Self-actualization test and scoring. Test to assess the level of self-actualization of a person (“samoal”). Block human concept
Do you want to study in the USA? Then get ready for the fact that you will have to understand the variety of all kinds of tests and exams for which you need to carefully prepare. Indeed, methods for assessing your knowledge in America a large number of and each of them has its own direction and specificity. The following tests are considered one of the most popular: (we wrote about it last time), and SAT.
"Academic Assessment Test" or "Scholastic Assessment Test" / "Scholastic Aptitude Test" - an exam that is designed to show knowledge of basic courses school curriculum and general intellectual abilities. The SAT is required for admission to college or university for 8th, 10th and 12th year students in the US and Canada.
What do you need to know about the test?
- Remember that the SAT is standardized, but there are several variations (Subject Tests). Before enrolling in an educational institution, be sure to consult with a representative of the university or college which test is required.
- The test can be taken 7 times a year. Duration - about 3 hours 45 minutes + organizational issues. Taking SAT I and SAT II on the same day is prohibited.
- You can freely take the test not only in the United States or Canada, but also at official representative offices in Europe. Traditionally, the SAT takes place on the first Saturday of the month, however exact date can only be obtained from consultants.
- The results of the text are known after 10 days; for a fee, they can be immediately delivered to the university of your choice.
- Cost: SAT I - $38 + $49 for SAT II.
SAT structure
The SAT is divided into two parts: SAT I (Reasoning test) and SAT II (Subject Tests). The first part is universal, it includes three subsections, each of which is scored from 200 to 800 points - so that the results are always a multiple of 10. Often all questions have 5 answer options, from which you need to choose the correct one:
- Grammar (writing) assesses knowledge of spelling, the presence of a certain vocabulary and the ability to correctly structure text for its use. better understanding(storytelling logic). This part is presented in the form of blocks with questions in which there are correct and incorrect answers (sometimes there may not be an error). In addition to the test part, there is also an essay - it takes 25 minutes, during which the applicant must answer some philosophical question. This part is indicative for many admissions committees, although the essay itself is worth 12 points out of a maximum of 800 for completing the entire block.Time: 1 hour.
Example (question for task 5):
- Mathematics is a section in which there are three parts that assess your ability to count (algebra, geometry) and analyze data ( mathematical analysis, statistics). You can work with a calculator, but in the test itself the ability to guess the answer is practically eliminated - in addition to test questions, there are blocks with detailed answers. All 58 tasks are listed with increasing difficulty - the maximum number of points is 800 (different tasks are assessed differently + your train of thought is taken into account).Time: 1 hour 10 minutes.
Example:
- Critical thinking is a block in which you must demonstrate the ability to work with information. It is required to complete sentences using vocabulary, interpret graphs, correctly connect and structure different texts, and also answer questions about them.Time: 1 hour 10 minutes, maximum points - 800.
Example (text fragment and question for it):
SAT II or SAT Subject Tests
SAT II is specialized tests that you need to take depending on the university you choose and the profile of your studies. Today you can get documents on completion in the following areas: literature, world history and separately US history, advanced mathematics (2 levels of difficulty), chemistry, physics and biology. In addition to standard subjects, you can take the SAT in German, French, Italian, Spanish, Chinese, Japanese, Korean, Hebrew + there is a profile test in Latin. You can submit as many applications as you like - the main thing is to cope with the program and pay for participation - in one day you can pass up to 3 specialized tests.The maximum number of points is the same for everyone - 800,which you can dial for1 hour exam (the number of tasks varies depending on the subject).
Abraham Maslow used the term “self-actualization” to designate the comprehensive and continuous development of a person’s creative and spiritual potential, maximum realization all its possibilities, adequate perception of others, the world and one’s place in it, wealth emotional sphere and spiritual life, high level mental health and morality.
Synonyms for the concept of “self-actualization” are often the concepts of “personal development” and “personal growth”. Thus, self-actualization, according to A. Maslow, is “a person’s need to become what he is capable of becoming.” A person who has reached the highest level of his needs - self-realization, achieves the full use of his talents, abilities and personal potential.
Among the properties of self-actualizing individuals, A. Maslow identified, in particular, the following:
More comfortable relationship with reality;
- Acceptance of yourself, others, nature;
- Spontaneity, simplicity, naturalness;
- Autonomy, independence from the environment;
- Experience of higher experiences;
- Deeper interpersonal relationships;
- Creative attitude to reality, etc.
A. Maslow noted that There are few self-actualizing people - only a few percent of total number , but these people are more close to the ideal of the most complete development, to to which we are all moving.
However, self-actualization is a complex, complex quality of personality. Each of us possesses its various components to varying degrees. The CAT test helps measure this degree. It represents made at the pulpit social psychology Moscow State University Russian-language adaptation of the POI questionnaire (Personal Orientations Questionnaire) by Everett Shostrom, a student of Maslow. The test contains 126 questions and 14 scales, each of which corresponds to a specific property of a self-actualizing personality.
Level of self-actualization of the individual. (SAT Test, SAMOAL Questionnaire):
Instructions.
This questionnaire is intended to diagnose the level of self-actualization of an individual. Each test item contains two statements (a and b). Read each of the two statements carefully and mark the one that most closely matches your point of view.
Stimulus material (questionnaire):
Level of self-actualization of the individual. (SAT Test, SAMOAL Questionnaire)
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http://psylist.net/praktikum/00116.htm
http://azps.ru/tests/tests_sat.html
http://vch.narod.ru/sat.rar
Description of the technique
The technique is intended for examining adults (over 15–17 years of age), mentally healthy people (meaning the absence of pronounced psychopathology). The specificity of the phenomenon being studied (self-actualization) and the nature of the test itself, the complexity of the judgments that make it up, which require serious reflection, allow us to recommend it for examining mainly people with higher education.
The technique can be used for both individual and group examinations; it is used in brochure or computerized versions. If necessary, the respondent can work with the test in the absence of the experimenter. Test items left unanswered, or those in which both options are marked, are not taken into account during processing. If the number of such items exceeds 10% of their total number (13 or more), the results of the study are considered invalid.
The instructions for the technique do not limit the time of responses, although practice shows that normally it usually does not exceed 30–35 minutes.
History of creation
The main trends in the development of modern pedagogy, both in our country and abroad, are aimed at humanizing the sphere of education, the comprehensive development of the creative potential of students, the formation of equal, partnership relations, and a spirit of cooperation between teachers and students. These trends are, to varying degrees, characteristic of various areas and levels of the education system (primary, secondary, higher). Therefore, to describe the reference model of the personality of both a teacher (teacher, teacher of a higher educational institution) and a student (pupil, student) pedagogical psychology increasingly turns to theories that developed in line with the existential-humanistic trend in psychology (C. Rogers, F. Perl, W. Frankl, etc.)
