Representations of good and evil in people with high and low self-actualization

 
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Abstract

The article presents the results of an empirical study of the ethical representations of people with different levels of self-actualization. Ethical representations, particularly those related to good and evil, not only define the moral coordinates of a personality but are also directly connected with the implementation of an individual’s moral stance, moral regulation of behavior, and, consequently, with characterological features. Our research hypothesis suggests a connection between an individual’s ethical representations and the level of self-actualization, which is manifested as active engagement with the environment. The study involved 170 respondents. Methods used: authors’ questionnaire “Attitude to Good and Evil” based on two concepts of good and evil from philosophical ethics (evil as an independent entity fighting good, and evil as the absence of good); the Dark Triad questionnaire (SD3), the Light Triad questionnaire (LTS) and the Self-Actualization Test (CAT) by Everett Shostrom. The results of the study showed that a high level of self-actualization is significantly associated with a dialectical view of the relationship and struggle between good and evil, when evil is seen as a necessary condition for personal growth, while a low level of self-actualization is characterized by the presentation of these categories as mutually exclusive. The relationships between the indicators of the Dark and Light triads and Self-actualization are also shown. The results of the work confirm the hypothesis about the relationship between representations of good and evil and self-actualization, and also complement the ideas about the place and role of selfactualization in moral psychology.

General Information

Keywords: ethical representations, self-actualization, good and evil, Dark and Light Triads, moral psychology

Journal rubric: Empirical and Experimental Research

OpenAlex citations: 1

OpenAlex trends: Psychology of Development and Education, Psychological Treatments and Assessments, Leadership, Courage, and Heroism Studies

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Number of citations: 1

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Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

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This cluster of papers focuses on Rational Emotive Behavior Therapy (REBT) and its applications in addressing irrational beliefs, psychological distress, stress management, and mental health issues. It explores the use of REBT in various settings such as educational, athletic, and occupational, emphasizing the importance of self-acceptance and cognitive behavioral approaches in alleviating anxiety and depression.

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Leadership, Courage, and Heroism Studies

This cluster of papers explores the psychology of heroism and courage, including topics such as the nature of heroism, differentiating heroic action and altruism, workplace courage, leadership, moral education, and the role of psychological capital in fostering courage. It delves into the societal construction of heroism, the impact of gender on perceptions of heroism, and the relationship between fear, resilience, and heroic behavior.

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Article type: scientific article

DOI: https://doi.org/10.21638/spbu16.2025.108

Received 23.09.2024

Accepted

Published

For citation: Kolkhonen, A.Yu., Mironenko, I.A. (2025). Representations of good and evil in people with high and low self-actualization . Vestnik of Saint Petersburg University. Psychology, 15(1), 134–147. (In Russ.). https://doi.org/10.21638/spbu16.2025.108

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Information About the Authors

Anton Y. Kolkhonen, phd student, Saint Petersburg State University, Russian Federation, ORCID: https://orcid.org/0009-0003-5672-0605, e-mail: kolhonena@gmail.com

Irina A. Mironenko, Doctor of Psychology, Professor of the Department of General Psychology, St. Petersburg State University, St.Petersburg, Russian Federation, ORCID: https://orcid.org/0000-0002-6234-6918, e-mail: mironenko.irina1@gmail.com

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