Which of the following descriptions is likely to fit the quality of self-actualization?
A. the process of how we manage, experience, and adjust our emotions Show B. the process by which we form impressions and process information about people C. the process by which we adjust to different cultural situations D. the process by which we learn cultural norms and standards of behavior A. many Oriya use abstract thinking models B. many Americans make sense of their social worlds using concrete terms and behaviors C. each participant group described the same type of individuals when asked to describe a close acquaintance D. the position of an individual in society shapes the way that individual thinks about person perception in his or her daily social interactions A. self-concept B. self-definition C. the independent self D. the interdependent self A. age is not a factor that shapes our self-descriptions B. cognitive abilities do not connect to our self-descriptions C. cultural heritage does not shape our self-descriptions D. our cultural experiences shape the way we see ourselves and our self-descriptions A. most participants generally focused upon how they see themselves B. many participants included adjectives that related to material possessions C. participants provided adjectives such as polite and courteous which connected to important cultural values D. many participants described themselves in terms of the work that they did A. Chinese children included more information about their personal preferences than European-American children did B. Chinese children boasted more about their abilities than European American children did C. Chinese children described themselves in more positive terms than European-American children did D. Chinese children’s self-descriptions focused more upon social roles and responsibilities than European-American children did A. a family having dinner out at a restaurant B. a teacher helping a child with a difficult lesson C. several children negotiating conflict during a game D. a child watching an animal in its natural habitat A. The Interdependent Independent Self Test B. The Twenty Statements Test C. The Self-Definition Test D. The Self-Concept Test A. it is quick and easy to use B. it can be given in any language C. it has few cultural biases D. participants respond to hypothetical situations with provided adjectives A. all participants focused on group traits B. self-concepts contained elements of either exclusively the interdependent or the independent self C. all participants focused upon personal traits D. self-concepts may relate more to cultural worldviews than particular geographic areas A. the interdependent self B. the independent self C. the relational self D. the encompassing self A. the interdependent self B. the independent self C. the relational self D. the encompassing self A. the interdependent self B. the independent self C. the relational self D. the encompassing self A. Indian participants focused upon personal attributes more than American participants did B. American participants focused more upon relational attributes then Indian participants did C. participant self-descriptions from both cultural groups included both personal and relational attributes D. Indian and American self-descriptions that supported independent self-construals contained similar content Which of the following is central to the Yin/Yang model? A. the use of categories to organize the world B. the notion that Yin and Yang are independent constructs C. the use of similar word pairs to process information D. the importance of situations and relationships A. achieve pleasant relationships with people B. achieve a social distance from others C. achieve a sense of pride D. achieve a sense of accomplishment to increase one’s self-esteem A. Yin/Yang B. Da Wo/Xiao Wo C. the squeaky wheel gets the grease D. a nail sticking up should be hammered down A. The self is a group making process B. the self causes a person’s behavior C. a person’s actions do not connect to the self and particular situations D. a person does not act to achieve self enhancement A. a moral, interdependent, and social human being B. a moral, independent, and social human being C. a moral, relational, and social human being D. a moral, encompassing, and social human being A. our personal attributes B. the descriptive component of the self C. the evaluative component of the self D. our personal preferences A. the working self-concept functions like working memory B. the working self-concept operates when we are asleep C. the working self-concept is not active during social situations D. the working self-concept operates when we are unconscious A. no similarities between American and Japanese college students responses B. Japanese self-descriptions included more material on social roles and physical attributes than American self-descriptions did C. socialization practices in interdependent cultural contexts encourage children to distinguish the self from others and expressed their own wants and desires D. among Japanese participants relationships were considered private and not like possessions or something you might have. A. Japanese women develop the self-concept that is bounded in one in which the self is separate from others B. Japanese women develop a self-concept that is flexible and situationally dependent C. Japanese women have difficulty developing self-esteem D. American women develop a self-concept that is flexible and situationally dependent A. uniqueness B. self-expression C. humility D. autonomy A. obeying an authority figure B. conforming to group norms C. seeking out a leadership role on the team D. volunteering to become a team member to help individuals in need A. self-esteem B. leadership C. confidence D. persuasion A. mastery experiences B. social modeling C. social persuasion D. social values A. mastery experiences B. social modeling C. social persuasion D. social values A. mastery experiences B. social modeling C. social persuasion D. social values A. mastery experiences B. self-efficacy C. college self-efficacy D. parenting self-efficacy A. all second and third generation participants had high college self-efficacy B. participants who did not embrace mainstream American values had high self-efficacy C. only first generation participants had high college self-efficacy D. participants who embrace mainstream American values and also maintain strong ties to the traditional heritage had greater college self-efficacy A. A. all second and third generation participants had high college self-efficacy B. participants who did not embrace mainstream American values had high self-efficacy C. only first generation participants had high college self-efficacy D. bicultural participants had higher self-efficacy in part because they could bridge the gap between cultural practices at home and school A. mastery experiences B. social modeling C. social persuasion D. social values A. American mothers reported lesser parenting self-efficacy than Japanese mothers did B. American mothers reported lesser satisfaction with their husbands’ social support than Japanese mothers did C. Japanese mothers were less satisfied with their husband support than American mothers were D. Japanese and American mothers had different perceptions of their mothers’ social support A. the way others see us B. the way others evaluate us C. the social roles individuals fulfill in their society D. our confidence A. the respect people bestow upon you for behaving in moral ways B. how we gain our reputation for success C. how we draw attention to ourselves through our wealth and power D. our self-image A. Japanese B. Chinese C. Kampucheans D. Taiwanese A. gaining a reputation for success B. drawing attention to one’s wealth and power C. self-image D. respect a person can claim for himself from others A. the concept of face B. their ‘performance’ in the presence of others C. integrity D. honor A. respect B. drawing attention to one’s wealth and power C. self-image D. the strategies people used to protect our relationships with others A. the ‘back’ stage B. the ‘front’ stage C. performance D. the private self A. the ‘back’ stage B. the ‘front’ stage C. performance D. the public self A. social pressure for fulfilling one’s obligations B. taking pride in one’s qualities as they relate to relationships C. honor and shame D. a person’s accomplishments A. no social standing B. a sense of belonging C. a sense of being part of the group D. a person who matters A. establishing a social relationship B. making another child feel inferior C. helping another child during an embarrassing moment D. praising a child in public for his or her accomplishments A. for personal gain B. to obtain group approval C. to stand out among your peers D. to pay off a debt A. emphasize the importance of how others evaluate the self B. emphasize dignity C. emphasize self-reflection D. emphasize self-evaluation A. emphasize the importance of how others evaluate the self B. emphasize the opinions of others in judging the self C. emphasize self-reflection D. behave to preserve group harmony A. cultural identity B. bicultural identity C. identity formation D. fluid identity A. socialization B. enculturation C. acculturation D. identification A. cultural identity B. bicultural identity C. identity formation D. fluid identity A. for Indonesian women the experience of wearing the veil connects to modesty and fashion B. for Indian women the experience of wearing the veil is a symbol of cultural identity C. when Muslim women are a minority, they construct their cultural identity in ways that both separate them from the dominant population and draw them closer to their own in the group D. when Muslim women are a majority they constantly feel the need to reaffirm their cultural identity and experience wearing the veil in this way A. unexamined cultural identity B. cultural identity search C. cultural identity achievement D. bicultural identity search A. unexamined cultural identity B. cultural identity search C. cultural identity achievement D. bicultural identity search does an individual show no interest in cultural differences and readily accepts the cultural attitudes and beliefs of caregivers and other socializing agents? A. unexamined cultural identity B. cultural identity search C. cultural identity achievement D. bicultural identity search A. cultural identity is permanent B. cultural identity is fixed at birth C. an individual can only have two cultural identities D. cultural identity is fluid A. changing identities B. becoming bicultural C. speaking multiple languages D. code switching A. young Taiwanese woman B. young Vietnamese women C. young Korean women D. young Chinese women A. many young women leave rural villages to find work in the cities B. many of these young women do not adopt values such as autonomy and self-expression that connect to global cultures C. many young women come to realize traditional values will not help them to become successful in global cultures D. many of these women become bicultural existing into worlds, the global culture and that of their local communities A. individual personalities are culture specific B. an individual may have more than one personality C. individual personalities shape culture and culture shapes the personality traits we express D. personalities are not able to adjust and change with each situation A. the FACS B. The Five Factor Model C. The Cultural Display Role Model D. the DSM-5 A. openness B. conscientiousness C. extroversion D. introversion A. openness B. agreeableness C. extroversion D. conscientiousness A. openness B. neuroticism C. extroversion D. conscientiousness A. culturally diverse participants organized their responses around seven factors the same way Americans did B. among American samples the five factors remained stable across the lifespan C. culturally diverse participants organized their responses around six factors the same way Americans did D. among American samples the five factors increase and decrease across the lifespan A. no distinct cultural differences B. Czech teenagers should score higher on openness and conscientiousness C. Slovak teenagers should score higher on extroversion D. Polish teenagers would score higher on neuroticism A. China B. New Zealand C. Australia D. Germany A. China B. New Zealand C. Australia D. Germany A. it is not a very important personality trait to Chinese individuals B. it does not connect to local Chinese meanings and behaviors when uses and social interactions C. this factor appears to be unique to the Chinese personality D. this factor appears in the Five Factor Model A. social curiosity B. interpersonal relatedness C. openness D. neuroticism A. the Five Factor Model is relevant in all cultural communities B. there are only five personality factors in the human experience C. indigenous models and the Five Factor Model are identical D. indigenous studies support the importance of using culturally relevant measures to study personality What is selfSelf-Actualization. the maintenance or enhancement of the self. - the process of continuous thriving to reach full potential. - it enriches life experiences and creativity. - promotes congruence and minimizes disorganization.
Who of the following defined a self actualized person?Even though the term “self-actualization” is most associated with Abraham Maslow, it was originally introduced by Kurt Goldstein, a physician specializing in psychiatry and neuroanatomy during the early part of the 20th century.
What is selfself-actualization, in psychology, a concept regarding the process by which an individual reaches his or her full potential. It was originally introduced by Kurt Goldstein, a physician specializing in neuroanatomy and psychiatry in the early half of the 20th century.
Which are the two selves that have to be congruent to possibly attain selfCarl Rogers believed that for a person to achieve self-actualization they must be in a state of congruence. This means that self-actualization occurs when a person's “ideal self” (i.e., who they would like to be) is congruent with their actual behavior (self-image).
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