Search

This study was conducted to determine the impact of School Learning Action Cell (SLAC) implementation on the professional and personal development among elementary teachers. Descriptive-correlational research design and complete enumeration technique were used. Findings reveal that elementary teachers generally have agreed that SLAC implementation was extensive in terms of learner diversity, content and pedagogy, content assessment and reporting, 21st century skills and ICT integration and curriculum contextualization. They also concurred that the implementation of SLAC had a profound influence on their professional and personal development. However, the perceived impact on teachers when grouped according to the number of years was statistically insignificant. A notable disparity in the perceived impact of teachers on their personal growth when grouped according to sex was identified. In terms of their professional growth, no significant difference was observed. A significant relationship between the extent of implementation of SLAC and the perceived impact of SLAC implementation on personal and professional growth was evident. Recommendations included more SLAC sessions on learner diversity and content assessment. Reporting should be allocated in a gender-sensitive approach. Innovative and interactive strategies in the implementation of SLAC must be utilized to intensify its impact on the personal and professional growth of teachers. [ABSTRACT FROM AUTHOR]

Introduction: Hormones produced by the hypothalamic--pituitary--adrenalgonadal (HPAG) axis are crucial for modulating central nervous system (CNS) function and development throughout a person's life. Disruptions in HPAG function can impact psychological development, particularly during adolescence--a period marked by psychological growth and the maturation of the HPAG axis. An early indicator of HPAG alterations is ovulatory dysfunction (OD), a common condition among adolescents. Methods: This study explored the associations between neuroactive hormones and personal growth in adolescents with OD. Female participants aged 12-25 years with OD were recruited, and assessments were conducted to profile their basic hormonal levels and various dimensions of individual development, including self-concept clarity, sense of coherence, self-esteem, perfectionism, self-control, and mood states. Results: Adolescents with OD (n = 117) had lower self-concept clarity and selfesteem compared to reference data. A significant portion of the sample displayed elevated levels of tension (71.25%), confusion (62.5%), fatigue (58.22%), and depression (52.6%). Self-esteem scores were negatively correlated with DHEAS (r = -0.224; p = 0.026) and glucose (r = -0.249; p = 0.010). Higher levels of free testosterone were associated with increased depression scores (coef = 0.2398; p = 0.002), whereas higher estradiol levels were linked to lower aggressiveness scores (coef = -0.0648; p = 0.001). Discussion: These findings indicate that hormonal imbalances in adolescents with OD could affect personal growth. Further research is needed to establish causal relationships between the variables considered. [ABSTRACT FROM AUTHOR]

IntroductionMethodsResultsConclusionsGreater psychopathology among individuals with intellectual disabilities, as well as distress among their parents, are negatively associated with personal growth among the latter. This study examines the role of parents’ social support and their attitudes toward service use as mediators of the relationship between psychopathology among adolescents/young adults with intellectual disabilities and growth among their parents.Structured questionnaires which included measures of psychopathology of individuals with intellectual disabilities, parental distress, social support, attitudes toward service use and personal growth were completed by 195 parents of adolescents and young adults with intellectual disabilities or a dual diagnosis of intellectual disability and psychopathology.Parent’s perception of the adolescent/young adult’s emotional state and social support were found to be associated with personal growth. Social support was found to mediate the relationships between the adolescent/young adult’s psychopathology and parental distress and personal growth. Parents’ attitudes toward use of services were not found to be related to growth.Social support plays a pivotal role in the lives of parents of individuals with intellectual disabilities. Professionals working with individuals with intellectual disabilities should seek to enhance social support for their parents. [ABSTRACT FROM AUTHOR]

An existing scale of personal growth in caregivers of people with multiple sclerosis (MS) was expanded for use with an acquired brain injury (ABI) population, and was modified following additional psychometric analyses. A cross-sectional online survey was administered to 315 caregiving partners of persons with MS and 310 family caregivers of persons with ABI. Principal component analysis (PCA) performed on the original 32-item instrument yielded a 4-component, 17-item solution with correlated subscales with solid psychometric properties. Subscales were labelled Appreciation, Positivity, Adjustment, and Spirituality. Secondary PCA conducted revealed three subscales (five items each) correlated moderately while the fourth, Spirituality, remained distinct. The sum of the three five-item subscales may serve as a total score. Reliability analysis yielded acceptable-to-high internal consistency. Comparisons of the PGS with existing instruments demonstrated its discriminant/convergent validity. Two kinds of latent class analyses were conducted on the 15-item PGS to identify three latent classes that spanned the neurologic groups, revealing that measurement invariance was held for the instrument in this sample. An instrument with sound psychometric properties was established, designed to assess personal growth in caregivers of individuals with ABI or MS. Future work should explore its value in other populations and as a metric of changes over time. [ABSTRACT FROM AUTHOR]

Clinical experiences, helping relationships, and reflection are key factors for personal development for physicians. However, few studies have shown which experiences are important for personal growth and how medical residents specifically use their experiences for personal growth. The aim of this study was to identify from the medical residents' perspective which clinical experiences contribute to their personal development. We employed a qualitative design, conducting semi-structured interviews with ten postgraduate year two medical residents at a Japanese teaching hospital. The interviews were transcribed in interview memos, anonymized, and subjected to reflective thematic analysis to generate themes relevant to personal and professional development. Successful clinical experiences with autonomy and responsibility in clinical management were shown to be essential points for personal development as a physician. Autonomy in this study was the attitude of making one's own choices when managing patients. Responsibility was the obligation of the resident to take charge of a patient. Instructing junior trainees, appreciation received from patients, and approval granted by attending physicians reinforced their feelings of personal growth. The realization of what experiences and concepts influence medical residents' personal growth and development will make their professional development more effective. [ABSTRACT FROM AUTHOR]

