(The method of processing the results is given at the end of the test).
The following points are assigned for answers to each question: 1 - this does not happen; 2 - probably not true; 3 - maybe; 4 - probably yes; 5 - I'm sure yes.
purposefulness
1. Ability to set clear goals and objectives:
a - I have a clear long-term goal of professional improvement for 3-4 years in advance;
b - together with the teacher I plan the level of achievements for the coming year; I outline specific tasks for the corresponding stages of preparation;
c - I set the next tasks for the next classes, tests, exam.
2. The ability to systematically carry out their activities:
a - I carry out plans for individual homework;
b - I fulfill plans for performances in tests and exams;
c - I evaluate the classes, passed tests and exams; I'm adjusting my plans.
3. The ability to subordinate oneself to the achievement of the goal:
a - in order to achieve the goal, I follow a strict regimen;
b - the goals and objectives of professional growth are a powerful source of activity for me;
c - I feel a great sense of satisfaction from the very process of my musical studies.
Persistence and perseverance
4. The ability to achieve the intended goal for a long time:
a - I practice a musical instrument regularly and strictly observe the number of hours assigned to me for classes;
b - painstakingly and carefully, I try to work out the technique of game movements;
c - persistently and consistently I try to overcome the shortcomings of my professional skills.
5. Ability to overcome negative moods:
a - with the development of a feeling of fatigue, I try to be patient and continue classes without reducing the working intensity;
b - being in a bad mood, I can force myself to act through "I don't want" or "I can't";
c - patiently and for a long time I can repeat monotonous and boring, but necessary exercises.
6. Ability to continue activities despite setbacks and other difficulties:
a - failure to perform a work mobilizes me to achieve the goal - to play it well;
b - in case of failure, I tend to increase the duration of my studies;
c - having played one piece unsuccessfully in the test, I do not lose heart and try to play other pieces well.
Decisiveness and courage
7. Ability to make responsible decisions in a timely manner:
a - I can make a timely decision on the implementation of any action, intention, deed, when it is impossible to delay;
b - I can make a timely decision on the implementation of the necessary actions in a risk environment;
c - I can make a decision in a timely manner in the conditions of moral responsibility for my actions to my team (ensemble or orchestra).
8. Ability to suppress the feeling of fear:
a – under the conditions of a responsible performance, I feel a desire for risk and a desire to move to action (I can play a piece at a faster pace at a competition);
b - in the conditions of a responsible performance, I mentally disconnect from experiences and completely concentrate on my performing actions;
c - in an atmosphere of moral responsibility, I consciously overcome adverse experiences and act decisively (I can perform the part instead of a sick soloist).
9. Ability to flawlessly implement the decisions made:
a - after making a decision on the implementation of a responsible action (task), I will certainly proceed to its practical implementation;
b - having started playing a difficult episode or play, I continue to do it and bring it to the end, I play it to the end, even if I make mistakes;
c - failures when playing difficult things mobilize for repeated attempts to succeed.
Endurance and self-control
10. The ability to maintain clarity of thought:
a - when playing in a test or exam, I can concentrate well, distribute and switch attention, despite the exciting situation;
b - I do not allow "defeatist" thoughts and negative ideas under the influence of failures and mistakes in tests and exams;
c - in the tense environment of the exam, I can deliberately act in accordance with what I know and can do.
11. Ability to control your feelings:
a - I can easily increase my emotional tone in a state of apathy, confusion, anxiety and restlessness;
b - I can easily reduce the level of my emotional arousal (with excitement, pain, indignation, exaggerated idea of responsibility);
c - in case of successful performance of a work in a class or exam, I do not show excessive self-confidence, carelessness and imaginary superiority over others.
12. Ability to manage your actions:
a - I can maintain control over my game movements even when I feel tired, irritated, dissatisfied with myself;
b - despite my failures in the tests, I strive to continue to speak publicly at the level of all my abilities;
c - in conflict situations, I can easily keep myself from unethical actions and actions (rude words, bickering, leaving the class).
Autonomy and initiative
13. Ability to show independence in decisions and actions:
a - I am critical of the advice offered to me by my comrades; not inclined to imitate my fortunate comrades;
b - I like to prepare for the next classes on my own (I read and take notes on the necessary books, etc.);
c - after my performances in public, I prefer my own analysis of what worked and what didn’t work for me.
14. Ability to show personal initiative and innovation:
a - I like to invent technical exercises and offer original plans for the performance of a piece;
b - I tend to independently plan the stages of my professional growth;
c - I like to look for individual ways to improve my professional skills.
15. The ability to show resourcefulness and ingenuity:
a - I easily adapt to unexpected changes in the conditions of classes and exams (transfer in time and in the room);
b - when playing in an ensemble, I can quickly change the nature of my performance, focusing on the soloist or comrades in the ensemble;
c - I can quickly adjust in the performance of works depending on the audience (composition of listeners, the possibilities of acoustics).
