scholarly journals HUBRISTIC MOTIVATION AS A FACTOR OF THE PRIMARY SCHOOL’S PUPILS’ PERSONAL DEVELOPMENT

2019 ◽  
pp. 150-168
Author(s):  
К. Фоменко ◽  
В. Надьон ◽  
Н. Діомідова ◽  
О. Шукалова
Keyword(s):  
Personality Traits ◽  
Personal Development ◽  
Fairy Tale ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Current Status ◽  
Self Awareness ◽  
Emotional States ◽  
Personal Traits ◽  
Junior Students

Relevance of the problem:The study of junior students' hubristic motives is a new area of scientific research, so the study of the features of younger students' self-awareness and personality traits, depending on their dominant hubristic motivation, is relevant. Aim: determination of self-awareness and personality traits, depending on pupil’s dominant hubristic motivation Methodology of the research: The projective methodology "Fairy tale Kingdom", projective "Tree" Technique (John and Dian Lampen), the Fairy Tale Test (by K. Colacclaw), methodology "Style of Self-Regulation of Children's Behavior - SSRCB M2" V.I. Morosanova. The sample included 204 students (3-d and 4-th forms) of Gymnasium № 169 in Kharkiv. Results of the research. The motivation of superiority over others in younger students involves perceiving their current status as a leader in the classroom. The real and desirable student`s status corresponds to his/her hubristic degree, as well as to the dominant emotional states (aggression or anxiety), motives (affiliate needs that determine the motives of cooperation or needs for superiority, which determine the motives of competition) or personal characteristics. Typological profiles of hubristic motivation determine the awareness of one's own status in the class and the desire to change it, determine the manifestation of personal traits, needs, motives and dominant emotional states. Hubristic motivation in younger school age affects the ability to self-regulate behavior.

scholarly journals YOUNG PEOPLE’ PSYCHOLOGICAL READINESS FOR MASTERING THE SKILLS OF EMOTIONAL SELF-REGULATION

2021 ◽  
Vol 7 (4) ◽  
pp. 48-56
Author(s):  
Julia Korotsinska ◽  
Keyword(s):  
Young People ◽  
Emotional Competence ◽  
Negative Impact ◽  
Self Regulation ◽  
Real Life ◽  
Personal Characteristics ◽  
Self Awareness ◽  
Emotional States ◽  
Self Confidence ◽  
Four Levels

At the present stage of Ukrainian society, requirements to an individual’s social and professional aspects grow significantly: the present demands activity, purposefulness, mobility, flexibility, and self-confidence from young people. These qualities cannot be manifested without formed skills of emotional self-regulation. The article analyzes the study on young people’s readiness for mastering the emotional self-regulation skills. Four levels of readiness for mastering the emotional self-regulation skills were identified and described. All of them were determined by the following components: motivation for emotional self-regulation, emotional consciousness, emotional competence, effectiveness of emotional self-regulation skills. The correlations were determined between young people’s readiness for mastering the skills of emotional self-regulation and such personal characteristics as: reflexivity, emotional competence and emotional self-awareness. The young people’s awareness of the need for emotional self-regulation and knowledge about them, their emotional sphere and formed reflexivity are essential prerequisites to form such personal characteristics as emotional consciousness, emotional competence, emotional stability and emotional maturity. The article determines that personal motivation for self-development and emotional-volitional control influence positively on the emotional self-regulation skills. Young people who are able to monitor their emotional states and their causal relationships with other internal processes and with effectiveness of their activities have higher motivation for emotional self-regulation and a wider range of emotional self-regulative methods that help them to achieve adequate socialization and productivity. Many young people are agreed that the need to master the skills of emotional self-regulation and recognize the negative impact of uncontrolled emotions on their own lives, but do not apply this need in real life situations.

scholarly journals PSYCHOLOGICAL READINESS OF ADOLESCENTS TO MASTER THE SKILLS OF EMOTIONAL SELF-REGULATION

2021 ◽  
Vol 7 (2) ◽  
pp. 105-113
Author(s):  
Julia Korotsinska ◽  
Keyword(s):  
Young People ◽  
Emotional Competence ◽  
Negative Impact ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Self Awareness ◽  
Emotional States ◽  
Stage Of Development ◽  
Four Levels ◽  
The Relationship

