Self-assessment of the general psychological state according to Gaizenk. G. Eysenck's personal questionnaire. (EPI temperament test. Eysenck self-assessment diagnostics. Method for determining temperament). What does neuroticism mean in psychology? Eysenck test

Features of changes in the mental states of students during the session

Diagnostics of the mental states of students during the session

The specificity of the mental states of students before and during the session

Features of the emotional states of students that affect cognitive activity in the process of learning activities were considered in the work of A. Ya. Chebykin. A. V. Plekhanova described a number of methodological techniques with the help of which positive mental states can be evoked and actualized. In the study of A.N. Lutoshkin, collective emotional states were identified and their functions were studied. At the same time, it should be noted that in the listed works, attention was paid mainly only to the most general manifestations and features of mental states in the educational process.

The examination session is one of the structural elements of learning - the leading activity of students. The tense nature of the examination session is its specific feature. Along with the influence of social factors, a significant impact on the performance, activity of the student and his mental state is also exerted by the information parameters of the activity - the content, volume of examination tickets, the rate of presentation of questions. Other characteristics - the features of passing the exam, associated with the transformation - the recollection of working (memorized) information, are the main reason for the development of a state of mental stress and tension. Numerous studies have shown that excessive subjective complexity of the task, high responsibility for the result of activity, exposure to various kinds of interference, as well as lack of information or time, redundancy of information and other factors contribute to the emergence of tension (active and emotional). .

But, the exam is not just a test of knowledge, but a test of knowledge under stress. There is a point of view among physicians that up to 90% of all diseases can be associated with stress. From this we can conclude that exams do not improve the health of students, but vice versa. Indeed, numerous studies show that during the preparation and passing of exams, intense mental activity, extreme limitation of motor activity, violation of the rest and sleep regimen (superficial, restless sleep), and emotional experiences take place. . All this leads to an overstrain of the nervous system, negatively affects the general condition and resistance of the body.

In their academic work, students often encounter difficulties that they must overcome. In the best cases, when faced with difficulties, the student is in a mental state that can be called a state of readiness to overcome difficulties. This state is characterized by confidence, firm determination to cope with the difficulty, the mobilization of all one's strength for this. There are students who prefer difficult material, which contributes to the concentration of all the efforts of a person. This state often indicates the perseverance and thoughtfulness of the student, and sometimes it is explained by the objective attractiveness of a difficult task. Some students do not cope well with the difficulties in their academic work. They show cowardice, lack of perseverance and endurance. .

Sometimes students are made excessive demands, which are super-strong irritants for them. Unbearable demands can cause students to exacerbate not only excitation, but also inhibition. The difficulty of a task or requirement is not always correctly assessed by students. This assessment is often subjective. Exams are one of the most difficult and responsible moments. There is no such student who would not experience a special mental state during the period of examination preparation, and especially during the exam itself.

In these situations, students invariably have elements of a stressful nature. In addition to strong intellectual stress, exams in students are associated with the identification of a number of negative emotions: fear, anxiety, anxiety, the cause of which is the uncertainty of the outcome of the examination situation, assessing it in a subjective, personal terms as “dangerous”, critical. On the days of passing exams, memory worsens, reaction time slows down, the greatest release of adrenaline and norepinephrine into the blood is observed. Vegetative indicators change: there is an increase in heart rate by 10-15 beats per minute, increased hand tremor, and a decrease in finger temperature. All this testifies to the accompanying excitation of the sympathoadrenal system. Many studies confirm the adverse effects of exams on the cardiovascular system of students. In addition, in the situation of exams, a decrease in the level of thinking, attention, memory and all indicators of the self-esteem scale, well-being, mood, performance, night sleep, and appetite was noted. Fear and self-doubt appear, which, being associated with low self-esteem, in turn lead to new affective experiences. .

For the successful passing of the exam, it is important in what mental state the student is. The mental state of students most favorable for successful passing of examinations is characterized by attentiveness, seriousness, confidence, relative calmness. All students are nervous during the exam, and therefore the desired peace of mind when passing it should be called relative. The entire period of passing exams is characterized by a state of mental stress. This tension sometimes accompanies mental activity at the level of direct or sensual cognition of reality, especially when precise formulations are required. During the exam, any recall of the answer to a question can be a tense state, experienced painfully, especially in cases where something well-known is forgotten, and playback cannot be postponed. If the student does not understand the meaning of the task proposed to him and makes great efforts to realize what the problem is. It depends both on the objective difficulty of the problem and on the clarity and distinctness of its formulation. Moreover, the mental state can be tense at various stages of solving the problem. The state is also restless when choosing the means of solving the problem. .