The task is performed alone or in pairs. When students evaluate each other. Evaluation of results: for each volitional quality: 36-45 points - high level; 26 - 35 - medium; 15-25 - low.
Tests to identify attitudes towards a specific musical activity
Processing points for all of the following questionnaires: 10-14 - low level, 15-20 - medium, 21-30 - high. Each point is given if the answer matches the one contained in the key. Along with the growth of professionalism, the degree of expression of a positive attitude towards future specialization increases.
I. Test to identify the attitude to performing activities
Key
1. I am late for classes more often than others. Not
3. In teaching practice at school, I prefer No
show musical works in a mechanical
recordings, not in their performance.
4. By performing a piece of music in public, I do not
I think that this will all end soon.
5. I prefer the finished interpretation of the performance, No
offered by the teacher, without seeking to expand
their knowledge of the piece of music and contribute
something in him.
6. I miss my major without No
good reasons more often than others.
7. I try not to play live more often than others. Not
8. I come to professional classes unprepared No
more often than others.
9. I work on music irregularly, No
unsystematically.
10. I try to perform only limited performances per semester No
the number of times determined by the program (academic concert,
exam, test).
11. I usually forget about the teacher's remarks No
to the performance of a piece of music and remember
about them at the last minute.
12. I like about half of the works Yes
my program.
13. I like the process of performing the piece Yes
from the stage in front of an audience.
14. Compared to others, I work a lot on my own. Yes
15. I perform in concert more often than others. Yes
16. I get bored in most private lessons. Not
17. When performing a piece, I usually think about that impression, No.
which I produce on listeners.
18. I am more relaxed about my profession, No
than others.
19. In my circle of friends, I don't say much No.
about the upcoming show.
20. If there was such an opportunity, I would refuse altogether No
from playing in front of an audience and various commissions.
21. I buy books about artists and records with Yes
records more often than others.
22. I consider my profession as one of Yes
more opportunities to play in front of people of different ages.
23. I'm looking for any excuse to play in front of the audience. Yes
24. I like to carefully work on the musical Yes
work.
25. I usually try to learn additional music Yes
works in addition to the given ones.
27. I play in concerts only because the teacher requires it. Not
28. I believe that during the performance of a work in a concert No
there is no need to show up.
29. I like to make arrangements in practice sessions Yes
additional listening to music programs
in own performance.
30. I should never be asked to perform anywhere. Yes
II. Test for attitude to pedagogical activity.
Key
1. The psychology of people's relationships is very interesting to me. Yes
2. I rarely miss classes and suffer from forced absences. Yes
3. I like to show my teammates how to perform better Yes
any piece of music.
4. I don't particularly like public speaking. Yes
5. When I study a piece of music, I try to read about it Yes
special literature, especially methodological.
6. I skip classes in my specialty more often than others. Not
7. I don't try to perform in concerts more often than others. Yes
8. I have little interest in books on teaching methods. Not
9. I come unprepared to my professional classes No
more often than others.
10. I try to speak a limited number of times per semester, Yes
with a well-learned program.
11. In addition to the instructions of the teacher, I strive to find my
own ways of overcoming difficulties. Yes
12. I like to discuss tricks and methods with my comrades Yes
performance of various pieces of music.
13. I prefer to play with friends rather than Yes
on a large concert stage.
14. I like to work in jerks so that later it is pleasant No
relax.
16. I enjoy attending other teachers' classes Yes
and listen to their comments about the game of my comrades.
17. Performing a piece from the stage, I am concerned about Yes
What impression do I make on my listeners?
18. I am enthusiastic about my future profession as a teacher. Yes
19. I don't talk much about my future with my friends and family No
professions.
20. If there was such an opportunity, I would refuse altogether Yes
from playing at exams and in front of all sorts of commissions.
21. I buy books on pedagogy and psychology more often than Yes
22. I am considering my future teaching profession, Yes
as a happy opportunity to communicate with children.
23. My friends appreciate my comments about their performance. Yes
24. When working on a piece, I am more attracted to beauty.
artistic image and experience associated with music, Yes
than meticulous attention to detail.
25. I like to discuss features with friends Yes
performance style of various musicians.
26. I usually perform on stage once a semester. Yes
27. I play in concerts only because teachers require it. Yes
28. I get very nervous during public performance Yes
And speaking takes a lot of energy out of me.
29. During my teaching practice at school, I prefer to give
students of the work in a mechanical recording, and not play it yourself. a
30. For me to perform in a concert or in front of friends, Yes
I have to beg for a long time to do this.
