psychological environment, host community, host family, volunteer work placements, and group act as the community.

In line with an objective of the paper, it was decided to develop a theoretical-conceptual model of the student's self-realization in international volunteer programs; structural components of student's self-realization in international volunteer programs and peculiarities of their dynamics have been specified; theoretical foundations of psychological-pedagogical conditions for ensuring student's self-realization in international volunteer programs have been highlighted.

Methodology of Research

Theoretical analysis of the literature and the results of surveys have allowed us to develop a theoretical-conceptual model of the student's selfrealization in the international volunteer programs which includes the relevant organizational and psychological components of the programs, and the functional and structural components of self-realization of the students (cognitive, value-operational, emotional-volitional and communicativebehavioral) (Figure 1).

We are examining the success of the student's self-realization in international volunteer programs through such components as cognitive (sociocultural experience, locus of control, self-efficiency, tolerance), valueoperational (development of hierarchy of needs, hierarchy of values, system of social and individual motives), emotional-volitional (self-esteem, empathy, civic activity) and communicative-behavioral (communicative skills, organizational skills).

In constructing the model we have used the methodological positions that the most important personal components of the student's self-realization, formed during their participation in the international volunteer programs, should be examined comprehensively in frames of the specified system through such psychological principles as: the principle of determinism; unity of personality, consciousness and activity; development; systematic-structural etc. The presented components of the model have been selected by us on the basis of the empirical research on the international volunteer programs implemented by the National University of Ostroh Academy as well as empirical surveys completed by former participants of the programs.

The main components of the international volunteer programs which ensure the students; self-realization are the following: the subjects of the sociocultural environment, the tasks of the program, the means of the realization of the tasks and the psychological mechanisms of the realization of the tasks.

The main objectives of the psychological development of the youthful age are: the establishment of one's own identity in terms of one's personality, and development as a future professional and citizen; as well as socioprofessional adaptation; the understanding of civil rights and obligations; and social responsibility. …

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