In any case, the mental state of the examination stress is usually followed by relaxation. This discharge is experienced in different ways. In some cases, it is a protective inhibition; in others - a statement that the difficult is behind, and the memory of past difficulties; thirdly, by switching to another activity. Mental experiences of students are exceptionally complex and varied. Emotional experiences during the exam are especially acute. The final success largely depends on the intensity of pre-examination reactions. There is an opinion that the optimal degree of arousal contributes to good results. We will call these states pre-examination. The degree of pre-examination excitement is influenced by many factors, but the main ones are: the nature of the exam, the behavior and mood of the teacher, preparedness for the exam, self-confidence, individual typological characteristics of the student, etc.

The situation of the exam requires the student to be strong-willed, collected, disciplined. However, if a student has these properties, but has a high level of anxiety, then this situation can form various kinds of problems, for the resolution of which it will be necessary to take special measures.

In general, anxiety is an ambiguous psychological term that describes both a certain state of an individual at a limited point in time and a stable property of any person. An analysis of the scientific and psychological literature of recent years allows us to consider anxiety from different points of view, allowing the assertion that increased anxiety arises and is realized as a result of a complex interaction of cognitive, affective and behavioral reactions provoked when a person is exposed to various stresses.

Anxiety is understood as an individual's tendency to experience anxiety, characterized by a low threshold for the occurrence of an anxiety reaction: one of the main parameters of individual differences. A certain level of anxiety is a natural and obligatory feature of the vigorous activity of the individual. Each person has their own optimal or desirable level of anxiety - this is the so-called useful anxiety. A person's assessment of his state in this respect is an essential component of self-control and self-education for him. However, an increased level of anxiety is a subjective manifestation of a person's troubles.

Anxiety, which is inadequate in intensity and duration to the situation, prevents the formation of adaptive behavior, leads to a violation of behavioral integration and a general disorganization of the human psyche. Thus, anxiety underlies any changes in mental state and behavior due to mental stress and uncertainty of the situation.

Berezin F.B. identified an alarming series that represents an essential element of the process of mental adaptation:

1) a feeling of internal tension - does not have a pronounced shade of threat, serves only as a signal of its approach, creating painful mental discomfort;

2) hyperesthesia reactions - anxiety increases, previously neutral stimuli acquire a negative connotation, irritability increases;

3) anxiety itself is the central element of the series under consideration. Manifested by a sense of vague threat. A characteristic feature: the inability to determine the nature of the threat, to predict the time of its occurrence. Inadequate logical processing often occurs, resulting in an incorrect conclusion due to a lack of facts;

4) fear - anxiety, concretized on a specific object. Although the objects to which the anxiety is associated may not be its cause, the subject is given the idea that the anxiety can be eliminated by certain actions;

5) a sense of the inevitability of an impending catastrophe - an increase in the intensity of anxiety disorders leads the subject to the idea that it is impossible to prevent an impending event;

6) anxious-fearful excitement - the disorganization of behavior caused by anxiety reaches a maximum, and the possibility of purposeful activity disappears.

Anxiety, despite the abundance of different semantic formulations, is a single phenomenon and serves as an obligatory mechanism of emotional stress. Occurring with any imbalance in the "man-environment" system, it activates adaptive mechanisms and, at the same time, with significant intensity, underlies the development of adaptive disorders.

An increase in the level of anxiety causes the inclusion or strengthening of the action of adaptation mechanisms. These mechanisms can contribute to effective mental adaptation, providing a reduction in anxiety, and in case of their inadequacy, they are reflected in the type of adaptive disorders, which correspond to the nature of the borderline psychopathological phenomena that are formed in this case. Difficulties and possible failures in educational activities when passing exams can lead to a person not only experiencing mental states of stress and anxiety, but also a state of frustration. Literally, this term means the experience of frustration (plans), destruction (plans), collapse (hopes), vain expectations, experience of failure, failure.

Frustration is a mental state of experiencing failure that occurs when there are real or imaginary insurmountable obstacles on the way to a certain goal. Can be considered as a form of psychological stress. In relation to a person, frustration in the most general form can be defined as a complex emotional-motivational state, expressed in the disorganization of consciousness, activity and communication and resulting from prolonged blocking of goal-directed behavior by objectively insurmountable or subjectively presented difficulties.

Frustration manifests itself when a personally significant motive remains unsatisfied or its satisfaction is inhibited, and the resulting feeling of dissatisfaction reaches a degree of severity that exceeds the "tolerance threshold" of a particular person, and shows a tendency to stabilize.