III. Test for attitude to composing activity.
Key
1. I enjoy translating my life experiences Yes
into musical images.
2. Writing down my melodies, I forget about everything in the world. Yes
3. While practicing an instrument at home, I would rather play
their own melodies than the music of other composers. Yes
4. At exams and concerts, I would prefer to perform with my Yes own works than with others.
5. Of the theoretical disciplines, I like harmony and No analysis of musical works the least of all.
6. I skip classes in theoretical disciplines more often than others. Not
7. I try not to play at concerts more often than others, Yes
because it distracts from creativity.
8. I come to theory and composition classes unprepared No
more often than others.
9. I write my music irregularly and unsystematically. Not
10. I try to only speak in public during the semester Yes
number of times specified by the program.
11. In composition classes, I listen to Yes
your teacher.
12. I like the process of making music. Yes
13. I don't particularly like public speaking Yes
in front of an audience.
14. Compared to others, I study a lot of music on my own. Yes
15. I perform in concerts less often than others. Yes
16. I get bored in most group activities. Yes
17. When creating my music, I think about the impression No
it can produce on future listeners.
18. Reading works of fiction, Yes
I often think about what musical images
their content could be transmitted.
19. It seems to me that in big companies there is always a lot of fuss Yes
and extra talk.
20. A real musician can only be happy in solitude, Yes
where he can indulge in his musical dreams and imagination.
21. Writing music is my most important need Yes
22. I have little interest in scores and records No
different composers.
23. I look for any excuse to compose and record Yes
any tune.
24. I prefer to be a performer of good foreign music, No
than to compose your own, but mediocre.
25. Learning other people's pieces of music, I like Yes
play on your paraphrases and variations.
26. I compose music because my parents like it. Not
27. I like to depict portraits of acquaintances in music. Yes
28. It seems to me that if a composer composes music, he is not
You don't have to work hard and push yourself.
29. Images of fine art easily give birth in me Yes
corresponding musical images.
30. Musical images that are born in my mind, Yes
For me it is more important than perfect performing technique.
IV. Conducting Attitude Test
Key
1. Musical art is mostly collective, Yes
therefore the profession of a conductor in music
2. I like to be in the center of collective attention. Yes
3. By nature, I am a sociable person and easily get along with people. Yes
4. It is easy for me to organize people for joint actions. Yes
5. I collect recordings of various conductors for comparison Yes
them among themselves and search for the most correct execution.
6. Studying with a teacher. I rarely offer my interpretation. Not
7. I like group activities more than individual ones. Yes
8. It can be difficult for me to find a key to communicate with strangers No
9. My friends consider me a cheerful and sociable person. Yes
10. I easily endure conflict situations compared to others. Yes
11. I highly appreciate the art of facial expressions and gestures. Yes
12. I often have bad relationships with other people No
because of my principles.
13. I take every opportunity to perform somewhere Yes
with choir or orchestra.
14. Often, for no reason, my mood can deteriorate. Not
15. Trips to concerts and tours make me tired. Not
16. If I feel the approach of a conflict situation, Yes
I prefer to calmly discuss the problem and never lose my temper. 17. I like to tell jokes in companies. Yes
18. My future profession as a conductor calls me No
serious concern.
19. In the circle of my friends, I don’t talk much about the upcoming performance. Not
20. While studying at school, I willingly run errands, Yes
associated with communication with other people.
21. I have quite a few books about conductors. Yes
22. Performing some work in the presence of many people Yes
bothers me a little.
23. I look for any excuse to practice Yes
with any choir or orchestra.
24. I like to work on translating musical intonation Yes
into a plastic gesture.
25. I usually get acquainted with many scores besides Yes
studied in the class in the specialty.
26. I would like to perform with the choir in concerts as often as possible. Yes
27. I perform in concerts only because this is not
the program requires.
28. I believe that during the performance of a choral or No
orchestral work, the conductor does not have to give all the best,
because musicians know what to do even without him.
29. At a pedagogical practice, in a children's camp, on a hiking trip, I Yes
I use every opportunity to organize collective music making.
v. Test for attitude to musicological activity.
2. Frequently playing or listening to a piece of music, yes
I'm trying to convey its content in words.
3. At school, teachers found certain literary traits in me Yes
capabilities.
4. I like to analyze a piece of music, Yes
than to play.
5. I don't really like solving problems in harmony. Not
6. I think that knowledge of music theory is less important for a musician, No
than her good performance.
7. I try not to perform in front of an audience unless absolutely necessary. Yes
8. I come to classes in theoretical disciplines No
often unprepared.
9. I am more attracted to the improvement of literary Yes
style than playing an instrument.
10. My big dream is to know the music of all countries and peoples well. Yes
11. The analysis of musical works does not particularly interest me. Not
12. In literary works, description attracts me Yes
the feelings of their characters are more than the development of the plot.