At the present stage of development of Ukrainian society, there is a significant increase in the individual's requirements in social and professional aspects: the present demands from the young man activity, purposefulness, mobility, flexibility, and self-confidence. The manifestation of these qualities is impossible without the formed skills of emotional self-regulation. The article analyzes the results of a study of the level of readiness of young people to master emotional self-regulation skills. There are four levels of readiness to master emotional self-regulation skills, which were identified and described. All of them are determined by the following components: motivation for emotional self-regulation, emotional consciousness, emotional competence, the effectiveness of emotional self-regulation skills. The relationship between the readiness of adolescents to master the skills of emotional self-regulation with such personal characteristics as: reflexivity, emotional competence, emotional self-awareness. The relationship between adolescents' readiness to master the skills of emotional self-regulation with such personal characteristics as reflexivity, emotional competence, and emotional self-awareness. The young people's awareness of the need for emotional self-regulation and knowledge about themselves, their emotional sphere, and formed reflexivity is determined by the essential prerequisites for forming such personal characteristics of the young man as emotional consciousness, emotional competence, emotional stability, and emotional maturity. It is determined that personal motivation for self-development and emotional-volitional control has a positive effect on the formation of emotional self-regulation skills. It has been shown that young people who are able to monitor their emotional states and their causal relationships with other internal processes and the effectiveness of their own activities have a higher level of motivation for emotional self-regulation and a more comprehensive range of emotional self-regulation methods that help adequate socialization and productivity. It was stated that a significant number of young people are agreed that the need to master the skills of emotional self-regulation and recognize the negative impact of uncontrolled emotions on their own lives, but do not apply this need to themselves.

scholarly journals Prospects for the professional and personal development of the penal system leaders reserve of the Russian Federation as a factor in the prevention of malfeasance

2020 ◽  
Vol 48 (6) ◽  
pp. 384-396
Author(s):  
Nadezhda A. Tsvetkova ◽  
◽  
Svetlana V. Kulakova ◽  
Elena A. Volodarskaya ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Psychological Climate ◽  
Diagnostic Tools ◽  
Legal Consciousness ◽  
Expert Assessment ◽  
Penal System ◽  
Psychological Activity

The effectiveness of penitentiary activities, assuming the authoritarianism of the management system, is largely determined by the individual and personal characteristics of unit heads of the penal system, who need to show their managerial abilities as fully as possible, but not every leader has a sufficient amount of such abilities. If he/she does, he/she cannot always demonstrate them to the fullest extent. In this case, there can be serious miscalculations, leading to certain socio-psychological and criminological consequences. Among them, the instability of the socio-psychological climate in a team, provoking a high employee turnover, which does not allow forming the key personnel of a unit, as well as a high risk that subordinate employees, projecting the style, manner of communication and affects of the management, begin to show socially disapproving and even self-destructive forms of behavior, such as various forms of aggression towards oneself and others, neglect of safety requirements at work and in everyday life, unlawful actions against convicts, etc. One of the most important factors in the prevention of these phenomena is the system of work with a personnel reserve for managerial positions. The arsenal of diagnostic tools for the study of 65 employees working in the penal system, who are middle managers in the personnel reserve, included a set of methods: a) analysis of documents; b) expert assessment of the employee’s personality; c) psychological testing, which allows obtaining a generalized psychological profile of a personality according to the estimates of five “traits of an adequate personality”, motivators of socio-psychological activity, the style of behavior self-regulation, levels of legal consciousness and faith in people, as well as self-assessment of professional development opportunities and career prospects. The generalized characteristics of the respondents show that 88% of them meet the requirements for penitentiary activities. The respondents have an average level of emotional intelligence development with a tendency to lower; their style of behavior self-regulation is accentuated due to their relatively poorly developed independence; 95% of respondents have a high and medium level of legal consciousness development; 70% of them are distinguished by their distrust of people; the leading motivator of their socio-psychological activity is success achievement. All surveyed employees see opportunities for their professional development, although about 30% of them have concerns about promotion opportunities in this system. Based on the results obtained, the resources of success and the four most important areas of work with the personnel reserve were identified.

scholarly journals THE INFLUENCE OF EMOTIONAL INTELLIGENCE ON THE PROCESSES OF SELF-IDENTIFICATION OF ADOLESCENTS WITH INTELLECTUAL DISABILITIES

2020 ◽  
Vol 2020 (2) ◽  
pp. 14-21
Author(s):  
Olga Vovchenko
Keyword(s):  
Emotional Intelligence ◽  
Intellectual Disabilities ◽  
Social Life ◽  
Self Regulation ◽  
Personal Characteristics ◽  
The State ◽  
Self Control ◽  
Emotional States ◽  
Low Level ◽  
The Impact