The conditions for the emergence of a state of frustration include:

1) the presence of a need as a source of activity, a motive as a specific manifestation of a need, a goal and an initial plan of action;

2) the presence of resistance (an obstacle-frustrator). In turn, obstacles can be of the following types:

a) passive external resistance (the presence of an elementary physical barrier, a barrier on the way to the goal; the remoteness of the object of need in time and space);

b) active external resistance (prohibitions and threats of punishment from the environment, if the subject does or continues to do what he is forbidden);

c) passive internal resistance (conscious or unconscious inferiority complexes; inability to implement the intended, sharp discrepancy between the high level of claims and the possibilities of execution);

d) active internal resistance (remorse: are the means chosen by me justified in achieving the goal, is the goal itself moral).

The emergence of frustration, its severity is determined not only by objective circumstances, but also depends on the characteristics of the individual, on her "ability" to endure. When life stereotypes change for any reason, most often there is a violation of the satisfaction of the usual set of needs. As a result, a set of frustrations may arise.

If a person often has frustrations, then his personality can acquire deformation features: aggressiveness, envy, anger (with frustrations in the form of aggression) or loss of business optimism and indecision (with "auto-aggression"), lethargy, indifference, lack of initiative (with depression); rigidity (during fixation), etc. Most often, such conditions occur during the session and before it. A private way out of the state of frustration by changing activities leads to the loss of perseverance, diligence, perseverance, organization, focus.

The resolution of frustration (exit from it) can be carried out in several ways: refusal to perform an action; avoiding obstacles; search for a replacement target; leaving the situation; with the help of communication such as "cry in a vest" with an outsider. And, above all, this is a situation in which a person's personality manifests itself depending on its individual characteristics. In a non-standard situation of uncertainty, a person either flexibly and easily adapts to new conditions, or inertly, inertly, insensitively behaves in changing conditions (a state of rigidity). Rigidity is characterized as a state of psychological conservatism, inflexibility of the individual. Forms of manifestation of rigidity include inertia of thinking, poor switching of attention, attachment to a small circle of old friends, a tendency to plan one's actions in advance, and a negative reaction to their sudden change. Rigidity, therefore, is understood as difficulty, up to a complete inability, to change the program of activity outlined by the subject in conditions that require its restructuring. In our case, the condition is the exam situation.

The following stand out: 1) cognitive rigidity - is found in the difficulties of restructuring perception and ideas in a changed situation; 2) affective rigidity - expressed in the inertia of affective, emotional responses to changing objects of emotions; 3) motivational rigidity - manifests itself in a stiff restructuring of the system of motives in circumstances that require flexibility and a change in the nature of behavior.

The level of rigidity shown by the subject is due to the interaction of his personal characteristics with the nature of the environment, including the degree of complexity, the task at hand, its attractiveness, the presence of danger, the monotony of stimulation, etc. The level of rigidity depends on the level of aggressiveness.

Aggression implies the presence of many factors that are unique to people and determine behavior (for example, vindictiveness, racial or ethnic prejudice). Of no small importance is the distinction between the concepts of aggression as a state and aggressiveness as a stable personality trait. Aggression is a condition that defines individual or collective behavior or action aimed at causing physical or mental harm. The main forms are reactive aggression, hostile aggression, instrumental aggression and auto-aggression. In the uncertain situation of the exam, instrumental aggression and reactive aggression are present to a greater extent. Instrumental aggression differs in that the purpose of the action of the subject showing aggression is neutral, and aggression is used only as a means to achieve this goal. Reactive aggression arises as a reaction of the subject to frustration and is accompanied by emotional states of anger, hostility, hatred, etc. Here are distinguished: 1) affective aggression; 2) aggression is impulsive; 3) expressive aggression [Ibid.]. This whole group of states (anxiety, frustration, aggression, rigidity) has a negative connotation, but it is this group that is most typical for students during an uncertain and extreme exam situation.

A necessary component of the process of formation of readiness for exams is psychological preparation. Psychological preparation is the process of creating, maintaining and restoring the student's state of mental readiness for the answer to the exam, for the struggle to achieve the best mark. Creating a state of mental readiness is the subject of concern and active work of the teacher and the student himself. In the psychological and pedagogical plan, these concerns relate to the definition of tasks, means, methods, methodological techniques and the organization of the process of psychological preparation for the exam. A productive solution to this whole range of questions requires the teacher and student to understand the psychological essence of the phenomena under consideration. The formation of the state of mental readiness for the exam is a process of directed organization of the student's consciousness and actions, based on the expected conditions of the future exam. The directed organization of the student's consciousness is to create such a reflection of the expected conditions of the upcoming exam, which would cause a positive attitude towards the answer at the exam. In our opinion, preparation should be carried out along the axis: I must - I can - I want, which characterize the rational, moral and emotional base of the formed attitude to the exam. This creates a corresponding state of complete mental readiness. All this is done in the real conditions of preparation for the exam, embodied in the specific actions of the student and teacher.