13. Smart words about music are completely optional for No
to understand her.
14. It is not necessary to be a good musician No
know the culture and art of past eras.
15. Listening to music, I often try to reveal its structure. Yes
16. I like to indulge in thoughts in a calm Yes
and cozy environment.
17. I like to tell my friends stories about music Yes
and musicians. They usually listen to me with interest.
18. I'm more attracted to live music, No
than talking about her.
19. At home I have a good library on the theory and history of music. Yes
20. In my future work, I would be more attracted to performing Yes
with lectures and reports than work related to performance.
21. I go to a variety of concerts more often than others. Yes
22. I consider my future profession as a musicologist
opportunity to bring the light of knowledge to people. Yes
23. I am not particularly eager to learn foreign languages. Not
24. I enjoy working on the literary style of abstracts Yes
and scientific reports.
required by the program.
26. Usually I speak from the stage once a semester. Yes
27. I only play live because I have to. Yes
training program.
28. I believe that no matter how good a musician is, performing Yes at a concert, the listener must be specially prepared
for the perception of music.
29. In teaching practice classes at school, I prefer to show Yes
music in a mechanical recording, and not play it yourself.
30. I don't need to beg to speak somewhere, Yes
to talk about music.
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How strong the will is, how fruitful our work and study are usually. Do you want to know this about yourself? Then try to answer the proposed questions of this test with maximum frankness.
You can use three response options: “yes”, “sometimes it happens” (“I don’t know”, “I find it difficult to answer”, “no”.
Willpower Test Questions
1. Are you able to complete work that you are not interested in?
2. Do you effortlessly overcome internal resistance when you need to do something unpleasant?
3. When you find yourself in a conflict situation at home or at work, are you able to pull yourself together enough to look at the situation objectively?
4. If you are on a diet, can you overcome culinary temptations?
5. Will you find the strength to get up earlier than usual in the morning, as planned the day before, if this is not necessary?
6. Will you stay at the scene to testify?
7. Do you respond to emails quickly?
8. If you are afraid of an upcoming flight on an airplane or a visit to the dentist's office, will you be able to not change your mind at the last moment?
9. Will you take a very unpleasant drug that your doctor strongly recommends to you?
10. Will you keep your promise in the heat of the moment, even if keeping it will bring you a lot of trouble?
11. Do you hesitate to go on a business trip (business trip) to an unfamiliar city?
12. Do you strictly adhere to the daily routine?
13. Do you disapprove of library debtors?
14. Even the most interesting TV show will not make you put off urgent and important work?
15. Will you be able to interrupt the quarrel and shut up, no matter how offensive the words addressed to you may seem?
Test results:
Answer "yes" - 2 points
- “sometimes it happens” (“I don’t know”, “I find it difficult to answer”) - 1 point
- "no" - 0 points.
Now count the results.
0-12 points.
With willpower, things are not going well with you. You just do what is easier and more interesting, even if it might hurt you in some way. You often treat your duties carelessly, which can cause various troubles for you. Your position is expressed by the well-known expression “What do I need most of all?”. You perceive any request, any duty almost as a physical pain. The point here is not only in weak volitional qualities, but also in the egoism of your personality. Try to look at yourself with this assessment in mind. Maybe this will help you change your attitude towards others and “remake” something in your character. If you succeed, you will only benefit from this.
13-21 points.
Your willpower is average. If you encounter an obstacle, you will take action to overcome it. But if you see a workaround, use it right away. Do not overdo it, but keep your word. You will try to do unpleasant work, although you will grumble. You will not take on extra responsibilities of your own free will. This sometimes negatively affects the attitude of leaders towards you, and it does not characterize you from the best side in the eyes of others. If you want to achieve more in life, train your will.
22-30 points.
Your willpower is fine. You can rely on - you will not let you down. You are not afraid of new assignments, or long trips, or those things that confuse others. But sometimes your firm and uncompromising position on fundamental issues annoys others. Volitional qualities are very good, but it is also necessary to possess such qualities as flexibility, condescension, kindness.
Indicators (evaluated parameters) | Criteria | The degree of severity of the assessed quality | Possible points | Diagnostic methods |
1 Patience 2.Will 3. Self- the control | The ability to endure (withstand) known loads for a certain time, to overcome difficulties Ability active encourage yourself to practical action The ability to control check your actions (lead to proper their actions) | Patience is enough for less than ½ of a lesson; Patience is enough for more than ½ of a lesson; Patience enough for the whole lesson; Volitional efforts of the child are stimulated from outside; Sometimes by the child himself; Always - by the child The child is constantly acting under the influence of external control; Periodically controls himself; Constantly in control of himself | Observation Observation Observation |
|
II. Orientation qualities: 1. Self-esteem 2. Interest in classes in the children's association | The ability to evaluate oneself adequately to real achievements Conscious participation of the child in the development of the educational program | Overpriced; understated; Normal Interest in studies is dictated to the child from the outside; Interest is periodically maintained by the child himself; Interest constantly supported by the child | Questionnaire Testing |
Methodology for the study of volitional qualities of a person.
