Volume 12 - Issue 65
/ May 2023
39
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2023.65.05.4
How to Cite:
Radul, V., Stryzhakov, A., Arkushina, Y., Radul, O., & Kravtsov, V. (2023). Research on types of self-actualization of future
masters in pedagogy. Amazonia Investiga, 12(65), 39-48. https://doi.org/10.34069/AI/2023.65.05.4
Research on types of self-actualization of future masters in pedagogy
Дослідження типів самоактуалізації майбутніх магістрів педагогіки
Received: April 16, 2023 Accepted: May 29, 2023
Written by:
Valerij Radul1
https://orcid.org/0000-0001-5354-9142
Researcher ID: NTT-0200-2023
Artem Stryzhakov2
https://orcid.org/0000-0003-1407-939X
Researcher ID: ITT-0216-2023
Yulia Arkushina3
https://orcid.org/0000-0001-8157-1750
Researcher ID: AHD-5100-2022
Olga Radul4
https://orcid.org/0000-0003-0627-1541
Researcher ID: HQZ-4962-2023
Vitalii Kravtsov5
https://orcid.org/0000-0003-4824-2036
Researcher ID: ITT-0112-2023
Abstract
Purpose is to identify types of self-actualization
of future Masters in Pedagogy in the dimensions
of educational and professional activity. The
psycho-diagnostic instruments applied are valid
and reliable. Three levels of statistical processing
were used: 1) descriptive frequency
characteristics; 2) coefficients for establishing
statistical significance; 3) k-means clustering for
identifying types of self-actualization of the
research participants. The main concepts of А.
Maslow’s theory of self-actualization (1970)
comprise methodological foundations of the
empirical research. The study shows that in
descriptive frequency characteristics there were
no statistically significant differences with
similar dimensions. Spearman’s correlation
analysis (rs) and correlation matrix allowed
comprehending the variety of statistically
significant content correlations of the examined
phenomenon. K-means clustering made it
possible to identify four types of the respondents’
1
Doctor of Pedagogic Sciences, Full Professor, Professor of the Department of Law and Social and Humanitarian Disciplines, Flight
Academy of the National Aviation University, Kropyvnytskyi, Ukraine.
2
CEO, LLC “Tsyfromarket”, Kropyvnytskyi, Ukraine.
3
Specialist in Scientific Development at the Department of Scientific Development, Flight Academy of the National Aviation
University, Kropyvnytskyi, Ukraine.
4
Doctor of Pedagogic Sciences, Full Professor, Professor of the Department of Preschool and Primary Education, Volodymyr
Vynnychenko Central Ukrainian State Pedagogical University, Kropyvnytskyi, Ukraine.
5
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Law and Social and Humanitarian
Disciplines, Flight Academy of the National Aviation University, Kropyvnytskyi, Ukraine.
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self-actualization: “Creative self-actualization”
(n=32; 14.34%), “Hyperactive self-
actualization” (n=60; 26.91%), “Egoistic self-
actualization” (n=72; 32.29%) and “Life self-
actualization” (n=59; 26.46%). Appropriateness
of implementing the research results in
organization of educational and scientific
training for Masters in Pedagogy was empirically
established and theoretically substantiated.
Key words: self-regulation of personality,
educational space, adolescence, educational and
pedagogical activity, educational and
professional training, higher education
institutions.
Introduction
Training for future Masters in Pedagogy is a
highly responsible process and a result of the
development of integral, general and special
professional competences. Masters in Pedagogy
must not only develop themselves permanently
and “keep pace with time”, but also be able to
teach others to do that. Taking into consideration
that professional competences developed in the
dimensions of self-realization rapidly lose
relevance and operational capacity, the issue of
an individual’s self-actualization is considered to
be dominant. An exploring component acquires
special importance in educational and
professional training for Masters in Pedagogy. It
should be regarded rather through a prism of
creativity, organization of scientific exploring
activity, than reproduction. The formation of the
ability to solve complex problems in the
professional area, including innovative research
activity of Masters in Pedagogy, means thorough
reconsideration of the current knowledge and
creation of new knowledge, following successful
patterns of realization of professional practice.