Thus, students have and develop states that are classified as states of neuropsychic stress that occurs: in the case of rigidity of the time limits given to complete tasks; in case of difficulty in adapting to educational conditions; in case of emotional and intellectual tension in situations of offsets, exams; in case of expectation of unfavorable outcomes in exams; super strong motivation; with dominant negative mental states (frustration, aggressiveness, anxiety, rigidity) and determined by personality traits.

Chapter 2. Empirical study of the mental states of students of a pedagogical university during the session

Purpose of the study: identify the features of the mental states of students in the process of studying at a university

Object of study: mental states of students

Subject of study: features of the mental state

Research hypothesis: suppose that the mental states of students in the process of studying at a university have their own characteristics

In accordance with the goal and hypothesis, the following tasks:

1) conduct an empirical study of the mental states of students during the session;

2) analyze the results of the study;

The study took place on the basis of the Vyatka State University in the city of Kirov. The experiment involved 15 students of the 1st year, group PDDO-11, pedagogical faculty of the specialty “Preschool education. Additional education. The average age is 18 years.

An experimental study of the characteristics of the mental state of students during the session was carried out using 3 methods: Self-assessment of mental states according to Eysenck; Spielberger-Khanin questionnaire (study of self-assessment of personal anxiety); questionnaire Bass - Darki "Diagnosis of the state of aggressiveness."

These methods made it possible to consider the dynamics of mental states during the examination session.

The purpose of the methodology: identify four basic human states (anxiety, frustration, aggression, rigidity) that are dominant in a certain continuum of time

Criteria: The standard of anxiety is from 0 to 7 points. The norm of frustration is from 0 to 7 points. The rate of aggression is from 0 to 7 points. The standard of rigidity is from 0 to 7 points.

Table 1 - Self-assessment of mental states according to Eysenck before the session

Figure 1 - Percentage distribution of students with the identified level of mental states according to the Eysenck method before the session (n=15)

As a result of our research, we found out the following: 3 people, which is 20% of the number of respondents, have a low level of anxiety, which is the norm. 8 people, which is 54% of respondents, have an average level of anxiety. 4 people, which is 26% of respondents, have a high level of anxiety. 7 people, which is 47% of respondents, have a low level of frustration, which is the norm. Also, 7 people, which is 47% of respondents, have an average level of frustration. 1 person, which is 6%, has a high level of frustration. 9 people, which is 60% of the number of respondents, have a low level of aggressiveness, which is the norm. 5 people, which is 34%, have an average level of aggressiveness. 1 person, which is 6%, has a high level of aggressiveness. 7 people, which is 47% of the respondents, have a low level of rigidity. 5 people, which is 34% of the respondents, have an average level of rigidity. 3 people, which is 20% of the respondents, have a high level of rigidity.

Table 2 - Self-assessment of mental states according to Eysenck during the session

Figure 2 - Percentage distribution of students with identified level of mental states according to the Eysenck method during the session (n=15)

As a result of our research, we found out the following: 1 person, which is 6% of the number of respondents, has a low level of anxiety. 3 people, which is 20% of respondents, have an average level of anxiety. 11 people, representing 74%, have a high level of anxiety. 1 person, which is 6% of the number of respondents, has a low level of frustration. 5 people, which is 34%, have an average level of frustration. And 9 people, which is 60%, have a high level of frustration. 1 person, which is 6% of the number of respondents, has a low level of aggressiveness. 2 people, which is 14%, have an average level of aggressiveness. 12 people, which is 80% of the respondents, have a high level of aggressiveness. 1 person, which is 6% of the number of respondents, have a low level of rigidity. 5 people, which is 34%, have an average level of rigidity. 9 people, which is 60% of the respondents, have a high level of rigidity.

Method 2. Spielberger-Khanin questionnaire (study of self-assessment of personal and situational anxiety)

The purpose of the methodology: determine the level of emotional anxiety, the state of anxiety.

Criteria: The norm of personal anxiety is up to 30 points. The norm of situational anxiety is up to 30 points.