Purpose: to assess the level of development of one's own volitional qualities: purposefulness, perseverance and perseverance, courage and determination, initiative and independence, self-control and endurance.
Each Questionnaire (there are five of them in this method) allows diagnosing two parameters of the above volitional qualities: severity and generalization.
Under the severity of volitional quality is understood the presence and stability of the manifestation of its main features.
Under generalization - the universality of quality, i.e. the breadth of its manifestation in various life situations and activities.
Instructions: Listen carefully to each judgment and think about how typical it is for you. Based on this, select the appropriate answer from the five proposed options and put its number in the answer sheet opposite the number of the corresponding judgment.
Answer options:
1. It doesn't happen.
2. Perhaps not true.
3. Maybe.
4. Probably yes.
5. I'm sure yes.
Having answered the questions of the first questionnaire, we proceed to the next one and so on until the end, until we fill out the entire answer form.
Answer sheet.
purposefulness | Courage, determination | Perseverance, perseverance | Independence, initiative | self-control, endurance |
|
in = | in = | in = | in = | in = |
|
B \u003d in + 20 \u003d | B \u003d in + 20 \u003d | B \u003d in + 20 \u003d | B \u003d in + 20 \u003d | B \u003d in + 20 \u003d |
|
r = | r = | r = | r = | r = |
|
r = r + 20 = | r = r + 20 = | r = r + 20 = | r = r + 20 = | r = r + 20 = |
Purposefulness.
1. Starting any business, I always clearly understand what I want to achieve.
2. Failing an exam motivates me to study with redoubled energy.
3. My interests are not stable, I cannot yet determine what I should strive for in life.
4. I have a clear idea of what I want to learn in life.
5. During classes, I quickly get bored of working strictly according to the plan.
6. If I set myself a certain goal, then I steadily strive to achieve it, no matter how difficult it may be.
7. In most classes, I set specific goals for myself.
8. In case of failures, I am always overcome by doubts whether it is worth continuing the work I have begun.
9. Clear work planning is not typical for me.
10. I rarely think about how to apply the knowledge gained at the university in future practical work.
11. I never show initiative in setting new goals myself, I prefer to follow the instructions of other people.
12. Usually, under the influence of various kinds of obstacles, my desire for a goal is significantly weakened.
13. I have a main goal in life.
14. After failing an exam, I can’t bring myself to study at full strength for a long time.
15. I take less responsibility for social work than for academic work.
16. As a rule, I plan specific tasks in advance and plan my work.
17. I constantly feel the need to set new goals and achieve them.
18. When starting a new business, I do not always have a clear idea of what I should strive for; I usually hope this clears up as I work.
19. I always try to complete any assignment, including public assignments.
20. Even with failures, the confidence that I will achieve my goal does not leave me.
Courage, determination.
1. When making any decision, I always realistically assess my capabilities.
2. I am not afraid to intervene in the street if it is necessary to prevent an accident.
3. I find it difficult to keep my promises.
4. I express my opinion, despite the possibility of conflict.
5. The consciousness that the opponent is stronger is a serious obstacle for me.
6. I easily get rid of anxiety, fears of fear.
7. Having set a daily routine for myself, I strictly adhere to it.
8. I often have doubts.
9. I like it better if others are responsible for the joint business, and not me.
10. It is unlikely that I can risk preventing an accident.
11. When I analyze my actions, I often come to the conclusion that I have not thought out and planned my actions well enough.
12. As a rule, I avoid risky situations.
13. I am not afraid of a strong opponent.
14. Many times I decided to start a “new life” from tomorrow, but in the morning everything went on as before.
15. The possibility of conflict makes me keep my opinions to myself.
16. Usually I can easily cope with my doubts.
17. I constantly feel responsible for my deeds and actions.
18. I have difficulty overcoming fear.
19. It is an exceptional case for me if I could not keep my word.
20. The opportunity to take risks gives me joy.
Perseverance, perseverance.
1. When starting any business, I am sure that I will do my best to carry it out.
2. I always defend my opinion to the end, if I am sure that I am right.
3. I am unable to force myself to exercise when I am tired.
4. In exams, I “struggle” with all my might until the last moment.
5. It is difficult for me to complete public affairs.
6. I am characterized by regularity, systematic work.
7. In class, I force myself to fully complete the task, even if I am very tired.
8. I often leave the things I started halfway, having lost interest in them.
9. I prefer easy, even if less effective ways to the goal.
10. I cannot force myself to study systematically throughout the semester, especially in those academic subjects that are difficult.
