Modalidades intencionales y atractores de valor de la autorrealización de los estudiantes en el espacio educativo de la universidad.

Elena N. Shutenko; Andrey I. Shutenko; Marina A. Kanishcheva; Anna V. Lokteva.

doi:10.46377/dilemas.v27i1.1587

Elena N. Shutenko Department of the General and Clinical Psychology, Belgorod National Research University, Russia.
Andrey I. Shutenko Institute of Economics and Management, Belgorod State Technological University named after V.G. Shukhov
Marina A. Kanishcheva Department of the General and Clinical Psychology, Belgorod National Research University, Russia.
Anna V. Lokteva. Department of the General and Clinical Psychology, Belgorod National Research University, Russia.

DOI: https://doi.org/10.46377/dilemas.v27i1.1587

Palabras clave: escuela superior, la autorrealización de los estudiantes, el proceso educativo, las modalidades y los atractores de valor para la autorrealización

Resumen

El propósito de este estudio fue determinar las condiciones y las características de la autorrealización de los estudiantes en la educación universitaria. El estudio se basó en la metodología de determinación sociocultural del desarrollo personal. Se revela el espectro de las aspiraciones de los estudiantes, que reflejan las modalidades de su autorrealización (cognitiva, comunicativa, creativa, pragmática, influencia, riesgos, dedicación, fama). Sobre la base del método de reconstrucción conceptual-teórica del espacio de valor de la educación, se presentan atractores de valor para la autorealización de los estudiantes. Esta estructura incluye siete recursos de experiencia sociocultural: sociocéntrica, teocéntrica, antropocéntrica, etnocéntrica, naturaleza-centrada, cultura-centrada, conocimiento-centrado. Se llega a la conclusión sobre la necesidad del desarrollo holístico de los estudiantes en el sistema educativo.

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