One of the most widely known theories within this approach is the concept of self-actualizing personality by A. Maslow. The popularity of this theory is associated, on the one hand, with the heuristic nature of the concept of self-actualization and the possibility of its operationalization and use in empirical research. On the other hand, this personality model, emphasizing the positive manifestations of human nature such as creativity, altruism, love, friendship, etc., serves as a standard in the process of education, the formation of the student’s personality, and the construction of a system of relationships between a teacher and a student.
The concept of self-actualization is synthetic; it includes the comprehensive and continuous development of a person’s creative and spiritual potential, the maximum realization of all his capabilities, an adequate perception of others, the world and his place in it, the richness of the emotional sphere and spiritual life, a high level of mental health and morality. In one of his works, A. Maslow defines self-actualization as “...the desire for self-realization, more precisely, the tendency to actualize what is contained as potentials. This tendency can be called the desire of a person to become more and more what he is capable of becoming.”
Studying the degree and nature of self-actualization requires the development of special psychodiagnostic tools, since most of the existing methodological tools for personality research were created either to measure various pathocharacterological manifestations, personality accentuations and forms of psychopathology, or to assess the parameters of the “usual” averaged mental healthy personality, its structures (MMPI, Eysenck, Schmischeck, Rorschach, Cattell, TAT tests, etc.). Thus, the task of creating a methodology that allows recording quantitative and quality parameters the level of self-actualization in the subject was very relevant.
The possibility of a one-dimensional description of the phenomenon of self-actualization, reducing it to one indicator, raises serious objections among researchers, primarily related to the ambiguity and inconsistency of this construct. In this regard, E. Shostrom’s Personal Orientation Inventory (POI), which measures self-actualization as a multidimensional value, has become widely known abroad. POI was created in 1963 at the Therapeutic/Psychological Institute (Santa Anna, California). Its author, American psychologist and psychotherapist Everett Shostrom, is known to Russian readers primarily from the book “Anti-Carnegie or the Manipulator.”
POI was developed on the basis of the theory of self-actualization by A. Maslow, the concepts of psychological perception of time and the temporal orientation of the subject by F. Pearl and R. May, the ideas of C. Rogers and other theorists of the existential-humanistic direction in psychology. Specific POI questions were selected from a large set of critical, primarily behavioral and value indicators that distinguish a healthy self-actualizing person from a neurotic person. To identify these indicators, E. Shostrom interviewed a number of practicing psychologists working in line with the existential-humanistic approach to psychotherapy and summarized their experience. Work on the analysis and selection of judgments included in the test was carried out over a period of five years.
The POI consists of 150 points, built on the principle of forced choice, and allows you to register two basic and ten additional parameters of self-actualization. The scales themselves, or, in other words, the components of self-actualization, similar to the test items, were selected based on a survey of psychotherapists and characterize the main life spheres self-actualizing personality.
Adaptations and Modifications
The first attempt to adapt the POI test in Russia was carried out in Leningrad by E.B. Lisovskaya, however, this technique was not widely used. In 1981–84 at the Department of Social Psychology of Moscow State University named after M.V. Lomonosova Yu.E. Aleshina, L.Ya. Gozman, M.V. Zagika and M.V. Croz made another attempt to adapt this test. In the process of work, E. Sjostrom’s technique underwent significant changes; in fact, the authors created an original psychodiagnostic tool, which was called the “Self-Actualization Test” (CAT). The methodology was published in 1987 in a limited edition and has now become a bibliographic rarity, which is why its re-publication has been undertaken.
The self-actualization test is built on the same principle as the POI and consists of 126 items, each of which includes two judgments of a value or behavioral nature. Judgments are not necessarily strictly alternative. Nevertheless, the subject is asked to choose the one that most closely matches his ideas or habitual way of behavior.
The CAT measures self-actualization using two basic and a number of additional scales. This questionnaire structure was proposed by E. Sjostrom for POI and retained in this test. The basic scales are Time Competence and Support. They are independent of each other and, unlike additional ones, do not have common points. 12 additional scales make up 6 blocks - two in each. Each test item is included in one or more additional scales and, as a rule, one basic scale. Thus, additional scales are actually included in the main ones; they essentially consist of the same items. This test structure makes it possible to diagnose big number indicators without significantly increasing the volume of the test.
Procedure
Instructions:
“You are offered a test questionnaire, each item of which contains two statements, designated by the letters “a” and “b.” Read each pair carefully and mark on the registration form opposite the number of the corresponding question the one that most closely matches your point of view. (Place a cross in the box under the corresponding letter).”
Processing the results
When processing test results, the calculation of “raw” points received by the test taker is carried out using the keys to the methodology.
Each answer of the surveyed person, which matches the option indicated in the keys, is scored 1 point. Then the sum of points scored by the subject on each scale is calculated. These values are applied to the profile form, after which a test profile of the subject is constructed and his data is determined in standard T-scores, which make it easy and convenient to compare the results of different examined individuals and interpret them.
Key
Time Orientation Scale: 11a, 16b, 18b, 21a, 28b, 38b, 40b, 41b, 45b, 60b, 64b, 71b, 76b, 82b, 91b, 106b, 126b
Support Scale: 1b, 2b, 3b, 4a, 5b, 7b, 8a, 9a, 10a, 12b, 14b, 15b, 17a,19a, 22b, 23a, 25b, 26b, 27b, 29a, 31b, 32a,33b, 34a, 35b , 36b, 39b, 42a, 43a, 446; 46a, 47b, 49b, 50b, 51b, 52a, 53a, 55a, 56a, 57b, 59a, 61b, 62b, 65b, 66a, 67b, b8a, 69b,70a, 72b, 73a, 74b, 75b, 77a, 79b, 80a, 81a, 83a, 856, 8ba, 87b, 88b, 89b, 90a, 93a, 94a, 95b, 96a, 97a, 98a, 99b, 100a, 102a, 103b, 104a, 105b, 108b, 109a, 11 0a, 1116, 113a, 114a, 115a, 116b, 117b, 118a, 119b, 120a, 122a, 123b, 125b
Value Orientation Scale: 17a, 29a, 42a, 49b, 506, 53a, 56a, 59a, 67b, 68a, 69b, 80a, 81a, 90a, 93a, 97a, 99b, 113a, 114a, 122a.