11. Usually I don’t know if I have enough desire and strength to complete the work I have begun.
12. I never have the desire to set myself a difficult goal.
13. Basically, I systematically prepare for studies at the university.
14. Failures during the session drastically reduce my activity and desire to continue my studies.
15. In an argument, I often give in to others.
16. I complete even boring and monotonous work to the end, if necessary.
17. I feel special satisfaction if success has come with great difficulty.
18. I can't force myself to work systematically.
19. Performing public assignments, I always achieve what is necessary.
20. Quite often I feel the need to test myself in difficult cases.
Independence, initiative.
1. As a rule, I make all important decisions without outside help.
2. I easily manage to overcome embarrassment and be the first to start a conversation with a stranger.
3. I never take on public assignments on my own initiative.
4. When preparing for training sessions, I quite often read additional literature, not limited to a lecture or a textbook.
5. Lack of advice, support from the teacher significantly reduces my results in the exam.
6. Most of all I like to try my hand at creative work.
7. I try to be creative in practical exercises.
8. I feel calm and confident when someone guides me.
9. Before doing something, I always consult with someone I know.
10. In a conversation or acquaintance, I tend to give the initiative to another.
11. It is most convenient for me to do work according to a well-known model.
12. I usually give up my plans, intentions, if others find them unsuccessful.
13. I have an informal attitude to social work, I try to make it not only useful, but also interesting.
14. When studying any academic subject, I do not seek to know more than is required to pass a test or exam.
15. Usually I do not think about the content of the educational material, I do exactly what the teacher suggests.
16. I strive to be the organizer of new cases in the team.
17. If I am sure that I am right, I always do it my own way.
18. The creative process does not appeal to me.
19. The results of my performances at olympiads and conferences practically do not depend on whether my teacher (supervisor) is present at them.
20. In any work, I strive to bring something new, which increases my interest in it.
Self-control, endurance.
1. I can easily make myself wait a long time if necessary.
3. I can't exercise properly if something is bothering me.
4. During the entire exam, I clearly control my thoughts, feelings, actions, behavior.
5. I can't stand pain at all.
6. I manage to maintain clarity of thought even in the most difficult life situations.
7. Troubles at the university and at home do not reduce the quality of my studies.
8. A long wait is very painful for me.
9. When I am anxious, I worry, I completely lose control of myself.
10. During the exam, I sometimes cannot answer even what I know.
11. I think that self-control is not so important for a person.
12. If I'm in a bad mood, I can never hide it.
13. I always mobilize at the exam and often get a grade no lower than the one I expect.
14. I can’t restrain myself not to respond to rudeness in the same way.
15. At the exam, I can hardly control myself.
16. It is easy for me to force myself to hold back laughter if I feel that it is inappropriate.
17. Strong excitement, as a rule, does not affect the expediency of my actions and behavior.
18. In a difficult situation, I usually get lost, I cannot quickly make the right decision.
19. I can force myself to act through pain if it is absolutely necessary.
20. I specifically learn to control myself.
Processing and interpretation of results.
Process the responses using a key that is the same for all five questionnaires.
Key.
Expression of volitional quality | Generalization of volitional quality |
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Number judgments | Answer number | judgment number | Answer number |
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In the key, two groups of judgments are distinguished: those that diagnose the severity of volitional qualities and those that diagnose the generalization of volitional qualities.
Opposite the number of the judgment, the number of points (-2, -1, 0, +1, +2) is indicated, which is awarded for each answer option. These scores are entered on the answer sheet next to the answer number. Then counted algebraic the sum of points separately according to the judgments of the parameter of severity and the parameter of generalization for each volitional quality. To transfer to a positive rating scale, 20 points are added to the total score and the final results are entered in the lower part of the protocol.
The next step is to present the results graphically. A circle with a diameter of 8 cm is drawn in a notebook. From its center (zero point), 5 radii are drawn, on which divisions from 0 to 40 are applied. Each radius is an indicator of the level of expression of one of the volitional qualities. Then the data from the answer sheet is transferred to the appropriate radii with divisions. Two points are plotted on each radius: the number of points for the severity parameter and for the generalization parameter. The points denoting indicators of the severity of all volitional qualities are connected by one line, and the points denoting indicators of generalization are connected by another. It turns out two pentagons located inside the circle (an example is shown in the figure). Based on the graphically presented results, a conclusion is made about the level of severity of each volitional quality in terms of severity and generalization.
The test was developed and described by N.N. Obozov (1997) and is intended to study the generalized characteristics of the manifestation of willpower.