Such articulation of the above issues highlights
topicality and timeliness of the examined subject.
At the same time, the articulated scientific
problem is topical in a global dimension and
requires thorough examination.
We assume that empirical research and
theoretical substantiation of types of self-
actualization of future Masters in Pedagogy will
allow obtaining scientific facts which will
contribute to efficient organization of
educational and scientific processes of their
training. Purpose is to identify types of self-
actualization of future Masters in Pedagogy in
the dimensions of educational and professional
activity.
The empirical research on types of self-
actualization will allow solving more complex
problems of educational and professional
training for future Masters in Pedagogy. The
suggested empirical algorithm of the summative
strategy will allow establishing casual
relationships and identify the types of the
respondents’ self-actualization. Structuring and
logical sequence make it possible to outline the
actual dimension, find growth points and urgent
changes in educational process. Self-
actualization of Masters in Pedagogy plays a key
role in socio-economic, safety-related and
political life of the country.
Literature Review
Self-actualization is the peak of Abraham
Maslow (1970) hierarchical pyramid of needs.
The scientist singled out a different number of
the pyramid components at different stages of
creating and substantiating his theory, but self-
actualization was always its peak. Sometimes
self-actualization is considered as self-
expression of an individual (Radul, 2011a). Self-
actualization combines a number of important
elements which can be in intrinsic interrelation,
complement each other or, probably, be less
evident against a background of dominant
elements. According to А. Maslow (1970), they
involve: creativity, morality, spontaneity, being
unbiased, problem-solving, tolerance as
acceptance of things one cannot change, and
others. The list of the above elements which are
actualized or become dominant in activity is
capable of ensuring an individual’s self-
actualization. The author of the theory assumed
and substantiated that self-actualization is
achieved by a very small percentage of people
(approximately 1.0%). And this level is reached
Radul, V., Stryzhakov, A., Arkushina, Y., Radul, O., Kravtsov, V. / Volume 12 - Issue 65: 39-48 / May, 2023
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by an individual when they have realized their
potential at maximum in their activity, utilized
their talents and achieved success. A logical
question arises: if self-actualization is achieved
by a very small percentage of people, how can we
explore types of self-actualization of future
Masters in Pedagogy? We position educational
and scientific spaces as indispensable conditions
for respondents’ institutionalization which
provide all the above elements of self-
actualization: creativity, morality, spontaneity,
being unbiased, problem-solving, tolerance as
acceptance of things one cannot change.
Definitely, we have added and operationalized
the list of relevant dimensions characterizing
future Masters in Pedagogy. Application of this
approach implies topicality of the task to
establish the dimension of the above impacts and,
as the purpose and hypothesis state, to identify
the types.
In scientific literature there is a sufficient number
of empirical studies revealing self-actualization
of an individual in the dimensions of
psychological well-being, through their
openness, successfulness, seeking happiness,
orientation towards ideals and psychological
maturity (Karpenko & Klympush, 2023; Maddi
& Khoshaba, 1994). As research shows,
psychological maturity (Maslow, 1970) in
combination with social maturity (Radul, 2011b)
is an important dimension in an individual’s self-
actualization.
Much attention is paid to the formation of soft
skills and hard skills (Kulish et al., 2020;
Popovych et al., 2021b; Zaverukha et al., 2022)
in education of future professionals in the
socionomic area. Since self-actualization has a
system-creating function, combination of well-
formed soft skills and hard skills is able to ensure
an optimal result. It is important to form self-
development skills for professional growth of a
future Master in Pedagogy as an individual who
will follow the way of self-actualization after
graduation. The concept of self-efficacy of an
individual by Albert Bandura (1977) confirms
our theoretical search. The scientist proved that
self-efficacy can be achieved by an individual
through subject activity and interpersonal
communication. Two dimensions are interrelated
and ensure successful activity of an individual.
