self-‎actualization‎

This research has tried the method of contend analysis and inductive method to investigate opinions and thoughts of Abu-Muhammad Al-Ghazali-philosopher and wise person in the fifth century (AH) and Abraham Maslow-humanistic Psychologist in the 20th century to compare the training model they presented aiming for the human to attain highest levels of transcendence. The statistical population under study is the works of these two thinkers, including The books, letters and lectures. study shows that training system of these two philosophers have many similarities and differences. The most important difference is the eventual aim of transcendent training which Al-Ghazali identifies as an otherworldly aim. Al-Ghazali’s methodology emphasizes on moderation, making proper habits and advantage of having superior teachers. On the other hand Maslow emphasizes on fulfilling lower level needs and relying on person’s creativity and freedom. Although Al-Ghazali’s training system seems to be more organized, this research finds the combining use of creativity and freedom of choice with benefit of having superior teachers to be helping this system become more effective.

The aim of this study was to investigate into the effect of wisdom-therapy on self-actualization of highly educated teachers. The research method was quasi-experimental with pretest-posttest and a control group. The statistical population consisted of all teachers with PhD. degrees in Hamedan in 1400. The sample of the study included 32 participants who were selected based on purposive sampling method and were randomly divided into two equal groups of experimental and control. Then, the wisdom-therapy protocol (adapted from from Kordnoghabi, 1400) was performed on the experimental group in eleven sessions. The self-actualization measure was the Jones and Crandall’s (1968) Self-Prosperity Questionnaire. to analyze the data univariate covariance test was applied using SPSS program (version 22). The results showed that the effect of treatment was significant (P <0.05) and personal wisdom-therapy approach had a positive effect on increasing the self-actualization of highly educated teachers. Therefore, it can be claimed that education officials can use this strategy to increase teachers’ self-fulfillment.

The present research aims to determine the effectiveness of spiritual intelligence training on coping with stress and self-actualization in adolescent girls. The research had a semi-experimental, pre-test, post-test and follow-up design. The statistical population consisted of all eighth-grade schoolgirls in the 12th School District in Tehran in the school year of 2017-2018. Using multi-stage cluster sampling, 56 students were selected as the sample and divided into the experiment and control groups in random fashion. The spiritual intelligence package based on the educational protocols presented by Bowell (2004) was used. The questionnaire developed by Endler and Parker (1990) for coping with stress and the actualization questionnaire devised by Soleimani et al. (2015) were the tools used in this study. Data analysis was carried out by means of the SPSS software as well as descriptive statistical methods (mean and standard deviation) and inferential statistics (MANCOVA and the repeated measures ANOVA). The assumption that the variance-covariance matrices would be homogenous was tested using Box’s M test. Statistical analysis showed that 9 sessions of intervention through providing spiritual intelligence training led to a significant increase in problem-based coping strategies, positive emotions, relationships, finding meanings to life and progress in post-tests compared to pre-tests in the experimental group, while in the control group reduced emotion-based coping strategies and avoidance coping strategies were observed. Considering the positive effects of spiritual intelligence training, the findings of this research can be used in the planning of curriculum content on life skills so as to prevent social harms such as hazardous behaviors in adolescents.

This study was conducted to compare the effect of education programs based on PERMA model and psychological empowerment training on the future orientation and self-actualization of junior high school students. This study used a quasi-experimental pretest-posttest control group design. The statistical population of the study consisted of all ninth grade students in Shiraz, Iran, in the 2019-2020 academic year. Purposive sampling was used to select 175 students. The sample consisted of three intact classes with 87 girls and three other intact classes with 88 boys. The six classes were randomly assigned, based on the type of instruction offered to them, to three groups, namely PERMA =55, psychological empowerment= 47, and control =73. Considering data collection, the Future Orientation Questionnaire (Di Maggio et al., 2016), and Ahvaz SelfActualization Inventory (Ismaeelkhani et al., 2001) were distributed among participants at pre, post, and follow up phases. The experimental groups were taught based on either PERMA or psychological empowerment packages for eight 90-minute sessions. The control group, however, received no intervention. ANCOVA results showed a significant increase in post-test mean scores concerning participants' future orientation in both PERMA and Empowering groups (P=0.01). Similar finding was concerned in relation to participants' selfactualization. However, only the effect of PERMA intervention on selfactualization was significant in the follow-up phase. Based on the overall findings, it can be concluded that the two types of intervention can be helpful in overcoming the adolescent crises and in increasing students' empowerment and self-actualization.