Instruction
These 15 questions can be answered: “yes”; “I don’t know” or “it happens”, “it happens”; and "no". If you answered:
“yes”, then 2 points are assigned for this;
“I don’t know” or “it happens”, “it happens” - 1 point;
"no" - 0 points.
When answering questions from 1 to 15 in sequence, you must immediately sum up the points scored.
Questionnaire text
Are you able to complete the work you started that is not interesting to you, regardless of the fact that time and circumstances allow you to break away from it and then return to it again?
Have you overcome internal resistance without much effort when you had to do something unpleasant for you (for example, go on duty on a day off)?
When you find yourself in a conflict situation at work (study) or at home, are you able to pull yourself together enough to look at it with maximum objectivity?
If you are on a diet, can you overcome all culinary temptations?
Will you find the strength to get up earlier than usual in the morning, as planned in the evening?
Will you stay at the scene to testify?
Do you respond to emails quickly?
If you are afraid of an upcoming flight on an airplane or a visit to the dentist's office, can you easily overcome this feeling and not change your mind at the last moment?
Will you take a very unpleasant medicine that your doctor has recommended to you?
Will you keep the promise made in the heat of the moment, even if its fulfillment will bring you a lot of trouble, are you a man of your word?
Do you hesitate to take a trip to an unfamiliar city if necessary?
Do you strictly adhere to the daily routine: the time of waking up, eating, studying, cleaning and other things?
Do you disapprove of library debtors?
The most interesting TV show will not force you to postpone urgent and important work. Is it so?
Will you be able to interrupt the quarrel and shut up, no matter how offensive the words of the opposite side may seem to you?
Processing and interpretation of results
The total score is calculated. If it is within:
from 0 to 12 points - you have weak willpower, you are easily persuaded. However, knowing one's "weak points" makes a person stronger. Work on yourself, improving your volitional regulation.
from 13 to 21 points - you have an average willpower. In different situations, you act differently, sometimes showing miracles of compliance and pliability, and sometimes - perseverance and perseverance. It is in this mobility and dissimilarity that your attractiveness in communication and business lies.
from 22 to 30 points - you have great willpower, you are a strong-willed person. However, remember that you are not alone, but concessions, compromises and negotiations also lead to success in communication and business.
http://psylist.net/praktikum/00465.htm
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The methodology for diagnosing a personality for motivation for success by Comrade Ehlers
Personal questionnaire. It is intended for diagnostics, identified by Heckhausen, of a person's motivational orientation towards achieving success.
The stimulus material consists of 41 statements, to which the subject must give one of 2 answers “yes” or “no”. The test belongs to monoscale methods. The degree of motivation for success is assessed by the number of points that match the key.
The result of the "Motivation to Success" test should be analyzed together with the results of such tests as "Motivation to Avoid Failure", "Willingness for risk."
Instruction:
“You will be asked 41 questions, for each of which answer “yes” or “no”.
Stimulus material:
1. When there is a choice between two options, it is better to make it faster than to postpone it for a certain time.
2. I get easily annoyed when I notice that I can't complete a task 100%.
3. When I work, it looks like I'm putting everything on the line.
4. When a problematic situation arises, I am most often one of the last to make a decision.
5. When I have no business for two days in a row, I lose my peace.
6. Some days my progress is below average.
7. I am more strict with myself than with others.
8. I am more friendly than others.
9. When I refuse a difficult task, I then severely condemn myself, because I know that in it I would have succeeded.
10. In the process of work, I need small breaks to rest.
11. Diligence is not my main feature.
12. My achievements in work are not always the same.
13. I am more attracted to other work than the one I am busy with.
14. Blame stimulates me more than praise.
15. I know that my colleagues consider me an efficient person.
16. Obstacles make my decisions harder.
17. It's easy for me to be ambitious.
18. When I work without inspiration, it is usually noticeable.
19. When doing work, I do not count on the help of others.
20. Sometimes I put off what I should have done now.
21. You need to rely only on yourself.
22. There are few things in life that are more important than money.
23. Whenever I have an important task to do, I don't think about anything else.
24. I am less ambitious than many others.
25. At the end of my vacation, I am usually glad that I will be back at work soon.
26. When I am disposed to work, I do it better and more qualified than others.
27. I find it easier and easier to communicate with people who can work hard.
28. When I have nothing to do, I feel uncomfortable.
29. I have to do responsible work more often than others.
30. When I have to make a decision, I try to make it the best I can.
31. My friends sometimes consider me lazy.
32. My success depends to some extent on my colleagues.
33. It is pointless to oppose the will of the leader.
34. Sometimes you don't know what kind of work you have to do.
35. When something goes wrong, I am impatient.
36. I usually pay little attention to my achievements.
37. When I work with others, my work produces greater results than the work of others.
38. Much of what I undertake, I do not bring to the end.
39. I envy people who are not busy with work.
40. I do not envy those who strive for power and position.
41. When I am sure that I am on the right track, I go to extreme measures to prove my case.
Key:
1 point is awarded for “yes” answers to the following questions: 2, 3, 4, 5, 7, 8, 9, 10, 14, 15, 16, 17, 21, 22, 25, 26, 27, 28, 29 , 30, 32, 37, 41.
