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The study of the emotional orientation of the individual. Questionnaire text. “Determination of the general emotional orientation of the personality. Formation of a general emotional orientation

It makes it possible to single out types of general emotional orientation: altruistic, practical, gnostic, aesthetic.

Instruction to the subject: Carefully read the list of pleasant experiences (class "A") and write out on a separate sheet under the corresponding number of class "A" the numbers of those that are pleasant to you or more characteristic, typical, i.e. for a long time more often than others you have.

Underline the number of the most pleasant of those already highlighted, and put a noticeable dot under the number of the most frequently experienced.

Do the same procedure with a list of unpleasant experiences.

Repeat the same procedure with class "B".

Class "A" -

Pleasant experience.

1. A Joy, satisfaction, admiration for the noble deed of another person.

2. Thirst for activity.

1. E Joy, anticipation of something pleasant.

2. G Fun, carelessness, good health.

5. HZ Hot interest in learning something new.

6. P The joy of fruitful work.

7. GN Thirst for discovery. . . .

8. And Joy, satisfaction that overwhelmed the soul, when you manage to do good to people.

9. E Sweet, agonizing feeling when perceiving something beautiful (good music), nature, etc.).

10. GN Jubilation when you manage to solve a difficult or interesting problem, a question.

11. D Enjoyment of a pleasant physical sensation from heat, sun, delicious food.

12. G Love for comfort, luxury.

13. P Joy in anticipation of work.

14. D Enjoyment of the serenity of existence.

15. G Feeling of bliss (sweet life).

Unpleasant experiences.

1. L Compassion, pity for people.

2. P Irritation from inactivity.

3. P Annoyance at the need to do boring work.

3. Feeling of dissatisfaction when you do not find beauty around.

4. GN Depression, suffering due to dissatisfaction in the field of knowledge.

6. A resentment for ingratitude.

7. P Annoyance due to the fact that time is wasted.

8. P Irritation at the sight of disorder in things, environment, organization of business.

9. A moral indignation - unworthy behavior.

10. GN Aversion to rigidity (in people's judgments, in books, lectures)

11. And Despair, when the person you are disposed to does not understand you.

12. D Fear of an empty life, loneliness.

13. Depressed when left alone

14. And Irritation, when you see a manifestation of heroism, unwillingness to reckon with another person -

Pleasant experience.

1. A Joy from the consciousness of personal usefulness to others.

2. 2. P Thirst for good luck and success in the game, business, fulfillment of personal plans.

3. E Satisfaction, when you are able to see, perceive, feel the beautiful.

4. GN Satisfaction from constant enrichment with knowledge.

5. E Joyful inner excitement when you manage to create something beautiful yourself.

6. A Compassion, sympathy, self-pity.

7. E Delight, joy at the sight of a beautiful person or landscape.

8. E Reverence at the sight of a masterpiece of art.

9. Satisfaction, if the environment suits your aesthetic tastes.

10. GN Satisfaction in solving a difficult problem.

11. P Joy, a sense of satisfaction when you open up the possibility of useful activity.

12. E Sharp feeling of unity with nature, beauty and joy of life.

13. F Satisfaction, when the planned things are done, you do them well.

Unpleasant experiences.

1. E Experience that people around you are rude, vulgar, ugly.

2. GN Satisfaction with one's knowledge.

3. D Feeling irritable and hostile towards others when you are in a bad mood.

4. Painful perception of the violation of harmony, beauty in the world around.

5. A Acute experience when you offended a person.

6. E Suffering due to the fact that he himself is not able to create something beautiful.

5. G Unreasonable longing.

8. P Dissatisfaction, irritation, when the necessary things are not done, you cannot cope with them.

9. D Internal emptiness, emotional indifference.

10. GN Dissatisfaction with one's abilities.

11. A Suffering, dissatisfaction at the sight of the opportunity to be useful to people.

12. GN A feeling of bitterness at the realization of the impossibility of comprehending all the experience accumulated by mankind.

13. Irritation at the sight of one's impotence and inability to change the situation.

14. D Experience of insufficiency of one's will.

15. P Dissatisfaction when there is not enough time and you do not have time to do important things.

Research procedure.

Respondents are given questionnaires containing formulas for typical experiences. The questionnaire contains 55 text - questions of typical experiences. It is divided into class "A" (experiences expressing attitude towards objective situations) and class "B" (experiences expressing attitude towards oneself). Within each class are subclasses of pleasant and unpleasant experiences. This questionnaire allows you to determine the percentage of each type of general emotional orientation (GEO): altruistic, practical, gnostic, aesthetic, hedonic.

Material processing. Calculate the total number of responses for all classes and subclasses and take it as 100%. Then count the number of responses corresponding to each type of LE and determine the percentage of each type of LE for the subject.

For example, out of 55 questions, the subject chose 26 of them for each type:

Type Class. Subclass

EES AP AN VP VN Total

The orientation of the personality finds its expression in the sphere of experiences in the form of different attractiveness of the same emotions and emotional states for different people. If, for example, people with an altruistic orientation prefer to experience feelings of love and participation that arise in them when they serve others with something, then "practical" people are more inclined towards labor excitement. A certain orientation of the personality is expressed not only in a typical emotional attitude towards typical objective situations, but also in a typical selective attitude towards the emotions themselves.

The emotional orientation of a person is manifested. on the one hand, in the special attraction for him of certain emotions, and in the lowering of the threshold, on the other hand, in the opposite sensitivity. The emotional orientation is characterized by the main plane, in which the amount of emotional well-being of the individual: for a humanist - love-resentment, for a practitioner - enthusiasm-annoyance, for a hedonist - fun-longing. Types of AEN are distinguished depending on the experiences to which a person is more sensitive.

DETECTION OF THE LEVEL OF PERSISTENCY OF THE PERSON

Target. Evaluation of one of the qualities of the volitional sphere of personality - perseverance.

Instruction. Before you are three groups of disparate words. From each group of words

one proposal per socio-political topic should be drawn up.

Permutation of words in pronunciation order is allowed, grammatical changes are possible, but only within the specified parts of speech. The time to complete each task is recorded, the degree of difficulty of the task gradually increases.

Material. Three sets of words are given.

Set I

1. Call 11. Normalization

2. Italy 12. Right

3. Seizure 13. Accept

4. Furnishings 14. In

5. Measures 15. Poland

6. Malice 16. R

7. At 17. Power

10.Polish

Set2!.

1. Country 10. Setting

2. Imperialism 11. All

3. Conditions 12. Actions

4. Before 13. Chosen

5. At 14. Purchase

6. American 15. Socialist

7. Unity 16. Big

8. Escalation 17. Politics

9. Meaning 18. International

Set III.

1. Country 10. Message

2. Score 11. Arabic

3. Rise 12. Out

4. Representatives 13. Set up

5. At 14. Experts

7. Peaceful 16. Help

8. Actions 17. Personnel

9. Consider

Analysis of results. The difficulty of the first and second tasks is almost the same. The third one has no solution. The indicator of instability is the ratio of the time of solving the third problem to the average time of the first two problems.

1 - time to solve 1 task

H - 3________ , where 2 is the time for solving 2 tasks

(1 + 2) : 2 3 - time to solve 3 tasks

Yaparova O.G.

Candidate of Sciences in Psychology, FSBEI HPE "Khakass State University. N.F. Katanov"

EMOTIONAL ORIENTATION OF PERSONALITY AS A PROGNOSTIC FACTOR OF FOSTER FAMILIES COHESION

annotation

The article provides a description and analysis of studies on the relationship between the emotional orientation of the individual and the cohesion of the foster family. Attention is drawn to the fact that the emotional orientation of the individual to certain experiences reflects his social needs and motives. It is indicated thatfor different people there are different categories of most desirable experiences. The article describes ten such complexes.The levels of family cohesion are described. It is indicated that the divided and connected levels characterize the success of the family system, and the disconnected and linked levels are interpreted as problematic. The aim of the work was to identify the features of emotional orientation and levels of cohesion in families, as well as the relationship between these parameters. Object of studybecameemotional orientation as an individual tendency to a certain type of experience. The subject of the study is the emotional orientation and cohesion in foster families.As a result of the study, it was found thatfoster families are characterized by a disjointed level of cohesion, which indicates an extremely low success in the functioning of the family, while in blood families a divided and connected level of cohesion is revealed, which is balanced in interpersonal interaction. The disunited level of cohesion of foster families has a direct relationship with the types of emotional orientation of the individual on the scales of "gloric", "praxic", "pugnic", "hedonistic", "acquisitive".

Keywords: orientation, emotional orientation, cohesion, foster family, blood family.

Yaparova O.G.