The relevance of the study is due to two aspects: first, the complexity of adolescence, psychological problems faced by adolescents, their parents, educators and teachers; secondly, the lack of research not only the peculiarities of self-identification of adolescents with intellectual disabilities, but also the interaction of emotional intelligence on the formation of self-esteem, Self-concept and self-identification in general. Because self-identification and emotional intelligence require the adolescent's personality to actively participate in its formation and formation. These are two constructs in the structure of personality, which are based on reflection, self-regulation, self-awareness and further determine the vector of life of the adolescent, his/her place in social life. The aim of the article is to identify and experimentally test the state of formation of self-identification in adolescents with intellectual disabilities and the impact on its formation of emotional intelligence. The study used theoretical (deductive, inductive) and empirical (methods of psychodiagnostics) methods. Psychological diagnosis of the state of formation of self-identification in adolescents with intellectual disabilities was carried out using the method of «Hand-drawn apperceptive test (PAT)», the method of «Who am I? » (by M. Kuhn), conversations, observations. The result of the study was a statement of the fact that the vast majority of adolescents with intellectual disabilities have a low level of self-identification, only a small percentage of the studied adolescents have an average level. Such results are due to such personal characteristics of the adolescent as asociality, anxiety, diffidence, lack of self-control, inability to control stress-filled emotional states, low level of selfregulation (including emotional and volitional self-regulation), low level of emotional intelligence formation.

scholarly journals Emotional Intelligence of Engineering Students as Basis for More Successful Learning Process for Industry 4.0

Mathematics ◽  
2020 ◽  
Vol 8 (8) ◽  
pp. 1321
Author(s):  
Slavica Mitrović Veljković ◽  
Ana Nešić ◽  
Branislav Dudić ◽  
Michal Gregus ◽  
Milan Delić ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Industry 4.0 ◽  
Engineering Students ◽  
Self Regulation ◽  
Geographic Origin ◽  
Development Program ◽  
Personal Characteristics ◽  
Student Population ◽  
Three Dimensions ◽  
Self Awareness

The purpose of this paper is creating analyses for understanding the personality characteristics related to emotional intelligence and how can this define the development program of personal characteristics in the processes of education for Industry 4.0. The main research goal is to measure dimensions of emotional intelligence in the student population based on a quantitative survey (Emotional Competence Inventory) through dimensions of emotional intelligence: self-regulation, self-awareness, and attitude towards changes. Since the student population was the research target, a group of 338 engineering students was selected. The group was characterized by highly diversified geographic origin, having previously completed school and achieved success. The results show that there are statistically significant differences between all three dimensions of emotional intelligence. Namely, self-regulation and attitude towards changes (both directly and indirectly through self-regulation) are positively affected by self-awareness, while attitude towards changes is positively affected by self-regulation. Developing student emotional potential is one of the most important actuators of business for Industry 4.0, especially in countries with low educational attainment and low social and economic indicators.

scholarly journals PERSONAL FEATURES OF ORPHANS IN PREDICTING

2021 ◽  
Vol 35 (1) ◽  
pp. 48-59
Author(s):  
Lira V. Artishcheva ◽  
◽  
Evgeniya A. Kuznetcova ◽  
Keyword(s):  
Personality Traits ◽  
Personal Development ◽  
Pearson Correlation ◽  
Predictive Ability ◽  
Personal Characteristics ◽  
Self Esteem ◽  
Probabilistic Prediction ◽  
Individual Personality ◽  
Definition Of ◽  
The Relationship

The relevance of the study is due to the existing problem of prediction. Orphans are in special life and social conditions, which determine their personal development and the formation of personal qualities. The research is aimed at revealing the relationship between the personality traits of orphans and probabilistic prediction. The aim of the study is to substantiate significant relationships between the signs of predictive abilities with such personal characteristics as resilience and self-esteem based on the analysis of the Pearson correlation statistical method. The research is aimed at solving the following issues: analysis of scientific works devoted to the problem of orphanhood; definition of the essence of the concepts of prediction, resilience, selfesteem; identification of the relationship between the signs of predictive ability and personality traits. According to the theory of probabilistic prediction, predicting the outcome of situations, the correctness of decision-making, as well as tactics of behavior depend on individual personality characteristics. As a result of the study, positive and negative significant interrelationships of indicators of predictive ability, resilience, and self-esteem were revealed. The results can be used in the field of psychology to improve the predictive ability of orphans.

