Based on the humanistic theories of Maslow, Rogers, and May, can individuals become self-actualized? Why or why not?

Lisa Baldwin 


1 posts

Re:Module 6 DQ 1

Based on the humanistic theories of Maslow, Rogers, and May, can individuals become self-actualized? Why or why not?

If one believes that human beings grow in their sense of self and importance of life, he or she may shift from a selfish individual (infancy) to an individual that thinks more about helping others than himself or herself. The idea of self-actualization is the growth of a human from a state of selfishness to a stage of selflessness and altruism. Instead of only thinking about satisfying the needs of the individual, he or she begins to look outside of himself or herself to the needs of others. Based on the theorists listed and others, self-actualization is a stage of adulthood (D’Souza & Gurin, 2016). There is a general maturity in individuals to shift in their views of self and the needs of self. He or she begins to value the needs of others and move beyond the family. Life becomes a bigger picture than that which is in front of them. Others become first before themselves.


D’Souza, J., & Gurin, M. (2016). The universal significance of Maslow’s concept of self-actualization. The Humanistic Psychologist, 44(2), 210-214. doi:10.1037/hum0000027


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Alice Benningfield 


1 posts

Re:Module 6 DQ 1

Based on the humanistic theories of Maslow, Rogers, and May, can individuals become self-actualized? Why or why not?

Self-actualization refers to the achievement of a person’s full potential through independence and creativity.  Maslow formed a psychological hierarchy of needs, the basic needs of people must be met, such as food, shelter, warmth, security, and sense of belonging before an individual can achieve self-actualization. Research shows that when people live lives that are different from their true nature and capabilities, they are less likely to be happy than those whose goals and lives match (Rathus, 2007).   Carl Rogers theory of growth potential is aimed at integrating the real self and the ideal self of a person. Simply put, an individual can become self-actualized through continual growth motivation. Self-actualized individuals are people who were fulfilled. Rathus (2007), described self-actualized people as individuals who are extremely creative, have climax experiences, and who are in a position to resolve the differences. According to Rathus, (2007) the reason why an individual can become self-actualized is basically that, a person is always becoming and never remains static in these terms.

Rathus, S. A. (2007). Psychology: Concepts & Connections. Australia: Thomson/Wadsworth.


Nancy Walker 


10 posts

What exactly is self-actualization?



What exactly is self-actualization?


Please back your answer.




Dr. N

Benjamin Garrison 


1 posts

Re:Module 6 DQ 2

In the GCU library, locate four additional empirical studies

(Use the Empirical Research Checklist to determine if a study is empirical) on a topic that you are interested in that are similar to the previous DQ you completed. Give the APA-formatted citation and the Permalink, state the number of references in each article, and add the studies to your RefWorks list. What are the primary methodologies used in the four studies that you read? Did each of the studies prove or disprove their initial hypothesis? Why or why not? If the hypothesis of a study is not supported by the data, does that invalidate the study? Why or why not?


Goetz, S., Harrison, B., & Robertson, M. (2012). Use of Simulation in Visual Flight Training: The Effect on Time to Solo. Collegiate Aviation Review, 30(2), 1-10.

Number of references: 17

Goetz, Harrison and Robertson (2012) conducted a study to determine what effect simulator experience had on training private pilot students. They did not find an effect during their study and found that there was no difference between the students that received simulator training before flight training. This did not invalidate the study, they just found that there was not effect in their sample.


Casner, S. M., Geven, R. W., & Williams, K. T. (2013). The effectiveness of airline pilot training for abnormal events. Human Factors, 55(3), 477-485. doi:10.1177/0018720812466893

Number of references: 24

Casner, Geven and Williams (2013) used a quantitative comparison and were able to prove their initial hypothesis. They were able to show that pilots who knew which skills they were going to practice in the simulator were able to perform better than pilots that did not know the skill they were going to perform.


Winter, S. R., Kirschner, J. E., Leib, S. M., & Fanjoy, R. O. (2013). Implementing jet aircraft training in a university setting: Instructor perceptions and lessons learned. Collegiate Aviation Review, 31(1), 140.

Number of references: 11

Winter, Kirschner, Leib and Fanjoy (2013) conducted a qualitative phenomenological case study of using jet aircraft to train students. Their goal was to collect information about the program and the student’s perception about the program.


Kozuba, J., & Bondaruk, A. (2014). Flight simulators as an essential device supporting the process of shaping pilot’s situational awareness. Proceedings of The Scientific Conference AFASES, 141-60.

Number of references: 16

Kozuba, J., & Bondaruk, A. (2014) conducted a quantitative comparison that look at pilot satisfaction and the number of errors made in the simulator. They were able to show a link between the two and also highlighted some of the benefits and drawbacks of using simulators to train pilots.




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