A communicative component was thoroughly
examined in the context of establishment and
development of educational and professional
activity that is shown in the studies by I. Halian
et al., (2020), Popovych et al., (2020), S. Radul
et al., (2022). An anticipatory component of
respondents’ activity in the dimensions of self-
actualization is a precondition for successful
realization of a plan (Nosov et al., 2020;
Plokhikh et al., 2021; Plokhikh, 2023). Safety of
educational space V. Kalenchuk et al., (2023),
psycho-emotional potential and resilience are
referred to important factors affecting self-
efficacy of activity (Halian et al., 2021;
Melnychuk et al., 2023; Popovych et al., 2021с).
Types of self-actualization are considered to be
dominant dimensions of manifestation of the
examined phenomenon in professional
development of future Masters in Pedagogy.
Instilling the idea of self-actualization to
postgraduates of a Master level will contribute to
solving problems of freedom and responsibility,
losing and searching for value orientations, being
in society, alone and lonely. Research on types of
self-actualization of future Masters in Pedagogy
will allow operationalizing the problem of self-
development, self-motivation, mental maturity
and well-being aimed at achieving self-
actualization.
Methods
Methodology. The main concepts of
А. Maslow’s theory of self-actualization (1970)
comprise methodological foundations of the
empirical research. The main ideas of the concept
of social maturity of an individual as a
combination of freedom of choice and ability to
take responsibility were considered (Radul,
2011a; Radul et al., 2022). Respondents seeking
a Master’s degree are positioned as subjects of
ethical behavior, able to interact with society
tolerantly, appropriately and successfully. Young
people are a community with a high level of
social activity, determining the future of their
country (Stupak, 2021).
Participants. The research sample involved the
first- and second-year postgraduate students,
taking Master’s degree courses in the academic
areas including a pedagogical component:
Volodymyr Vynnychenko Central Ukrainian
State University (VVCUSU) (Kropyvnytskyi
region, Ukraine) and Vasyl Stefanyk
Precarpathian National University (VSPNU)
(Ivano-Frankivsk region, Ukraine). After
completing such Master’s degree courses
postgraduates gain a professional qualification
hand have well-developed competences that
allows them to start teaching and performing
scientific activity in higher education
institutions. The age of the respondents ranged
from 21 to 48 years old. The dominant part of the
respondents was represented by graduates of
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VVCUSU and VSPNU. The descriptive
frequency characteristics of the sample were
(M=23.1; Me=23; Mo=22; SD=±2.12). The
quantitative characteristics of the sample were
(n=223). The sample involved males (n=67;
30.05%) and females (n=156; 69.95).
Organization of Research. The research was
carried out according to the plan of the
summative strategy. Empirical data were
collected in the academic year 2022-2023. The
respondents anonymously filled out forms of
standard questionnaires given through Google-
form. The research was approved by the Ethics
Committees of the administration of VVCUSU
and VSPNU. It complied with all ethical
principles provided by Helsinki declaration of
2013 (World Medical Association Declaration of
Helsinki, 2013).
Procedures and instruments. The test “Personal
Orientation Inventory” (РОІ) by E. Shostrom
(1964) was chosen as the key psycho-diagnostic
instrument. The adapted version of the method
known as “Self-actualization test” (SAT)
(Aleshina et al., 1987) was used. We applied
fourteen scales which allowed differentiating the
research subject and qualitatively reflect the
parameters. Here is the list of the parameters:
competence in time (CT); support (Su); value
orientations (VO); behavioral flexibility (BF);
self-sensitivity (SSn); spontaneity (Sp); self-
esteem (SE); self-acceptance (SA); concept of
human nature (CHN); synergy (Sy); acceptance
of aggression (АA); contact (С); cognitive needs
(CN); creativity (Сr). The coefficient reflecting
homogeneity of the responses α-Cronbach was at
a satisfactory level (α=.816).
The respondents’ locus of control on discrete and
external factors was determined by the test “Life-
meaningful orientations” (“LMO”) (Leontyev,
2006) by means of two scales: locus of control-
self (LCS) and locus of control-life (LCL). Since,
according to the methodology and the summative
research strategy, training for future
professionals is important, the suggested scales
are closely connected with the component
“competence in time” (CT) by (SAT) (Aleshina
et al., 1987) in the continuum “past-present-
future”. The coefficient of homogeneity of the
responses – α-Cronbach (α=.859).