PhD in Psychology, Katanov Khakass State University

PERSON'S EMOTIONAL ORIENTATION AS A PROGNOSTIC FACTOR OF THE FOSTER FAMILIES SOLIDARITY

Abstract

The article describes and analyzes studies devoted to the correlation between emotional orientation of a person and solidarity in a foster family. Attention is drawn to the fact that emotional orientation of an individual concerning certain experiences reflects the person’s social needs and motives. It is pointed out that there are different categories of the most desired experiences for different people. Ten such complexes are described in the article. The levels of family solidarity are described as well. It is indicated that the divided and bound levels characterize the success of the family system, while the disunited and concatenated levels are treated as problematic. The aim of the work is to identify emotional orientation and levels of solidarity in families, as well as correlation between these two parameters. The object of the research is emotional orientation as an individual inclination to a certain type of experience. The subject of the study is emotional orientation and solidarity in foster families. As a result of the study, it was established that foster families are characterized by a disunited level of solidarity, which indicates extremely low success, while in blood families there are divided and related levels of solidarity which is balanced for interpersonal interaction. The disunited level of solidarity in foster families has a direct correlation with the person’s emotional orientation types on the following scales: “glorious,” “praxic,” “pogynic,” “hedonistic,” “accisitive.”

keywords: orientation, emotional orientation, solidarity, foster family, blood family.

Currently, in the framework of the study of orphanhood problems, great importance is attached to the family life of orphans, the study of the socio-psychological characteristics of foster children and parents, the features of the adaptation of foster children in the family are described, the problems of diagnosing candidates for foster parents are considered,. A number of authors reveal individual and family resources of candidates for foster parents related to communication in the family, family rules and roles, and the overall resilience of family members. However, the growth of abandonment of children by foster parents forces us to look for prognostic factors that prevent this phenomenon.

When selecting and evaluating substitute parents, special attention is paid to clarifying the motives for adopting children into a family, but at the same time, due attention is not paid to the study of such an important personality characteristic as orientation, which is associated with the entire system of personality's originality that encourages it to self-realization,. Orientation determines the choice of techniques and methods of communication with other people. The success of the functioning of a foster family is largely determined by the ability of its members to emotionally experience their relationship to certain events, people, and deeds. Each person develops his own type of habitual experiences. There are ten such complexes: altruistic, communicative, gloric, praxic, pugnic, romantic, gnostic, aesthetic, hedonistic and akisitive feelings.

The purpose of our study was to determine whether types of emotional orientation are predictors of cohesion in foster families. We hypothesized that the characteristics described are closely related and affect performance in foster families.

The study was conducted on the basis of municipal budgetary educational institutions of rural secondary schools. The study involved 90 people - children and parents from blood and foster families. The age of adopted and blood adolescents was 13-15 years. By age and education, biological and adoptive parents showed no significant differences. The length of stay of adolescents in foster families did not exceed three years. Foster parents experienced difficulties in raising foster children, this is evidenced by frequent appeals to guardianship and guardianship services and educational institutions where teenagers study.

To determine the types of emotional orientation, we used the test questionnaire "Emotional orientation" by B.I. Dodonov. To check the differences between the two samples of subjects, the method of statistical processing of the Mann-Whitney U-test was applied.

The results obtained by the above method showed that out of ten types of emotional orientation, significant differences between foster and blood families were found in pugnic (p≤0.05) and altruistic (p≤0.05) orientations.

Members of foster families, in contrast to blood families, statistically significantly experience a pugnic orientation. People with this type of orientation tend to experience a sense of danger. This propensity is confirmed by the determined intentions of foster teenagers and parents to engage in risky and gambling activities. We believe that it is the tendency to experience the pleasure of risk that explains the intention of foster parents to accept adolescents into the family, a priori difficult children, interaction with which implies daily difficulties and even drama in family relationships.

The altruistic orientation is manifested in a person's desire for emotional experiences associated with the need to do good, to provide support disinterestedly, sometimes to the detriment of oneself. Foster family members have been found to be more altruistic. The responses of the subjects from foster families indicate that they have a pronounced need to give, share, contribute, help. However, from our point of view, such results may indicate that members of foster families under testing conditions could give socially approved answers.

To identify family cohesion, a questionnaire by D. H. Olson, J. Portner, I. Lavie FACES - 3 was used. When analyzing the data obtained, it was found that out of six parameters of family cohesion, significant differences in blood and foster families were revealed only in the parameter "emotional connection” (p≤0.05). This means that blood families are significantly more likely than adoptive families to feel the unity and closeness of the family and help each other.

The level of cohesion is an important indicator of the family situation. The proposed methodology considers four levels: disconnected, divided, connected and linked. The authors of the scale believe that the separated and connected levels contribute to the closeness of family members, while the disconnected and linked levels are considered problematic and lead to dysfunctional relationships.

The results obtained did not reveal a "linked" level of cohesion in foster and blood families. However, the same results with a high level of significance (p = 0.002) showed the presence of a disjointed level of cohesion in foster families and the absence of such in blood families. The disconnected level is characterized by excessively high emotional alienation. Weak attachment, inconsistency in actions, inability to support each other create dangerous conditions for ending relationships and abandoning children. Such cases lead all family members out of balance and give rise to a lot of disturbing experiences. For diagnosing family and parent-child problems, this indicator is very significant, since the inability of foster parents to demonstrate respect and closeness in relationships not only does not give foster teenagers a chance to learn close interaction, but also reduces the educational potential of foster parents. Thus, the fragmented level of cohesion can be considered as one of the factors for abandoning foster children.

It was also found that in blood families, compared with foster families, the associated level of cohesion significantly dominates (p≤0.05), which is considered as balanced. This means that blood families are capable of concerted action, joint discussion of problems and joint decision making. In such families, there is a high degree of emotional closeness of family members, respect, sympathy, satisfaction with interaction, a certain interdependence of family members.

Thus, the results of our study once again confirmed that foster families with teenagers are at risk. The low level of cohesion in these families creates many conflict situations, making it difficult for parents and children to adapt to each other's requirements and needs.

We believe that the tendency to experience certain emotions in relation to the surrounding reality is closely related to cohesion in foster families. An analysis conducted using the Spearman rank correlation coefficient revealed a relationship between the propensity for certain experiences and family cohesion. Despite the fact that in foster families the altruistic orientation of experiencing relations with the outside world was revealed, its connection with the level of cohesion was not found.

However, there is a moderate negative relationship between the communicative emotions of the individual and the disunited level of cohesion (p≤0.05), that is, the higher the communicative orientation of family members, the lower the level of disunity in the family. Disruption of communication between adults and adolescents inevitably leads to alienation and inability to find ways of mutual understanding.

Significant direct links were found between the disunited level of family cohesion and the desire to experience fame, success, self-affirmation, in “reaping laurels” (“gloric orientation” p≤0.05). In families where there are a priori difficult teenagers, it is unlikely that parents will often experience educational success. It is obvious that such a pronounced need for members of the foster family will not contribute to the success of the family.

The relationship between the disjointed level of family cohesion and feelings caused by the success or failure of any activity, difficulties in its implementation and completion (“practical orientation” p≤0.01) was revealed. Apparently, the often experienced difficulties in foster families related to the upbringing of children and joint activities will contribute to the distance and alienation of family members.

The relationship between the disunited level of family cohesion and feelings associated with the need to overcome danger (“pugny orientation” (p≤0.01), on the basis of which there is an interest and a tendency to severe trials and struggle. It is likely that the desire to experience this kind feelings makes people adopt teenagers.Correlation analysis revealed a moderate negative relationship of a high degree of significance (p≤0.01) between the shared level of cohesion and fearful emotions of the individual.Obviously, a family where its members are not prone to "pulling the blanket over themselves" will be more successful in coping with emerging difficulties and resolving them.

The relationship between the disunited level of family cohesion and "hedonistic orientation" (p≤0.01), that is, the desire to satisfy the need for bodily and spiritual comfort, was revealed. The connection between hedonistic feelings and disjointed cohesion is also expected, since the stress experienced in the process of raising a foster teenager does not contribute to the satisfaction of this need and leads to a violation of the emotional connection between family members.

The relationship between the disunited level of family cohesion and the “acquisitive orientation” (p≤0.01), that is, the interest in hoarding and experiencing the joy of possessing material wealth, was revealed. If material values are more important for a family than the spiritual component, then distancing inevitably occurs between family members.

Thus, the conducted research determined the types of emotional orientation and levels of cohesion in foster families. The relationship of these characteristics is a predictive factor for the success of foster families. It turned out that the tendency to experience certain emotions determines the general orientation and attitude of family members to reality and to each other and affects the psychological climate in the family. We found that "gloric", "praxic", "pugnic", "hedonistic", "acquisitive" experiences of members of the foster family play a decisive role in family disunity. The fragmented level of cohesion of foster families has a direct moderate relationship with low indicators of the types of emotional orientation of the individual on these scales.

Our study makes a certain contribution to explaining the causes of problems in foster families and reveals the possible risks of abandonment of foster children, and above all, adolescents.