Relying on personal growth and structuration theories, we aimed to examine the internal (sense of coherence/SOC and help‐seeking/HS) and external (perceived social support) resources that contribute to soldiers' personal growth following the transition to military service. We also investigated the role that perceived social support plays in moderating the relationship between SOC and personal growth, and between HS and personal growth. Two‐hundred‐and‐seventy‐one compulsory service soldiers (of whom 135 were men and 136 were women) completed self‐report questionnaires between 6 and 12 months post‐recruitment. The results showed both linear and curvilinear associations between soldiers' perceived stress and personal growth; SOC, HS, and perceived social support were positively correlated with personal growth; and perceived social support moderated both SOC and HS correlations with personal growth. Empirical evidence of personal growth in the transition to military service has been scant. Transitioning from civilian life to military service can be stressful and even traumatic but it can also provide opportunities for personal development. Our findings shed light on contributors to personal growth in the transition to military service, with both internal and external resources found to help one gain personal growth. It is evident that in order for soldiers to thrive, both perceived social support and active help‐seeking are key factors. [ABSTRACT FROM AUTHOR]

Loneliness is one of the most widespread conditions that affect one's physical and mental health. Loneliness is found in all populations despite age, gender, ethnicity, religion, or socio-economic status. It is related to the quality and availability of social interactions and can be expressed in different social domains. While the negative effects of loneliness are well-established, mechanisms and moderators of loneliness still need more examination. In the present study, we approached loneliness from a multidimensional perspective. We focused on associations between sociotropy and different types of loneliness—family and non-family. Participants were 157 adults aged 35–55, 55% females. Methods were the Social and Emotional Loneliness Scale (SELSA-S), "Sociotropy—Self-Sufficiency" Questionnaire, and Psychological well-being scale (scales of Autonomy and Personal growth). To test moderation effects, we applied Hayes Process v.4 (models 1–3). Results confirmed that sociotropy predicted loneliness, both family and non-family, and autonomy and personal growth moderated this effect. We found two different moderation mechanisms for family and non-family loneliness: parallel negative moderation affected sociotropy—family loneliness association, and negative moderated moderation affected sociotropy—non-family loneliness association. Results suggested that the higher were scores on personal growth and autonomy, the less they affected the association of sociotropy and loneliness. Gender differences in moderation were found only for non-family loneliness. [ABSTRACT FROM AUTHOR]

The study aims to develop an IT-based educational model for the personal development of a social educator: emotional intelligence (EI) and creative abilities. The study took place at L.N. Gumilyov Eurasian National University and K. Zhubanov Aktobe Regional University in Kazakhstan. It involved four moderators of online learning, 62 students majoring in “social pedagogy”; two of the teachers were members of the curriculum development commission. The study used the method of videoconferencing and inferential analysis to examine the relationship between EI and the creative abilities of future social educators in Kazakhstan. The results showed that the respondents had a moderate level of EI with an average value of 3.39. The correlation between EI and the creative abilities of social educators was medium-strong and positive. Results indicate that an increase in the level of EI leads to an increase in creative abilities. The novelty and originality of the study lies in the following aspects: the development of an educational model of personal growth of social pedagogues on the basis of information technologies taking into account EI and creative abilities; the use of innovative methods to study the relationship between EI and creative abilities of teachers demonstrates the use of modern technologies of data collection and identification of correlations between the studied variables, which indicates the importance of the development of EI and creative abilities of social pedagogues. [ABSTRACT FROM AUTHOR]

Veteran empowerment may include connection, community impact, and personal growth. At least one valid and reliable tool has been developed to measure the aforementioned framework: the empowered veteran index (EVI). However, there is a need for a shorter measure to prevent survey fatigue. We recruited military veteran members of a nonprofit (n = 316), The Mission Continues, for participation in this cross-sectional online survey study. Participants completed the 35-item EVI. A short form of the EVI (EVI-SF) was developed through bifactor confirmatory factor analysis (CFA). The 10-item EVI-SF model demonstrated satisfactory performance (χ2p = 0.68, SRMR = 0.02, RMSEA = 0.01, CFI = 0.99, TLI = 0.99). All factor loadings in this model were ≥ 0.30, providing evidence for the validity of the interval structure. Internal consistency reliability was good for all three subscales (omegas >0.7). Analysis of the EVI-SF showed that the instrument was valid and reliable. The EVI-SF contains 10 items with seven-point Likert scale response options. Use of the instrument may provide for the opportunity to measure empowerment of military veterans. This study provides preliminary psychometric validation of the EVI-SF. [ABSTRACT FROM AUTHOR]

One of the reasons why people engage in reminiscences about their past is to maintain intimacy with deceased close others. Although previous research alerts to the negative effects of reminiscence for intimacy maintenance on mental health, little is known about its relation to individuals' reactions to loss (i.e. grief severity and personal growth). In two samples, we focus on time since loss and continuing bonds, to elucidate the role of reminiscence for intimacy maintenance in grief. The samples comprised 111 and 198 bereaved adults. All participants rated the frequency of reminiscence for intimacy maintenance and loss-related variables, such as time since loss, continuing bonds, and grief severity. Sample 2 additionally completed measures of personal growth, loss-centrality, and their interconnectedness with the deceased. Reminiscence on intimacy maintenance was positively related to grief severity. This relation was independent of time since loss and partly driven by externalized bonds. Internalized bonds mediated the relation between reminiscence for intimacy maintenance and grief severity (in sample 1) and personal growth (in sample 2). Continuing bonds help explain why reminiscing for intimacy maintenance can be harmful in terms of grief severity but also fosters personal growth after the loss. [ABSTRACT FROM AUTHOR]