The questionnaire “Motivational structure of
personality” (MSP) (Milman, 1990) was used for
qualitative reflection of the content parameters of
the motives of educational and professional
activity. Two scales are considered to be of
experimental interest: general activeness (GA)
and creative activeness (CA) which qualitatively
position professional orientation of future
Masters in Pedagogy. α-Cronbach was
determined at the level .886.
Statistical Analysis. Three levels of statistical
processing of the obtained results were used: 1)
descriptive frequency characteristics; 2)
coefficients for establishing statistical
significance; 3) k-means clustering for
identifying types of self-actualization of the
research participants. All the statistical
operations were performed by means of
“SPSS” v. 29.0. and the graphical editor “MS
Office Word 2007”. The levels р≤.050 and
р≤.010 are considered to be statistically
significant.
Results
The summative research strategy was
implemented by the following stages: 1)
descriptive frequency statistics were found; 2)
comparison of the obtained empirical data with
the norms which were suggested by the methods’
authors and given in similar studies was
performed; 3) correlations with the key research
parameters of self-actualization were
established; 4) cluster analysis of the empirical
dataset for identifying the types of the
participants’ self-actualization was performed.
Tabl. 1 gives the main descriptive frequency
characteristics of the examined parameters by the
methods “SAT” (Aleshina et al., 1987), “LMO”
(Leontyev, 2006) and “MSP” (Milman, 1990).
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Table 1.
The main descriptive frequency characteristics of the examined parameters by the methods “SAТ”, “LMO”
and “MSP”
Parameters
Min
Max
Ме
Мо
M
SD
CT
3.00
11.00
6
8
6.45
±2.562
Su
20.00
59.00
38
41
38.43
±7.212
VO
5.00
18.00
12
11
11.23
±2.129
BF
5.00
17.00
10
9
10.11
±2.731
SSn
3.00
10.00
7
6
6.32
±2.099
Sp
3.00
12.00
7
6
7.45
±2.061
SE
4.00
13.00
8
9
8.34
±2.664
SA
2.00
14.00
9
8
8.86
±2.334
CHN
4.00
10.00
7
7
6.56
±1.325
Sy
3.00
8.00
5
6
5.89
±1.234
АA
3.00
13.00
7
8
7.56
±2.451
С
3.00
13.00
8
6
7.78
±2.411
CN
2.00
14.00
6
6
6.54
±1.987
Сr
2.00
12.00
7
7
7.23
±2.178
LCS
8.00
29.00
21
20
21.22
±3.034
LCL
12.00
41.00
28
28
28.43
±5.098
GA
8.00
20.00
13
12
12.61
±3.08
CA
10.00
24.00
16
13
15.95
±4.11
Source: Personal elaboration, academic year 2022/2023.
Note: Min – minimum value of distribution; Max – maximum value of distribution; Ме – median of distribution (data
given in italics); Мо – mode of distribution; М – mean of distribution; SD – standard deviation of distribution; CT –
competence it time; Su – support; VO – value orientations; BF – behavioral flexibility; SSn – self-sensitivity; Sp –
Spontaneity; SE – self-esteem; SA – self-acceptance; CHN – concept of human nature; Sy – synergy; АA – acceptance
of aggression; С – contact; CN – cognitive needs; Сr – creativity; LCS – locus of control-self; LCL – locus of control-
life; GA – general activeness; CA – creative activeness.
Analysis of the descriptive frequency
characteristics of the respondents by the
parameters “SAT” (Aleshina et al., 1987)
showed that the range of dimensions by the
median from the lowest – synergy (Me=5) to the
highest – support (Me=38) is close to the norm
(Aleshina et al., 1987; Shostrom, 1964). The
results by the two scales “LMO” (Leontyev,
2006): LCS (Me=21) and Lcl (Me=28) do not
have statistically significant differences obtained
by these scales in the studies related to our
research S. Radul et al., (2022). The registered
values by two scales of the following method –
“МСО” (Milman, 1990): GA (Me=13) and CA
(Me=16) do not have a significant advantage in
comparison with our previous research V. Radul
et al., (2022).
In order to operationalize the examined
parameters of self-actualization, we established
correlations with the scales – LCS, LCL, GA and
CA by Spearman’s correlation coefficient (rs).