scholarly journals Personal characteristics and internal picture of the defect in disabled adults

2021 ◽  
Vol 27 (2) ◽  
pp. 128-134
Author(s):  
Natalia S. Shipova
Keyword(s):  
Regression Analysis ◽  
Visual Impairment ◽  
Personality Traits ◽  
Personal Development ◽  
Personal Characteristics ◽  
Speech Impairments ◽  
Speech Impairment ◽  
Theoretical Level ◽  
Personal Changes ◽  
Main Influence

The presented article describes the results of the study of the components of the internal picture of the defect and their relationship with personality traits in adults with deficient dysontogeny type (respondents with visual impairment, speech impairment, musculoskeletal system impairment, hearing impairment). At the theoretical level, an analysis of the possibilities of a defect to determine violations of personal development and personal changes is presented. We noted a greater number of connections in the group of people with visual impairments, and the least in the group of people with severe speech impairments. As a result of empirical analysis, correlations of personality traits and components of the internal picture of a defect in respondents of various nosological groups were revealed, and the influence of personality traits on the folding of structure of internal picture of the defect as a whole was determined. As a result of regression analysis, the influence of spontaneity and sensitivity on the physical and sensitive components in the group of persons with musculoskeletal disorders was revealed; anxiety on the physical and sensitive component of internal picture of the defect in the group of people with visual impairment. When considering the influence of personal characteristics on the components of the internal picture of the defect without reference to nosological groups, the main influence of spontaneity was revealed.

scholarly journals ОСОБЛИВОСТІ ОСОБИСТОСТІ МАЙБУТНЬОГО ФАХІВЦЯ АЕРОКОСМІЧНОЇ ГАЛУЗІ

2018 ◽  
pp. 120-127
Author(s):  
І. А. Бідюк
Keyword(s):  
Social Relations ◽  
Spiritual Development ◽  
Self Regulation ◽  
Behavioral Flexibility ◽  
Personal Characteristics ◽  
Subject Area ◽  
External Information ◽  
Professional Activity ◽  
Self Awareness ◽  
Social Phenomena

Modern social processes require special and more profound knowledge not only in a purely subject area, but also in the socio-historical sphere. In the professional activity, the person uses professionally important abilities that ensure effectiveness, quality and reliability of this activity.Professional and spiritual development of the individual depends on external circumstances, the environment and internalization of external information obtained within professional activity and interaction.The basis of professional abilities is the properties of mental processes (perception, memory, attention, thinking and imagination) and psychomotor functions (coordination of movements and sensorimotor coordination). Professionally important qualities depend on the specifics of professional activity.The formation of human professionalism takes place under the influence of two groups of factors: objective and subjective. Objective ones include norms, requirements, restrictions of the chosen profession; the presence of certain properties and features (professional knowledge and skills, professionally significant qualities, etc.). Subjective factors consist of possibilities (inclinations), abilities, motives and level of aspirations, self-esteem, psychological protection against mistakes and failures.Personality development, as well as its professional qualities and characteristics is associated with the development of self-awareness, namely: self-conception, awareness of physical, intellectual and other qualities, and evaluation of these qualities.Self-awareness has a structure that includes the following components: cognitive, affective, behavioral ones, which determine self-cognition, self-regulation and the attitude of a specialist to their professional and personal qualities, etc. Professional self-awareness is characterized and depends on the multi-sidedness of situations that require a person’s ability to coordinate their actions with the actions of other people.Professional development of the person can occur in case a person is aware of his participation and responsibility for everything that is happening.Professional qualities and features of the personality of modern specialists depend on many conditions and factors that are manifested in social phenomena and processes, the creation of a pedagogical environment aimed at the formation of professional qualities, in the requirements for the components of the personality of a modern specialist, to their professional abilities, indicators and integral characteristics.Structural characteristics of the personality of a young specialist depend on the level of development of professional intellectual qualities, the level of development of components of professional intelligence. The connection between professional qualities (perception of information, ability to work with the received data for the decision of production tasks, acceptance of an effective decision, etc.), and personal characteristics (orientation, competence, emotional and behavioral flexibility, intellectual flexibility) determines the image of a specialist.The structure of the personality of a future specialist (for example, students of aerospace VTNZ) is determined by the characteristics that show the peculiarities of this individual. In social relations we can define stability, purposefulness, balance, impulsivity and flexibility concerning social norms of behavior.