Bibliography /References

Dodonov B.I. Classification of emotions in the study of the emotional orientation of the personality / B.I. Dodonov // Questions of psychology. - - No. 6. - S. 21-33.
Dodonov B.I. Emotion as a value / B.I. Dodonov. - M.: Politizdat, 1978. - 272 p.
Zaretsky V.K. Ways to solve the problem of orphanhood in Russia / V.K. Zaretsky, M.O. Dubrovskaya, V.N. Oslon and others - M .: LLC "Questions of Psychology", 2002. - 208 p. (B-ka journal "Questions of Psychology").
Makhnach A.V., Parishioners A.M., Tolstykh N.N. The problem of orphanhood in modern Russia: a psychological aspect / A.V. Makhnach, A.M. Parishioners, N.N. Tolstykh. - M .: Publishing House "Institute of Psychology of the Russian Academy of Sciences", 2015. - 668 p. (Psychology of social phenomena).
Makhnach A.V., Parishioners A.M., Tolstykh N.N. Psychological diagnostics of candidates for substitute parents: A practical guide / A.V. Makhnach, A.M. Parishioners, N.N. Tolstykh. - M .: Publishing House "Institute of Psychology of the Russian Academy of Sciences", 2013. - 219 p.
Nikolaeva E.I., Yaparova O.G. Socio-psychological characteristics of families taking foster children for upbringing / E.I. Nikolaeva, O.G. Yaparova // Uchenye zapiski SPGMU im. acad. I.P. Pavlova. - 2007. - T. 14. - No. 3. – P. 10–15.
Nikolaeva E.I., Yaparova O.G. Peculiarities of personal characteristics of children and parents in effective and inefficient foster families / E.I. Nikolaeva, O.G. Yaparova // Questions of psychology. - 2007. - No. 6. - S. 37-43.
Oslon V.N. Life arrangement of orphans: professional substitute family / V.N. Oslon. – M.: Genesis, 2006. – 368 p.
Petrovsky A.V. Psychology: a textbook for students of higher educational institutions / A.V. Petrovsky, M.G. Yaroshevsky - 6th ed., Sr. - M.: Publishing Center "Academy", 2006. - 512 p.
Rubinshtein S.L. Fundamentals of general psychology / S.L. Rubinstein - St. Petersburg: Peter Kom, 1998. - 688 p. (Series "Masters of Psychology").
Eidemiller E.G., Dobryakov I.V., Nikolskaya I.M. Family diagnosis and family psychotherapy. Textbook for doctors and psychologists / E.G. Eidemiller E.G., I.V. Dobryakov, I.M. Nikolskaya. - St. Petersburg: Speech, 2005. - 336 p.

References in English / References in English

Dodonov B.I. Dodonov // Voprosy psikhologii. - 1975. - No. 6. - P. 21-33.
Dodonov B.I. Emotsiya kak tsennost / B.I. Dodonov. - Moscow: Politizdat, 1978. - 272 P.
Zaretsky V.K. Puti resheniya problemy sirotstva v Russia / V.K. Zaretsky, M.O. Dubrovskaya, V.N. Oslon, et al. – Moscow: OOO “Questions of Psychology”. - 2002. - 208 P. (Journal library "Questions of Psychology").
Makhnach A.V., Prikhozhan A.M., Tolstykh N.N. Problema sirotstva v sovremennoy Rossii: psikhologicheskiy aspekt / A.V. Makhnach, A.M. Prikhozhan, N.N. Tolstykh. – Moscow: Publishing house “Institute of Psychology of the Russian Academy of Sciences”, 2015. – 668 P. (Psychology of social phenomena).
Makhnach A.V., Prikhozhan A.M., Tolstykh N.N. Psikhologicheskaya diagnostika kandidatov v zameshchayushchiye roditeli: Prakticheskoye rukovodstvo / A.V. Makhnach, A.M. Prikhozhan, N.N. Tolstykh. – Moscow: Publishing house “Institute of Psychology of the Russian Academy of Sciences”, 2013. – 219 P.
Nikolaeva E.I, Yaparova O.G. Sotsialno-psikhologicheskaya kharakteristika semey, berushchikh na vospitaniye priyemnykh detey / E.I. Nikolaeva, O.G. Yaparova // Uchenye zapiski SPGMU im. Acad. I.P. Pavlova. - 2007. V. 14. - No. 3. - P. 10-15.
Nikolaeva E.I., Yaparova O.G. Osobennosti lichnostnykh kharakteristik detey i roditeley v effektivnykh i neeffektivnykh priyemnykh semyakh / E.I. Nikolaeva, O.G. Yaparova // Questions of psychology. - 2007. - No. 6. - P. 37-43.
Oslon V.N. Zhizneustroystvo detey-sirot: professionalnaya zameshchayushchaya semya / V.N. Oslon. – Moscow: Genesis, 2006. 368 P.
Petrovsky A.V. Psychology: uchebnik dlya stud.vyssh.ucheb.zavedeniy / A.V. Petrovsky, M.G. Yaroshevsky - 6th ed., Sr. - Moscow: Publishing Center "Academy", 2006. - 512 P.
Rubinstein S.L. Osnovy obshchey psikhologii / S.L. Rubinstein-St. Petersburg: Peter Kom, 1998. - 688 P. (Series of “Masters of Psychology”).
Eidemiller E.G., Dobryakov I.V., Nikolskaya I.M. Semeynyy diagnoz i semeynaya psikhoterapiya. Uchebnoye posobiye dlya vrachey i psikhologov / E.G. Eidemiller, I.V. Dobryakov, I.M. Nikolskaya-St. Petersburg: Speech, 2005. - 336 P.

Methodology "Determination of the general emotional orientation of the personality" (B.I. Dodonov)

To take the test, you will need a piece of paper and a pen.

Description:

The technique measures the general emotional orientation of the individual. Using this technique, you can study the emotional orientation, find out what are the attitudes and in what area of activity you can get positive emotions.

Personal needs are closely related to emotions. When a need is satisfied or possible to satisfy, positive emotions arise. If the existing need is not satisfied or cannot be satisfied, the person experiences negative emotions. Normally, people like positive emotions, so they strive to satisfy their needs. The desire for certain types of experiences, for the satisfaction of certain needs B.I. Dodonov called the general emotional orientation and developed a methodology for studying this personality trait.

Instruction:

You are offered a questionnaire of 50 judgments that characterize the emotions of your personality.

Choose your answer according to the scale:

"Definitely yes" - a;

"Probably yes" - in;

"Probably not" - with;

"Definitely not" - d.

Test:

I often worry about relatives and friends.

I feel the need to share my thoughts and experiences with other people.

I am very pleased when they pay attention to me.

It is always important for me to succeed in my work.

I love thrills.

I would love to visit some new, unexplored place.

I feel great joy in solving a difficult problem on my own.

I love the sublime feeling that arises when perceiving poetry, music, etc.

I prefer simple joys (good food, sweet sleep).

I love to collect.

I want to bring joy and happiness to people.

The approval of others is important to me.

It's nice to feel a sense of superiority over the enemy.

I am passionate about any job I do.

I'm willing to take risks.

Sometimes I feel like something extraordinary is about to happen.

I like to understand the causes of phenomena, events.

I can be enraptured by the beauty of nature.

I love the state of peace and freedom from duties.

I am happy when I add to my collection.

I always pity the losers.

I couldn't (couldn't) do without my friends.

I will go to great lengths to win the honor and respect of others.

It's nice to feel that the day was not in vain.

I am a determined person.

I love everything mysterious and unusual.

I strive to bring my knowledge into the system.

A work of art can move me to tears.

I like pleasant, thoughtless pastime, for example, parties.

I love shopping.

I rejoice when someone succeeds.

Among my relatives, acquaintances, there are people whom I adore.

I am selfish.

I feel joyful excitement, elation, when the work goes well.

I love overcoming danger.

Sometimes I feel like wandering.

I enjoy listening to my favorite music.

I tend to (prone) to laziness.

I love looking at my collections.

I try to help people.

I feel great gratitude towards people who do me good.

I always want to take revenge when I fail.

My spirits rise from the knowledge that the work is done in good faith.

Excitement, sports anger, usually improves the results of my activities.

I love to dream.

The most pleasant experience for me is the joy of discovering the truth, the feeling of the closeness of the solution.

I often experience a feeling of loftiness and detachment when in contact with the beautiful.

I would like to live carefree and serene.

I am reluctant to part with my things.

Data processing:

Calculate the total score for each of the 10 lines, given that a-2, b=1, c(-1), d=(-2) points.

Sum of points for answers:

1, 11, 21, 31, 41.

2, 12, 22, 32, 42.

3, 13, 23, 33, 43.

4, 14, 24, 34, 44.

5, 15, 26, 35, 45.

6, 16, 26, 36, 46.

7, 17, 27, 37, 47.

8, 18, 28, 38. 48.

9, 19, 29, 39, 49.

10, 20, 30, 40, 50.

Orientation:

Altruistic.

Communicative.

Gloric.

Praxic.

Pugnicheskaya.

Romantic.

Gnostic.

Aesthetic.

Hedonistic.

Akisitive.

