Self-Actualization in an Educational Psychology Course for College Freshman Honors Students

Abstract

38 college freshman honors students (15 men, 23 women) were enrolled in an educational psychology course designed to promote self-actualization through self-awareness and exploration procedures. Pre- and post-course administrations of the Personal Orientation Inventory showed statistically significant positive changes in self-actualization values. Shostrom's clinically judged Non-self-actualized and Self-actualized groups were used as normative samples. Pre-course scores of the students were comparable to scores of the former norms whereas students' scores after the course were comparable to the Self-actualized norms, mean changes being ≥ 2 points, range of .7 to 8.6.

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