Behavioral Flexibility Scale: 3a, 9a, 12b, 33b, 36b, 38b, 40b, 47b, 50b, 51b, 61b, 62b, 65b, 68a, 70a, 746, 82b, 85b, 95b, 97a, 99b, 102a, 105b, 123b.
Sensitivity Scale: 2b, 5b, 10a, 43a, 46a, 55a, 73a, 77a, 83a, 89b, 103b, 119b, 122a.
Spontaneity Scale: 5b, 14b, 15b, 26b, 42a, 62b, 67b, 74b, 77a, 80a, 81a, 83a, 95b, 114a.
Self Esteem Scale: 2b, 3a, 7b, 23a, 29a, 44b, 53a, 66a, 69b, 98a, 100a, 102a, 106b, 114a, 122a.
Self-Acceptance Scale: 1b, 8a, 14b, 22b,31b, 32a, 34a, 39b, 53a, 61b, 71b, 75b, 86a, 876, 104a, 105b, 106b,110a, 111b, 116b,125b.
: 23a, 25b, 27b, 50b, 66a, 90a, 94a, 97a, 99b, 113a.
Synergy Scale: 50b, 68a, 91b, 93a, 97a, 99b, 113a.
Acceptance of Aggression Scale: 5b, 8a, 10a, 15b, 19a, 29a, 39b, 43a, 46a, 56a, 57b, 67b, 85b, 93a, 94a, 115a.
Contact Scale: 5b, 7b, 17a, 26b, 33b, 36b, 46a, 65b, 70a, 73a, 74b, 75b, 79b, 96a, 99b, 103b, 108b, 109a, 120a, 123b.
: 13a, 20b, 37a, 48a, 63b, 66a, 78b, 82b, 92a, 107b, 121b.
Creativity Scale: 6b, 24a, 30a, 42a, 54a, 58a, 59a, 68a, 84a, 101a, 105b, 112b, 123b, 124b.
Interpretation of results
Interpretation of study results is made in accordance with the description of the CAT scales given below. Depending on the purpose of use, the test can be interpreted in whole or in part. If testing pursues purely research purposes, for example, identifying the relationship between the degree of self-actualization and effectiveness various forms and teaching methods, then in some cases we can limit ourselves to only analyzing the results on two basic scales. The same selective analysis (using separate additional scales depending on the goals and objectives of a particular work) may also be sufficient, for example, when monitoring changes resulting from socio-psychological training or group therapy.
Basic scales
Time Competence Scale(Tc) includes 17 items.
High score on this scale, it testifies, firstly, to the subject’s ability to live in the present, that is, to experience the present moment of his life in its entirety, and not simply as a fatal consequence of the past or preparation for the future.” real life”; secondly, to feel the continuity of the past, present and future, that is, to see your life as whole. It is precisely this attitude, the psychological perception of time by the subject that indicates high level self-actualization of personality.
A low score on the scale means a person’s orientation to only one of the segments of the time scale (past, present or future) and (or) a discrete perception of his life path. Theoretical basis for inclusion of this scale in the test is contained in the works of F. Pearls and R. May. Row empirical research also indicates a direct connection between orientation in time and the level of personal development.
Support scale(I) – the largest scale of the test (91 points) – measures the degree of independence of the subject’s values and behavior from outside influence (“internal-external support”). The conceptual basis of this scale was primarily A. Reisman’s ideas about the “inside” and “outside” of the guided personality.
A person who has a high score on this scale is relatively independent in his actions, strives to be guided in life by his own goals, beliefs, attitudes and principles, which, however, does not mean hostility towards others and confrontation with group norms. He is free to choose, not subject to external influence (“internally guided” personality).
A low score indicates a high degree of dependence, conformity, lack of independence of the subject (“externally directed” personality), and an external locus of control. The content of this scale, in our opinion, is closest to this last concept. Both theoretical works and psychological practice indicate the legitimacy of including this scale in the methodology as a base one.
Additional scales
Unlike the basic ones, which measure global characteristics of self-actualization, additional scales are focused on recording individual aspects of it.
1. Value Orientation Scale(SAV) (20 items) measures the extent to which a person shares the values inherent in a self-actualizing personality (Hereinafter, a high score on the scale characterizes a high degree of self-actualization).
2. Behavioral Flexibility Scale(Ex) (24 points) diagnoses the degree of flexibility of the subject in realizing his values in behavior, interaction with people around him, and the ability to quickly and adequately respond to a changing situation.
The Value Orientation and Behavior Flexibility scales, complementing each other, form a block of values. The first scale characterizes the values themselves, the second - the features of their implementation in behavior.
3. Self-Sensitivity Scale(Fr) (13 points) determines the extent to which a person is aware of his needs and feelings, how well he feels and reflects them.
4. Spontaneity Scale(S) (14 items) measures an individual's ability to spontaneously and directly express their feelings. A high score on this scale does not mean a lack of ability for thoughtful, purposeful actions; it only indicates the possibility of another, not calculated in advance, way of behavior, that the subject is not afraid to behave naturally and relaxed, to demonstrate his emotions to others.
Scales 3 and 4 make up a block of feelings. The first determines how much a person is aware own feelings, the second is to what extent they are manifested in behavior.
5. Self Esteem Scale(Sr) (15 points) diagnoses the subject’s ability to appreciate his merits, positive character traits, and respect himself for them.
6. Self-Acceptance Scale(Sa) (21 items) registers the degree to which a person accepts himself as he is, regardless of his assessment of his strengths and weaknesses, perhaps despite the latter.
Scales 5 and 6 make up the self-perception block.
7. Scale of Beliefs about Human Nature(Nc) consists of 10 points. A high score on the scale indicates the subject’s tendency to perceive human nature as a whole as positive (“people for the most part are rather kind”) and not to consider the dichotomy of masculinity - femininity, rationality - emotionality, etc. antagonistic and irresistible.
8. Synergy Scale(Sy) (7 points) determines a person’s ability to perceive the world and people holistically, to understand the connectedness of opposites, such as play and work, physical and spiritual, etc.
Scales 7 and 8 are very similar in content; it is better to analyze them together. They form a block of the human concept.
9. Acceptance of Aggression Scale(A) consists of 16 items. A high score on the scale indicates the individual’s ability to accept his irritation, anger and aggressiveness as a natural manifestation of human nature. Of course, we are not talking about justifying our antisocial behavior.
10. Contact Scale(C) (20 points) characterizes a person’s ability to quickly establish deep and close emotionally rich contacts with people or, using the terminology that has become familiar in domestic social psychology, to subject-subject communication.