Tabl. 2 presents the data obtained.
Table 2.
Data on correlations of the parameters of self-actualization with the research scales (n=223) by
Spearman’s correlation coefficient (rs)
Scales of self-
actualization
Statistical
parameters
Examined parameters
LCS
LCL
GA
CA
CT
s
r
.098
.101
.084
.115*
p
.334
.156
.567
.041
Su
s
r
.097
.111*
.076
.088
p
.402
.043
.760
.812
VO
s
r
.158*
.148*
.137*
.144*
p
.011
.012
.022
.014
BF
s
r
-.036
.041
.039
-.029
p
.844
.707
.712
.659
SSn
s
r
.111*
-.022
-.019
.095
p
.043
.534
.432
.347
Sp
s
r
.059
.053
-.022
.038
p
.829
815
.443
.562
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SE
s
r
.178**
.168**
.099
.114*
p
.009
.010
.134
.042
SA
s
r
.109*
-.032
-.022
.042
p
.047
.434
.529
.301
CHN
s
r
.033
.078
.089
.084
p
.802
.243
.808
.867
Sy
s
r
-.037
.042
.049
.099
p
.839
.699
.657
.123
AA
s
r
.043
.077
.099
-.084
p
.780
.283
.124
.865
C
s
r
-.188**
.152*
.113*
-.074
p
.008
.011
.042
.766
CN
s
r
-.137*
.114*
.044
.268**
p
.022
.042
.567
.006
Cr
s
r
-.117*
.119*
.012
.334**
p
.035
.031
.896
.002
Source: Personal elaboration, academic year 2022/2023.
Note: Min – minimum value of distribution; Max – maximum value of distribution; Ме – median of distribution; Мо
– mode of distribution; М – mean of distribution; SD – standard deviation of distribution; CТ – competence in time;
Su – support; VO – value orientations; BF – behavioral flexibility; SSn – self-sensitivity; Sp – spontaneity; SE – self-
esteem; SA – self-acceptance; CHN – concept of human nature; Sy – synergy; АA – acceptance of aggression; С –
contact; CN – cognitive needs; Сr – creativity; LCS – locus of control-self; LCL – locus of control-life; GA – general
activeness; CA – creative activeness.
Fig. 1 presents a correlation pleiad which
completed comprehension of the obtained
statistically significant correlation parameters
and allowed visualizing importance of the
parameters by the level of statistical significance
and the number of correlations.
Figure 1. Correlation pleiad of the examined parameters of self-actualization (n=223)
Source: Personal elaboration, academic year 2022/2023.
Note: positive correlations at the level p≤.050; positive correlations at the level p≤.010; negative
correlations at the level p≤.050; negative correlations at the level p≤.010; CT – competence in time; Su –
support; VO – value orientations; BF – behavioral flexibility; SSn – self-sensitivity; Sp – spontaneity; SE – self-esteem;
SA – self-acceptance; CHN – concept of human nature; Sy – synergy; АA – acceptance of aggression; С – contact; CN
– cognitive needs; Сr – creativity.
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We registered statistically significant
correlations of the examined parameters with all
(four) suggested variables affecting self-
actualization. There are four positive correlations
and one negative correlation at the level
(p≤.010): LCS & SE (rs=.178); LCS & C (rs=-
.188); LCL & SE (rs=.168); CA & Cr (rs=.334);
CA & CN (rs=.268). There are thirteen positive
correlations and two negative correlations at the
level (p≤.050): LCS & VO (rs=.158); LCS & SSn
(rs=.111); LCS & SA (rs=.109); LCS & CNg (rs=-
.137); LCSs & Cr (rs=-.117); LCL & Su
(rs=.111); LCL & VO (rs=.148); LCL & C
(rs=.152); LCL & CN (rs=.114); LCL & Cr
(rs=.119); GA & VO (rs=.137); GA & C
(rs=.113); CA & CT (rs=.115); CA & VO
(rs=.144); CA & SE (rs=.114).