Objective: The current study aims to explore the experiences of athletes transitioning from amateur to professional sports. Methods and Materials: A qualitative research design was employed, utilizing a grounded theory approach. Data were collected through semi-structured interviews with 22 athletes residing in Ontario, Canada, who had transitioned to professional sports within the past three years. Participants were selected using purposive sampling to ensure diverse representation across sports disciplines. Interviews were conducted in person or via video conferencing, lasting between 60 to 90 minutes, and were audio-recorded with consent. Data analysis involved open, axial, and selective coding to identify themes and develop a substantive theory. Findings: The study identified four main themes: transition challenges, support systems, personal growth, and external influences. Athletes reported significant psychological adjustments, including identity crises and performance anxiety. Financial struggles due to lack of sponsorship and high living costs were prevalent. Social life changes, such as isolation from family and friends, and increased physical demands were notable challenges. Effective support systems involving family, coaches, peers, and institutions were crucial for navigating these challenges. The transition also facilitated personal growth in skill development, mental toughness, and career management. External factors, including media scrutiny and cultural influences, significantly impacted athletes' experiences. Conclusion: The transition from amateur to professional sports involves multifaceted challenges that require comprehensive support systems. Psychological, financial, social, and physical adjustments are significant, and robust support from family, coaches, peers, and institutions is essential. Addressing these challenges through tailored interventions and support mechanisms can enhance athletes' well-being and success in professional sports. [ABSTRACT FROM AUTHOR]

Prolonged stays in extreme living and working conditions at Antarctic stations can result in both negative psychological manifestations and possible positive, salutogenic effects. The aim of this study was to check an assumption about existing salutogenic outcomes and their personality predictors in expeditioners who participated in year-long expeditions. We examined 62 expeditioners who participated in expeditions to the Ukrainian Antarctic Akademik Vernadsky station between 1996 and 2021, including 59 men and three women aged 27 to 68 years. We used the Posttraumatic Growth Inventory— Expanded, the General Self-Efficacy Scale, the Eysenck Personality Questionnaire, the Sixteen Personality Factor Questionnaire and the Professional Hardiness Questionnaire. The majority of expeditioners (55–71%, on various grounds) recorded personal growth following Antarctic deployment, at a level from moderate to high. Based on personality characteristics diagnosed in the abovementioned questionnaires, we created an informative prognostic model explaining 30–45% of the variation in several indicators of expeditioners’ post-expedition growth. The most important predictors of expeditioners’ post-expedition growth were indicators of professional hardiness. Our findings provide additional opportunities to improve psychological evaluation and training for Antarctic expedition personnel.

The nine months of pregnancy allow mothers to plan for the birth of their child practically and emotionally. A very preterm birth, which is generally unexpected and requires the infant's stay in the Neonatal Intensive Care Unit (NICU), is perceived as a crisis by most mothers. This study sought to investigate the significance for the mother of the combined experience of a very preterm birth and the infant's stay in the NICU two-three years after the birth. Using qualitative methodology, semi-structured in-depth interviews were conducted with 13 mothers (age 26–44) whose infants were born at 24–32 weeks. The analysis adopted the approach of multi-level listening to the diverse voices of the interviewees. Four core themes emerged: negative feelings about the preterm birth; the NICU experience as a crisis; long-term effects of the very preterm birth and NICU experience; personal growth following the preterm birth and NICU. In view of the findings, we discuss the meaning of the circumstances surrounding preterm birth on motherhood, and offer recommendations for practitioners. [ABSTRACT FROM AUTHOR]

The main purpose of this research is to examine the emotion of benign envy and to determine what role this emotion plays in the lives of the participants. In this study, where qualitative research method is used, semi-structured interview technique is preferred. Face-to-face and online interviews are conducted with a total of 20 participants, consisting of 8 men and 8 women, who have at least undergraduate education in the aged between of 30-50 years who agreed to participate in the research. The obtained data is analyzed with thematic content analysis using the MAXQDA 2022 program. As a result of the research, it is seen that the participants considered benign envy as a positive emotion containing good-will and like and associated it with emotions such as emulation, admiration, and appreciation. Participants state that benign envy helps personal growth and is an important source of motivation. It is also determined that benign envy contributes to religious/ spiritual development. [ABSTRACT FROM AUTHOR]

Background: Caring for parents continuing pregnancy after learning about a severe life-limiting condition in their unborn is challenging. Most existing studies focus on affected families, whereas research on the subjective experience of care professionals is scarce. Aim: We aimed to (1) explore experiences and needs of involved care professionals, (2) obtain information about existing care structures, and (3) identify requirements for a structured perinatal palliative care program. Design: Grounded Theory study using theoretical sampling. Data was collected by semi-structured interviews and analyzed following the principles of grounded theory coding and situational analysis. Setting: A total of 18 professionals from 12 different services in Munich and surroundings participated in the study: 8 physicians, 3 midwives, 2 nurses, 1 each pregnancy counselor, grief counselor, chaplain, clinical psychologist, and undertaker. Results: Several organizations provide support for affected parents, but inter-institutional communication is scarce. Due to the lack of a dedicated perinatal palliative care program, professionals make immense and partly unpaid efforts to support concerned parents. Providers experience "collateral beauty" in their work despite all the suffering and grief. This includes the development of a humble attitude and feelings of gratitude toward life, the feeling of having a meaningful task and professional as well as personal growth. Requirements for a structured perinatal palliative care program include: fostering peer support, ensuring regular supervision, and enhancing interdisciplinary exchange. Conclusions: Perinatal palliative care demands a high level of personal engagement but is experienced as highly rewarding by care professionals. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the effect of leisure nostalgia on perceived leisure benefits, personal growth, and happiness among individuals who regularly participate in leisure activities. A total of 305 responses were collected from college students who actively participate in field hockey in Singapore. Results indicated that leisure nostalgia had a positive influence on perceived leisure benefits, while there were no direct influences of leisure nostalgia on personal growth and happiness. Moreover, perceived leisure benefits had a positive impact on personal growth, which, in turn, had a positive influence on happiness. However, the direct path from perceived leisure benefits to happiness was not significant. Additionally, the analysis of multiple indirect effects found significant relationships between leisure nostalgia and happiness, between leisure nostalgia and personal growth, and between perceived leisure benefits and happiness. This study extended the understanding of nostalgia in the context of leisure. [ABSTRACT FROM AUTHOR]