The main purpose of this study was Investigating the impact of identification and ‎directing top talent (Shahab) on Equal Training Opportunities and Self-actualization student ‎Shirvan 2018-2019. The Comparative Causal Research was descipitive in terms of method ‎and nature. The statistical population inconsisted all students of Difth grads Shirvan 2550 ‎people who didi not pass the shahab plan and sixth graders student out of the 2100 who ‎passed the shahab plan. Statistical sample was selected by simple random sampling method ‎using Gorges Morgan table with 334 and 325 subjects, respectively. The Data were collected ‎by two questionnaires Equal Training Opportunities Javanmard (2014) and Self-‎actualization Ahvaz (2009) . Their validity was of a formal and content type, approved by ‎the professors and their reliability through Cronbach's alpha Were estimated for the past ‎‎(0.71), (0.87) and not passed (0.73) , (0.94) respectively. Data were analyzed by descriptive ‎statistics (frequency distribution table, graph, mean, standard deviation and central indexes ‎and dispersion calculation) and inferential statistics (covariance analysis and t-test) using ‎spss21 software. The results showed that 99% considering of Plan dor idenrifying and ‎directing top talent (Shahab) on Equal Training Opportunities and Self-actualization sixth ‎grade student who dropped out of this course. It can be concluded that guiding all the top ‎talents can an important step towards equal opportunity for education and academic Self-‎actualization.‎

Women are the main axis of the family. Violence against women in the family can damage their health and safety and cause a crisis in the family. Of course, there are instances of violence that collective memory does not refer to as violence, as well as showing the adaptation of the patriarchal life of a group of women who are in conflict with egalitarian thinking. The main purpose of this study is to investigate the consequences of this type of violence, i.e. symbolic violence against women in the family.

The research method used in this study is descriptive-correlation with the questionnaire. The statistical population of the study is married women in Tehran who were selected based on the development criteria, regions 2, 6, 10, 13 and 17 and 450 women in these regions were determined as the sample size based on sample power software and quota sampling method Were examined because accurate statistics on women affected by this latent violence were not available. The unit of analysis is "individual" and Pearson correlation and structural equation modeling have been used in data analysis and hypothesis testing.

It shows that the symbolic violence perpetrated on married women has a significant and negative correlation (-0.49) with achieving their self-fulfillment. There is a significant and positive correlation (0.60) between symbolic violence against married women and their alienation. There is a significant and positive correlation (0.60) between symbolic violence against married women and their depression. There is a significant and negative correlation (-0.29) between symbolic violence against married women and the amount of child cultural capital.

The present study shows that symbolic violence is a serious obstacle to achieving self-fulfillment of women and the growth of children's cultural capital and can lead to alienation and depression in women and cause many problems in the family.

The aim of this study was to explore the role of self-differentiation in predicting couples' self-actualization with the mediation of creative thinking. This study was conducted using the descriptive correlational method, and the statistical population included all the couples in Mashhad. From among this population, 75 couples (150 people) were selected through the one-stage cluster sampling method, and they completed the Ahwaz Self-Actualization Inventory (ASAI), the Creative Thinking Questionnaire and the Differentiation of Self Inventory (DSI). The data were analyzed using SPSS 24 software and the statistical tests matching the types of variables including Pearson correlation coefficient and path analysis. The results showed that there is a significant positive correlation between self-differentiation and self-actualization (P = 0.001), and creative thinking can play a mediating role in the relationship between these two variables such that self-differentiation in a direct path (b= 0.21) and creative thinking in an indirect path (b= 0.31) predict couples' self-actualization.

The purpose of this study was to determine the relationship between the use of self-regulation skills and academic self-fulfillment and the emergence of a startup curriculum in the entrepreneurial school through the educational engagement intermediation. The Startup Mentor is a program that fosters the mentality of students in a way that can launch start-up businesses. The research method has been a type of solidarity descriptor. The statistical population of all second-grade teachers in Isfahan was 3537 students in the academic year of 1966-97. The multi-stage cluster sampling method was selected based on the Cochran sample size formula and 347 individuals randomly selected for research. The research instrument consisted of four groups of questionnaires: 1. Educational self-regulation questionnaire (Rare and Arabzadeh, 1392), 2. Educational self-actualization questionnaire (Rezvani Monfared and Shafi Pour Motlagh, 1395) 3. Student Student Conflict Questionnaire (Fredrik, 2004); and 4. A researcher-made questionnaire developed by perceived starter maker. For data analysis, two levels of descriptive statistics (frequency, mean, percent) and inferential statistics (Kolmogorov-Smirnov and Shapiro Wilk tests, Pearson correlation, multiple stepwise regression and structural equation model) were used. Overall, the results of the research showed that there is a positive and significant relationship between self-regulation and academic self-fulfillment and the emergence of a startup master's curriculum in the entrepreneurial school at the level of P

This paper seeks to study the self-actualization modeling based on spiritual intelligence, moral intelligence and psychological well-being. The statistical population of the survey consisted of gifted students in Semnan province. First, to determine a sample size, four hundred students of the gifted schools of Shahrood and Damghan were selected by simple stratified random sampling. This survey uses the spiritual intelligence, moral intelligence, psychological well-being and self-actualization (ASAI) scales to collect information. Using structural equations, it analyzes the research data. The findings show that spiritual intelligence has a direct positive and significant effect on self-actualization and psychological well-being of the gifted students. That is, the increase of spiritual intelligence has a positive effect on the psychological well-being, and positive psychological well-being increases self-actualization of an individual. Moral intelligence also has a positive effect on self-actualization indirectly and through influence on psychological well-being, but it does not have a direct effect on self-actualization. As a result, to educate self-actualized students, it is very significant to provide some training to increase the level of spiritual intelligence, moral intelligence and psychological well-being in schools and textbooks.