Study Motives and Self-Realization of Students

This study studied the relationship between students’ educational motives and their self-efficacy. The study included 60 people who had taken different courses and were involved in the study. The study showed a significant relationship between students’ motivation to become highly qualified specialists and the components of self-actualisation, including self-awareness, cognitive needs, self-esteem, creativity, and behavioural flexibility. This relationship was confirmed to be bidirectional. Only cognitive demands and behavioral flexibility are related to students’ motivation to acquire deep and comprehensive knowledge. There is a significant relationship between the motive to ensure future professional success and self-awareness, self-esteem, creativity, behavioral flexibility. From here, we can conclude that it can be implemented by using the motives necessary to develop students’ self-actualizations. The research showed that depending on the effectiveness of self-actualizations instead, the student can use a subjective strategy that ensures the stability of self-realisation, as well as a non-productive strategy that leads to the rejection of self-realisation and its suspension, but ensures its reference in the group. It can be considered that one or another motivational strategy of the student is his personality quality that can act, in which case self-realization motivation should come into play. It is possible to predict the student’s self-realization opportunities thanks to the purposeful activity that appears at this time. In reflexive analysis, understanding the personal motivation strategy and the ineffectiveness of trying to change it can create a basis for increasing the effectiveness of the self-actualization process, the main way of which is the development of motivation.