Interpretation of the results obtained:

After counting the number of points in each line and ranking the results, highlight the predominant emotions of your personality - your emotional orientation. The possible maximum value on the scales is +10 points, the minimum is -10 points.

10 ______0 ______ +10

1. Altruistic emotions. High results on the first scale indicate that the subject has a pronounced need to give, share, contribute, help. His focus on others is evident in him. Low results indicate a focus on oneself, the need to take, receive, (High results - more than 5, low - less than -5). Results close to 0 indicate that the respondent does not have a pronounced need. Both that, and other need are expressed equally, there is no rigid installation.

2. Communicative emotions. High scores on this scale indicate a strong need for communication. Low scores indicate that the need for privacy is more pronounced.

3. Gloric emotions(from lat, gloria - glory). High results indicate that the subject has a pronounced need for fame, for experiencing success in front of other people, for fame. A low score indicates a desire to be inconspicuous.

4. Practical emotions. A high result indicates the need to actively act, achieve the goal, achieve the desired results. Low scores indicate a passive attitude towards activities. Sometimes this manifests itself in a tendency to think more than to act, sometimes in a pronounced need for relaxation.

5. Punic emotions(from lat. pugna - fight). These emotions are associated with the need to take risks, to overcome dangers. With high scores, this need is clearly expressed in the respondent, with low scores, the need for security and the caution that is formed on the basis of this need are clearly expressed.

6. Romantic emotions. With high scores, the subject has a pronounced desire for the unusual, the mysterious. At low levels, on the contrary: a tendency to useful things appears, on the basis of which pragmatism is formed as a character trait.

7. Gnostic emotions(from gren, gnosis - knowledge) - emotions associated with the need to gain knowledge about the new, the unknown. With a pronounced need (high scores), the subject enjoys the process of obtaining knowledge. With low scores, this need is underdeveloped.

8. aesthetic emotions. With high scores, the need for the perception of beauty is expressed clearly. Perceiving the beautiful, the respondent experiences strong feelings, which in modern practical psychology are called resource. With low scores - this need is not developed.

9. Hedonistic emotions- emotions associated with satisfaction of the need for bodily and spiritual comfort. At high scores, this need is clearly expressed. Comfortable conditions for such a person are very important, and the achievement of comfort is a powerful motive for activity. In psychotherapy there is a term for it: the hedonistic attitude. With low scores, we can talk about the ascetic attitude of the individual.

10. Akisitive emotions(from French acquisition acquisition) are emotions that arise when there is a need to accumulate (collect) things that go beyond the practical need for them. Poi high scores need for collecting is well expressed. At low - such a need is not manifested.

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Introduction

1. The emotional sphere of the personality of modern youth

1.1 The role of emotions in human life

1.2 Features of the formation of the emotional sphere in students

1.3 The process of forming the emotional sphere

2. The level of formation of the emotional sphere of modern youth

2.1 Brief description of the research base

2.2 Methods for studying the emotional sphere

2.3 Analysis of the results

Conclusion

Bibliography

Attachment 1

Annex 2

Introduction

Interest in the study of emotional processes has not weakened throughout the existence of psychology. Since the time of Plato, the entire mental life of a person has been divided into three relatively independent entities: mind, will and feelings, or emotions. The mind and will to some extent obey us, but emotions always arise and act against our desire. The ability to manage emotions most often means the ability to hide them. A person may not show his emotions, but they do not weaken from this, but more often become even more painful or take a defensive form of aggression. Managing emotions is simply necessary, but in order to manage them, you need to know as much as possible about them. Often the cause of difficulties in emotional expression is a person's lack of awareness of their own feelings and emotions. The inability to express emotions prevents a person from behaving constructively in relations with others, hinders mutual understanding.

Throughout the centuries-old history of research, emotions have enjoyed the closest attention from scientists - philosophers (R. Valette, I.A. Vasiliev, L.S. Vygotsky, I. Kant, S.L. Rubinshtein, A. Einstein, etc.) , teachers and psychologists (L.I. Bozhovich, V.K. Vilyunas, V. Wundt, B.I. Dodonov, K. Levin, A.N. Leontiev, A. Maslow, M. Polanyi, P.V. Simonov , P.M. Yakobson and others). This phenomenon was assigned one of the central roles among the forces that determine the inner life and actions of a person.

Relevance research is due to a number of objective and subjective factors, complex social and economic transformations taking place in modern society. It is obvious that at the present time there has been a trend towards a rational attitude towards life, as well as a negative attitude towards emotions as a phenomenon of a person’s inner life. All this is reflected in the image of a modern "successful" person - a person devoid of emotions.

At the same time, modern society does not take into account the fact that the ban on emotions does not go unnoticed. As a result, difficulties arise in the psychological processing of emotional states, and the growth of the physiological component in the form of pain and discomfort of various localization. Ultimately, underestimation of the importance and effectiveness of the emotional side of life leads to the loss of mental hygiene skills of emotional life. Moreover, the culture of the emotional life of a modern person - the ability to express oneself with words, colors, movement - is little recognized as a special task in modern education. But only interpersonal communication is able to structure the emotional world, promote its development and the skills of self-understanding and self-expression.

To date, the emotional sphere has been deeply, comprehensively studied and presented in the works of both foreign and domestic psychologists (G.M. Breslav, V.K. Vilyunas, V. Witt, B.I. Dodonov, L.Ya. Dorfman, AC Zaporozhets, K. Izard, A. N. Leontiev, A. E. Olshannikova, A. I. Paley, L. A. Rabinovich, J. Reikovsky, S. L. Rubinshtein, OK Tikhomirov, P. Fress, P. M. . Jacobson and others).

The problem of emotions in modern general psychology has been developed much less than other areas of psychological knowledge. Moreover, it can be considered that there is currently a crisis in the psychology of emotions. There are much more unresolved issues in the psychology of emotions than developed, resolved ones.

Target of this work - to explore the emotional sphere of the personality of modern youth.

An object research - the emotional sphere of personality.

Subject research - the emotions of today's youth.

Hypothesis- the emotional sphere of girls is distinguished by the largest emotional range and a greater degree of severity in comparison with the emotional sphere of boys

In accordance with the specified goal, subject and hypothesis, the following main research objectives:

1. Analysis of theoretical literature on the research problem;

2. Consider the role of emotions in human life;

3. Consider the features of the formation of the emotional sphere;

4. Experimentally to study the level of formation of the emotional sphere of modern youth.

Methodological basis our work was served by psychological theories explaining the nature of the phenomenon under study (Ch. Darwin, W. James, K. Izard, K. Lange, A.N. Luk, P.V. Simonov, L. Festinger, S. Schechter, etc.) ,

1. The emotional sphere of the personality of modern youth

1.1 The role of emotions in human life

emotional student youth

Emotional-volitional processes are mental phenomena that form the general functional state of the human psyche and control the cognitive and other processes that take place in it. They include the emotions, feelings and will of a person. Each of them has an independent physiological basis and in its own way affects mental activity in general.

Emotions act as an internal language, as a system of signals through which the subject learns about the needful significance of what is happening. The peculiarity of emotions is that they directly reflect the relationship between motives and the implementation of activities that correspond to these motives. Emotions in human activity perform the function of evaluating its course and results. They organize activity by stimulating and directing it.

It is noted that various objects and phenomena of the objective world affect the conscious sphere of a person in different ways - some please, others upset, others leave him indifferent. This is the result of a conscious response to them by the psyche (emotions and feelings). As a result, under emotions (lat. emoveo- shake, excite) is understood as a holistic subjective reaction of the human psyche to the impact of external or internal stimuli, manifested in the form of specific experiences (pleasure or displeasure, joy or grief, confidence or fear, etc.). Accompanying almost any manifestation of the organism's vital activity, they reflect the significance (meaning) of phenomena or situations and serve as one of the main mechanisms for the internal regulation of mental (primarily cognitive) activity and behavior aimed at meeting the actual material or spiritual needs of a person.

The consistent development of emotions in society was determined by the need to direct them to new socially significant phenomena, which led to the formation of the highest form of their manifestation - feelings , which represent a stable emotional attitude of a person to the phenomena of objective reality, manifested in spiritually conditioned experiences.

Consequently, feelings correspond to the highest social needs and express the attitude of a person to social phenomena, other people to himself, etc. At the same time, they are distinguished by stability, independence from the state of the body and the visually perceived situation. At the same time, the formed feelings become the main determinants of a person's emotional life, on which the emergence and content of situational emotions depend.

The simplest form of manifestation of emotions is the emotional background, which is an innate hedonic (Greek. hedone- pleasure) experiences that accompany individual vital sensations (for example, taste, temperature, pain, etc.). Already at this level they differentiate into two polar species (classes). Positive (sthenic) emotions arise as a result of a person's awareness of the usefulness of external or internal influences on the body and encourage him to achieve or maintain them. At the same time, negative (asthenic) emotions stimulate activity aimed at avoiding unwanted or dangerous influences, but at the same time, to some extent, enslaving the functioning of the psyche as a whole.