Dementia alters relationships between family caregivers and their relatives living with dementia. Drawing from the theory of resilience and relational load (TRRL) and the investment model, this study assesses the influence of dementia caregivers’ pre-onset relational investments in these relationships (relationship maintenance and communal orientation) on their individual and relational wellbeing (depression, personal growth, love/closeness). Two mediating mechanisms (relational deprivation, ongoing relationship maintenance) were examined, and disease severity was tested as a moderator. Using surveys from 454 dementia family caregivers (majority adult child and spousal caregivers), analysis revealed that pre-onset relational investments generally support caregiver wellbeing through ongoing relationship maintenance as a mediator. Disease severity moderated these associations. Findings are discussed in light of TRRL and investment model theorizing. [ABSTRACT FROM AUTHOR]

Introduction: The quiet ego indicates a more compassionate conception of self-identity that integrates others into the self by lowering the intensity of the ego and enhancing the awareness of the present moment. The Quiet Ego Scale (QES) is a 14-item self-report measure of quiet ego, and it is composed of the following four psychological domains: detached awareness, inclusive identity, perspective taking, and growth. The present study aimed to test the psychometric properties of the Quiet Ego Scale within the Italian cultural context (iQES). Methods: A total of 160 Italian university students aged between 20 and 42 years, with a mean age of 22.85 years (SD = 3.41), completed the measures of the iQES and of other psychological dimensions. The psychometrics properties of iQES were assessed based on its internal consistency, test-retest reliability, and construct validity through comparisons with other correlated psychological measures. Results: Analyses confirmed the psychometrics properties of iQES. As in previous studies, the quiet ego was positively associated with the indicators of resilience (p < 0.01), happiness (p < 0.05), self-esteem (p < 0.01), and psychologicalwellbeing (p < 0.01). Discussion: The study discussed the possible uses of the iQES in the field of mental health, specifically focusing on improving adherence to psychological therapies and enhancing psychological and social well-being. The results indicated strong psychometric properties of the iQES in measuring the quiet ego construct. Our findings enrich the literature on the validity of the iQES and highlight the multidimensional nature of the quiet ego construct. [ABSTRACT FROM AUTHOR]

Although parental death increases the risks of negative developmental outcomes, some individuals report personal growth, an outcome that has received little attention. We tested a developmental cascade model of postloss growth in 244 parentally bereaved youth (ages 8–16 at baseline) from 156 families who participated in a randomized controlled trial of a family-based intervention, the Family Bereavement Program (FBP). Using five waves of data, the present study examined the prospective associations between the quality of parenting immediately following the FBP and postloss growth 6 and 15 years later, and whether these associations were mediated by changes in intra- and interpersonal factors (mediators) during the initial 11 months following the FBP. The mediators were selected based on the theoretical and empirical literature on postloss growth in youth. Results showed that improved quality of parenting immediately following the FBP was associated with increased support-seeking behaviors and higher perceived parental warmth at the 11-month follow-up, both of which were related to postloss growth at the 6-year follow-up and 15-year follow-up. No support was found for the other hypothesized mediators that were tested: internalizing problems, intrusive grief thoughts, and coping efficacy. To promote postloss growth for parentally bereaved youth, bereavement services should target parent–child relationships that help youth feel a sense of parental warmth and acceptance and encourage youth to seek parental support. [ABSTRACT FROM AUTHOR]

AbstractPressure on upper-secondary students to perform well is increasing at the same time as mental health problems are growing. At best, schools should be an arena for both academic work and the acquisition of life skills. The aim of this study was to explore the effects of a positive psychology intervention, named Study with Strength, on self-reported well-being at school and in daily life among students in upper secondary education. Nine schools in Finland participated in the intervention, offered as a course in the curriculum. The course included theory and practice, group discussions, and self-reflection. Thirty individual interviews were conducted and analysed through inductive content analysis. Seven themes were identified: flexible cognition, positive emotions, self-knowledge, self-compassion, values, awareness of psychological strengths, and social interaction. Personal growth emerged as a distinct feature throughout the analysis and thus was identified as the main theme. The results show that a positive psychology intervention such as Study with Strength, included in the school curriculum, may support adolescents’ well-being and personal growth in a positive manner.

Attachment insecurity has been linked to the intense grief of caregivers. However, limited studies have focused on the pre-loss grief and attachment insecurity of caregivers during end-of-life care. In this study, we examined potential correlates of caregivers' pre-loss grief, personal growth, and relationships with the patients, focusing on attachment insecurity and relational closeness. 163 primary caregivers of terminally ill cancer patients were recruited. Sociodemographic, pre-loss grief, personal growth, attachment insecurity, and emotional closeness were assessed from caregivers during the palliative care for patients. The results showed that attachment anxiety, but not attachment avoidance, was significantly associated with pre-loss grief. Emotional closeness during the care of terminal patients, but not before cancer occurrence, was significantly associated with personal growth. The present study highlights the importance of dyadic relational quality between the caregiver and the patient, which is useful in clinical settings to identify at-risk populations for caregivers' pre-loss grief. [ABSTRACT FROM AUTHOR]

This paper undertakes an examination of the teachings of Dumitru Stăniloae, with a specific emphasis on his profound understanding of personal growth and the spiritual metamorphosis of the human soul. Stăniloae's viewpoint on these matters is carefully analyzed and placed within the broader context of Eastern Orthodox Christian theology. The paper examines Stăniloae perspective regarding the quest for illumination, emphasizing the profound expedition that individuals undergo as they endeavour for spiritual progression and inner metamorphosis. Moreover, it explores the practical implications of Stăniloae's teachings for individuals who are actively seeking personal development and a deeper comprehension of their spiritual existence. His exploration of theosis and the dynamic interplay between human agency and divine grace provides invaluable insights for individuals embarking on a spiritual expedition. In conclusion, innate capacity for personal growth and the collective dimension of religious existence, Stăniloae's teachings persist in illuminating the journey towards spiritual enlightenment within the Eastern Orthodox faith. [ABSTRACT FROM AUTHOR]