The Acceptance of Aggression and Contact scales make up the block of interpersonal sensitivity.
11. Scale Cognitive needs (Cog) (11 points determines the degree of expression of the subject’s desire to acquire knowledge about the world around him.
12. Creativity Scale(Cr) (14 points) characterizes the severity of the creative orientation of the individual.
The Cognitive Needs and Creativity scales make up the block of attitudes towards cognition. They have no analogues in POI and were included in CAT based on the results of an expert survey when creating the methodology, as well as in connection with some general theoretical considerations. The point in this case is, first of all, that it was necessary to introduce into the test a block of indicators diagnosing the level of creative orientation of an individual as one of the conceptually important elements of the phenomenon of self-actualization.
Questionnaire text
Instructions:
Each item of this test contains two statements (a and b). Read each of the two carefully and mark on the answer sheet (at the end of the questionnaire) the one that most closely matches your point of view.
1. a) I believe in myself only when I feel that I can cope with all the tasks facing me.
b) I believe in myself even when I feel that I cannot cope with all the tasks facing me.
2. a) I am often internally embarrassed when people compliment me.
b) I am rarely internally embarrassed when people compliment me.
3. a) It seems to me that a person can live his life the way he wants.
b) It seems to me that a person has little chance of living his life the way he wants.
4. a) I always feel the strength to overcome life’s adversities.
b) I don’t always feel the strength to overcome life’s adversities.
5. a) I feel remorse when I am angry with those I love.
b) I do not feel remorse when I am angry with those I love.
6. a) B difficult situations You should always act in proven ways, as this guarantees success.
b) In difficult situations it is always necessary to look for fundamentally new solutions.
7. a) It is important to me whether others share my point of view.
b) It is not very important for me that others share my point of view.
8. a) It seems to me that a person should be calm about the unpleasant things that he can hear about himself from others.
b) I understand when people are offended when they hear something unpleasant about themselves.
9. a) I can, without any remorse, put off until tomorrow what I have to do today.
b) I am tormented by remorse if I put off until tomorrow what I have to do today.
10. a) Sometimes I get so angry that I want to “throw myself” at people.
b) I am never so angry that I want to “throw myself” at people.
11. a) It seems to me that a lot of good things await me in the future.
b) It seems to me that my future promises me little good.
12. a) A person must remain honest in everything and always.
b) There are situations when a person has the right to be dishonest.
13. a) Adults should never suppress a child's curiosity, even if satisfying it may have negative consequences.
b) You should not encourage a child’s excessive curiosity when it can lead to bad consequences.
14. a) I often have a need to find a justification for my actions that I perform simply because I want it.
b) I almost never have the need to find a justification for my actions, which I perform simply because I want to.
15. a) I try in every possible way to avoid grief.
b) I do not consider it necessary for myself to avoid grief.
16. a) I often feel anxious when I think about the future.
b) I rarely feel anxious when I think about the future.
17. a) I would not like to deviate from my principles even in order to do something for which people would be grateful to me.
b) I would like to do something for which people would be grateful to me, even if for this it was necessary to deviate from my principles.
18. a) It seems to me that most of the time I am not living, but as if preparing to really start living in the future.
b) It seems to me that most of the time I am not preparing for the future “real” life, but am truly living now.
19. a) I usually express and do what I consider necessary, even if this threatens complications in relationships with loved ones.
b) I try not to say or do things that could threaten complications in relationships with loved ones.
20. a) People who show interest in everything in the world sometimes annoy me.
b) People who show increased interest in everything in the world always attract my sympathy.
21. a) I don’t like it when people spend a lot of time in fruitless daydreams.
b) It seems to me that there is nothing wrong with people spending a lot of time on fruitless daydreams.
22. a) I often think about whether I behaved correctly in certain situations.
b) I rarely think about whether I behaved correctly in a given situation.
23. a) It seems to me that any person by nature is capable of overcoming the difficulties that life puts before him.
b) I don’t think that any person is by nature capable of overcoming the difficulties that life puts before him.
24. a) The main thing in our life is to create, to create something new.
b) The main thing in our life is to benefit people.
25. a) It seems to me that it would be better if most men had traditionally masculine character traits, and women had traditionally feminine ones.
b) It seems to me that it would be better if both men and women combined traditionally masculine and traditionally feminine character traits.
26. a) Two people get along best if each of them tries, first of all, to please the other, as opposed to the free expression of their feelings.
b) Two people get along best if each of them tries, first of all, to express his feelings, as opposed to the desire to please the other.
27. a) Cruel and selfish acts that people commit are natural manifestations of their human nature.
b) The cruel and selfish acts that people commit are not manifestations of their human nature.
28. a) I am confident in myself.
b) I'm not confident in myself.
29. a) The implementation of my plans in the future largely depends on whether I will have friends.
b) The implementation of my plans in the future depends only to a small extent on whether I will have friends.
30. a) It seems to me that the most valuable thing for a person is his favorite job.
b) It seems to me that the most valuable thing for a person is a happy family life.
31. a) I never gossip.
b) Sometimes I enjoy gossiping.
32. a) I put up with contradictions in myself.
b) I cannot tolerate contradictions in myself.
33. a) If stranger will do me a favor, then I feel obliged to him.
b) If a stranger does me a favor, then I do not feel obligated to him.
34. a) Sometimes it is difficult for me to be sincere even when I want it.
b) I always manage to be sincere when I want it.
35. a) I am sometimes (rarely) bothered by feelings of guilt.
b) I am often bothered by feelings of guilt.
36. a) I feel responsible for ensuring that those with whom I communicate are in a good mood.
b) I do not feel responsible for ensuring that those with whom I communicate are in a good mood.
37. a) It seems to me that every person should have an idea of the basic laws of physics.
b) It seems to me that many people can do without knowledge of the laws of physics.
38. a) I consider it necessary to follow the rule: “Don’t waste time.”
b) I do not consider it necessary to follow the rule: “Don’t waste time.”
39. a) Critical remarks addressed to me reduce my self-esteem.
b) Critical remarks addressed to me do not reduce my self-esteem.
40. a) I often worry that I am not doing anything great at the moment.
b) I rarely worry about not doing anything significant at the moment.
41. a) I prefer to leave pleasant things for later.
b) I don’t leave pleasant things for later.
42. a) I often make spontaneous decisions.
b) I rarely make spontaneous decisions.
43. a) I try to express my feelings openly, even if it may lead to trouble.
b) I try not to openly express my feelings if it could lead to trouble.