The oldest in origin, the simplest and most common form of emotional experiences among living beings is the pleasure derived from the satisfaction of organic needs, and the displeasure associated with the impossibility of doing this when the corresponding need is exacerbated. The close connection that exists between emotions and the activity of the body is evidenced by the fact that any emotional state is accompanied by many physiological changes in the body. Attempts to connect these changes with specific emotions have been made repeatedly and were aimed at proving that the complexes of organic changes that accompany various subjectively experienced emotional states are different. However, it was not possible to clearly establish which of the subjectively given to us as unequal emotional experiences are accompanied by which organic changes, and failed.

This circumstance is essential for understanding the vital role of emotions. It says that our subjective experiences are not a direct reflection of our own organic processes. The characteristics of the emotional states we experience are probably connected not so much with the organic changes that accompany them, but with the sensations that arise during this. Nevertheless, there is still a certain relationship between the specifics of emotional sensations and organic reactions. It is expressed in the form of the following connection, which has received experimental confirmation: the closer to the central nervous system is the source of organic changes associated with emotions, and the fewer sensitive nerve endings in it, the weaker the resulting subjective emotional experience. In addition, an artificial decrease in organic sensitivity leads to a weakening of the strength of emotional experiences.

In extreme conditions, when the subject realizes the impossibility of coping with the situation, affects develop - a special type of emotion, which is very strong and causes violent mental (fear, rage, etc.) and vegetative (rapid heartbeat, increased sweating, trembling in the body, etc.) changes. In the same situation, emotions can transfer the psyche into a stressful state, in which emotional excitations from the centers of the brain through the autonomic nervous system and endocrine glands begin to spread to peripheral, especially involuntary, processes. As a result, there is a change in the functions of various internal organs, which can cause the development of neuroses, coronary heart disease, stomach ulcers, etc.

The main characteristics of emotions are their strength, the duration of the flow, the depth of impact on the body and the speed of occurrence. Depending on their size and combination, the corresponding emotional states are distinguished, which represent a certain temporary level of the integral functioning of the human psyche. For example, mood is considered as a weakly expressed emotional state, characterized by a significant duration and some ambiguity, poor awareness of the causes and factors that cause them. In the same time passion is a long-term, effective and deep emotional state that arose on the basis of the subject's awareness of the need to achieve a specific goal of activity.

In practical psychology, a number of emotional states are also distinguished. In most cases, they are combined according to two characteristic features of the impact on the body - the activation or enslavement of its activity. The first group includes sthenic emotional states, which include cheerfulness, activity, joy, satisfaction, pleasure, etc., while the second group includes passivity, apathy, fear, fear, panic, etc.

P.K. Anokhin once pointed out the important mobilization, integrative-protective role of emotions. He wrote: “Producing almost instantaneous integration (unification into a single whole) of all functions of the body, emotions in themselves and in the first place can be an absolute signal of a beneficial or harmful effect on the body, often even before the localization of effects and the specific mechanism of the response are determined. organism".

Due to the timely arisen emotion, the body has the opportunity to adapt extremely favorably to the surrounding conditions. He is able to quickly and quickly respond to external influences without having yet determined its type, form, and other particular specific parameters.

1.2 Features of the formation of the emotional sphere in students

The logical outcome of the youthful period of personality development is the achievement by the personality of the state of a holistic transtemporal identity in understanding one's own image of the "I". According to K.A. Abulkhanova-Slavskaya? an important condition for the further successful social and professional integration of boys and girls in adulthood.

Therefore, in order for a person to achieve the status of professional maturity, it is necessary that the components of a holistic identity in the form of internal unity of the emotional-evaluative and cognitive aspects of the image of "I" be included in the system of subjective-psychological regulators of successful professional activity.

According to studies, the violation of the internal unity of the image of "I" should be understood as a mismatch of the transtemporal attitudes of the individual in relation to himself in the professional and social spheres, his emotional and evaluative attitudes towards himself and ideas about himself in life and professional terms in the present and in the future.

Despite the fact that the emotional-evaluative component is the leading element of the stereotype structure, nevertheless, the prevailing personified image of one's professional future, that is, the professional stereotype of the personality in the form of positively oriented relations and ideas of the subject about his future professional realization, is not yet a guarantor of his successful real labor integration. This is explained by the fact that the formation of a professional stereotype is based on the presence of an already formed specific need of the individual as a subject of activity.

The main meaningful characteristic of emotions and feelings in adolescence is the future. Dominated by emotions associated with the expectation of the future, "which should bring happiness."

In most cases, the emerging feeling of first love causes young men and women to strive to overcome their shortcomings, develop positive personality traits, develop physically in order to attract the attention of the object of their feelings; love brings up noble feelings and aspirations.

· The process of forming the emotional sphere of a student is determined by the position in society, the duties and functions of a person who is in a higher educational institution.

1.3 The process of forming the emotional sphere

It is believed that the physiological basis of emotions are the processes occurring in the brain and the body as a whole, as a result of the interaction of cortical-subcortical complexes of excitations, formed on the basis of hereditary and acquired experience. Brain structures of various levels are involved in the formation of emotions, which, in interaction with the reticular formation of the brain stem, constitute their central nervous substrate. Consequently, any damage to the brain leads to a violation of a person's ability to adequately evaluate external or internal stimuli.

Emotions, as a process of holistic interaction of various mental and physiological structures of the human body, have a characteristic external manifestation in motor and sound reactions, facial expressions, gestures, respiratory rate, activity of the stomach, intestines, endocrine glands, the state of blood vessels, etc. At the same time, some reactions can be arbitrarily controlled by a person (for example, respiratory rate), while others (blood pressure) are not subject to such control under normal conditions.

The development of leading emotional experiences is the central process of the formation of the emotional sphere of reflection, which continues throughout ontogenesis. As a result of this process - which consists in a specific fixed "switching" of the leading experience from the "key" property of the object of need to its integral image - a system of stable emotional relations to objects of direct vital significance arises.

Unlike the development of leading experiences, which introduces stable changes into the emotional sphere of reflection, the experiences that arise in the derivative emotional process are exclusively situational in nature. Just as the leading emotional process concretizes the general inherited emotional attitude (opened in the form of "key" experiences) in relation to the conditions of individual life, the derived emotional process concretizes the general leading emotional attitude in relation to the conditions of the present situation. The apparatus of derivative emotions as a whole provides a kind of resolution of the situation.

Emotional sensations are biologically, in the process of evolution, fixed as a kind of way to maintain the life process within its optimal boundaries and warn of the destructive nature of a lack or excess of any factors. The more complex a living being is organized, the higher the step on the evolutionary ladder it occupies, the richer is the range of all kinds of emotional states that it is able to experience.

Psychological science is rich in studies that try to reveal the patterns of the emotional development of a person as an important aspect of the formation of his consciousness, activity, his cognitive development, and personality as a whole. Among these studies, one can single out those that are based on the interaction of the biological principle and the social experience of a person, on the initial personal attachment, sympathy, on the importance of interpersonal interaction in the family, with peers, that is, with society, on leading cognitive activity and an active personal position in it. .

Despite the versatility of the criteria underlying the emotional development in these concepts and theories, they are united by an important position for us - the close mutual influence and interaction of the emotional and cognitive in the formation of a personality. With the expansion of cognitive activity, with the development of the cognitive functions of the psyche, the content of the emotional sphere of the individual also changes. Emotional development is a process of complication of emotional manifestations: from pleasure / displeasure to deep feelings of sympathy, compassion, empathy. Emotional development is considered as a natural process of formation of emotional neoplasms defined at each stage of ontogenesis.

Thus, the initial stage of the formation of a person’s emotional life has a genetically innate, “pre-adaptation” character, that is, a newborn has the beginnings of certain emotional reactions that allow not only to adapt to a new environment, but also to survive in it. L. S. Vygotsky called such emotions "emotionally emphasized states of sensation." In the process of expanding the "field of activity" of the infant from a simple biological existence to the allocation of a significant person in it - the mother, emotional reactions change and become more complicated, previously aimed only at satisfying needs. At this stage, an emotional connection, primary sympathy, an affective-personal connection with the immediate environment is formed, satisfying the child's need for love, security, confidence in the new world, that is, personal needs. The result of such interaction is the formation of an important personal emotional neoplasm - a "complex of revival", "social reference". That is, emotional reactions become selective. The infant discovers for himself the fact of manipulating the attention of adults with the help of emotions; they become a means of not only satisfying social needs in communication with a close society, a means of regulating (“social reference”) these emotional ties.

In the period of early childhood, the objective world is revealed to the child, learning which he creates an autonomous emotionally rich speech: each word carries an emotional assessment of the object, the phenomenon of the surrounding reality. There is a transformation of the content of emotional experiences. This emotional neoplasm is formed on the basis of the child's practical activities, in the course of learning about the surrounding world and society, in the course of the formation of aesthetic, moral feelings. During this period, emotions are socialized. This is a complex process that begins with emotional synthonia (emotional infection), and ends with emotional decentration (the totality of the child's ability to sympathize, empathy) and the formation of empathy.