K-means clustering was used to arrange relevant
dimensions reflecting self-actualization of future
Masters in Pedagogy. We partitioned the
determined number of dimensions (n=13) into
the optimum number of clusters (k=4). All the
respondents’ data were used in the research
(n=223). k-means clustering means combining
the sample’s data into statistically homogenous
groups by the determined dimensions. All the
dimensions with statistically significant
correlations were taken into consideration
(p≤.050; p≤.010). Creative activeness (CA) was
considered to be the main characteristic. Creative
activeness has the highest statistically significant
correlation (rs=.334). The calculated minimum
number of respondents in the cluster was n≥27. It
is one of the requirements which should be met
while forming clusters by a quantitative
parameter. Appropriateness of using cluster
analysis was established by means of
“SPSS” v. 29.0 by Kaiser–Meyer–Olkin test of
sampling adequacy (КМО) being КМО=.744.
Bartlett’s coefficient is significant at the level
p<.001 that allowed using k-means clustering
appropriately. The parameter “Creative
Activeness” (CA) is the nucleus of the first
cluster and the rest of the cluster dimensions
were partitioned by this principle. Tabl. 3 gives
the initial and final centers of clusters.
Table 3.
Initial and final centers of clusters
Parameters
Cluster 1 (n=32)
Cluster 2 (n=60)
Cluster 3 (n=72)
Cluster 4 (n=59)
b
e
b
e
b
e
b
e
CA
24.00
18.00
16.00
12.00
15.00
11.00
10.00
17.00
GA
13.00
10.00
20.00
15.00
12.00
9.00
8.00
14.00
LCS
16.00
11.00
17.00
12.00
29.00
19.00
8.00
10.00
LCL
17.00
13.00
18.00
14.00
12.00
16.00
41.00
20.00
CT
11.00
15.00
14.00
11.00
13.00
3.00
3.00
5.00
Su
59.00
39.00
36.00
27.00
33.00
24.00
20.00
28.00
VO
18.00
11.00
10.00
7.00
9.00
6.00
5.00
8.00
SSn
10.00
7.00
6.00
4.00
5.00
4.00
3.00
9.00
SE
13.00
9.00
8.00
5.00
7.00
5.00
4.00
7.00
CHN
14.00
9.00
8.00
6.00
7.00
4.00
2.00
9.00
C
13.00
8.00
7.00
5.00
6.00
5.00
3.00
6.00
CN
14.00
9.00
8.00
6.00
7.00
5.00
2.00
7.00
Cr
12.00
8.00
7.00
4.00
6.00
4.00
2.00
8.00
Source: Personal elaboration, academic year 2022/2023.
Note: b – beginning of the cluster; e – end of cluster; CA – creative activeness; GA – general activeness; LCS – locus
of control-self; LCL – locus of control-life; CT – competence in time; Su – support; VO – value orientations; SSn –
self-sensitivity; SE – self-esteem; CHN – concept of human nature; С – contact; CN – cognitive needs; Сr – creativity.
It is necessary to characterize the results of
cluster analysis. The beginnings and the ends of
clusters allowed identifying minimum difference
and similarity of the examined parameters.
Cluster 1 numbers (n=32; 14.34%) respondents
with high values of CA (b=24.00; e=18.00) and
relatively low values of LCS (b=16.00; e=11.00).
The type of actualization in which creative
activity is dominant was called “Creative self-
actualization”.
Cluster 2 covers a relatively larger number of
respondents, in comparison with the previous
one, and numbers (n=60; 26.91%). A
distinguishing characteristic of the respondents
of this type is a high level of general activeness
GA (b=20.00; e=15.00) and relatively medium
values of the rest of the dimensions. This type of
the respondents’ actualization resembles
hyperactive accentuation of teenagers, therefore,
it was called somewhat metaphorically –
“Hyperactive self-actualization”.
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Cluster 3 combines (n=72; 32.29%) the largest
number of the respondents. The most
distinguishing characteristic of the respondents
of this type is a strong ability to localize self-
control on their own “Self” – LCS (b=20.00;
e=15.00) and, as a result, low localization of self-
control on life, environment and significant
others – LCL (b=29.00; e=19.00). Excessive
concentration on one’s own personality
motivated us to call this type of self-actualization
“Egoistic self-actualization”.