Table 3 - Studying the level of anxiety before the session

Figure 3 - The percentage distribution of students with a detected level of anxiety before the session according to the Spielberger-Khanin method (n=15)

As a result of our research, we found out the following: 8 people, which is 54%, have a low level of situational anxiety. 6 people, which is 40% of the respondents, have a moderate level of situational anxiety. 1 person, which is 6% of respondents, has a high level of situational anxiety. People with a low level of personal anxiety were not identified. 9 people, which is 60%, have a moderate level of personal anxiety. 6 people, which is 40% of respondents, have a high level of personal anxiety

Table 4 - Studying the level of anxiety during the session

Figure 4 - The percentage distribution of students with a detected level of anxiety during the session according to the Spielberger-Khanin method (n=15)

As a result of our research, we found out the following: people with low levels of situational and personal anxiety were not identified. 2 people, which is 14% of respondents, have a moderate level of situational anxiety. 13 people, which is 86% of respondents, have a high level of situational anxiety. 5 people, which is 34% of respondents, have a moderate level of personal anxiety. 10 people, which is 66%, have a high level of personal anxiety.

The technique is intended for the diagnosis of such mental conditions as: anxiety, frustration, aggressiveness, rigidity.

Instructions for the test

We offer you a description of various mental states. If this condition is often inherent in you, put 2 points, if this condition happens, but occasionally, put 1 point, if it does not happen at all - 0 points.

test material

1. I don't feel confident.
2. I often blush because of trifles.
3. My sleep is restless.
4. I easily get discouraged.
5. I worry about only imaginary troubles.
6. Difficulties scare me.
7. I like to dig into my shortcomings.
8. It's easy to convince me.
9. I am suspicious.
10. I can hardly bear the waiting time.
11. Often it seems to me that situations are hopeless, from which one can still find a way out.
12. Troubles make me very upset, I lose heart.
13. In big troubles, I tend to blame myself without sufficient reason.
14. Misfortune and failure teach me nothing.
15. I often refuse to fight, considering it fruitless.
16. I often feel insecure.
17. Sometimes I have a state of despair.
18. I feel confused in front of difficulties.
19. In difficult moments of life, sometimes I behave like a child, I want to be pitied.
20. I consider my character flaws to be irreparable.
21. I reserve the last word.
22. Often in a conversation I interrupt the interlocutor.
23. I am easily angered.
24. I love making comments to others.
25. I want to be an authority for others.
26. I'm not content with little, I want more.
27. When I get angry, I don't control myself well.
28. I prefer to lead rather than obey.
29. I have a sharp, rough gesture.

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Handling test results

Calculate the total points for each group of questions:

• I. Questions 1-10 - anxiety;
• II. Questions 11-20 - frustration;
• III. Questions 21-30 - aggressiveness;
• IV. Questions 31-40 - rigidity.

Interpretation of test results

I. Anxiety:

• 0-7 points - anxiety is absent;
• 8-14 points - anxiety is average, acceptable level;
• 15-20 points - high anxiety.

II. frustration:

• 0-7 points - have high self-esteem, are resistant to failures, are not afraid of difficulties;
• 8-14 points - average level, frustration takes place;
• 15-20 points - you have low self-esteem, you avoid difficulties, you are afraid of failure, you are frustrated.

III. Aggressiveness:

• 0-7 points - you are calm, self-possessed;
• 8-14 points - average level of aggressiveness;
• 15-20 points - you are aggressive, not restrained, there are difficulties in communicating and working with people.

IV. Rigidity:

• 0-7 points - no rigidity, easy switchability;
• 8-14 points - average level;
• 15-20 points - strongly pronounced rigidity, immutability of behavior, beliefs, attitudes, even if they diverge, do not correspond to the real situation, life.

We offer you a description of various mental states. If this condition is often inherent in you, 2 points are given, if this condition happens, but occasionally, then 1 point is given, if it does not fit at all - 0 points.

I don't feel confident.

I often blush because of trifles.

My sleep is restless.

I easily get discouraged.

I worry about only imaginary troubles.

Difficulties scare me.

I like to dig into my shortcomings.

It's easy to convince me.

I am suspicious.

I can hardly bear the waiting time.

Often it seems to me that situations are hopeless, from which one can still find a way out.

Troubles make me very upset, I lose heart.

In big troubles, I tend to blame myself without sufficient reason.

Misfortune and failure teach me nothing.

I often refuse to fight, considering it fruitless.

I often feel insecure.

Sometimes I have a state of despair.

I feel confused in front of difficulties.

In difficult moments of life, sometimes I behave like a child, I want to be pitied.

I consider my character flaws to be irreparable.

I reserve the last word.

Often in a conversation I interrupt the interlocutor.

I am easily angered.

I love making comments to others.

I'm not content with little, I want more.

When I get angry, I don't control myself well.

I prefer to lead rather than obey.

I have a sharp, rough gesture.

I am vengeful.

It's hard for me to change habits.

It is not easy to switch attention.

I am very wary of anything new.

It's hard to convince me.

Often I have a thought in my head that I should have freed myself from.

I don't easily get close to people.

Even minor violations of the plan upset me.

Often I am stubborn.

