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RESULTS OF THE STUDY ON THE PROCESS OF SELF-
ACTUALIZATION AMONG ADOLESCENTS
Saipova Malaxat,
University of Public Safety
of the Republic of Uzbekistan,
Doctor of Psychological Sciences
(DSc), Associate Professor
Annotation.
The process of self-actualization in a teenager’s personality is
complicated by age-related characteristics. In this context, the author, within the
framework of his research, focused on the course of this process in adolescents growing
up in families affected by labor migration. He also drew his own conclusions based on
the research results presented in the table and diagram.
Keywords:
Teenager, self-actualization, labor, migration, time, support,
perception, behavior, values, needs, contribution.
Introduction.
Today, it is impossible to deny the existence of migration as a
social issue and its growing role as a crucial factor in economics, politics, and
geopolitics. Previously, migration was perceived as a process occurring mainly
involuntarily, triggered by episodic individual events such as revolutions, droughts,
wars, and others. However, global climate change, the widening gap between the rich
and the poor, increasing social inequality, and rising cultural conflicts have also
contributed to the expansion of migration. The growing flow of migrants and the
increasing number of displaced people worldwide necessitate a more in-depth study of
this phenomenon.
Objective and Justification.
The phenomenon of migration, driven by various
causes and influenced by a multitude of factors, has become a subject of research in
multiple scientific disciplines. According to the online platform kun.uz, the high
number of labor migrants from Uzbekistan can be directly attributed to several factors:
"First, after gaining independence, Uzbekistan transitioned from the centrally planned
economy of the USSR to market relations. Naturally, this led to the abandonment of
the Soviet-era policy of full employment, which had been maintained at the cost of
extremely low wages. As a result, the high unemployment and migration processes that
began in the early years of independence have continued. This is partly due to
Uzbekistan’s population having increased almost 2.5 times over the last 30 years of the
colonial period. Many of those born during this period entered the labor market in the
first years of independence. However, during this time, numerous large industrial
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enterprises were either shut down or fell into crisis. Moreover, the high share of raw
materials in Uzbekistan’s export structure further complicated employment issues.
Second, for many years, a significant portion of Uzbekistan’s population was
engaged in the agricultural sector. However, the demand for labor in this sector has
been steadily declining due to the ongoing modernization of its technical base. In
developed countries, the agricultural sector employs no more than 5% of the total
workforce. Uzbekistan is following a similar trend, with the share of agricultural
workers decreasing yearly, forcing many to seek alternative sources of income.
Third, Uzbekistan’s population continues to grow rapidly. More than 600,000
young people enter the labor market annually, and by 2030, this number could reach
one million. Under such conditions, ensuring employment for the population becomes
an extremely difficult task for a developing country.
Fourth, low incomes remain a key issue. According to Numbeo’s updated data,
Uzbekistan ranked 73rd out of 96 countries in terms of average "net" monthly wages."
[2]
The Social Aspect of the Issue.
The social dimension of the problem is even
more complex. Economic well-being often comes at the cost of labor migrants leaving
their homeland, creating a moral and emotional void in the lives of the families they
leave behind, especially for the children growing up in these households. It is an
undeniable fact that children who grow up without their fathers—or, in some cases,
without both parents—may develop psychological and behavioral disorders that are
difficult or even impossible to correct.
Description and Solution of the Scientific Problem.
As part of our study on
“The Psychological Development Characteristics of Children Growing Up in Labor
Migrant Families”
, we examined the psychological development of adolescents from
both migrant and non-migrant families. A total of 762 students from upper grades of
general secondary schools in the Navoi, Samarkand, and Fergana regions participated
in the study. Adolescence is often referred to as a
“transitional period,”
“turning
point,”
“difficult stage,”
or
“crisis phase”
—all of which highlight the complexity of
this life stage. It marks a crucial and intricate developmental period associated with
transitioning from one phase of life to another.
From this perspective, when addressing the question of the most favorable age
for the onset of the self-actualization process, modern psychology emphasizes
adolescence as the key stage. This period is often called the
“integration of self-
awareness”
[1],
“self-identification”
[7], or
“the age of discovering the ‘self’.”
According to D.I. Feldstein [8], self-actualization becomes possible at the age of 14-
15. The author argues that at this age, individuals begin to develop readiness to live in
the adult world, which, in turn, strengthens their drive to realize their potential, express
themselves, and fulfill their needs for self-determination and self-fulfillment.
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According to A. Maslow [5], a self-actualizing person is characterized by a wide
spectrum of diverse manifestations, which at the same time represent the psychological
traits of that individual. It can be assumed that the characteristics of a person striving
for self-actualization can be identified based on the descriptions typical of this age
period.
