The Relationship between Metacognition, Self-Actualization, and Well-Being among University Students: Reviving Self-Actualization as the Purpose of Education

Kiaei, Yalda Amir

doi:10.25148/etd.fi14040889

Cited by 3 publications

(3 citation statements)

References 255 publications

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“…According to Kiaei [71], metacognition is able to explain every action or behavior that involves intentional or conscious cognitive processes. In the case of the spiritual intelligence, metacognition is essential in order to recognize self-actualizing needs and goals as well as facilitate the regulation of personal efforts towards these goals.…”

Section: Spiritual Intelligence-metacognition-consciousnessmentioning

confidence: 99%

The Triangle of Spiritual Intelligence, Metacognition and Consciousness

Drigas

Mitsea

2020

Int. J. Recent Contrib. Eng. Sci. IT

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In the most challenging era in human history, the scientific community recognizes spirituality as a fundamental factor of human intelligence. Researchers from different fields such as Psychology, Medicine, Educational sciences, Economy and Business embrace the notion of Spiritual Intelligence. Nevertheless, it is considered as one of the most controversial and highly debated notions. The first section of this study gives a brief overview of the essential theoretical framework including definitions and theories related to Spiritual Intelligence. In the second section, we present a layered approach of Spiritual Intelligence based on the corresponding layered models of Knowledge-Intelligence-Consciousness. The results of this study showed that Spiritual Intelligence constitutes the backbone of every subsystem of human intelligence as it integrates, matures and transforms every physical, intellectual, and emotional ability and leads to the highest forms of self-awareness, self-knowledge and consciousness. The realization of our true Self, of our hidden and highest potentialities is tied inseparably with the hierarchical organization of knowledge through metacognition and executive functions. Specifically, higher order forms of self-observation, self-regulation through attentional, emotional and impulse control, problem solving, mental flexibility and adaptation could reveal our true and eternal identity. Spiritual intelligence is essential to be incorporated mainly into the dialogue of business ethics, leadership, mental health and psychotherapy, education especially in the case of learning disabilities and gifted education

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Section: Spiritual Intelligence-metacognition-consciousnessmentioning

confidence: 99%

The Triangle of Spiritual Intelligence, Metacognition and Consciousness

Drigas

Mitsea

2020

Int. J. Recent Contrib. Eng. Sci. IT

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“…Self-actualization is the principal function of education and education is "the process of the individual human being making of himself what he wishes to be" [47] (p. 133). Strategies that target student's personal development besides academic achievements include targeted interventions for encouraging lifelong learning and improving metacognitive abilities and skills, which help scaffold the never-ending self-growth, and thus self-actualization [48][49][50][51][52].…”

Section: Psychology Perspectivementioning

confidence: 99%

Interactive Visualizations of Transparent User Models for Self-Actualization: A Human-Centered Design Approach

Guesmi

Chatti

Tayyar

et al. 2022

MTI

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This contribution sheds light on the potential of transparent user models for self-actualization. It discusses the development of EDUSS, a conceptual framework for self-actualization goals of transparent user modeling. Drawing from a qualitative research approach, the framework investigates self-actualization from psychology and computer science disciplines and derives a set of self-actualization goals and mechanisms. Following a human-centered design (HCD) approach, the framework was applied in an iterative process to systematically design a set of interactive visualizations to help users achieve different self-actualization goals in the scientific research domain. For this purpose, an explainable user interest model within a recommender system is utilized to provide various information on how the interest models are generated from users’ publication data. The main contributions are threefold: First, a synthesis of research on self-actualization from different domains. Second, EDUSS, a theoretically-sound self-actualization framework for transparent user modeling consisting of five main goals, namely, Explore, Develop, Understand, Scrutinize, and Socialize. Third, an instantiation of the proposed framework to effectively design interactive visualizations that can support the different self-actualization goals, following an HCD approach.

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“…Presumably acquisition of enduring knowledge that assist students in all areas of their life and building up the highest level of personal growth that is self-actualization is among the most objectives of educational system in every country despite of the cultural differences (Amir Kiaei, 2014, Burleson, 2005. In fact, during the decades educational policies has shifted to include considerations such as self-realization (Broudy, 1954;Cangemi, 1987), self-actualization (Goldstein, 1959), individuals' endeavours directed at achieving goals (Hanlon, 1968), and flourishing (Cigman, 2014).…”

Section: Introductionmentioning

confidence: 99%

Impacts of Direct Metacognitive Instructions on Self-Actualization

Dezhbankhan¹,

Baranovich²,

Abedalaziz³

2020

IES

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Education has a crucial role in improving opportunities for lifelong learning and helping students to move towards their self-actualizing goals. Applying metacognitive interventions facilitate conceptualization and operationalization of such holistic approach of education. This study investigated the impacts of twelve hours metacognitive intervention, ‘Direct Metacognitive Instructions’ (DMI) on self-actualization process among 31 students using quasi-experimental (pre-test-post-test) design. The large effect size (Partial η2 = .818, 95% confidence intervals) implied that DMI has a statistically significant impact in fostering student’s self-actualization. This study has implications for designing and implementing multidimensional metacognitive interventions targeting self-actualization and evaluating cognitive, behavioral and affective effects of such interventions.

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The Relationship between Metacognition, Self-Actualization, and Well-Being among University Students: Reviving Self-Actualization as the Purpose of Education

Cited by 3 publications

References 255 publications

The Triangle of Spiritual Intelligence, Metacognition and Consciousness

The Triangle of Spiritual Intelligence, Metacognition and Consciousness

Interactive Visualizations of Transparent User Models for Self-Actualization: A Human-Centered Design Approach

Impacts of Direct Metacognitive Instructions on Self-Actualization

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