I'm reluctant to take risks.

I sharply experience deviations from the daily routine adopted by me.

Processing of results.

Calculate the total points for each group of questions:

1 ... 10 question - anxiety;

11…20 question – frustration;

21 ... 29 question - aggressiveness;

31 ... 40 question - rigidity.

Evaluation and interpretation of points:

Anxiety: 0 ... 7 - not alarming.

8 ... 14 - anxiety is average, an acceptable level.

15…20 are very disturbing.

II.Frustration: 0 ... 7 - does not have high self-esteem, resistant to failure,

do not be afraid of difficulties;

8…14 – average level, frustration takes place;

15 ... 20 - you have low self-esteem, you avoid difficulties,

afraid of failure, frustrated.

Aggressiveness: 0 ... 7 - you are calm, self-possessed;

8…14 – average level of aggressiveness;

15 ... 20 - you are aggressive, not sustained, there are difficulties in communicating and working with people.

IV.Rigidity: 0 ... 7 - no rigidity, easy switchability;

8…14 – average level;

15 ... 20 - strongly pronounced rigidity, immutability

behavior, beliefs, views, even if they diverge, do not correspond to the real situation, life. Change of work, changes in the family are contraindicated for you.

Test Types of psychological improvement of a person (E.I. Golovakha and N.V. Panina)

Almost every person would like to see themselves and others in something more perfect. Of the psychological qualities, most often there are not enough of those listed in the table. Imagine that you have a unique opportunity to develop any of these qualities in yourself - but only one. What exactly would you like to add to yourself first of all? Circle the number of the corresponding quality in the left half of the table (To Yourself).

Now imagine that it became possible to develop any of these qualities in other people, but again only one. What would you like to add to others in the first place? Circle the number of this quality in the right half of the table (Other).

Yourself	Other
Extracts 1
Goodwill 2
Sincerity 3
Willpower 4
Sympathy 5
Confidence 6

Interpretation. There are four types of psychological cultivation. For you, the most characteristic is the one that is indicated by the letter at the intersection of the row and column you selected:

A - become stronger together with everyone (make the world stronger);

B - to establish oneself in a softer environment;

B - to soften your temper, helping others to establish themselves;

G - become softer with everyone (make the world kinder).

Instruction:“We offer you a description of various mental states. If this state is very suitable for you, then 2 points are put for the answer; if suitable, but not very good, then 1 point; if it doesn't fit at all, then 0 points.

The form of the methodology for diagnosing mental conditions (according to G. Eysenck)

№	Mental condition	Fits	Fits but not great	Doesn't fit
	I don't feel confident
	Often because of trifles I blush
	My sleep is restless
	I easily get discouraged
	I worry about only imaginary troubles
	Difficulties scare me
	I like to dig into my shortcomings
	I'm easily convinced
	I'm suspicious
	I can hardly bear the waiting time
	Often it seems to me that there are hopeless situations from which one can find a way out.
	Troubles make me very upset, I lose heart
	When I'm in big trouble, I tend to blame myself for no good reason.
	Misfortunes and failures teach me nothing
	I often refuse to fight, considering it fruitless
	I often feel insecure
	Sometimes I have a state of despair
	I feel confused in front of difficulties
	In difficult moments of life, sometimes I behave like a child, I want to be pitied
	I consider my character flaws irreparable
	I leave the last word
	Often in a conversation I interrupt the interlocutor
	I'm easily angered
	I like to comment on others
	I want to be an authority for others
	I'm not content with little, I want more
	When I get angry, I don't control myself well.
	I prefer to lead rather than subordinate
	I have a sharp, rough gesture
	I am vengeful
	I find it difficult to change habits
	Difficulty shifting attention
	I'm very wary of anything new.
	It's hard to convince me
	Often I have thoughts in my head that I should be free from.
	Difficulty getting close to people
	Even minor violations of the plan upset me.
	Often I am stubborn
	I'm reluctant to take risks
	I sharply experience deviations from the regimen adopted by me

Results processing:

Calculate the total points for each of the four groups of questions:

1. No. 1-10 - anxiety.

2. No. 11-20 - frustration.

3. No. 21-30 - aggressiveness.

4. No. 31-40 - rigidity.

Anxiety:

- 0-7 points - not disturbing;

- 8-14 points - anxiety is average, acceptable level;

- 15-20 points - very disturbing.

Frustration:

- 0-7 points - high self-esteem, resistance to failure and lack of fear of difficulties;

- 8-14 points - average level, frustration takes place;

- 15-20 points - low self-esteem, avoidance of difficulties, fear of failure.

Aggressiveness:

0-7 points - you are calm, self-possessed;

15-20 points - you are aggressive, unrestrained. There are difficulties in working with people.