Cluster 4 numbers (n=59; 26.46%) and
resembles Cluster 2 only by a quantitative
characteristic. The respondents of this type have
opposite key parameters – LCL (b=41.00;
e=20.00) and, consequently, low localization of
self-control on their own personality – LCS
(b=8.00; e=10.00). Such a combination of the
key parameters incentivized us to call this type
“Life self-actualization”.
Discussions
Ukrainian and foreign scientific literature
contains many studies related to professional
training for higher education degree seekers in
Pedagogy. Self-actualization of an individual in
the dimensions of professional activity has also
been examined thoroughly (Halian et al., 2020;
Popovych et al., 2021a; Radul, 2011a; Radul,
2021b). When we aim to operationalize and
implement scientific findings, there arise
difficulties with the suggested scope of studies,
therefore, our research was oriented towards
establishing statistical significance,
substantiating the research results with further
implementation. Four types of self-actualization
of future Masters in Pedagogy were suggested:
“Creative self-actualization”, “Hyperactive self-
actualization”, “Egoistic self-actualization”,
“Life self-actualization” (see Tabl. 3), through
operationalizing the key parameters of the latter.
The research purpose was achieved, and the
hypothesis was proved.
A number of content features of the empirical
research is considered to be of scientific interest.
The given descriptive frequency characteristics
(see Tabl. 1) incentivized us to focus on the
scales showing rather low values by the median:
CT (Me=6); Su (Me=38); SE (Me=8); Sy
(Me=5); CN (Me=6). We assume that a change
in the types of self-actualization in the
dimensions of educational and professional
training will contribute to an increase in the data
on the parameters and a shift of the localization
vector from general activeness and one’s own
personality to a creative component. The fact
(see Tabl. 2 and Fig. 1) that both components –
creativity and cognitive needs – have a negative
statistically significant correlation (p≤.050) with
localization of self-control Cr & LCS (rs=-.117)
and CN & LCS (rs=-.137) is also considered to
be of scientific interest. We think that excessive
localization of adolescents on their own
personality, social desirability and copying
others in insignificant characteristics have a
negative effect on their creativity and cognitive
activeness. This fact is confirmed in the study by
V. Plokhikh (2022) about limitation of
psychological defense and its impact on the
prospects of educational and professional activity
of students. A negative correlation LSC & C (rs=-
.188; p≤.010) is obvious. In turn, contact has a
positive effect on creative activeness and
localization of self-control on life.
The above types of self-actualization (see Tabl.
3) are rather a cross-section of self-actualization
orientation of future Masters in Pedagogy. In our
opinion, “Creative self-actualization” and “Life
self-actualization” are the most optimal types
which both respondents and managers of
educational and scientific processes should strive
for. “Hyperactive self-actualization” and
“Egoistic self-actualization” are those types of
self-actualization which subjects of educational
and scientific processes should work at to reach
preliminary indexes.
Conclusions
1. The research finds that types of self-
actualization are dominant dimensions of
manifestation of the examined phenomenon
in professional growth and development of
future Masters in Pedagogy.
2. K-means clustering was used to determine
the optimal number of clusters (k=4) and
identify four types of self-actualization of
future Masters in Pedagogy: “Creative self-
actualization” (n=32; 14.34%),
“Hyperactive self-actualization” (n=60;
26.91%), “Egoistic self-actualization”
(n=72; 32.29%) and “Life self-
actualization” (n=59; 26.46%).
3. It was established that creativity and
cognitive needs have a negative statistically
significant correlation (p≤.050) with
localization of self-control Cr & LCS (rs=-
.117) and CN & LCS (rs=-.137). We think
that excessive localization of adolescents on
their own personality, social desirability and
copying others in insignificant
characteristics have a negative effect on their
creativity and cognitive activeness.
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/ May 2023
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4. The study highlights that the examined types
are rather a cross-section of self-
actualization orientation of future Masters in
Pedagogy.
5. It is generalized that the research on types of
self-actualization of future Masters in
Pedagogy will allow operationalizing the
issue of self-development, self-motivation,
mental maturity and well-being to achieve
self-actualization.
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