Becoming a Person.

Rogers, Carl R.

doi:10.1037/10811-003

Cited by 402 publications

(487 citation statements)

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“…In other words, when interpreting any one life event, mature, happy participants were likely to emphasize two concerns: (a) coming to a greater conceptual understanding (b) of themselves and their relationships. Such a portrait of the mature, happy person has a parallel in Rogers's (1961) "fully functioning person," who has, notably, two similar concerns: to gain (a) a more complex understanding (b) of his or her inner life. Like Rogers (1961), King (2001;King et al, 2000) has claimed that such a person aims toward living out the fuller properties of the good life.…”

Section: The Good Life: Growth-memory Scripts Of Mature Happy Peoplementioning

confidence: 99%

“…Such a portrait of the mature, happy person has a parallel in Rogers's (1961) "fully functioning person," who has, notably, two similar concerns: to gain (a) a more complex understanding (b) of his or her inner life. Like Rogers (1961), King (2001;King et al, 2000) has claimed that such a person aims toward living out the fuller properties of the good life. Our observations suggest that the people who approximate this fully functioning person are those who strive toward a deeper, more complex understanding of the most intrinsically meaningful people and things in their lives.…”

Section: The Good Life: Growth-memory Scripts Of Mature Happy Peoplementioning

confidence: 99%

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Interpreting the Good Life: Growth Memories in the Lives of Mature, Happy People.

Bauer

McAdams

Sakaeda

2005

Journal of Personality and Social Psychology

295

245

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In 2 studies, the authors examined autobiographical memories for the presence of 2 growth orientations that were expected to correspond differentially to maturity and well-being, which are considered to be key facets of "the good life" by L. A. King (2001). Mature participants emphasized integrative memories (conceptual integration and learning), whereas happy participants emphasized intrinsic memories (humanistic concerns). Both kinds of growth memories correlated more strongly with eudaimonic than with hedonic measures of well-being. Growth memories were largely independent of Big Five traits in relation to maturity and well-being. Finally, older participants were more likely than younger participants to have greater maturity (marginally) and well-being, but this was in part explained by older participants' greater tendency to have growth memories. The discussion considers the role of growth memories in the intentional cultivation of the good life.In the age-old debate over what constitutes a good life, two qualities have stood the test of time. The first is happiness. The second is meaning. Aristotle held that a particular variety of happiness was the greatest good, a happiness dealing not merely with pleasure but with the combination of pleasure and virtue. He claimed that such happiness was not easily attained, because it required considerable doses of both leisure and luck, not to mention the emotional and cognitive capacities required to balance pleasure and virtue. Although the idea that happiness and virtue go hand in hand has continued to the present day, empirical research has consistently shown that virtue-related phenomena (e.g., moral reasoning, maturity, and meaning making) hold little relationship to happiness and well-being (Flanagan, 1991).

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Section: The Good Life: Growth-memory Scripts Of Mature Happy Peoplementioning

confidence: 99%

Section: The Good Life: Growth-memory Scripts Of Mature Happy Peoplementioning

confidence: 99%

Interpreting the Good Life: Growth Memories in the Lives of Mature, Happy People.

Bauer

McAdams

Sakaeda

2005

Journal of Personality and Social Psychology

295

245

View full text Add to dashboard Cite

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“…Maslow (1968) claimed that people are oriented toward either growth or safety in their everyday lives and that a growth orientation more effectively facilitates psychological health and well-being. Humanistic psychologists claim that people who think about their lives predominantly in terms of certain values (e.g., wholeness, fairness, autonomy, empathy) are on the path to personal growth, that is, to greater levels of psychological health and well-being (Maslow, 1968;Rogers, 1961).…”

Section: Social-emotional Well-beingmentioning

confidence: 99%

“…Finally, personal growth is not primarily about attaining a particular level of development (e.g., as measured in levels of ego development) but is more about a continual process of identifying, refining, and cultivating one's personal interests (see Rogers, 1961). What we suggest is that a well-rounded and high-level portrait of personal growth and personality development should involve the study of intentions to pursue exploration and intrinsic interests in conjunction with the study of the increasing abilities to think complexly about one's life and to feel good about it as well.…”

Section: Limitations and Directionsmentioning

confidence: 99%

Growth Goals, Maturity, and Well-Being.

Bauer¹,

McAdams²

2004

Developmental Psychology

189

164

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In 2 studies (125 college students and 51 adults), 2 forms of growth goals (exploratory and intrinsic) were compared with 2 forms of personality development (social-cognitive maturity and social-emotional well-being). Participants whose narratives of major life goals emphasized conceptual exploration were especially likely to have high levels of maturity (measured as ego development; J. Loevinger, 1976), whereas those whose goals emphasized intrinsic interests (K. M. Sheldon & T. Kasser, 1995) were especially likely to have high levels of well-being. Participants who had coherent hierarchies of growth goals on the levels of major life goals and everyday goals were especially likely to have high levels of personality development. Finally, growth goals accounted for some relationships between age and personality development. Growth goals are discussed in terms of intentional self-development and specific developmental paths.

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“…The interviewer was focused on the relation between the interviewer and the participants, being attentive to possible signs of unpleasant feelings among the participants as they were asked to tell about personal, and possibly difficult or challenging experiences (Sandelowski & Barroso, 2007). The relationship is dependent on the awareness of the interviewer, emerging through her communication (Rogers, 1956). Thus, the interviewer tried to be genuine in listening and encouraging, while simultaneously being aware of non-verbal signals and being sensitive towards the participants’ vulnerability.…”

Section: Methodsmentioning

confidence: 99%

Conditions and strategies high school students living in lodgings experience as important and helpful for their well-being

Wannebo

Devik

Uhrenfeldt

2018

International Journal of Qualitative Studies on Health and Well

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Many 15- to 16-year-old adolescents in Scandinavian countries have to move away from home to live in lodgings during senior high school. This transition might affect the adolescents’ well-being and mental health, with the risk of dropping out of school and/or potential mental health problems. This study aims to explore what adolescents experience to be of importance and helpful for their well-being through their lives in lodgings during senior high school. Qualitative, in-depth interviews were performed among 21 adolescents from the ages of 16 to 18 of both genders living in lodgings in a Norwegian county. Eleven interviews were performed in 2008 and 10 interviews performed in 2016. Interviews were analysed using qualitative content analysis. Two main categories and six subcategories were identified as important for well-being: (1) Conditions for well-being, me and my surroundings: (a) practical support; (b) relational support; (c) convenient housing; and (d) supportive class environment. (2) Strategies for well-being, me and myself: (a) practical strategies, and (b) strategies facing challenges. Adolescents living in lodgings experience several conditions in their surroundings to be of importance for their well-being, based on which they develop their own strategies to feel well. Implications towards promoting and strengthen their well-being are discussed.

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Becoming a Person.

Cited by 402 publications

References 0 publications

Interpreting the Good Life: Growth Memories in the Lives of Mature, Happy People.

Interpreting the Good Life: Growth Memories in the Lives of Mature, Happy People.

Growth Goals, Maturity, and Well-Being.

Conditions and strategies high school students living in lodgings experience as important and helpful for their well-being

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