Finally, the sensitive period for the development of the emotional sphere is preschool. It is during this period that the main emotional neoplasms are formed, which are a kind of result of the interaction of emotional and cognitive components of personality development. The main emotional neoformation of this period was the formation of the process of arbitrary emotional regulation. It includes a number of emotional and cognitive components, mechanisms:

Emotional anticipation of the results of activity, it arises as a result of cognitive activity, based on practical interaction with the surrounding reality. In this activity, a kind of cognitive system is formed, combining both emotional and cognitive processes. In this system, emotions are intellectualized, and knowledge becomes meaningful. Neverovich Ya.Z. called such a system a “synthetic emotional-gnostic complex of the type of affective images”, which model the meaning of certain situations for the subject and regulate the dynamics of his behavior, that is, they form the process of emotional correction of behavior.

Affective generalization as a result of the interaction of emotions and intellect. The experiences of the child acquire meaning, become explicable, first of all, to the child himself, he begins to discover the fact of his experiences himself. What forms the logic of feelings and the beginnings of self-motivation of activity.

Management of emotional manifestations, emotional correction of behavior (coordination of behavior with the personal meaning of a certain situation and the performance of actions in it to meet certain interests and needs).

The arbitrariness of emotional manifestations as the ability to subordinate one's immediate desires to a consciously set goal.

Thus, the formation of the emotional sphere, the formation of emotional neoplasms (from the complex of revival as the rudiment of the basis of emotional regulation to arbitrary, meaningful correction of emotional behavior) is a process of development of the basic elements of emotional intelligence.

Thus, the development of leading emotional experiences is the central process of formation of the emotional sphere of reflection, continuing throughout the entire ontogeny. Emotional formation is a process of complication of emotional manifestations: from pleasure - displeasure to deep feelings of sympathy, compassion, empathy.

The quantity and quality of a person's needs, in general, corresponds to the number and variety of emotional experiences and feelings characteristic of him, and the higher the need in terms of its social and moral significance, the higher the feeling associated with it.

2. The level of formation of the emotional sphere of modern youth

2.1 Brief description of the research base

In the first chapter, we examined and studied the features of the emotional sphere of modern youth, as well as the role and features of the formation of emotions. We came to the conclusion that the process of forming the emotional sphere of a student is determined by the position in society, the duties and functions of a person who is in a higher educational institution. And the development of leading emotional experiences is the central process of the formation of the emotional sphere of reflection, continuing throughout the entire ontogenesis. Therefore, emotional development is a process of complication of emotional manifestations: from pleasure / displeasure to deep feelings of sympathy, compassion, empathy.

In the experimental part of our work, we decided to find out the level of formation of the emotional sphere of modern youth in order to confirm or refute our hypothesis that the emotional sphere of girls has the largest emotional range and a greater degree of severity of the range compared to the emotional sphere of young men.

We conducted a survey, the results of which are presented in Appendix 1.

Research base: The study involved students of universities, colleges, and readers of the library. Chavain, Yoshkar-Ola. The number of our subjects - 20 people: 10 boys and 10 girls aged 18 to 22 years. All of them voluntarily and anonymously agreed to participate in our study. The following diagnostic methods were offered to the attention of our respondents.

2.2 Methods for studying the emotional sphere

1. Questionnaire B.I. Dodonov to study the emotional orientation of the individual.

Dodonov Boris Ignatievich (1922 - 05/03/1985) - domestic psychologist. In 1950 he graduated from the Crimean Pedagogical Institute. M.V. Frunze. He studied at the graduate school of the Research Institute of Psychology of the Academy of Sciences of the RSFSR. In 1962 he defended his Ph.D. thesis, in 1980 - his doctoral thesis. Worked at the Simferopol Pedagogical Institute. Professor. Specialist in emotional regulation of human behavior and activity. He developed the concept of the emotional orientation of the personality, based on the understanding of emotions as a special kind of value. Created a number of techniques for identifying individual characteristics of emotions. The methodology for studying the emotional orientation of a person consists of 60 different statements. All statements are divided into 10 scales, each of which reflects a certain emotional direction of the individual.

The subject is asked to answer 15 questions. For each affirmative answer, 1 point is awarded. The total points are calculated. The more points the subject scores, the higher his emotionality. From 0 to 5 points - low emotionality, from 6 to 10 points - medium, from 11 points and above - high.

The text of the questionnaire consists of 42 statements. Before processing, make sure that all questions are answered. Keys are used to calculate points on a particular scale. Scoring is done by summing up all the scores on this scale. The questionnaire includes 6 questions that serve to test the adequacy of the respondents' assessment of their behavior. Subjects who scored 18 points or more on this scale, according to the instructions of the author of the methodology, should be excluded from further processing. The points scored for each of the scales of the methodology are calculated. Summing up the scores on all three scales, get the value of the overall emotionality. The norm is from 78 to 102 points.

2.3 Analysis of the results

As a result of the study of the emotional sphere of students and youth, we received the following data.

According to the method of Dodonov, our respondents revealed the following emotional orientations of the personality:

Table 1. The results of emotionaldirections on met. Dodonova

Personality orientations	Boys (people)	Girls (people)	Total amount (%)
altruistic
Communicative
Gloric
Praxic
Pugnicheskaya
romantic
Gnostic
aesthetic
hedonistic
Akisitive

As can be seen from Table 1 and from Diagram 1, which clearly illustrates the results of our study, our respondents had the most pronounced communicative (90%), hedonistic (85%), romantic (85%) and altruistic (80%) emotional orientations of the personality.

Diagram 1. Results of emotional orientation according to the Dodonov method

Diagram 2. The results of emotional orientation in boys and girls according to the Dodonov method

According to the "Determination of emotionality" method, most of our subjects have an average level of emotionality (30% of girls and 35% of boys). A high level of emotionality is observed in 20% of girls and only in 5% of boys. Thus, according to this method, we conclude that girls are more emotional than boys.

Tab.2. The results of determining emotionalityaccording to the method of V. Suvorova

In the study of emotionality according to the method of V. Rusalov, we found that our subjects have the most pronounced communicative (70%) and intellectual emotionality (70%).

Table 3. Results of diagnostics of emotionalityaccording to the method of V. Rusalov

However, comparing the results of the study, we saw that with an equal degree of intellectual orientation in the general group of subjects, girls have a higher communicative emotionality than boys (see Diagram 3). Also from the diagram we see that psychomotor emotionality in girls is more pronounced than in boys.

So, as a result of our study, we came to the following conclusions: our respondents had the most pronounced communicative (90%), hedonistic (85%), romantic (85%) and altruistic (80%) emotional orientations of the personality.

This suggests that the emotions of our respondents are based on needs: in communication, friendly relations, a sympathetic interlocutor; physical and mental comfort; striving for everything unusual, mysterious; assistance and assistance, patronage of other people.

Diagram 3. Diagnostics of emotionalityaccording to the method of V. Rusalov

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Most of our subjects have an average level of emotionality (30% of girls and 35% of boys). A high level of emotionality is observed in 20% of girls and only in 5% of boys.

Our subjects have the most pronounced communicative (70%) and intellectual emotionality (70%). With an equal degree of intellectual orientation in the general group of subjects, the communicative emotionality of girls is higher than that of boys. Also from the diagram we see that psychomotor emotionality in girls is more pronounced than in boys.

Conclusion

So, thanks to the emotion that has arisen in time, the body has the opportunity to adapt extremely favorably to the surrounding conditions. He is able to respond quickly with great speed to external influences without having yet determined its type, form, and other particular specific parameters.

Thus, emotions in human activity perform the function of evaluating its course and results. They organize activity, stimulating and directing it. Feelings formed on the basis of emotions become the main determinants of a person’s emotional life, on which the emergence and content of situational emotions depend.

In most cases, the emerging feeling of first love causes in boys and girls the desire to overcome their shortcomings, develop positive personality traits, develop physically in order to attract the attention of the object of their feelings; love brings up noble feelings and aspirations.

The process of forming the emotional sphere of a student is determined by the position in society, the duties and functions of a person who is in a higher educational institution.

The development of leading emotional experiences is the central process of formation of the emotional sphere of reflection, which continues throughout ontogenesis. Emotional development is a process of complication of emotional manifestations: from pleasure / displeasure to deep feelings of sympathy, compassion, empathy.

As a result of our experimental study of the emotional and personal sphere of modern youth, the following conclusions were drawn:

our respondents had the most pronounced communicative, hedonistic, romantic and altruistic emotional orientations of the personality.

Most of our subjects have an average level of emotionality. A high level of emotionality is observed in 20% of girls and only in 5% of boys.

Our subjects have the most pronounced communicative and intellectual emotionality. With an equal degree of intellectual orientation in the general group of subjects, the communicative emotionality of girls is higher than that of boys. Also, psychomotor emotionality in girls is more pronounced than in boys.