Rigidity:

0-7 points - no rigidity, easy switchability;

8-14 points - average level;

15-20 points - severe rigidity, change of job, changes in the family are contraindicated for you.

VIII. Methodology for determining neuropsychic stability, the risk of maladjustment in stress "Forecast".

Target: determination of the level of neuropsychic stability and the risk of maladjustment in stress.

Description: The methodology contains 84 questions, each of which is proposed to be answered "yes" or "no". The examination can be carried out both individually and in a group.

Carrying out procedure: the subject is offered a protocol with questions. He needs to answer each question "yes" or "no", while marking his answer in a certain way in the appropriate columns on the answer sheet.

Instruction:“After reading the question, answer it “yes” or “no”, marking your answer in a certain way in the proposed answer sheet. Answer based on what is more consistent with your condition or ideas about yourself.

1. Sometimes such bad thoughts come into my head that it is better not to tell anyone about them.

2. As a child, I had such a company where everyone always tried to stand up for each other in everything.

3. At times I have fits of laughter or crying that I can't control.

4. There were times when I did not keep my promises.

5. I often have a headache.

6. Sometimes I tell lies.

7. Once a week or more often, for no apparent reason, I suddenly feel heat all over my body.

8. I used to talk about things I don't understand.

9. Sometimes I get angry.

10. Now it is difficult for me to hope that I will achieve anything in life.

11. It happens that I put off until tomorrow what needs to be done today.

12. I willingly take part in all meetings and other social events.

14. Muscle cramps and twitches are very rare for me.

15. Sometimes when I don't feel well, I get irritable.

16. I am rather indifferent to what will happen to me.

17. At a party, I stay at the table better than at home.

18. If I do not face a fine and there are no cars nearby, I can cross the street where I want, and not where it is supposed to.

19. I think that my family life is as good as most of my acquaintances.

20. I am often told that I am quick-tempered.

21. I rarely get constipated.

22. In the game, I prefer to win.

23. For the last few years, I have been feeling well most of the time.

24. Now my weight is constant - I'm not gaining or losing weight.

25. I am pleased to have significant people among my acquaintances, it kind of gives me weight in my own eyes.

26. I would be pretty calm if someone in my family got in trouble for breaking the law.

27. There is something wrong with my mind.

28. I am worried about my sexual (sexual) problems.

29. When I try to say something, I often notice that my hands are trembling.

30. My hands are as dexterous and agile as

31. Among my acquaintances there are people whom I do not like.

32. I think that I am a doomed person.

33. I quarrel with my family members very rarely.

34. It happens that I gossip a little with someone.

35. Often I have dreams about which it is better not to tell anyone.

36. It happened that when discussing certain issues, without much hesitation, he agreed with the opinion of others.

37. At school, I learned the material more slowly than others.

38. My appearance generally suits me.

39. I am quite confident in myself.

40. Once a week or more often I am very excited and agitated.

41. Someone controls my thoughts.

42. I drink an unusual amount of water every day.

43. It happens that an indecent or obscene joke makes me laugh.

44. I am happiest when I am alone.

45. Someone is trying to influence my thoughts.

46. ​​I loved Andersen's fairy tales.

47. Even among people, I usually feel lonely.

48. It makes me angry when I am rushed.

49. I am easily confused.

50. I easily lose patience with people.

51. Often I want to die.

52. It happened that I quit the business I started, because. I was afraid that I wouldn't be able to handle it.

53. Almost every day something happens that scares me.

54. I am indifferent to questions of religion - they do not interest me.

55. I rarely have attacks of bad mood.

56. I deserve severe punishment for my actions.

57. I had very unusual mystical experiences.

58. My convictions and views are unshakable.

59. I had periods when, due to excitement, I lost sleep.

60. I am a nervous person, easily excitable.

61. It seems to me that my sense of smell is the same as that of other people (not worse).

62. Everything turns out badly for me, not the way it should be.

63. I almost always feel dry mouth.

64. Most of the time I feel tired.

65. Sometimes I feel that I am close to a nervous breakdown.

66. I am very annoyed that I forget where I put things.

67. I am very careful about how I dress.

68. I like adventure stories more than love stories.

69. It is very difficult for me to adapt to new conditions of life and work. The transition to any other conditions of life, work, study seems unbearable.