Since one of the methodologies we used in our research was specifically focused
on the issue of self-actualization, we found it necessary to provide definitions given by
scholars on this process:
“Self-actualization is the desire of an individual to realize
their potential in the field where they envision their future role”
[4].
Supporters of the humanistic approach in psychology view self-actualization as
a multidimensional personal category that encompasses various individual and
professional directions while also reflecting the fundamental motive and purpose of
life [5].
A teenager’s self-actualization is a developmental process in which they evolve
as a person, self-manage, and strengthen themselves as a subject of their own life and
activities, based on internal and external synergy. This process is reflected in their
purposeful and conscious behavior, manifesting in an increasing level of responsibility
for their life and the acceptance of the consequences of their actions. Acts of self-
actualization allow a teenager to present themselves as a subject of self-education, self-
learning, and self-development while demonstrating virtues in behavior,
communication, and interactions with others that align with the increasingly higher
standards and demands set by life and society [3].
In a broader sense, the concept of self-actualization can be discussed at every stage of
human development. An act of self-actualization can be observed, for example, in a
child who has mastered a certain skill (such as riding a bicycle), in a teenager who has
learned to play the guitar, or in a student who has acquired enough knowledge to
successfully enter a university. In each case, it involves a moment when a person, after
long and continuous efforts, suddenly realizes:
“I can do it! I know it!”
[9].
Research Methodology and Results.
The Personal Orientation Inventory (POI)
developed by E. Shostrom, which measures self-actualization as a multidimensional
value, has gained popularity abroad. This methodology consists of specific questions
designed to assess psychologically healthy individuals, distinguishing self-actualizing
individuals from those with neurotic tendencies or evident psychopathologies. The
methodology provides diagnostic results based on the following scales:
1.
Time Competence Scale – indicates how well a person perceives their life as a
continuous whole, understanding the present moment as a unique value rather than a
consequence of the past or a foundation for the future.
2.
Support Scale
– measures how much an individual relies on their personal beliefs
and convictions in decision-making and their level of independence.
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3.
Value Orientation Scale
– assesses the extent to which a person is guided by values
characteristic of self-actualizing individuals.
4.
Behavioral Flexibility Scale
– evaluates how quickly and adequately a person
responds to changes in circumstances and situations.
5.
Self-Perception Scale
– reflects the individual's awareness and understanding of
their own emotions and desires.
6.
Spontaneity Scale
– assesses how openly and sincerely a person expresses their
feelings and emotions.
7.
Self-Regard Scale
– indicates a person's awareness and appreciation of their own
strengths and positive qualities.
8.
Self-Acceptance Scale
– measures the extent to which a person is willing to accept
themselves with all their strengths and weaknesses.
9.
Nature of Humanity Scale
– evaluates a person's ability to accept contradictions
in human nature and their tendency to give a more positive assessment of it.
10.
Synergy Scale
– reflects a person’s ability to perceive the world and people as an
integral whole.
11.
Acceptance of Aggression Scale
– measures a person's readiness to accept their
anger, rage, and emotions as natural aspects of human nature without seeking to justify
them.
12.
Capacity for Intimate Contact Scale
– assesses how well a person can build
emotionally rich and meaningful relationships and engage in effective communication.
13.
Need for Cognition Scale
– measures an individual’s drive to acquire knowledge
about the world.
14.
Creativity Scale
– assesses a person's inclination toward creative activity.
8.49
44.69
8.6 7.74 5.72 5.96 6.7 6.44 5.66
3.4
7.57 6.76 5.85 7.09
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Figure 1. Average values of the SAT methodology (Scholastic Aptitude
Test) or SSM (Special Science Methodology) across the sample of respondents
The comparison of the average values of the CAT methodology is of significant
importance as it provides a basis for determining the psycho-emotional state of
respondents during the methodology process, as well as the psychological nature of
their attitudes toward their parents, themselves, and those around them. An analysis of
the indicators for the scales of Time Perception (8.49), Perception of Support (44.69),
Value Orientation (8.60), Behavioral Flexibility (7.74), Self-Sensitivity (5.72),
Spontaneity (5.96), Self-Respect (6.70), Self-Acceptance (6.44), Perceptions of
Human Nature (5.66), Synergy (3.40), Acceptance of Aggression (7.57), Interpersonal
Communication (6.76), Need for Knowledge (5.85), and Creativity (7.09) reveals that
children from migrant families tend to have a heightened need for receiving support
and seeking help from others. This is often explained by the fact that they are left
without parental care and experience an increased need for emotional closeness.
Additionally, their perception of support may not only be emotional but also spiritual,
educational, intellectual, and material in nature.