44. a) I can’t say that I like myself.
b) I can say that I like myself.
45. a) I often remember things that are unpleasant for me.
b) I rarely remember things that are unpleasant for me.
46. a) It seems to me that people should openly show their dissatisfaction with others when communicating with others.
b) It seems to me that people should hide their dissatisfaction with them when communicating with others.
47. a) It seems to me that I can judge how other people should behave.
b) It seems to me that I cannot judge how other people should behave.
48. a) It seems to me that deepening into a narrow specialization is necessary for a real scientist.
b) It seems to me that deepening into a narrow specialization makes a person limited.
49. a) When determining what is good and what is bad, the opinions of other people are important to me.
b) I try to determine for myself what is good and what is bad.
50. a) It can be difficult for me to distinguish love from simple sexual attraction.
b) I easily distinguish love from simple sexual attraction.
51. a) I constantly strive for self-improvement.
b) I don’t care much about the problem of self-improvement.
52. a) Achieving happiness cannot be the main goal of human relationships.
b) Achieving happiness is the main objective human relations.
53. a) It seems to me that I can quite trust my own assessments.
b) It seems to me that I cannot fully trust my own assessments.
54. a) If necessary, a person can quite easily free himself from his habits.
b) It is extremely difficult for a person to free himself from his habits.
55. a) My feelings sometimes perplex me.
b) My feelings never leave me bewildered.
56. a) In some cases, I consider myself to have the right to let a person know that he seems stupid and uninteresting to me.
b) I never consider myself to have the right to let a person know that he seems stupid and uninteresting to me.
57. a) You can judge from the outside how happy the relationships between people are.
b) Observing from the outside, it is impossible to say how successful the relationships between people are.
58. a) I often reread books I like several times.
b) I think it’s better to read some new book rather than going back to what you have already read.
59. a) I am very passionate about my work.
b) I cannot say that I am passionate about my work.
60. a) I am dissatisfied with my past.
b) I am happy with my past.
61. a) I feel obligated to tell the truth.
b) I don't feel obligated to always tell the truth.
62. a) There are very few situations in which I can allow myself to be fooled.
b) There are many situations in which I can allow myself to be fooled.
63. a) Trying to understand the character and feelings of others, people are often tactless.
b) The desire to understand the character and feelings of others is natural for a person and therefore tactlessness can be justified.
64. a) I usually get upset about the loss or damage of things I like.
b) I usually don’t get upset about the loss or breakage of things I like.
65. a) Whenever possible, I try to do what others expect of me.
b) I usually don’t think about whether my behavior corresponds to what is expected of me.
66. a) Self-interest is always necessary for a person.
b) Excessive self-examination has bad consequences.
67. a) Sometimes I'm afraid to be myself.
b) I'm never afraid to be myself.
68. a) Most of what I do gives me pleasure.
b) Only a little of what I do gives me pleasure.
69. a) Only vain people think about their merits and do not think about their shortcomings.
b) It’s not only vain people who don’t think about their merits.
70. a) I can do something for others without requiring them to appreciate it.
b) I have the right to expect others to appreciate what I do for them.
71. a) A person must repent of his misdeeds.
b) A person does not necessarily have to repent of his misdeeds.
72. a) I need justification for accepting my feelings.
b) I usually don’t need any justification for accepting my feelings.
73. a) In most situations, I first of all try to understand what I want myself.
b) In most situations, I first try to understand what others want.
74. a) I try to never be a “black sheep.”
b) I sometimes allow myself to be a black sheep.
75. a) When I like myself, it seems to me that everyone around me likes me.
b) Even if I like myself, I understand that there are people who don’t like me.
76. a) My past largely determines my future.
b) My past very little determines my future.
77. a) It often happens that expressing your feelings is more important than thinking about the situation.
b) It is quite rare that expressing your feelings is more important than thinking about the situation.
78. a) The efforts and expenses that knowledge of the truth requires are worth it, since they benefit people.
b) The efforts and expenses that knowledge of the truth requires are worth it, since they give a person emotional pleasure.
79. a) I always need others to approve of what I do.
b) I don't always need others to approve of what I do.
80. a) I don’t trust decisions that I make spontaneously.
b) I trust the decisions that I make spontaneously.
81. a) Perhaps I can say that I live with a feeling of happiness.
b) Perhaps I cannot say that I live with a feeling of happiness.
82. a) Quite often I get bored.
b) I am never bored.
83. a) I often show my affection for a person, regardless of whether it is mutual or not.
b) I rarely show my affection for a person without being sure that it is mutual.
84. a) I easily make risky decisions.
b) I usually find it difficult to make risky decisions.
85. a) I try to act honestly in everything and always.
b) Sometimes I consider it possible to cheat.
86. a) I am ready to come to terms with my mistakes.
b) It is difficult for me to come to terms with my mistakes.
87. a) If I do something solely in my own interests, then it makes me feel guilty, even if my actions do not harm anyone.
b) I never feel guilty if I do something exclusively for myself.
88. a) Children must understand that they do not have the same rights and privileges as adults.
b) Children do not need to realize that they do not have the same rights and privileges as adults.
89. a) I understand well what feelings I am capable of experiencing and what I am not.
b) I have not yet fully understood what feelings I am capable of experiencing and which I am not.
90. a) I think that most people can be trusted.
b) I think that people should not be trusted unless absolutely necessary.
91. a) The past, present and future seem to me to be one whole.
b) My present seems to me to be weakly connected with the past and future.
92. a) I prefer to spend my holidays traveling, even if it involves great expense and inconvenience.
b) I prefer to spend my holidays calmly, in comfort.
93. a) Sometimes I like people whose behavior I do not approve of.
b) I almost never like people whose behavior I do not approve of.
94. a) People by nature tend to understand each other.
b) It is human nature to look after his own interests.
95. a) I never like dirty jokes.
b) I sometimes like dirty jokes.
96. a) I am loved because I myself am capable of love.
b) I am loved because my behavior evokes the love of others.
97. a) It seems to me that the emotional and rational in a person do not contradict each other.
b) It seems to me that the emotional and rational in a person contradict each other.
98. a) I feel confident in relationships with other people
b) I feel insecure in relationships with other people.
99. a) While defending their interests, people often ignore the interests of others.
b) While protecting their interests, people usually do not forget the interests of others.
100. a) I can always rely on my ability to navigate the situation.
b) I cannot always rely on my ability to navigate the situation.
101. a) I believe that the ability to be creative is natural property person.
b) I believe that not all people are gifted with a natural ability to be creative.
