The Self-Actualization (Enhancement of Decision-Making Skills) Among Higher Education
DOI:
https://doi.org/10.56976/rjsi.v6i2.321Keywords:
Self-Actualization; Decision-Making Skills; Higher Education; Student Development; Cognitive Growth; Life Skills; Humanistic Psychology; Educational Policy; Personal Growth; Leadership DevelopmentAbstract
Self-actualization, a concept rooted in humanistic psychology, represents the realization of one's potential and capabilities. Within the higher education context, the pursuit of self-actualization significantly correlates with the development of critical life skills, particularly decision-making. This research investigates the relationship between self-actualization and the enhancement of decision-making skills among higher education students. As higher education institutions aim to develop well-rounded individuals, understanding the dynamics between personal growth and cognitive competencies is essential. The study employed a mixed-method approach, utilizing surveys and focus group discussions from a sample of 500 students across public and private universities in Pakistan. The findings reveal that students who score higher on self-actualization scales demonstrate greater confidence, analytical thinking, emotional regulation, and independence in their decision-making processes. Furthermore, gender, academic discipline, and socio-economic background were found to mediate this relationship. The results underscore the necessity of integrating personal development modules within curricula to foster decision-making competencies that are crucial in both academic and life contexts. This paper provides practical policy recommendations for educational institutions and policymakers to emphasize psychological empowerment and promote holistic learning experiences. By fostering self-actualization, higher education can play a pivotal role in shaping thoughtful, decisive future leaders prepared to address complex societal challenges.
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