Value orientation represents the expression of an individual's fundamental life
principles, encompassing their interests, actions, intentions, and approaches to building
interpersonal relationships, guided by ideological and ethical considerations. These
orientations are reflected in personal ideals and the meaning of life, manifesting in an
individual's (or group's) social behavior. They signify a subject’s relationship with
significant life objects, formed through conscious, evaluative selection. The
combination of material and spiritual benefits serves as the foundation for the existence
of a particular system of values.
In psychology, value orientations are studied as regulators of the social behavior
of social subjects. They emerge from the necessity of integrating individuals into a
unified social system and the existence of general social conditions essential for human
life, particularly when there are clashes between the political, economic, and cultural
characteristics of a social subject's lifestyle. Value orientations manifest in the
consistency of behavior across various spheres of activity and can be observed in an
individual's ideals, goals, interests, and other expressions. Thus, for children from
migrant families, value orientation plays a leading role in establishing interpersonal
relationships and shaping their perception of the world.
The relatively high average values observed on the Time Perception scale can be
explained in line with the proverb
"Out of sight, out of mind."
Adolescents in migrant
families, due to prolonged separation from their parents, often count the days until they
see them again. Their strong motivation to reunite with their parents leads to an
intensified perception of time and heightened sensitivity to its passage.
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Relatively low average values were recorded in the Synergy scale, indicating that the
combined influence of different factors significantly exceeds the impact of each
component individually or their simple sum. Similarly, the lower average values in the
Perceptions of Human Nature scale suggest a lack of experience and a tendency to
measure everything by their own perspective.
Additionally, the respondents demonstrated lower-than-average values in the Need for
Knowledge scale. This suggests that adolescents from migrant families have a reduced
intellectual drive for new knowledge and a lack of motivation to expand their
worldview.
During our research, we also attempted to analyze differences in the Differential
Emotions Scale among adolescents growing up in families where one or both parents
had migrated for work (Figure 2).
Figure 2. Average Values of the Differential Emotions Scale Among
Respondents
The collected data revealed high scores on the
Synergy
and
Time Perception
scales
according to the
Kolmogorov-Smirnov criterion
. This indicates that children from
migrant families exhibit a strong need for
collaboration
and
time monitoring
.
When analyzing the differences in the Differential Emotions Scale, the
Interest
scale
showed the highest average score (7.14), followed by
Happiness
(6.77),
Excitement
(4.77),
Sadness
(4.31),
Anger
(4.90),
Doubt
(4.74),
Disgust
(3.88),
Fear
(4.25),
Shame
(4.61), and
Guilt
(5.69). This suggests that children from migrant families have
a
heightened curiosity
, a
strong desire to learn and acquire knowledge
, and an
eagerness to stay informed about various aspects of life.
The high values for
Happiness
may not necessarily reflect a life filled with
joyful moments but rather an increased
need for satisfaction, inner peace, and
maintaining a cheerful disposition
. Additionally, their constant effort to appear
happy might serve as a coping mechanism to
mask internal struggles
and
suppress
feelings of inner aggression
, leading to a form of artificial happiness.
The elevated
Guilt
score can often be attributed to the child's perception that
their existence is a
burden
on their parents, who had to leave for work in another place.
This feeling may foster
self-rejection and persistent internal guilt
, affecting their
psychological well-being.
Moreover, children from migrant families also displayed
higher levels of doubt
,
which may manifest as
distrust toward others' opinions, a tendency to seek proof
for every action, and an inclination toward excessive skepticism
.
Conclusion.
E. Shostrom associates the manifestation of
self-actualization
primarily with the concepts of
"time perception"
and
"self-respect."
Based on the
results of our study, the following conclusions can be drawn:
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1.
The level of
self-actualization
among adolescents growing up in families affected
by labor migration has
not increased significantly
.
2.
Although the overall level of
self-actualization
remains
low to moderate
, some
adolescents exhibit
a noticeably higher degree
, which suggests that their
individual
personality traits
play a key role in this.
3.
The
Differential Emotions Scale
results indicate that some emotions expressed by
these children are
superficial
and may arise
primarily for the sake of others'
perception
, likely due to the
absence of one or both parents
.
Considering that a child grows up
without direct parental presence for extended
periods
, experiencing their influence mainly
on a material level
, and lacking the
warmth and emotional support
typically provided by family, it is clear that this can
undermine the fundamental essence of the family institution
.
In this regard,
enhancing citizens' education and professional skills
can lay a
foundation for them to find decent work in their own country
, while ensuring that
adolescents navigate
this challenging period of their lives without significant
deviations.
Given these findings, we believe there is no need to further justify the
importance of such measures.
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