Also, 1 point is awarded for “no” answers to questions: 6, 19, 18, 20, 24, 31, 36, 38.39.
Answers to questions 1.11, 12.19, 28, 33, 34, 35.40 are not taken into account.
Result Analysis.
From 1 to 10 points: low motivation for success;
from 11 to 16 points: average level of motivation;
from 17 to 20 points: moderately high level of motivation;
over 21 points: too high a level of motivation for success.
Research has shown that people who are moderately and highly success-oriented tend to take moderate risk. Those who are afraid of failure prefer a small or, conversely, too high a level of risk. The higher the person's motivation for success - achieving the goal, the lower the willingness to take risks. At the same time, the motivation for success also affects the hope for success: with a strong motivation for success, the hopes for success are usually more modest than with a weak motivation for success.
In addition, people who are motivated to succeed and have high hopes for it tend to avoid high risk.
Those who are highly motivated to succeed and have a high willingness to take risks have fewer accidents than those who have a high willingness to take risks but a high motivation to avoid failure (protection). Conversely, when a person has a high motivation to avoid failure (protection), then this prevents the motive for success - achieving the goal.
http://psylist.net/praktikum/23.htm
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This technique is similar to the previous one in terms of its application procedure: in it, from several alternative answers to each of the following judgments, the subject must choose the most appropriate one.
1. Do you often think about the impact your actions have on the people around you:
a) very rarely;
c) quite often;
d) very often.
2. Do you happen to tell people something that you yourself do not believe, but assert out of stubbornness, contrary to others:
a) yes, b) no.
3. Which of the following qualities do you value most in people:
a) perseverance
b) breadth of thinking,
c) the ability to show oneself.
4. Do you have a penchant for pedantry:
a) yes, b) no.
5. Do you quickly forget about the troubles that happen to you:
a) yes, b) no.
6. Do you like to analyze your actions:
a) yes, b) no.
7. Being among people you know well, you:
a) try to adhere to the rules of conduct adopted in this circle;
b) Strive to be yourself.
8. When starting a difficult task, do you try not to think about the problems that await you:
a) yes, b) no.
9. Which of the following characteristics suits you best:
a) a dreamer
b) "shirt-guy",
c) diligent at work
d) punctual and accurate,
d) loves to philosophize
e) fussy.
10. When discussing a particular issue, do you:
a) always express your point of view, even if it differs from the opinion of the majority;
b) think that in this situation it is best to remain silent and not express your point of view;
c) externally support the majority, internally remaining at your own opinion;
d) accept the point of view of others, waiving the right to have your own opinion.
11. How does an unexpected call to a manager usually make you feel:
a) irritation
b) anxiety
c) anxiety
d) does not cause any feeling.
12. If, in the heat of a controversy, your opponent breaks down and allows a personal attack on you, then you:
a) answer him the same,
b) ignore it
c) defiantly offended,
d) interrupt the conversation with him to calm down.
13. If your work is rejected, then you:
a) feel frustrated
b) feel ashamed
c) angry.
14. If you suddenly get into a mess, then who do you blame in the first place:
a) himself;
b) fate, bad luck,
c) objective circumstances.
15. Do you think that people around you underestimate your abilities and knowledge:
a) yes, b) no.
16. If friends or colleagues start teasing you, then you:
a) get mad at them
c) you yourself join the game and start playing along with them, making fun of yourself;
d) you pretend to be indifferent, but in your heart you are indignant.
17. If you are in a hurry and suddenly do not find your thing in the usual place where you usually put it, then:
a) you will silently continue to search for it;
b) you will search, blaming others for the disorder;
c) leave, leaving the necessary thing at home.
18. What is most likely to throw you off balance:
a) a long queue at the reception of some official, to whom you urgently need to get;
b) crowding in public transport;
c) the need to come to the same place several times in a row on the same issue.
19. After ending an argument with someone, do you continue to conduct it mentally, giving more and more arguments in defense of your point of view:
a) yes, b) no.
20. If you have the opportunity to choose an assistant for urgent work, which of the following possible assistant candidates would you prefer:
a) an executive, but non-initiative person;
b) a person who knows the matter, but is arguing and intractable;
c) a gifted person, but with laziness.
Evaluation of results
The table shows how many points in this technique the subject can receive for one or another selected answer.
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Ordinal number of judgment |
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Ordinal number of judgment |
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