This study explores sense of presence (SOP) as an important feature of continuing bonds (CB) in the context of normal grief. A community sample of widows (N = 51) filled in a multidimensional grief questionnaire and a depression scale. A moderate positive association between sensing the deceased husband´s presence and cognitive and emotional impairments emerged. A positive relationship between SOP and guilt was found only if the influence of religiosity was controlled for statistically. There were no significant associations of SOP with long-lasting positive reactions to loss, such as personal growth and increase in sensitivity for others. Widows with clinically relevant depression indicated a stronger SOP than those with lower depression scores. These differentiated findings may stimulate the elaboration of an extended conception of grief beyond the focus on clinically relevant impairments [ABSTRACT FROM AUTHOR]

Procreation has always been one of the main goals of marriage in Muslim society, where it is a religious obligation. Therefore, the inability to conceive is an extremely stressful experience that is liable to have long-term implications for a woman's mental health. These effects may persist even after the problem is resolved and the woman has given birth. The current study therefore examined the personal growth and life satisfaction of Israeli Arab mothers (n = 154) up to two years after childbirth, comparing those who conceived as a result of fertility treatment with those who conceived spontaneously. By completion of electronic questionnaires posted through social media, we explored the contribution of stress and optimism, as well as the moderating effects of religiosity and study group. No differences were found between the groups on level of stress, personal growth, or life satisfaction. For the whole sample, a negative association was found between stress and life satisfaction, and a positive association between optimism and the two outcome variables. In addition, level of religiosity was not significantly associated with either personal growth or life satisfaction, and neither religiosity nor study group was found to moderate the associations between the variables. Finally, a negative linear, rather than curvilinear, link emerged between stress and personal growth. [ABSTRACT FROM AUTHOR]

Trends in the implementation of digital twins (DTs) of real-world objects for the effective and safe management of complex sociotechnical systems and processes have been identified. Their composition and their share of the IT market are discussed. The features of the formation of data centers on hardware and software platforms from the most well-known companies in the IT industry are considered. It is proposed that DT technologies be used in creating conditions for a high-quality and mobile educational process that takes into account the individual trajectories of personal growth of students. The concept of a digital student profile (DSP) is presented, which is convenient for obtaining a quick quantitative assessment of personal skills and abilities, which is convenient when entering the labor market. In an educational environment, DSPs can be used to analyze the academic achievements, behavior and needs of students. Criteria for the formation of DSPs as a multidimensional quantitative assessment are proposed. Using the example of the course Information Technologies in Science and Education, a criteria-based convolutional assessment of the mastery of the material covered is constructed, characterizing the achievements of a particular student, allowing the use of methods and means of data mining. The creation and application of DTs and DPSs is an important step in the development of a new paradigm of education, with the help of which it is possible to significantly improve the quality of learning and provide participants in the educational process with individual support and assistance in achieving their unique life goals. [ABSTRACT FROM AUTHOR]

The study aimed to identify contributors to the trajectory of personal growth (PG) during the transition to parenthood against the background of a critical life event that occurred previously, namely, losing a parent. The study examined the contributions of the loss of one's own parent, the bond with one's parents in childhood, current parental distress (PD), and demographic variables to changes in the PG of adults when they themselves become parents. New Israeli parents completed self-report questionnaires in three phases: (a) up to 1 year following the birth of their first child (n = 2,182), (b) 6 months later (n = 1,045), (c) after another 6 months (n = 811). Our key findings showed that parental loss was not directly associated with changes in PG, but changes in PD mediated the associations between both loss and parental bonding on the one hand and the changes in PG on the other. Increase in PG levels over time was associated with being a woman, lower level of education and economic status, higher perceived paternal care, and higher maternal overprotection in childhood and decrease in PD. The present study extends knowledge of PG during the transition to parenthood, indicating that it may be shaped by changes in PD levels and the relationships with one's own parents. On the practical level, understanding the consequences for the trajectory of PG of having lost a parent and the nature of their bonding with their parents in childhood can help professionals design appropriate interventions for new parents. Public Policy Relevance Statement: The study highlights how new parents' personal growth after their first child's birth is affected by factors, such as parental loss, perception of their bond with parents, and changes in parental distress postbirth. Professionals should consider these factors when supporting new parents who have experienced parental loss and facilitate personal growth by addressing their distress and offering appropriate care. [ABSTRACT FROM AUTHOR]

In the Pakistani culture, which is marked by collectivist tendencies, the concept of self-esteem becomes closely intertwined with social identity and group identification that has a great impact on personality growth. The study was designed to investigate the resistance to peer influence, optimism, and self-esteem as predictors of personal growth among university students. A correlational research design with non-probability convenient sampling strategy was used for the present study. The sample consisted of (N=400) students from various universities including males (n=200) and females (n=200) with ages ranging from 18 to 30 years (M=22.37 & SD=6.82). The assessment measures included Resistance to Peer Influence Scale (Steinberg & Monahan, 2007), Life Orientation Test-Revised (Scheier, Carver & Bridges, 1994), Rosenberg Self-esteem Scale (Arslan, 2020) and Index of Self Actualization (Faracia & Cannistraci, 2015). The statistical analysis was carried out by SPSS 20. Regression analysis revealed resistance to peer influence, optimism, and self-esteem served as strong predictors of personal growth, being positively correlated with each other. In terms of gender differences, females tended to be more resistant to peer influence and personal growth whereas males had a higher level of optimism and self-esteem. In essence, the present study embraces beneficial inclusion for the current pool of research as it offers important implications for students, professors, psychologists and researchers. [ABSTRACT FROM AUTHOR]