Thus, the hypothesis of our study that the emotional sphere of girls is distinguished by the largest emotional range and a greater degree of severity of the range compared to the emotional sphere of boys was confirmed.

The purpose of the study is achieved, the objectives of the course work are fulfilled.

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Attachment 1

Questionnaire B.I. Dodonov for the study of the emotional orientation of the individual

Instruction: You are offered descriptions of various human experiences. Your task is to carefully read each description and answer “yes” or “no” for yourself by putting in the appropriate box of the registration form:

the number "1" (one) - if you often experience this experience,

the number "O" (zero) - if you do not experience this experience or experience it extremely rarely,

-- (dash) -- if you strongly doubt the choice of answer.

Try to answer informally, sincerely.

1. Thirst for thrills.

2. The desire to communicate, share thoughts and experiences, find a response to them.

3. Desire to bring joy and happiness to others.

4. Striving for the extraordinary, the unknown.

5. The desire to win recognition, honor.

6. Desire to succeed in work.

7. Feeling of care, concern for the fate of someone.

8. Enjoying pleasant physical sensations from delicious life, warmth, sun.

9. Feeling of sympathy, location.

10. The desire to acquire something.

11. The desire to understand something, to penetrate into the essence of the phenomenon.

12. Feeling respect for someone.

13. Thirst for beauty.

14. Empathy for the good fortune and joy of another person.

15. Feeling of security, serenity.

16. Feeling of surprise or bewilderment.

17. A feeling of wounded pride and a desire to take revenge.

18. The desire to accumulate something.

19. Feeling of tension.

20. Rapture of danger, risk.

21. Enthusiasm, preoccupation with work.

22. The desire to replenish your collection.

23. Waiting for a bright miracle, something extraordinary ^ very good.

24. Feeling of sports excitement.

25. Nega ("sweet laziness")

26. Pleasant tickling of pride.

27. Feeling of clarity or, on the contrary, vagueness of thoughts.

28. Joy on the occasion of increasing one's savings.

29. An enticing feeling was given.

30. Feeling of pride.

31. Enjoying the beauty of something or someone.

32. An exciting feeling of a strangely transformed perception of the surroundings: everything seems different, unusual, full of significance and mystery.

33. Decisiveness.

34. Feeling of fun.

35. Admiring the results of one's labor, its products.

36. A pleasant feeling when acquiring something.

37. An irresistible desire to overcome the contradictions of one's own reasoning, to bring everything into a system.

38. Sports anger.

39. Feeling of conjecture, proximity to a solution.

40. Feeling of appreciation, gratitude.

41. A pleasant feeling when reviewing one's savings, collections, etc.

42. Feeling of tenderness or tenderness.

43. Feeling graceful, graceful.

44. Feeling adored by someone.

45. Feeling of superiority.

46. Pleasant fatigue.

48 Feeling of special significance of what is happening.

49. Feeling sublime or majestic.

50. Feeling of devotion.

51. Pleasant satisfaction that the job is done, that the day was not in vain.

52. Voluptuousness, sexual desire with anticipation of pleasure.

53. Feeling of participation, pity.

54. Enjoying sounds.

55. Feeling of the strongest volitional emotional tension, ultimate mobilization.

56. The joy of discovering the truth.

57. The desire to earn approval from close and respected people.

58. Feeling of exciting drama ("sweet pain").

59. Feeling sinister-mysterious.

60. A sense of satisfaction that, as it were, grew in one's own eyes, increased the value of one's personality.

End of the questionnaire. Thank you for your work!

Interpretation of emotional orientations:

1 Altruistic - based on the need for assistance and assistance, patronage of other people;

2 Communicative - based on the need for communication, friendly relations, a sympathetic interlocutor;

3. Gloric - the need for self-affirmation, fame, honor;

4. Praxic - value experiences associated with the implementation of activities that the subject needs in itself;

5. Pugnicheskaya - wrestling. It is based on the need to overcome the danger, on the basis of which there is later an interest in the fight;

6. Romantic - the desire for everything extraordinary, mysterious;

7. Gnostic - the desire to understand, to solve a complex problem;

8. Aesthetic - craving for works of art, the desire for aesthetic harmony with the world, for experiencing a sense of beauty;

9. Hedonistic - an expression of the need for bodily and spiritual comfort;

10 Akizitive - (acquisition) - craving for accumulation, collecting things that go beyond the practical need for them.

Key to the questionnaire :

Altruistic 3,7,14,42,50,53

Communicative 2,9,12,40,44,57

Gloric 5,17,26,30,45,60

Praxic 6.19.21.35, 47.51

Pugnicheskaya 1.20, 24.33.38.55

Romantic 4,23,29,32,48,59,

Gnostic 11,16,27,37,39,56

Aesthetic 13,31,43,49,54,58

Hedonistic 8,15,25,34,46,52

Akizitive 10,18,22,28,36,41

Treatment:

yes - 2 points no - 0 points? -- 1 point

Guidelines for processing test results

The subject immediately encodes his answers on a 2-point system (positive answer, agreement with the emotion - number 2 in the registration form, vague answer ("I don't know, it's hard to say") - number 1, and a negative answer - number 0 in the form To calculate the raw score for each emotional orientation, the experimenter needs to calculate the sum of the numbers in the boxes of each key.

Thus, the maximum score for each emotional orientation can be 12 (6 questions with a maximum of 2 points for each), and the minimum is 0 points.

2. Method "Determination of emotionality"

The technique was proposed by V. V. Suvorova (1976) and makes it possible to judge emotionality by an integral indicator.

Instruction. Read (listen to) the questions carefully, and if you have the described symptoms, then put a “+” sign next to the question number. If you do not have any symptoms, then put a "-" sign

Questionnaire text

1. Can you blush so much from embarrassment or shame that you yourself feel that your cheeks are burning and tears are welling up in your eyes?

2. Have you ever turned pale with fear or disappointment?

3. Are you often embarrassed, do you tend to be shy?

4. Do you cry easily from resentment, unhappiness, empathy, or even joy? Can you have tears of aesthetic pleasure when listening to music, reading poetry?

5. Did you break out in a sweat in an unpleasant or difficult environment?

6. Do you have dry mouth when you are very excited? Does your voice sink in?

7. In moments of great excitement or embarrassment, do you feel stiffness in the limbs, when the legs become stiff, "stilted" or "cottony" and give way?

8. Have you noticed the trembling of your fingers when you are very excited or embarrassed, do you have internal trembling and a chill-like state (“frost on the skin”)?

9. Do you really worry so much before every performance that you think you forgot everything?

10. Can you lose your mind, get confused and shut up while answering an exam, public speaking?

11. Do you often get irritated and resentful? Can you, being angry with a child, punish him in the heat of the moment?

12. Do you tend to quarrel with loved ones if you see the injustice of their actions? Does it often end with your tears, despondency and remorse?

13. You really can't disconnect from troubles and sorrows, not think about them, and a bad mood completely dominates you for a long time?

14. Have you noticed, in moments of excitement or embarrassment, excessive fussiness, motor disinhibition?

15. Do you have pain in the area of the solar plexus when you are agitated?

Processing survey results. For each affirmative answer, 1 point is awarded. The total points are calculated.

Interpretation . The more points the subject scores, the higher his emotionality. From 0 to 5 points - low emotionality, from 6 to 10 points - medium, from 11 points and above - high.

3. Method for diagnosing emotionality according to V. M. Rusalov

This variant represents a fragment of the questionnaire of the formal-dynamic properties of individuality by V. M. Rusalov. The author distinguishes three types of manifestation of emotionality: psychomotor (EM), communicative (EC) and intellectual (EI). Accordingly, the methodology has three scales.

Instruction . You are invited to answer a series of questions aimed at finding out your usual way of behavior. Try to imagine the most typical situations and give the first natural answer that comes to mind. Answer quickly pi accurately. Remember that there are no "good" or "bad" answers.

Put a cross or a tick in the column that corresponds to the statement that most correctly describes your behavior: “not typical”; "little typical"; "quite characteristic"; "characteristic".

Answer form

characteristically	Little typical	Quite characteristic	Characteristically	characteristically	Little typical	Quite characteristic	Characteristically

Questionnaire text

1. I get very upset when I don't do as well in an exam as I expected.

2. I always keep my promises, whether it's convenient for me or not.

3. I get upset when I discover my mistakes in doing intellectual work.

4. I feel uncomfortable because I have bad handwriting.

5. I get upset when I don't do a task the way I should.

6. I am very nervous before the upcoming exam.

7. I experience anxiety when crossing the street in front of moving traffic.

8. I get upset if I can't make something myself.

9. I am very worried before a responsible conversation. 10. I have never been late for a date or work.

I. When communicating with people, I often feel insecure.

12. I often feel fear that I may not be able to cope with work that requires mental stress.

13. I am often upset by minor mistakes made when solving a problem.

14. I am upset that I write slowly and sometimes I do not have time to write down the necessary information.

15. I am a vulnerable person.

16. When I do work that requires fine coordination of movements, I experience some excitement.

17. I worry when they don't understand me in a conversation.

18. Sometimes I talk about things I don't understand.

19. I often cannot sleep because I cannot find a solution to a problem.

Types of personality orientation

Psychologists talk about the presence of several directions which determine how a person behaves in different situations. Each of the types affects any one area of activity, so it cannot be called good or bad.

