EXPLORING THE FACTORS AND MOTIVATIONAL ELEMENTS SHAPING THE SELF-REALISATION POTENTIAL OF TALENTED YOUTH

Authors

  • Serhii Redko PhD in Psychology, Associate Professor, Department of Educational Studies and Psychological and Pedagogical Sciences, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine https://orcid.org/0000-0002-6903-2452
  • Sergii Sorokin Graduate Student, Mykola Yarmachenko Institute of Special Pedagogy and Psychology, National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine https://orcid.org/0009-0001-8018-0472
  • Viktoriia Perevozniuk Candidate of Pedagogical Sciences, Associate Professor, Department of Linguodidactics and Journalism, Faculty of Law, Humanities and Social Sciences, Kremenchuk Mykhailo Ostrohradskyi National University, Kremenchuk, Ukraine https://orcid.org/0000-0001-9225-3459
  • Iryna Viatokha PhD, Associate Professor, Department of Pedagogy and Psychology, Ukrainian Institute of Arts and Sciences, Bucha, Ukraine https://orcid.org/0009-0006-9006-9707
  • Viktoriia Shevchuk PhD in Psychology, Associate Professor, Department of Psychology and Pedagogy, National University “Poltava Polytechnic”, Poltava, Ukraine https://orcid.org/0000-0001-7101-7617

DOI:

https://doi.org/10.18316/rcd.v17i45.12356

Keywords:

Educational Environment, Giftedness, Intrinsic Motivation, Motivation, Potential Development, Psychological Barriers, Self-Realisation

Abstract

The study's relevance is that self-realisation is one of the most important aspects of personality development, especially for gifted youth with the potential for significant achievements in various spheres of life. However, this potential often remains unrealised due to several psychological, social and motivational factors. In today's world, where rapid changes and high demands on young people are becoming the norm, research into these factors is particularly important to ensure adequate support and encouragement of gifted youth to achieve their personal and professional goals. The study focuses on gifted young people with the potential for significant achievements in scientific, creative, or professional activities. Particular emphasis is placed on this group's psychological characteristics, including their level of motivation, self-esteem, and stress resistance, as well as the role of external factors such as family support and social expectations. The study showed that most gifted young people have strong internal motivation, the primary driver of self-realisation. High self-esteem also contributes to self-confidence and the ability to overcome difficulties. However, some young people experience emotional pressure and high levels of stress due to social and internal expectations, which can prevent them from reaching their full potential. At the same time, family support is vital in reducing stressors and increasing psychological resilience.

Author Biographies

Serhii Redko, PhD in Psychology, Associate Professor, Department of Educational Studies and Psychological and Pedagogical Sciences, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine

PhD in Psychology, Associate Professor, Department of Educational Studies and Psychological and Pedagogical Sciences, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine

Sergii Sorokin, Graduate Student, Mykola Yarmachenko Institute of Special Pedagogy and Psychology, National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine

Graduate Student, Mykola Yarmachenko Institute of Special Pedagogy and Psychology, National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine

Viktoriia Perevozniuk, Candidate of Pedagogical Sciences, Associate Professor, Department of Linguodidactics and Journalism, Faculty of Law, Humanities and Social Sciences, Kremenchuk Mykhailo Ostrohradskyi National University, Kremenchuk, Ukraine

Candidate of Pedagogical Sciences, Associate Professor, Department of Linguodidactics and Journalism, Faculty of Law, Humanities and Social Sciences, Kremenchuk Mykhailo Ostrohradskyi National University, Kremenchuk, Ukraine

Iryna Viatokha, PhD, Associate Professor, Department of Pedagogy and Psychology, Ukrainian Institute of Arts and Sciences, Bucha, Ukraine

PhD, Associate Professor, Department of Pedagogy and Psychology, Ukrainian Institute of Arts and Sciences, Bucha, Ukraine

Viktoriia Shevchuk, PhD in Psychology, Associate Professor, Department of Psychology and Pedagogy, National University “Poltava Polytechnic”, Poltava, Ukraine

PhD in Psychology, Associate Professor, Department of Psychology and Pedagogy, National University “Poltava Polytechnic”, Poltava, Ukraine

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Published

2025-02-17

Issue

Vol. 17 No. 45 (2025): Ahead of print

Section

Artigos

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Copyright (c) 2025 Serhii Redko, Sergii Sorokin, Viktoriia Perevozniuk, Iryna Viatokha, Viktoriia Shevchuk

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