The connection between grit and achievement in a variety of areas is well documented. Nevertheless, the factors that affect domain‐specific academic grit and the relationship of these factors to academic achievement still require clarification. The present study aimed to explore the contribution of three main categories of variables: subjective well‐being (SWB), coping resources (e.g., self‐efficacy and help‐seeking orientation (HSO)), and self‐cultivation characteristics (e.g., savouring art and personal growth) to academic grit and academic achievement as well as the significance of academic grit as a predictor and mediator for academic achievement. The sample comprised a total of 351 university students between the ages of 18 and 58 from Anglophonic countries (US, Canada, and UK), and Israel. Using structural equation modelling (SEM), academic grit was found to be directly associated with academic achievement among university students while SWB, coping resources, and self‐cultivation characteristics were only indirectly associated with academic achievement with the mediation of academic grit. These results have important educational implications since they reveal existing effects which should serve as a basis for the implementation of university programmes. The results indicate the importance of student well‐being, coping resources, and self‐cultivating characteristics, especially regarding personal growth to perform optimally at university studies. [ABSTRACT FROM AUTHOR]

The study aimed to explore the relationship between psychological well-being and motivational goal orientations of secondary school students. The primary objective was to investigate the association between various dimensions of psychological well-being and motivational goal orientations. Adolescence is linked with the development of goals, consequently shaping achievement motivation of adolescents. the inclination to define goals and success is influenced by various factors i.e. wellbeing. Grounded in literature, the study hypothesized significant associations between psychological well-being and motivational goal orientations. 125 secondary school students aged 12 to 18 years recruited from two schools in Karachi. Data was gathered on motivational orientations and psychological well-being by using the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich & Garcia, 1991) and the Ryff Scales of Psychological Well-Being (Ryff, 1989). The analysis focused on exploring correlations between these variables. The results suggested that there is a significantly weak positive correlation between positive-relations and self-acceptance with different motivational goal orientations. The findings reflects that Motivational Goal Orientation is somewhat related to the Psychological well-being As highlighted by the study, educators and counselors should prioritize cultivating intrinsic and task-oriented motivational goal orientations in secondary school students which will enhance their psychological wellbeing. [ABSTRACT FROM AUTHOR]

Background: First-generation college students face unique challenges in navigating the higher education system, and understanding their perceptions of college success is crucial for providing appropriate support. Objective: This qualitative study aimed to explore the perceptions of 15 first-generation college students regarding college success and to identify the factors they consider important for achieving success in college. Method: Semi-structured interviews were conducted with the participants, and the data were analyzed using interpretative phenomenological analysis. Results: This study explores the varied perceptions of success among first-generation college students (FGCS) through five themes: Academic Achievement, Personal Development, Personal Well-being, Personal Fulfillment, and Career Success. Conclusion: This study provides valuable insights into the perceptions of first-generation college students regarding college success. The identified themes shed light on the multifaceted nature of success in higher education. These findings have implications for supporting first-generation college students and developing targeted interventions to enhance their overall success and well-being.

The relevance of the research is determined by the increasing role of a teaching and learning psychologist in the educational process, as well as the need for a teaching and learning psychologist to meet the requirements of the modern education system. The purpose of the research is to study the types of personal and professional self-realization of teaching and learning psychologists, as well as the psychological predictors of such self-realization. The article puts forward the hypothesis that there are characteristic types of personal and professional self-realization of teaching and learning psychologists, whose predictors are the parameters of the motivational and semantic sphere, and instrumental and stylistic characteristics of the personality, as well as indicators of self-regulation and emotional stability. Participants: teaching and learning psychologists (N=164) of educational institutions in Yekaterinburg and the Sverdlovsk region, including women (N = 150) and men (N = 14), aged 25 to 60 years; 32.4% have job experience of more than 10 years, 23.2% – from 5 to 10 years, 44.4% – less than 5 years. Methods (tools): Multidimensional Questionnaire of Personality Self-realization (S. I. Kudinov) was used to identify the features of self-realization of teaching and learning psychologists, Life Orientations Test (D. A. Leontiev) was used to identify the parameters of the motivational and semantic sphere, Resilience Test (E. N. Osin, E. I. Rasskazova) and Questionnaire of Volitional Self-control (A. G. Zverkov, E. V. Eidman) were used to study instrumental and stylistic characteristics and indicators of emotional stability, the technique of professional identity analysis (L. B. Schneider) was used to assess the parameters of professional development. Life Satisfaction Scale (E. Dinner adapted by D. A. Leontiev, E. N. Osin) and diagnostic methods of subjective well-being of the individual (R. M. Shamionov, T. V. Beskova) were used to assess the success of personal and professional self-realization. Results: the research has identifi ed the characteristic types of personal and professional self-realization of teaching and learning psychologists diff ering in the degrees of manifestation of its structural components: “positive”, “negative”, “imaginary” and “prospective”. Based on the three general factors: “life awareness”, “active life position” and “crisis of professional development”, the author has suggested the empirically confi rmed models of how psychological characteristics and types of personal and professional self-realization of teaching and learning psychologists are interrelated. The article also describes the predictors of personal and professional self-realization of teaching and learning psychologists. Main conclusions: the article has clarifi ed the features of personal and professional self-realization of teaching and learning psychologists as subjects of educational relations; additionally, the study has identifi ed the role of personal characteristics (motivational-semantic, instrumental-stylistic, emotional, resource) in achieving personal and professional self-realization, when the latter is the foundation of the subjective well-being and life satisfaction of teaching and learning psychologists in the conditions of modern transformations in the education system. The results of the study can be used to develop programs for personal and professional development, prevention of crises of professional development, psychological support of teaching and learning psychologist at diff erent stages of their professional paths and personal growth.