Personal focus

It is characterized by the desire for one's own self-realization, the embodiment of personal goals and aspirations. Such people are often called selfish, because they seem to care little about others, but think more about themselves, build constructive plans in their heads and meaningfully move towards their implementation. inherent in such people: self-confidence, purposefulness, the ability to focus on an important problem, responsibility for the actions performed. People of the presented orientation will never blame others for their own failures. They do not expect help from others, but prefer to take everything into their own hands. Sometimes they develop a so-called desire for loneliness and have difficulty entrusting their affairs to someone else. This difficulty is dictated by the way of life of the individual, his strong-willed character ( read the article ""). These are inherently incredibly strong personalities who are able to move forward, relying only on their own support, relying on their own strengths.

Focus on other people

It is characterized by an increased need for communication, approval from other people. Such a person is too much guided by the opinions of others, therefore he is not able to build his own plans and realize individual aspirations and dreams. Before taking any action, a person will mentally or aloud coordinate his actions with the opinion of society. He is afraid to go beyond what is considered acceptable or normal in society, because he most often does not express his own opinion.

The focus on other people is also accompanied by a great desire to participate in public life, to fulfill requests at the request of relatives, friends and colleagues. Such people are very fond of in teams - they are trouble-free, easily get along with almost any person, and are ready to help at the right time. A healthy psychological climate in the team and at home is a fundamental component for them.

Business focus

It is characterized by high demands on one's own personality, the ability to organize affairs in such a way that both the individual himself and the society in which he lives are in a winning position. Such a person is distinguished by a business approach to everything that surrounds him. He does not necessarily seek to do business or develop his own business. The ability to find benefits in different situations (and not only for oneself, but also for people) puts a person in an advantageous position in front of colleagues and friends. As a rule, this is a sociable person who loves the company of other people very much, however, at the same time, he is quite freedom-loving and always plays by his own rules.

Emotional orientation of the personality

It is characterized by a tendency to worry about everything. Such a person, most often, is responsive and not indifferent to the sorrows of other people. His ability to empathize is developed to a fairly large extent, so those who are in dire need of it at the moment often turn to him for advice. People of this type are characterized by increased sensitivity, emotional instability, their mood often changes. Any insignificant incident can throw them out of a state of mental balance and give rise to a lot of disturbing experiences.

In addition to the above, they are well versed in art, in particular in music and literature, as they have a bright, unique ability to feel the feelings and moods of fictional characters.

Social orientation of the individual

It is characterized by increased attentiveness to the outside world, people. Such individuals always notice what is happening around them, delve into the essence of social and political changes. As a rule, people of this type cannot live outside of society. They can be both leaders and subordinates, the main thing is that their activity develops within the society.

The structure of personality orientation

Whatever a person aspires to, one way or another, he goes through several steps to achieve what he wants. Any activity occurs as a result of strong motivation, and it, in turn, is formed due to the following structural components, which determine the direction of the individual.

attraction helps to "feel" the initial moment of building activities, to determine the motives and preferences of the individual. At this stage, there is no movement towards the goal, since the need itself is not yet so clearly recognized.
A wish is a recognized need. It occurs when the individual already clearly imagines what he wants to do, what goal to achieve. Ways to achieve the desired have not yet been built, but the need itself can be called mature.
Pursuit is formed by activating the volitional element. At this stage, the person not only realizes his need, but begins to make the first efforts so that the desire can be fulfilled.
Interests determine the needs of a person, help him build an orientation in such a way that it brings the expected results. Interests help to determine and understand what a person really wants, to adjust his activities ( read about).
inclinations characterize the orientation of the individual to a particular occupation.
Ideals are a significant characteristic of a person's worldview. In fact, it is the ideals that can lead forward, we are guided by their values when we make important decisions ( read about).
outlook helps the individual to build a system of views on himself, society and the world around ( read about).
Beliefs are a system of motives that guide any action of an individual. They are designed to help a person in various situations to act in a certain way ( read about).

All forms of personality orientation are closely related to each other. Without passing one stage, it would be impossible to reach the next one. The perception and orientation of a person depend on the individual efforts of a person and the characteristics of his mental state. How strongly a person is motivated depends on his performance and faith in his own abilities.

Orientation and motives of personality activity

The degree of success in solving the set tasks largely depends on how well the person herself is well motivated in obtaining a favorable result. There are several factors that have a huge impact on any activity carried out by a person.

Intrinsic and extrinsic motivation

External is called motivation, aimed at external events and people around. For example, if you need to immediately prepare a history report just to get the approval of the head and close the session, then there is an external motivation. In the case when it is necessary to perform research work because it represents the scientific or creative interest of the researcher himself, then they speak of intrinsic motivation.

I must say that internal motivation is much stronger than external, because it encourages a person to self-development, some new achievements, discoveries.

Mindfulness - unawareness of motives

When there is a clear understanding of why this or that activity is performed, the effectiveness of its implementation increases several times. Monotonous work, devoid of special meaning and significance, only brings melancholy and despondency. It happens that a person cannot realize the true motives of his actions for a long time, and this leads him to delusion.

Interests and Significant Needs

Acting from his own interests, a person always increases his labor efficiency. In other words, when what we do excites the imagination, causes pleasant feelings, and works much better. Satisfying the needs for recognition, approval from the team, self-realization, the individual grows, learns and expands his own capabilities. There are new prospects for further advancement and development. When the activity performed is in no way connected with the leading needs, the personal and spiritual components are not satisfied, the person gradually begins to doubt himself, his strength decreases over time.

Ability to set a goal

Whatever we strive for, it is extremely important from the very beginning to correctly determine the direction, the ultimate goal, to understand what we want to achieve as a result. It is also necessary to set an appropriate rhythm for the movement and maintain it throughout the entire period - then any work will be effective. The ability to see the end result of the activity will help to predict possible difficulties in advance in order to cope with them in time. It would be nice to keep in mind the so-called ideal of achievement, that is, to track how the current reality corresponds to a given model.

Self-confidence

No work can be done if a person is not confident in his own abilities. Even if a person has rare and exceptional talents, he will not be able to achieve success while he is engaged in self-flagellation, doubt that he will succeed. Self-confidence is a necessary tool for building strong and trusting relationships with the outside world. It is possible to cultivate self-confidence, but only when a person is ready to devote time to working with feelings, working out educational issues, gaining new knowledge - this cannot be avoided.

Professional orientation of the individual

Each of the professions known to people suggests that a person applying for a particular position must have the appropriate qualities of character. After all, making decisions, acting in the workplace, we often require a high concentration of attention ( read about), greater stress resistance, etc. If these qualities remain undeveloped, the person will not cope with his duties. Professional orientation is a whole system of motives that drive a person.

Below is a classification of personality types with characteristics that show in which area it is more likely to succeed.

realistic type. These are people with a stable nervous system. They strive for maximum accuracy in everything and prefer to work with real objects. Most often, they are engaged in physical labor. Suitable professions: technicians, mechanics, builders, sailors.
conventional type. This group includes people who are focused on accuracy and accuracy. They are wonderful performers, they like to do everything on time. Often engaged in activities that require great concentration and attention. Professions: librarian, economist, accountant, merchandiser.
Intelligent type. These are real thinkers. People of this type can sit in one place for a long time, immersed in thought. They make far-reaching plans for the future, carefully plan their activities. Most of all, they are attracted by research work, which allows them to get closer to revealing the truth, some particular law. Professions: teacher, scientist, writer.
Enterprising type. Here you can meet excellent leaders who love to manage and strive to take a leading position in everything. The desire for superiority determines their personal success. Professions: head of enterprises, businessman, administrator.
social type. These people are distinguished by an open heart and a willingness to care for others. They build their professional activities in such a way as to help as many people as possible. They have a highly developed sense of responsibility, humanism, empathy. Professions: doctor, veterinarian, social worker, teacher, educator.
Artistic type. Here are, perhaps, the most unpredictable people who find it difficult to maintain a certain schedule in work. In their activities, they are guided rather by their own feelings, they do not like limits, they highly value freedom and independence. Professions: actor, artist, poet, designer.

Thus, the orientation of the personality entirely and completely determines its success. Diagnosis of personality orientation largely depends on how satisfied the person is with what he is doing.

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The study of the emotional orientation of the individual. Questionnaire text. “Determination of the general emotional orientation of the personality. Formation of a general emotional orientation

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The study of the emotional orientation of the individual. Questionnaire text. “Determination of the general emotional orientation of the personality. Formation of a general emotional orientation

Send your good work in the knowledge base is simple. Use the form below

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