70. It seems to me that in relation to me especially often they act unfairly.

71. I often feel unfairly offended.

72. My opinion often does not coincide with the opinion of others.

73. I often feel tired from life and I don't want to live.

74. People pay attention to me more often than to others.

75. I have headaches and dizziness due to experiences.

76. Often I have periods when I do not want to see anyone.

77. It is difficult for me to wake up at the appointed hour.

78. If someone is to blame for my failures, I will not leave him unpunished.

79. As a child, I was capricious and irritable.

80. I know cases when my relatives were treated by neuropathologists and psychiatrists.

81. I sometimes take valerian, elenium, codeine and other sedatives.

82. I have relatives with criminal records.

83. In my youth, I had drives to the police.

84. It happened that they threatened to leave me at school for the second year.

Results processing:

The sum of points is calculated - the correct answers corresponding to the "key":

"YES" - questions: 3, 5, 7, 10, 16, 20, 26, 27, 29, 32, 35, 37, 40, 41, 42, 44, 45, 47, 48, 49, 50, 51, 52, 53, 56, 57, 59, 60, 62, 63, 64, 65, 66, 67, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84;

"NO" - questions: 2, 12, 13, 14, 19, 21, 23, 24, 28, 30, 33, 38, 39, 46, 54, 55, 58, 61, 68.

The methodology contains a scale for checking the sincerity of answers:

"NO" - questions: 1, 4, 6, 8, 9, 11, 15, 17, 18, 22, 25, 31, 34, 36, 43.

Summing up should begin with checking the sincerity of the respondent's answers: if the respondent scores 5 or more points on this scale, the survey results are unreliable, because the person wants to seem better, and not the way he is.

Interpretation of results:

Neuropsychic instability is the greater, the more points received. The score obtained must be correlated with the conditional scale of the NPU; it is in the range from 1 to 10 points. The greater the value of the conditional scale item, the greater the neuropsychic stability.

Similar information.

Today, at a general psychological workshop, we passed and analyzed the test ... you can also pass, very interesting)

Instruction: We offer you a description of various mental states. If this condition is often inherent in you, 2 points are given, if this condition happens, but occasionally, then 1 point is given, if it does not fit at all - 0 points.
I
I don't feel confident
I often blush because of trifles
My sleep is restless
I easily get discouraged
I worry about only imaginary troubles
Difficulties scare me
I like to dig into my shortcomings
I'm easily convinced
I'm suspicious
I can hardly bear the waiting time

II
Often it seems to me that situations are hopeless, from which you can still find a way out.
Troubles make me very upset, I lose heart
In big troubles, I tend to blame myself without sufficient reason.
Misfortune and failure teach me nothing.
I often refuse to fight, considering it fruitless.
I often feel insecure.
Sometimes I have a state of despair.
I feel confused in front of difficulties.
In difficult moments of life, sometimes I behave like a child, I want to be pitied.
I consider my character flaws to be irreparable.

III
I reserve the last word.
Often in a conversation I interrupt the interlocutor.
I am easily angered.
I love making comments to others.
I want to be an authority for others.
I'm not content with little, I want more.
When I get angry, I don't control myself well.
I prefer to lead rather than obey.
I have a sharp, rough gesture.
I am vengeful.

IV
It's hard for me to change habits.
It is not easy to switch attention.
I am very wary of anything new.
It's hard to convince me.
Often I have a thought in my head that I should have freed myself from.
I don't easily get close to people.
Even minor violations of the plan upset me.
Often I am stubborn.
I'm reluctant to take risks.
I sharply experience deviations from the daily routine adopted by me.

Results processing
Calculate the total points for each group of questions:
1...10 question - anxiety;
11...20 question - frustration;
21...29 question - aggressiveness;
31...40 question - rigidity.

Evaluation and interpretation of points

I. Anxiety:
0-7 points - not anxious;
8-14 points - average anxiety, acceptable level;
15-20 points - very disturbing.
II. Frustration:
0-7 points - do not have high self-esteem, are resistant to failures, are not afraid of difficulties;
8-14 points - average level, frustration takes place;
15-20 points - you have low self-esteem, you avoid difficulties, you are afraid of failures, you are frustrated.
III. Aggressiveness:
0-7 points - you are calm, self-possessed;
8-14 points - average level of aggressiveness;
15-20 points - you are aggressive, not restrained, there are difficulties in communicating and working with people.
IV. Rigidity:
0-7 points - no rigidity, easy switchability,
8-14 points - average level;
15-20 points - strongly pronounced rigidity, immutability of behavior, beliefs, attitudes, even if they diverge, do not correspond to the real situation, life. Change of work, changes in personal life are contraindicated for you.

P.S. Frustration (lat. frustratio - “deceit”, “failure”, “vain expectation”, “disorder of intentions”) is a mental state that occurs in a situation of real or perceived impossibility to satisfy certain needs.

Rigidity (from Latin rigidus - hard, hard) - unwillingness to change the program of action - in accordance with new situational requirements.