102. a) I usually don't get upset if I fail to achieve perfection in what I do.
b) I often get upset if I fail to achieve perfection in something.
103. a) Sometimes I am afraid of seeming too gentle.
b) I'm never afraid to seem too gentle.
104. a) It’s easy for me to come to terms with my weaknesses.
b) It is difficult for me to come to terms with my shortcomings.
105. a) It seems to me that I must achieve perfection in everything I do.
b) I don't feel like I have to strive for perfection in everything I do.
106. a) I often have to justify my actions to myself.
b) I rarely have to justify my actions to myself.
107. a) When choosing any activity for himself, a person must take into account how necessary it is.
b) A person should try to do only what interests him.
108. a) I can say that I like most of the people I know.
b) I can't say that I like most of the people I know.
109. a) Sometimes I don’t mind being commanded.
b) I never like being bossed around.
110. a) I am not shy about revealing my weaknesses in front of my friends.
b) It’s not easy for me to reveal my weaknesses even in front of my friends.
111. a) I am often afraid of making some mistake.
b) I am not afraid of making any mistakes.
112. a) A person receives the greatest satisfaction by achieving desired result at work.
b) A person receives the greatest satisfaction in the process of work itself.
113. a) You can never say with certainty about a person whether he is good or evil.
b) Usually you can tell about a person whether he is good or evil.
114. a) I almost always feel the strength to do as I see fit, regardless of the consequences.
b) I don’t always feel the strength to act as I consider necessary, despite the consequences.
The thematic apperception test was first described by G. Murray in 1935 as a technique for the experimental study of fantasy. The result of the work of subsequent years was the theoretical justification of TAT as a method of personality research, the development of instructions for the use of the technique, a scheme for analysis and interpretation of the results. The version of TAT currently in use consists of a standard set of tables depicting relatively uncertain situations. PAT is a more compact modified version of G. Murray's Thematic Apperception Test.
Theoretical background: In understanding the nature of fantasy (apperception), as well as the structure of personality, Murray adheres to the principles of classical psychoanalysis. Following Z. Freud, he distinguishes three “layers” of personality: internal (“Id”), middle (“Ego”) and external (“super-ego”). The inner layer consists of unconscious latent drives that are never objectified at the level of real behavior. Middle layer represented by socially acceptable, obvious needs that, under favorable life circumstances, can be satisfied in behavior. The same applies to the outer layer of the personality. According to Murray, diagnostically significant TAT stories are a projection mainly of the inner layer of the personality. In other words, the less the need is satisfied in real life, the more place it will occupy in fantasies.
Child Apperception Test (CAT)
The CAT technique is a children's version of the TAT technique (Thematic Apperception Test).
Children’s Apperception Test - (SAT) was developed by Leopold and Sonya Bellak and belongs to the class of interpretive techniques, where the significant content of needs, conflicts, and personal attitudes is projected. Using this technique you can identify:
Leading needs and motives;
Features of the child’s perception and attitude towards parents (including parents as a married couple);
Features of the child’s relationship with siblings;
- peculiarities defense mechanisms as ways to resolve internal conflicts;
- aggressive fantasies, fears, phobias, anxieties associated with situations of frustration;
Dynamic and structural features of a child’s behavior among peers.
The test allows you to conduct comprehensive diagnostics of the child’s personality from 3 to 10 years. The test time is 30-40 minutes. With its help, you can explore not just one quality, but the structure of the child’s personality. Unlike drawings, this test makes it possible not only to diagnose deviations, but also to understand some of the reasons for their occurrence. The test presents a certain number of basic situations that may reflect the manifestation of the child's current problems. The pictures were designed to provide answers to key issues - in particular, problems of sibling competition, relationships with parents and how they are perceived, the child's fantasies about aggression, about accepting the adult world, about his fear of being alone, about behavior related to the toilet and parental reactions to it.
Stimulus material. Pictures depicting animals in various situations that are quite familiar and understandable to children. The pictures are drawn in such a way as to give children the opportunity to have different interpretations of the situation depicted ( stimulus material).
Procedure: The study is carried out individually, positioning it not as a test, but as a game. After establishing contact with the child, he is presented with pictures.
Instructions. Look at this picture. Please tell us about what is happening here.
During the process of the child’s story, the instructions are clarified and the child is asked to say what preceded this situation and how it will end, which of the characters he likes and who he doesn’t.
The pictures are presented one by one. The first can be analyzed together with the child (especially with children 4-5 years old). When composing a story, the adult asks the child questions about who he likes, what he thinks about the characters, etc. The child talks about the following pictures independently. Additional questions (what will happen next, who you like, etc.) are asked not immediately, but as the story unfolds. If the child composes a detailed story himself, additional questions do not need to be asked. The next picture is shown after the end of the story about the previous one. The stories are recorded.
Analysis of results.
The analysis of the stories is structured as follows:
1. finding a “hero” with whom the subject identifies himself. A number of criteria have been developed to facilitate the search for a “hero” (for example, detailed description thoughts and feelings of any of the characters, coincidence with him in gender and age, social status, use of direct speech, etc.);
2. definition the most important characteristics“hero” - his feelings, desires, aspirations, or, in G. Murray’s terminology, “needs”. The “pressures” of the environment are revealed, that is, the forces acting on the “hero” from the outside. Both “needs” and “pressures” of the environment are rated on a five-point scale depending on their intensity, duration, frequency and significance in the plot of the story. The sum of scores for each variable is compared with the standard for certain group subjects;
3. comparative assessment of the forces emanating from the “hero” and the forces emanating from the environment. The combination of these variables forms a “theme” or dynamic structure of the interaction between person and environment. The content of such “topics” is:
a) what the subject actually does;
b) what he strives for;
c) what he is not aware of, manifesting itself in fantasies;
d) what he is currently experiencing;
e) how he sees the future.
As a result, the researcher receives information about the basic aspirations, needs of the subject, the impacts on him, conflicts that arise in interactions with other people, and ways to resolve them, and other information.
Description and typical reactions to CAT pictures
Scene 1 (“Chickens at the table”). The chickens are sitting at a table with a large bowl of food on it. On one side is a large chicken, vaguely outlined.
The answers revolve around food, whether each parent fed him enough. Themes of sibling competition boil down to who gets more, who behaves better, etc. Food may turn out to be a reinforcer or, conversely, it may be rejected as posing a danger; the main problems are related to satisfaction or frustration, eating problems, etc.
Picture 2 (“Bears tug of war”). One bear pulling a rope in one direction while another bear and cub are pulling in the other direction.
