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The right path is often unclear, leading to a predicament that seems impossible to tackle, while it is more important to know what one wants to achieve in life. To achieve personal growth and development, it is sometimes crucial to take some time and answer a number of questions. Thereafter, one has to understand their personality, the drive that helps them succeed, their habits and values, and their strengths and weaknesses. Reflection is essential to achieve personal and professional growth and development, and it is usually the first step towards shaping the desired future. Despite my past failures in the tests on employment law and quantitative method of statistical analysis by Excel, I critically evaluated my experiences through Bloom’s taxonomy model. That helped me structure broad humanistic principles and enabled me establish my personal and professional development, ultimately assisting in passing examinations I failed during the summer resit.

Importance of Self-Reflection

Frequently, personal development arises from significant life events that inspire one to improve and empower oneself. It entails conducting a continuous search of the area where one has full potential so that they can utilise it to attain their goal. Self-reflection aids in skill development, acquisition of knowledge of one’s strengths and weaknesses, development of better decision-making skills, stress reduction, and, most importantly, motivational purposes. Furthermore, self-reflection promotes self-awareness and can endorse personal change. It helps to heighten awareness of self that can be startling and exciting both at the same time. Self-reflection gives one the freedom to analyse one’s self through the challenges and introspection, leading to considerable personal development (Marlowe et al. 2015). Moreover, enhanced self-awareness teaches much about an individual and serves to improve one’s understanding of professional development. In addition, it helps an individual to understand that career growth is a gradual process and requires certain elements. Self-reflection can be liberate and inspire one since it can provide a new way of handling day–to-day tasks. It helps in recognising one’s personal potential, leading to a discovery that an individual is capable of handling complicated and demanding job. On my part, critical self-assessment led to enhanced self-awareness, enabling me to internalise my studies.

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Humanistic Theories of Motivation

People are known to have cognitive reasoning that helps them perform various tasks. Personal development is a continuous process that helps people assess their skills and reconsider their endeavours in life as well as set goals that help realise maximum potential. Talking about humanistic theories of motivation, they provide motivational advice through explaining the role of behaviour in determining what skills one has to acquire to achieve personal growth and development. An American psychologist Abraham Maslow was determined to discover what motivated humans to satisfy their needs, leading to the elaboration of the five-stage model (Ugur, Constantinescu & Stevens 2015). According to Maslow, to reach self-actualisation, one should first attain such needs as belonging, physiological, love, and safety. Hence, the theory motivates people to fulfil their basic needs first before pursuing the needs that are at the higher levels of the pyramid. By conducting a critical evaluation of the needs at the lower levels and ensuring their attainment, one can achieve personal growth and development, rendering them more efficient in their practice. The requirements at the lower levels are stepping stones and primary motivators towards attaining the levels of self-actualisation as well as the desire to achieve individual potential.

Self-determination theory attaches vital importance to one’s personality as a primary agent of human functioning. This argument mainly focuses on motivating people to make right choices without other influences or interferences. Thereafter, it focuses on one’s ability to be self- determined and self-motivated. As noted by Ugur, Constantinescu and Stevens (2015), self-determination theory deems it important to focus on one’s self as a primary agent of human functioning. Therefore, it is different from other motivational theories because it insists on the fundamental value of individual potential. Moreover, positive life orientation is associated with real accomplishments. Consequently, the absence of these achievements can lead to adverse interpersonal and psychological outcomes that would eventually affect the development of an individual. Furthermore, although positive illusions give short-term satisfactions, they eventually lead to negative consequences (Ugur, Constantinescu & Stevens 2015). For instance, in an effort to nurture my self-esteem, I worked harder on the topics that I failed and endeavoured to fully focus on my academic work, thereby achieving positive results. Real academic achievements lead to positive psychological benefits, and positive illusions may give rise to a sense of well-being, especially in educational settings. Therefore, actual results should be accompanied by the concept of positive illusions since “without real accomplishments, there can be no eudemonic well-being” (Ugur, Constantinescu & Stevens 2015, p.91).


Various life choices facilitate the development of individual potentialities and ultimately contribute to self-development and the expression of personal capacities. With regard to personal well-being, it exists in two different groups. Hedonic well-being is concerned more with pleasurable life experiences that ultimately lead to overall personal happiness, while eudaimonic well-being puts emphasis on living well by making right choices that have harmonious relationships with authentic being (Ugur, Constantinescu & Stevens 2015). In spite of the two groups being similar, eudaimonic well-being seems to be more philosophical than hedonic because the pursuit of happiness entails not only a craving for pleasurable life experiences but also the meaning and engagement in life. Furthermore, it has been predicted that eudaimonic well-being has long-term psychological benefits, in contrast to hedonic one (Pallisera et al. 2013). Positive psychology focuses not only on illusion but also on real-life experiences and one’s substantive accomplishments. As Maslow’s theory of self-actualisation suggests, everyone has an inbuilt need to undergo personal development that can only occur through the attainment of the hierarchy of needs when one moves to a higher level of development after the fulfilment of the lower level needs.

