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The Psychology of Success - Theoretical Perspectives on Personal Development

The Psychology of Success - Theoretical Perspectives on Personal Development

Name: The Psychology of Success - Theoretical Perspectives on Personal Development
Brand: Editura Universitară
SKU: 9786062818364
Price: 42.29 RON
Availability: OutOfStock

42,29 Lei

Publisher: Editura Universitară

Author: Vladimir Aurelian Enachescu, Monica Elisabeta Paduraru

Edition: I

Pages: 85

Publisher year: 2024

ISBN: 978-606-28-1836-4

DOI: 10.5682/9786062818364

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The book offers theoretical perspectives necessary for understanding and improving personal and professional life, analyzing various theories and principles that are the basis of personal development and sustainable success. Through the clear, concise presentation, readers can better understand how their thoughts, emotions and behaviors influence the results they obtain.
The authors combine perspectives from various branches of psychology to offer a holistic view of the factors that can contribute to achieving success. This integrative perspective helps readers find the approaches that work best for them.
The book encourages readers to adopt a growth mindset and set clear and achievable goals. By understanding aspects of multiple intelligences, emotional intelligence, setting priorities, planning actions, readers can learn to know themselves better, overcome obstacles and reach their maximum potential.
In addition to its benefits for personal development, The Psychology of Success - Theoretical Perspectives on Personal Development can be a valuable resource for professionals in the field of psychology, coaching and education, providing a theoretical framework that they can use in their work with clients or students.

The psychology of success. Theoretical perspectives on personal development
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VLADIMIR-AURELIAN ENACHESCU
MONICA ELISABETA PADURARU

Foreword / 9
1. Action planning / 14
Schedule / 14
A well-defined goal / 14
Clear description / 15
Action planning approach / 15
Advice on action planning / 17
2. Eisenhower Matrix / 19
The Eisenhower matrix: the four quadrants / 20
3. Spiritual commitment / 26
The role of spirituality and religion in the world / 27
4. Lists and organization of activity / 28
From top to bottom / 28
Buffer time / 29
5. Theory of transformative learning / 30
6. The stress diary / 32
7. Roman camera method / 33
8. Plato's theory of memory / 35
Knowledge: the sensible world and the intelligible world / 35
The concept of soul according to Plato / 36
9. Gagné's learning conditions / 37
10. The John Driscoll Reflection Model / 39
11. The model of personal responsibility / 40
12. Losada Line / 42 model
The positivity ratio / 42
13. Neuro-linguistic programming / 43
14. Theory of Multiple Intelligences (Howard Gardner) / 47
15. Locke's goal-setting theory / 51
16. Bloom's taxonomy / 52
17. Emotional intelligence / 54
18. Brookfield Reflection Model / 55
19. Matrix of action priorities (APM / 57
20. Boud / 59 reflection model
21. Reflective learning / 61
22. Atkins and Murphy / 62 reflection model
23. Cognitive load theory / 68
24. The modal model of memory (Atkinson and Shiffrin) / 70
25. Johns model of reflection / 72
26. Snyder's Theory of Hope / 74
27. How can the organization contribute to the personal development of employees / 76
Bibliography / 81