It is interesting to observe whether the child identifies himself with the figure that cooperates, with father or mother. This may appear as a serious struggle, accompanied by fear or aggression, which ends the child's own aggression or autonomy. More gently, this picture may seem like a game (of tug of war, for example). For example, the rope itself may be a source of consideration - the rope has broken - this is a source of subsequent danger.
Picture 3 (“Lion with a pipe”). A lion with a pipe and a cane sitting in a chair, in the lower right corner a small mouse appears in a hole.
Leo is usually seen as a father figure, equipped with items such as a pipe and a cane. Later this may be seen as a tool of aggression or may be used to make the parental figure old, helpless and need not be feared. If the Leo is perceived as a strong parental figure, it is important to note whether he is soft or strong and dangerous.
Most children see the mouse as a child and often identify it with themselves. In this case, through cunning and circumstances, the mouse can be made stronger. On the other hand, she may be completely at the mercy of the lion. Some children identify with the lion, giving confirmation of the conflict between consent and autonomy, etc.
Scene 4 (“Kangaroo with kangaroos”). Kangaroo wearing a lady's hat on her head, carrying a bag with milk bottles. In her bag there is a baby kangaroo with balloon, an older kangaroo on a bicycle.
This is where they usually appear themes of competition with siblings, or anxiety about the arrival of the baby. At the same time, it is visible here connection with mother- often an important feature.
Sometimes a child who is an older sibling will identify with the baby in the pouch. This shows a regressive desire to be closer to the mother. On the other hand, a child who is actually younger can identify himself with an elder, this means his desire for independence and power. The bag can provide food themes. The theme of running away from danger can also be introduced. This may be due to unconscious fear in the area of relationships between father and mother, sex, and pregnancy.
Picture 5 (“Two bear cubs in a crib”). A darkened room with a large bed in the background. A crib in the foreground, in which there are two little bear cubs.
The child examines what is happening between the parents in bed. These stories well reflect the guesses, observations, confusion and emotional experiences of some children. Two Babies in a Crib - Provides themes of mutual manipulation and exploration between children.
Scene 6 (“Bears in a darkened cave”). A dark cave with two vaguely outlined bear figures in the background; teddy bear lying in front.
This picture is used in conjunction with Picture 5. Picture 6 will act with greater frequency and more strongly on everything that remained in the background in reactions to the original scene. Jealousy will be reflected in this threefold situation.
Scene 7 (“The Angry Tiger and the Monkey”). A tiger with teeth and claws bared, leaping at a monkey who is also leaping into the air.
It demonstrates fears, avoidance of aggression and ways to deal with them. The extent of the child's stress often becomes apparent. It may be so strong that it leads to rejection of the picture, or there may be defensive reactions such as becoming a harmless story. A monkey can even outsmart a tiger. Animal tails can easily trigger stories that lead to the projection of fear.
Scene 8 (“An adult monkey talks to a little monkey”). Two adult monkeys sit on the sofa and drink from tea cups. One adult monkey sits on a pad and talks to a small monkey.
Here the role in which the child places himself within the family constellation is often revealed. His interpretation of the main (foreground) monkey as a father or mother figure becomes significant in relation to his perception of this figure as a kind monkey, or as a reprimanding, suppressive one.
Scene 9 (“Little Bunny in a Dark Room”). A dark room is viewed from a lighted room through open door. In the dark there is a little bunny sitting in a child's bed, looking out the door.
The theme of fear of the dark, loneliness, fear of being abandoned by parents, satisfies our curiosity through what might be in the next room or the general answer to the picture.
Scene 10 (“Puppy on paws adult dog»). A puppy lying on the paws of an adult dog, both figures with a minimum of expressive features, the figures are located in the foreground in the bathroom.
Interpretation of results.
When analyzing the results, pay attention to compliance general story to the drawing. Each of the drawings is aimed at exploring a certain quality: the tiger and the monkey - aggressiveness; a bunny in a crib - anxiety, running foxes - the ability to communicate with peers, the desire for leadership; monkey family - ability to communicate with adults; kangaroos with kangaroos - relationships with brothers and sisters. If the child correctly talks about the content of the drawing, we can say that the formation of the corresponding personality quality is proceeding without deviations. However, if the content of the picture causes anxiety and tension in children, their story needs to be analyzed in more detail. So, when talking about a tiger and a monkey, children can focus on the strength of the tiger or the fear of the monkey, coming up with various details about how the tiger chases it and wants to eat it. In the event that the story is mainly about a tiger (the tiger saw a monkey, he was hungry, he ate it and tore it to pieces, only bones remained from it, etc.), we can talk about the child’s open aggression. If the story talks about the fear of a monkey, how it ran away from a tiger, called for help, etc., we can talk about a high degree of anxiety experienced by the child. However, in the story, the monkey can defeat the tiger by luring him into a hole, hitting him on the head with a coconut, etc. In this case, we can talk about pronounced aggression from anxiety, defensive aggression.
Some children's stories contain characters they have invented who directly or indirectly regulate the behavior of the tiger and the monkey. These could be hunters who killed the tiger and saved the monkey, other animals, the parents of these animals, etc. In any case, aggression is introduced into an acceptable framework, which indicates good socialization of the child. However, this type of aggression (or anxiety) is still present and, under unfavorable circumstances, can lead to neuroticism.
When analyzing the stories, one must also pay attention to their complete inconsistency with the content of the picture. For example, children can say that a tiger and a monkey are friends and went for a walk together, or about a bunny who is not at all afraid to lie alone in the dark, etc. Such stories indicate high anxiety or aggression that is repressed from the child’s consciousness. This is also evidenced by the refusal to answer when children say that they do not know what is drawn here, or that they are tired, etc. These are the most difficult cases, and it can be assumed that the child’s nervous tension increases because he considers this quality negative and does not want to admit that he has it.
The interpretation of the stories from other drawings is similar: High anxiety is indicated by stories in which children emphasize the fears of a bunny lying alone in a dark room. Children suffering from alienation and coldness of their parents often say that the bunny was punished and left alone in the room, that the adults are in the next room, they are talking, watching TV, and he is lying here alone and crying. Phobias may also appear in the story; the child’s specific fears are the dark, dogs barking outside the windows, bandits who climb through the window, and other dangers that threaten the bunny. Aggressive, antisocial children can also emphasize the idea of punishment, but at the same time they say that the bunny is not afraid, he will jump out of bed and go play, he will secretly watch TV, that is, in any case we're talking about about breaking a rule and avoiding punishment. In the case of repressed anxiety, as already mentioned, either the story does not correspond to the picture, or the child simply refuses to answer.