Clinical experiences, helping relationships, and reflection are key factors for personal development for physicians. However, few studies have shown which experiences are important for personal growth and how medical residents specifically use their experiences for personal growth. The aim of this study was to identify from the medical residents’ perspective which clinical experiences contribute to their personal development. We employed a qualitative design, conducting semi-structured interviews with ten postgraduate year two medical residents at a Japanese teaching hospital. The interviews were transcribed in interview memos, anonymized, and subjected to reflective thematic analysis to generate themes relevant to personal and professional development. Successful clinical experiences with autonomy and responsibility in clinical management were shown to be essential points for personal development as a physician. Autonomy in this study was the attitude of making one’s own choices when managing patients. Responsibility was the obligation of the resident to take charge of a patient. Instructing junior trainees, appreciation received from patients, and approval granted by attending physicians reinforced their feelings of personal growth. The realization of what experiences and concepts influence medical residents’ personal growth and development will make their professional development more effective.

Loneliness is one of the most widespread conditions that affect one’s physical and mental health. Loneliness is found in all populations despite age, gender, ethnicity, religion, or socio-economic status. It is related to the quality and availability of social interactions and can be expressed in different social domains. While the negative effects of loneliness are well-established, mechanisms and moderators of loneliness still need more examination. In the present study, we approached loneliness from a multidimensional perspective. We focused on associations between sociotropy and different types of loneliness—family and non-family. Participants were 157 adults aged 35–55, 55% females. Methods were the Social and Emotional Loneliness Scale (SELSA-S), “Sociotropy—Self-Sufficiency” Questionnaire, and Psychological well-being scale (scales of Autonomy and Personal growth). To test moderation effects, we applied Hayes Process v.4 (models 1–3). Results confirmed that sociotropy predicted loneliness, both family and non-family, and autonomy and personal growth moderated this effect. We found two different moderation mechanisms for family and non-family loneliness: parallel negative moderation affected sociotropy—family loneliness association, and negative moderated moderation affected sociotropy—non-family loneliness association. Results suggested that the higher were scores on personal growth and autonomy, the less they affected the association of sociotropy and loneliness. Gender differences in moderation were found only for non-family loneliness.

This study aimed to evaluate the impact of a social service project for disadvantaged students through pretest–posttest study design and qualitative interviews. All students joining the service project were invited to participate in this study. Data on personal growth and academic performance (exam scores and class ranks) before and after joining the project were collected. Two focus group interviews were conducted to explore the strengths and limitations of the project. Paired t-test and generalized estimating equation model and content analysis were conducted to analyse quantitative and qualitative data, respectively. Results showed significant improvements in personal growth including self-esteem, academic performance, interpersonal relationship and personal goal setting (all p < 0.05); while exam scores and class ranks were not improved. 'Being empathic', 'self-awareness' and 'interpersonal relationship' emerged from the qualitative interviews as the strength of the project; short duration, lack of follow up and practical strategies in the service contents were concerned as limitations of the project. To conclude, this social service project was proven effective in empowering the personal growth of disadvantaged youth. [ABSTRACT FROM AUTHOR]

Background: Rehabilitation that supports the individual on the journey back to their usual selves after cancer treatment becomes increasingly important. Studies have shown that a focus on the connection between body and mind might be beneficial. Consequently, Whole Person Care and initiatives that fall in line with this holistic approach to health care, such as a dance‐like intervention needs further examination. The aim of this study was to explore the qualitative aspects of 5Rhythms® as experienced by people diagnosed with cancer. Method: A total of 29 (17 in 2017) participants were recruited through purposeful sampling. Participants underwent one 5Rhythms® session per week for 2 months. This qualitative study with a phenomenological approach used diaries and individual interviews as its methods for data collection. Data were analysed using Giorgi's phenomenological framework and Maurice Merleau‐Ponty's theoretical perspectives on phenomenological approaches to the body, perception and consciousness were applied. Results: Three main themes ('(now) I sense my entire body', 'Something liberating is happening inside my body' and 'We travel together') and five connecting sub‐themes were identified through the analysis process. Conclusion: Participating in 5Rhythms® contributed to reconnecting body and soul during or after battling cancer. It evoked thoughts and feelings of existential matter. Results suggest that participating in 5Rhythms® can assist in personal growth. The benefit of being among peers while on the path to recovery was also illuminated. In regard to rehabilitation, this study underlines the importance of being aware of the connection between body and mind. [ABSTRACT FROM AUTHOR]

Psychological wellbeing (PWB) is a person's ideal disposition of mental and emotional functioning, marked by positive emotions, satisfaction, serenity, resilience and purpose. These aspects are often influenced by locus of control (LOC), which enhances self-awareness and awareness of intrinsic capabilities. As LOC is a trait, knowing its links with PWB will illustrate the contribution of more permanent aspects of the personality in PWB. Most studies have not examined these important variables together. This research aims to bridge this knowledge gap and uncover predictive relationship between these factors and hypothesized that LOC would be correlated with to PWB. To conduct a cross-sectional survey a sample of 400 young adult participants from University of Karachi was drawn. Correlation that links LOC and various facets of psychological wellbeing is insignificant, except for correlation of internal LOC and personal growth, where there is slight negative correlation, as higher scores of the measure of LOC meant higher degrees of internal locus of control and vice versa. This result shows that the more external locus of control the more personal growth. This study sheds light on interesting perspective about the impact of perceived internal LOC on specific aspects of psychological well-being. These findings open new avenues for further research in this field. [ABSTRACT FROM AUTHOR]

The National Education Policy (NEP) 2020 in India marks a significant shift in the education landscape, with a strong emphasis on holistic development and experiential learning. This research article explores how the NEP-2020's provisions for experiential learning are influencing the personality development of professional students. Through surveys and interviews with students, educators, and experts, this study reveals the transformative potential of experiential learning in shaping well-rounded professionals. Higher education plays a pivotal role in shaping the personalities of students, preparing them not only for careers but also for life. This research article delves into the profound impact of experiential learning in higher education on students' language proficiency and personality development. It explores how experiential learning fosters personal growth, enhances language skills, soft skills, and cultivates well-rounded individuals ready to face the challenges of the real world. [ABSTRACT FROM AUTHOR]