The desire for self-development is present in human nature as a desire to grow and fulfill potential. In psychology, terms such as personal growth, personality growth, self-realization and self-actualization, self-fulfillment, but also ego evolution are also used. Interest in the problem of self-development can be found since ancient philosophy. For example, Aristotle defined personal development in his Nicomachean Ethics as a category of practical wisdom, where the practice of virtue leads to eudaemonia or the full flourishing of the human being. Dewey considered self-development as a continuous process of developing abilities (human cognitive abilities, creative, moral, etc.) to an increasingly higher degree (Savage, 2002). Dewey understood self-development as the end of life and autonomy as the means. Rogers (1961, 1969) referred to self-development as a motivating force in human development, as the innate tendency of the organism to develop its full potential. Most educational systems consider self-development as an important goal (Goodlad, 1984). Sakhieva, Gilmanshina, Gilmanshin, Kosmodemyanskaya, Akchurina, and Sagitova (2015) emphasized the role of students' capacity for continuous self-development in higher education. Saphari, Bakar, Thiru and Hoe (2015) positively valued educational approaches based on learning with understanding and full personality development. Bartolata (2015) revealed in his research that academic skills such as interpersonal skills and social responsibility are seen by learners as most applicable to workplace performance. Caring for self-development is an integral part of self-care. According to Charlescraft, Tartaglia, Dodd McCue, and Barker (2010), self-care refers to the elements of life that contribute to the individual's well-being in a variety of ways—spiritual, emotional, physical, and mental—for the purpose of personal renewal and growth. Self-regulatory capacity is one's ability to self-manage. It encompasses processes such as planning, generating, controlling, self-reflecting and adjusting thoughts, feelings and actions to achieve personal goals and adapt to the changing environment Zimmerman (2008). In self-determination theory (SDT, Ryan & Deci, 2000), the authors differentiate between autonomous (self-determined) and controlled functioning. According to their understanding, intrinsic motivation can be described as autonomous activity, while extrinsically motivated activity is more controlled. Ryan & Deci (2000) postulated four different types of behavioral regulation: external regulation, introjected regulation, identified regulation, and integrated regulation. Introjection involves taking over a value or a regulation, but not accepting it as one's own; identification means accepting the value of the activity as personally important, and integration refers to the integration of that identification with other aspects of the self. There are relatively controlled forms of extrinsic motivation, such as external and introjected regulations, on the one hand, while identified and integrated regulations are understood as relatively autonomous. Amotivation in self-determination theory is the absence of an intention or motivation for a certain behavior.
We face unprecedented challenges – social, economic and environmental – driven by accelerating globalization and a faster pace of technological developments. At the same time, these forces offer us countless new opportunities for human progress. The future is uncertain and we cannot predict it, but we must be open and prepared for it. Children who entered education in 2023 will be young adults in 2035. Schools must prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated.
To manage such uncertainties, individuals will need to develop curiosity, imagination, resilience and self-regulation; they will need to respect and appreciate the ideas, perspectives and values of others, and they will need to cope with failure and rejection and move forward in the face of adversity, care for the well-being of their friends and families, their communities and the planet. Motivation will mean more than getting a good job and a high income.
Thus, it is estimated that employees can experience a number of aspects in their career, such as:
- variety of occupations
- up to 5 different sectors of the economy
- variety of competing work roles
- gaps between employment periods (planned and unplanned)
- the need to manage multiple transitions between learning and work.
In light of this emerging career paradigm, 21st century workers will be required to develop career-building and management skills that enable them to:
- respond positively and effectively to change
- to link lifelong learning with the career building process
- locate, interpret and evaluate a range of career information resources
- to develop the necessary skills to look for, obtain and maintain a job
- to make career-enhancing decisions
- to balance the role of life and work
According to the Blueprint for Life/Work Designs, “Work is arguably one of the most essential of all human activities. To begin with, it is the basis of the economic survival of individuals and society. Beyond this, an individual's workplace structures much of their time and, it is hoped, provides a sense of personal fulfillment. An occupation also shapes one's identity and, in the eyes of others, largely determines an individual's status or position in society.” And yet, research has revealed that only 28% of workers are fully engaged at work (committed to high quality performance standards). About the same number were disabled, and the rest described themselves as "on autopilot".
The purpose of this course is for those who complete it to acquire the knowledge, skills and attitudes necessary to effectively negotiate the life/work process. The activities undertaken will help them make informed decisions about their current and future personal goals. Content includes, but is not limited to, promoting positive self-image, identifying values, and developing strategies to effectively manage physical, mental/emotional, intellectual, and social changes. The world of work is evolving rapidly. The secure and stable structures that largely defined employment in the 20th century have been replaced by project-based, time-limited and precarious work. Research indicates that today's youth can expect to stay in a job for a maximum of two years.
This work has been designed to counter this phenomenon, specifically to provide readers with opportunities to develop the skills necessary to ensure that they become active, contributing and engaged members of professional and social activities.

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