In the story about the running foxes, children striving for leadership always emphasize positive traits fox cubs running ahead, sometimes identifying directly with them. Anxious children often say in their stories that fox cubs are running away from danger, while aggressive children, on the contrary, believe that they are chasing someone.
Children suffering from the coldness of adults, in a story about a family of monkeys, emphasize that adults talk about their business, not paying attention to the little one. It is also emphasized that one of the monkeys scolds the little monkey for some offense. Demonstrative children see in this situation the desire of adults to look at the child, and one of the monkeys, in their opinion, is asking to read a poem (show your drawings, sing, etc.).
In the story about a kangaroo with kangaroos, children who are jealous of a brother or sister emphasize the difference in the position of the younger and older kangaroos. At the same time, older children can say that the little one is being driven, but the older one has to go himself, although he is very tired. The younger ones in this situation say that the older one has his own bicycle on which he rides, but the little one does not. In case of refusal to answer, we can talk about repressed jealousy, which can cause the child’s neuroticism, stubbornness or aggression.
Comparison of stories from all the pictures of this test makes it possible to get an idea of the structure of the child’s personality and draw some conclusions about the reasons for his failure, bad behavior, difficulties in communication.
Literature:
1) Sokolova E.T. Projective methods of personality research. - M.: Moscow State University Publishing House, 1987.
2) Martsinkovskaya T.D. Diagnostics mental development children. A manual on practical psychology. - M.: LINKA-PRESS, 1997.
Stimulus material for the SAT method
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Practical work: Mastering the technique of “Anxiety, compensation and conflicts in the Mark Luscher color test”
Theoretical background:
When considering a painting or color photograph, the psychological meaning of color is less obvious, since it is determined by many factors: the plot, the relationship of lines and shapes, the relationship of the colors themselves, the aesthetic taste of the viewer, etc. When only one color is used, greater certainty is possible, especially if the colors are carefully selected based on their direct relationship to various human needs. Color test Luscher's preferences suggest that preferring one color and disliking another means something specific and reflects a person’s emotional state. In the test, colors are offered for selection regardless of the situation of aesthetic assessment.
The technique reveals not only the conscious, subjective attitude of the subject to color standards, but mainly his unconscious reactions, which allows us to consider the method as deep, projective.
Color vision is associated equally with the perception of each specific color both through the prism of mediating subjective experience and through the reactions of the “old brain”, i.e. diencephalic region, which is the conductor in the complex orchestra of the body's autonomous systems. Particularly indicative in this regard is the interweaving psychological aspects the current state of a person with sympathetic-parasympathetic characteristics associated with the functions of the pituitary gland. They are known to significantly influence the background of mood, general mental activity, the driving force of the motivational sphere, and the intensity of needs.
The technique reveals the threshold of receptivity of the subject's visual analyzer: this threshold, as experience shows, is largely determined by the predominance of trophotropic (the desire for peace) or ergotropic (the desire for activity) tendencies within the framework of the vegetative balance. At the same time, the choice of color range depends on both the set of stable personal characteristics, and from the current state determined by a specific situation.
The symbolism of each color is rooted in distant periods in the history of human existence on earth. The night, whose symbol is Blue colour, since ancient times brought peace, relaxation, and sleep to man. The sun, the brightness of the emerging day ( yellow) evoked hope and encouraged activity. Red color - coloring of flowers, fruits, blood, erotogenic zones human body- a reflection of hunting instincts, erotic attraction, the desire to master the benefits of the surrounding life. Green - the color of grass, bushes and trees - could serve as a symbol of protection, camouflage, and concealment. Gray - as the absence of color - is interpreted as dividing, fencing off. Black symbolizes denial bright colors life and existence itself. Brown is a mixture of orange and black, while purple is a mixture of red and blue.
(Scholastic Aptitude Test) is a test that allows heads of higher education institutions to assess the applicant’s readiness to study at their university; the test is usually a supplement to the graduation school exam. There are two main types of SAT:
- Subject test– the test is aimed at assessing knowledge in a specific subject. It is this type of exam that students take and require in most cases.
- Reasoning test– assesses the applicant’s general abilities.
You have 1 hour to complete the special test. This is a regular multiple choice test. You can choose a specific subject yourself, but remember that some universities require SAT results for admission. specialized subjects. You can score a maximum of 1600 points on the general education test and 800 points on the special education test.
The SAT test causes some difficulties for many candidates, so to successfully pass it, it is best to prepare well to have a decent level of English proficiency, know mathematics at the school level and be aware of the pitfalls of the test, taking into account its features and the proposed format of tasks.
Using the Internet, you can find a huge amount of information and useful literature, free video courses, textbook sales, and applicants who already have experience preparing for the SAT online will share their experience with you. You can get all these benefits without leaving your home and without even getting up from your computer.
A lot of different literature has been published to prepare for the test. Some books are high-quality, well-researched and well-structured, while others are inferior in all respects. Such resources tell about the advantages and disadvantages of the most famous textbooks for preparing for. You can also purchase copies of these textbooks.
Before you start preparing for the test, you will definitely want to try your hand at it to understand which aspects of yourself need to be improved and which aspects of preparation you should spend more time on. It's also a good idea to practice a little before taking the SAT to build confidence in your abilities. These resources provide everyone with a free opportunity to take the SAT practice test online.
How can you do without mentors who will help, answer questions, share their experience and solve problems with you?
Even if you can’t afford an individual tutor, you can find someone who records video lessons and posts them on his channel. In this collection you can familiarize yourself with the most popular channels for preparing for the SAT test online.
As you can see, preparing for the SAT online can be truly effective, the main thing is to find useful resources and use them wisely.
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SAT online test - the Internet can help you!
According to experienced teachers foreign languages, the best preparation for the SAT is daily independent study. There are SATs to help the applicant online test s and specialized web resources where video materials, exercises and typical tasks are posted.
SAT test online will help you prepare for the test!
Successfully passing the SAT exam is a chance to study at higher educational institutions on the territory of the USA. This test is general education and is aimed at testing the basic knowledge and skills acquired by the applicant at school. The SAT is taken by both American students and foreigners. However, both need high-quality and comprehensive preparation to obtain the required passing score.
The SAT online test will help determine your readiness for the real exam.
Passing the SAT test is a prerequisite for admission to US universities. Absolutely everyone takes this exam: both American citizens and foreigners. Without its results, no university will admit an applicant, so if you want to study in the United States, you first need to prepare for the test, thoroughly and seriously!