Personal development can also be associated with social cognitive theory since it asserts that for an individual to achieve well-being, one should aspire to attain the desired achievements. However, social cognitive theory is entirely different from self-determination theory since the latter stresses on the satisfaction of the established goals. The most important way to achieve personal development is the desire for personal growth, pursuing one’s ambitions and ultimately attaining them (Pallisera et al. 2013). Hereby, this life progress has been proven to contribute to the promotion of well-being of an individual.

Personal Growth in Educational Settings

Many pieces of research stress on the importance of students to set academic goals to guide their achievements, personal growth and overall well-being. The establishment of academic goals has long-term benefits, especially in achieving substantial personal growth. Moreover, “Goal-setting theory continues to be among the most famous and influential theories of motivation and performance” (Travers, Morisano & Locke, 2015, p. 225). On the other hand, students that aspire to personal growth also exhibit some desirable outcomes. For instance, students that set growth-oriented goals show a certain level of aspiration to personal growth and exhibit higher levels of social well-being when compared to those that have not set personal goals. According to Travers, Morisano and Locke (2015), reflective goal setting is essential for academic growth since it empowers students to learn more concerning individual growth goal-oriented behaviours and utilise them to acquire positive outcomes. What is more, it emerged that “promoting growth goal setting within the context of a students’ life can lead to facilitation of personal growth, and improve academic outcomes” (Travers, Morisano & Locke 2015, p.239). Furthermore, students who are goal-oriented have higher levels of maturity than the other group that lacks this quality, leading to the conclusion that the establishment of growth-oriented goals is crucial for student psychological development.

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Bloom’s taxonomy that developed from the desire to equalise various educational aspects has a cognitive domain that emphasises distinctive learning activities that enhance the acquisition of skills and knowledge (Ugur, Constantinescu & Stevens 2015). In fact, Bloom’s taxonomy comprises six learning stages that constitute the cognitive domain of taxonomy such as Knowledge, Application, Comprehension, Analysis, Synthesis, and Evaluation. According to the model, intensive learning occurs when a student shows the capability to assign value to the studied content and integrate it into their personal values and experiences (Ugur, Constantinescu & Stevens 2015). Bloom’s taxonomy, the same as self-determination theory, argues that intrapersonal resemblance in relation to values is vital when talking about inspiration to engage in significant activity to achieve personal growth. Moreover, as stated by Pallisera et al. (2013), inbred motivation as well as participation in social education to improve the use of one’s knowledge contributes to personal and professional development. In an educational setting, students should integrate information obtained from their instructors into their worldview to precipitate psychological transformation as well as a gratifying learning experience. Thus, Bloom’s taxonomy can be utilised as a concept to facilitate personal growth and development because it exhibits almost the same values as those of humanistic theories of motivation and other conceptual models such as the social cognitive model.

Personal growth in education is also possible when external goals become internalised since they aim to promote one’s realisation of authentic self. However, to internalise extrinsic goals and integrate them with one’s behaviour, one has to set conditions that provide opportunities that would help satisfy basic educational needs. The goal content theory emphasises the importance of using one’s goal content to determine the means of attaining a goal. Thus, this mini theory holds that one’s aspirations and the manner of pursuing them contribute to personal development (Marlowe et al. 2015). For instance, personal growth is an intrinsic desire; thereafter, to seek it, one needs to develop psychological health and well-being to achieve positive consequences that eventually lead to personal growth.

Enhancing Personal Growth using the Bloom’s Taxonomy Model

As noted by Ugur, Constantinescu, and Stevens (2015), the consciousness of deeply held principles as well as living in line with values enhances eudaimonic well-being. Therefore, students need to become more conscious of the present values to achieve greater prosperity. Furthermore, the achievement of personal development and well-being is manageable through the aspiration for personal growth, pursuance of the goal, and the presence of real-life outcomes. In fact, Bloom’s taxonomy has the potential to facilitate personal development since it can help activate the intrinsic motivation of students as well as the outer motives that serve higher individual needs. It also enhances awareness of student’s real potentialities and focuses on their choices of behaviour. Therefore, since students have psychological connection with their personal qualities, they have the potential for seeking opportunities to enable them personal growth both at school and in their day-to-day lives. Hence, the application of Bloom’s taxonomy, while incorporating its levels of development and implementation into learning, provides an ideal framework to implement positive psychology and boost students’ strength.

Conclusion

Self-reflection is indeed a crucial aspect in the promotion of personal growth and support, as a critical component of self-actualisation. Self-reflection enables an individual to analyse their weaknesses and recognise the enormity of personal change. Theoretical propositions from humanistic theories of motivation intend to enhance personal and professional development by intensifying self-awareness, internal motivation, eudaimonic well-being as well as personal growth. Additionally, by using Bloom’s taxonomy, I realised that learning goals and actions have the potential for yielding psychological benefits. In addition, Bloom’s taxonomy guided me through the series of cognitive self-development activities while being grounded on the results of the previous ones. The support and encouragement from others also contributed immensely to my personal growth. Moreover, in spite of them having added to my personal development, it is important to internalise one’s values as key motivators to enhance the sense of well-being and ultimately personal growth. The integration of Bloom’s taxonomy as well as humanistic theories of motivation such as the self-development theory of values, the goal content theory and active education have useful effects on one’s well-being, motivation, and educational performance. Hence, one’s personal and professional development is possible through the internalisation of learning to yield useful developmental results because self-awareness is not only an endowment but also a responsibility.