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A distinction can be made between personal development and personal growth. Although similar, both concepts portray different ideas. Personal development specifies the focus of the "what" that is evolving, while personal growth entails a much more holistic view of broader concepts including morals and values being developed. [6]
Metamotivation is a term coined by Abraham Maslow to describe the motivation of people who are self-actualized and striving beyond the scope of their basic needs to reach their full potential. Maslow suggested that people are initially motivated by a series of basic needs, [ 1 ] called the hierarchy of needs .
The Ryff Scale is based on six factors: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. [1] Higher total scores indicate higher psychological well-being. Following are explanations of each criterion, and an example statement from the Ryff Inventory to measure each criterion.
The difference between egoistic and altruistic motivation concerns who is intended to benefit from the anticipated course of action. Egoistic motivation is driven by self-interest: the person is acting for their own benefit or to fulfill their own needs and desires.
Current research supports the idea that personal adjustment and personal growth are two main themes in positive adult development research. Personal adjustment refers to how well an individual can master and adapt to their environment, while personal growth refers to having the ability to have deep insight into oneself, others, and the world ...
SDT emphasizes humans' natural growth toward positive motivation, development, and personal fulfillment. [ 40 ] [ 41 ] However, this prevents the SDT's purpose if the basic needs go unfulfilled. Although thwarting of an individual's basic needs might occur, recent studies argue that such prevention has its own influence on well-being.
A recent study has shown that, consistent with this idea, priming high self-expansion motivation enhances out group self-expansion and the quality and outcomes of out group interactions (e.g. greater self-efficacy, reported closeness, and self-growth). [35]
Dweck's research on growth and fixed mindsets is useful in intervening with at-risk students, dispelling negative stereotypes in education held by teachers and students, understanding the impacts of self-theories on resilience, and understanding how praise can foster a growth mindset and positively impact student motivation. [44]