Revealing of propensity to development of stress-induced somatic diseases in military university cadets based on psychophysiological, psychological and psychosocial characteristics

2021 ◽  
Vol 23 (2) ◽  
pp. 45-52
Author(s):  
Natalya V. Zelenina ◽  
Irina V. Fedotkina ◽  
Sergey S. Nazarov ◽  
Vladislav V. Yusupov
Keyword(s):  
Personal Development ◽  
Self Regulation ◽  
Circulatory System ◽  
Personal Characteristics ◽  
Psychosocial Characteristics ◽  
Self Disclosure ◽  
International Statistical Classification ◽  
Personalized Approach ◽  
As Stress ◽  
Somatic Diseases

It was found that the frequency of stress-induced somatic diseases in cadets during 45 training years increased from 0 in the I cours to 10% in the VVI courses. The first place in frequency is occupied by diseases of the digestive system (K00K93 according to the International Statistical Classification of Diseases and Related Health Problem 10th revision), during the training their level increased from 0 to 7.3%. Diseases of the circulatory system (I00I99) increased to 2.7%. Based on the psychophysiological, psychological and psychosocial indicators of the surveyed cadets, a discriminant analysis was performed and a linear classification function model for predicting the propensity to stress-induced somatic diseases was obtained. The model is statistically significant, the percentage of correct classifications is 95.8%, that indicates a good separation ability of this model. The stability of the model indicators during the entire training period is shown, so that makes it possible to use it as a prognostic model and apply to identify propensity of the junior cadet to developing stress-induced somatic diseases. Timely identification of cadets who are prone to developing stress-induced somatic diseases and personalized approach to psychological correction will contribute to the prevention of somatic health disorders, the increasing of efficiency and reliability of activity and the professional longevity of future military specialists. The indicators included in the model shows that the propensity to stress-induced somatic diseases is determined by both innate features (the speed of nervous processes and the ratio of inhibition and stimulation in the central nervous system, typological properties of the personality), and acquired skills of social behavior (coping models and psychosocial characteristics of the personality), as well as stress-induced neurotic manifestations which accumulated in the process of personal development. Psychological correction should be aimed at awareness and self-disclosure of their personal characteristics while developing the desired behavioral and social interaction skills, as well as training in mental self-regulation skills.

scholarly journals PREDICTORS OF PROCRASTINATION IN THE PROFESSIONAL ACTIVITY OF SPECIALISTS OF SOCIONOMIC PROFESSIONS

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Svitlana A. Nakhod ◽  
Keyword(s):  
Personality Traits ◽  
Occupational Stress ◽  
Social Relations ◽  
Social Life ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Well Being ◽  
Professional Activity ◽  
Effective Development ◽  
Functional Components

The article considers the predictors of procrastination in the professional activity of specialists of socionomic professions. In the study, procrastination is defined as a personal disposition that manifests itself in human activities and behavior and is characterized by the postponement of significant matters. It is interconnected with personality traits, features of motivation and has development patterns, associated with age. It has been established that socionomic professions are professions aimed at solving problems related to social relations. Their content focuses on the development, regulation, study of social patterns and trends, preservation and transformation of historically defined and accepted forms of culture and traditions at all levels of social interaction. The peculiarities of the professions of psychologist, teacher, social worker and lawyer in the context of the outlined issues are clarified. These include: 1) the presence of interaction between people and social groups that differ in social positions and roles; 2) communication mediated by the goals pursued by each party; 3) prosocial activity of the personality of the specialist, which has become a set of motives for professional activity; 4) the focus of the specialist on the achievement of such humanistic and social ideals as well-being, health, high quality of life, effective development of individuals and groups in various formations of individual and social life. Given the specific features of socionomic professions, the search for predictors of procrastination was conducted among professionally significant personality traits of such specialists, including typical forms of behavior in work situations, attitude to certain aspects of the job, the presence of occupational stress symptoms and related deformations. The personal characteristics that affect the severity of procrastination of specialists were determined, including the obligation, determination, control, modesty, anxiety. It was found that a negative perception of the peculiarities of professional activity and a high level of occupational stress affects the manifestation of procrastination in specialists of socionomic professions. Low self-regulation is defined as the predictor of procrastination, and the tendency to delay is associated with all functional components that ensure the effectiveness of activities: planning, modeling, programming, evaluation of results, flexibility, independence. The connection between procrastination and perfectionism of specialists in socionomic professions has been established. It is concluded that the understanding of predictors of the phenomenon of procrastination of specialists of socionomic professions will contribute to the development of effective ways to overcome it in a certain category of experts, which will be the subject of our further research.

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