Tsvetkova O.A. Types of Personality Self-Realization Through Asocial Behavior Among Individuals Serving Prison Sentences. Education & Pedagogy Journal. 2026;2(18):92-106. DOI:

The article examines personal self-realization through asocial behavior and its typology among individuals serving sentences in correctional institutions. Self-realization through asocial behavior, understood here as normviolating but not necessarily antisocial or destructive behavior. Self-realization is considered one of the key resources of personality development. The implementation of a resource-based approach in the resocialization of convicted individuals requires identifying the foundations for their stable rehabilitation and for reducing the risk of recidivism. The study of asocial self-realization provides insight into the mechanisms underlying socially adaptive forms of selfrealization. The article analyzes the components of self-realization through asocial behavior identified through factor analysis: “Fixation on frustration, reactive behavior, and escape from social reality”, “Goal orientation and selfcontrol in activity implementation”, “Withdrawal and detachment (social withdrawal)”, “Striving for genuine self-realization”, “Avoidance of tension”, and “Stereotypical social self-image”. Using cluster analysis, the authors developed and described an empirical typology of self-realization through asocial behavior among different groups of convicted individuals. The analysis identified five types of self-realization through asocial behavior: the “Tension-avoidant” type (a group characterized by a predominant strategy of avoiding tension combined with moderate goal orientation and self-control); the “Frustrationfocused and reactive” type (a group with high sensitivity to failure and weakened self-control); the “Goal-oriented” type (a group with high self-control and elements of introversion); the “Affective-introverted” type (a group characterized by fixation on frustration and social withdrawal); and the “Self-realizing comfortoriented” type (a group dominated by self-reflection and striving for selfrealization combined with a pronounced orientation toward comfort and tension avoidance). The article also identifies the main “growth areas” and risks to consider when designing individual support programs for convicted individuals. The proposed typology provides a basis for targeted support to promote constructive and socially adaptive self-realization across different groups of convicted individuals.

Keywords: self-realization, self-realization of an individual through asocial behavior, components of self-realization through asocial behavior, types of self-realization of convicts, resource-based approach, and resocialization

Jiang C. Thoughts on the Education of Traditional Chinese Virtues in Colleges: Based on Cultural Heritage and Inner Vitality. Education & Pedagogy Journal. 2026;2(18):72-91. DOI:

Implementing education on traditional Chinese virtues in colleges is essential for fulfilling the fundamental task of establishing morality and cultivating individuals. It is also a key measure for developing leaders who will inherit, transmit, and innovate traditional Chinese virtues. In addition to focusing on the transmission and promotion of virtue content, education on traditional Chinese virtues in universities should explain to students the characteristics of these virtues, such as their national uniqueness, continuity, core stability, and strong cohesion, appeal, and influence. The profound cultural heritage and inherent vitality behind these characteristics are significant in attracting students to learn and guiding them toward growth and success.

Keywords: traditional Chinese virtues, education, cultural heritage, cultural confidence