Background Objective Methods Results Conclusion Studies in the perinatal literature tend to focus on potential negative outcomes, but little attention has been paid to the protective factors that may be associated with better psychological well-being or positive mental changes, such as personal growth.Drawing on the Broaden and Build Theory of Positive Emotions, the study employed a prospective design and a sequential mediation model to examine the mechanism by which protective factors during pregnancy (dispositional gratitude, perceived relationship quality with the partner, perceived maternal-foetal bonding) may be associated, in sequence, with higher psychological well-being and personal growth after childbirth among first-time mothers.The sample consisted of 515 women who were recruited through social media and completed questionnaires in two phases: Time 1, during the second half of their pregnancy; and Time 2, around 12 weeks after the birth of their first baby.Results show that gratitude was associated with higher perceived relationship quality during pregnancy, which was associated with higher maternal-foetal bonding, which in turn was associated with higher psychological well-being and personal growth after childbirth. The indirect effects were significant.The study expands knowledge of positive outcomes in the transition to motherhood, and demonstrates that positive emotions, such as gratitude, may be the first link in the chain of factors predicting better outcomes from pregnancy to childbirth. [ABSTRACT FROM AUTHOR]

Background: Peer-assisted learning (PAL) – where students take up a teaching role at an early stage of their training—is widely used in medical curricula. Many qualitative studies have investigated the perceptions and benefits of PAL, but no studies have longitudinally explored how peer teachers experienced their development. This could allow for a better understanding of PAL. In this study, we explored the perceived impact of being a peer teacher on the development of personal and professional competencies as a medical student. Methods: We longitudinally conducted semi-structured interviews with peer teachers, during their 2-year teaching period in the skills lab at the University of Antwerp and applied descriptive thematic analysis. Results: In total we gathered 47 interviews in 13 peer teachers (9 female, 4 male,. 1–7 interviews each). Peer teachers reported an increase in self-confidence, which gradually transformed into self-efficacy in clinical and teaching skills., Participants told us to be inspired by the previous generation of peer teachers. Their motivation shifted from personal benefits to benefiting others while becoming a role model themselves. The peer teachers illustrated how they developed maturity by integrating different CanMEDS roles. They grew in reflection, changed/transformed an initial mark-driven study drive into more patient-centered ambitions, and started developing a personal style. Conclusions: Our study suggests that being a peer teacher leads to more self-efficacy, in clinical and teaching skills, to become a role model with as motivation to benefit others and to grow towards a good doctor maturity. Although the task is to teach peers, this opportunity nurtures the practice and integration of various CanMEDS roles, not only that of scholar but also communicator, collaborator and leader, thereby positively influencing their personal and professional development and their identity as a doctor (professional role). [ABSTRACT FROM AUTHOR]

Migrant-background youth travel often to their or their parents' country of origin, yet little is known about how such trips affect their personal growth. These trips have either been ignored or analysed through concepts of belonging or identity. By contrast, studies on international education and travel and tourism, which commonly focus on youth without migration background, highlight positive personal impacts of experiences abroad. This paper applies a personal growth lens to analyse how visits to the origin country impact Ghanaian-background youth living in Belgium. Drawing on 18 months of ethnographic fieldwork in Belgium and Ghana with 25 young people, we show how such trips stimulate self-confidence and aspirations. Self-confidence is strengthened through favourable treatment and access to luxurious spaces that make youth feel special. Young people develop educational and career aspirations after comparing opportunity structures they face in Belgium with their experiences in Ghana and engaging with Ghanaian role models. [ABSTRACT FROM AUTHOR]

We aimed to determine the peculiarities of personal growth resources among the adult population following the first months of the war in Ukraine. The study, which included 1257 respondents (32.3% male and 67.7% female, aged 18–61+ years), used the Posttraumatic Growth Inventory—Expanded, the Brief Resilience Scale, the Professional Hardiness Questionnaire and the General Self‐Efficacy Scale. We found the following descending sequence of expression of the components of personal growth: appreciation of life, spiritual and existential changes, relations to others, new possibilities and personal strengths. Personal resources included resilience, professional commitment, professional control, professional challenge acceptance and self‐efficacy, of which the last two were the most important. All indicators of personal growth were significantly higher in women but were more closely related to personal resources in men. Our findings suggest directions interventions should take to promote the Ukrainian adult population's personal growth and prevent negative mental health consequences. [ABSTRACT FROM AUTHOR]

The importance of reflective pedagogy is widely acknowledged in HE and is a cornerstone of the helping professions curricula, enhancing students' self-awareness and reflective skills. The literature emphasizes the virtues of reflection for the students' personal and professional growth but insufficiently addresses the emotional pain entailed. To contribute to filling this gap, we examined how 103 students of social work and educational counseling experienced growth and emotional difficulty during a three-stage Life Story Reflection (LSR). Content analysis of the students' written reflections upon completing the LSR and interviews conducted a year later revealed a strong sense of personal and professional growth, coupled with emotional difficulties. These two were perceived as intertwined components of the LSR, where feeling pain is necessary to develop personal and professional identity and skills. We discuss the implications for understanding students' autobiographical reflection and offer practical recommendations for implementing LSR in HE. [ABSTRACT FROM AUTHOR]

In view of a social panorama of constant change and uncertainty, it seems necessary to delve deeper into the educational needs of young people during the university stage. The transition from a content- centred learning model to a student-centred one has not been sufficient. Thus, the aim of this article is to analyse whether it is current, necessary and in keeping with reality, to claim the personal encounter and relationship as the backbone of university education. A theoretical research methodology is used, with an interpretative and analytical approach. It is presented as something urgent to consider the culture of encounter as a central axis of growth, generating university policies where it is implemented both in the formation of the student and to the teaching and mission of the university. [ABSTRACT FROM AUTHOR]