Self-Control Test: How Eaten Candy Leads to Success. Diagnostic technique for assessing self-control in communication M. Snyder Test for self-control in communication

The formation of internal and external self-control helps to control life situations.

March 25, 2013

A person with external localization of self-control believes that events occurring to him are the action of external forces - chance, other people, etc. and do not depend on it. A person with internal localization of self-control considers the events occurring with him to be the result of his own activity. Many different positions are possible between these two poles.

A high score for the above test corresponds to a high level of internal localization over any significant situations. Such people believe that most of the important events in their life are the result of their own actions, that they can control them and, therefore, feel responsible for their lives and destiny.

A low score corresponds to external localization. People of this type do not see the connection between their actions and events that are significant for them in their lives, do not consider themselves able to control the development of these events and believe that most of them are the result of an accident or the action of other people.

It is important for an entrepreneur to be closer to the pole of inner self-control. He must be aware that external circumstances are only the conditions in which he acts. They can be better or worse, but if he cannot act effectively in them, then this is due to HIS qualities.

Instructions for passing the self-control test

To take the self-test, answer “yes” or “no” according to your agreement or disagreement with the statements below.

1. Read each statement and decide how correctly it describes you. Be honest with yourself. Remember that no one can do everything very well, it’s even bad - to do everything very well.

• 5 - always;
• 4 - usually;
• 3 - sometimes;
• 2 - rarely;
• 1 - never.

3. Write your chosen score next to the statement. For example: "I stay calm in stressful situations" - 2 Those whose grade does not exceed "2" believe that this statement plays an insignificant role for them.

4. Some statements may be similar, but no two are exactly the same.

5. Please answer all questions.

Entrepreneurship Test Approvals

1. Promotion in the service depends more on a successful combination of circumstances than on the characteristics and efforts of a person.

2. Most divorces stem from the fact that people did not want to adapt to each other.

3. Illness is a matter of chance: if you are destined to get sick, then nothing can be done.

4. People find themselves lonely due to the fact that they themselves do not show interest and friendliness to others.

5. The fulfillment of my desires often depends on luck.

6. It is useless to exert effort to win the sympathy of others.

7. External circumstances - parents and welfare - affect family happiness no less than the relationship between spouses.

8. I often feel that I have little influence on what happens to me.

9. As a rule, management is more effective when it completely controls the actions of subordinates, rather than relying on their independence.

10. My stake scores often depended on random circumstances, such as the mood of the teacher, rather than my own efforts.

11. When I make plans, in general, I believe that I can carry them out.

12. What many people think is good or fortunate is actually the result of a long, focused effort.

13. I think that the right lifestyle can help your health more than doctors and medicines.

14. If people do not suit each other, then no matter how hard they try to establish family life, they still cannot.

15. The good that I do is usually appreciated by others.

16. Children grow up the way their parents bring them up.

17. I think that chance or fate does not play an important role in my life.

18. I try not to plan far ahead, because a lot depends on how the circumstances turn out.

19. My grades in school depended most of all on my efforts and degree of preparedness.

20. In family conflicts, I often feel guilty for myself than for the other side.

21. The life of most people depends on the coincidence of circumstances.

22. I prefer the kind of guidance in which you can independently determine what and how I do.

23. I think that my lifestyle is in no way the cause of my illnesses.

24. As a rule, it is the unfortunate combination of circumstances that prevents people from being successful in their business.

25. Ultimately, the people who work for the organization are responsible for the poor management of an organization.

26. I often feel that I can not change anything in the existing relationships in the family.

27. If I want, I can win over almost anyone.

28. The growing generation is influenced by so many different circumstances that the efforts of parents to educate them are often futile.

29. What happens to me is the work of my own hands.

30. It is difficult to understand why leaders do this and not otherwise.

31. A person who was unable to achieve success in his work, most likely did not show enough effort.

32. More often than not, I can get what I want from my family members.

33. In the troubles and failures that were in my life, other people were more often to blame than myself.

34. A child can always be protected from colds if you follow him and dress him correctly.

35. In difficult circumstances, I prefer to wait until the problems are resolved by themselves.

44. Most of the failures in my life came from inability, ignorance or laziness and little depended on luck or bad luck.

Self-test result

To determine the result of a self-control test, you need to assign points according to the following scheme.

Points on the scale of subjective internal self-control are awarded,

if the answer is yes to the following questions:
2, 4, 11, 12, 13, 15, 16, 17, 19, 20, 22, 25, 27, 29, 31, 32, 34, 36, 37, 39, 42, 44.

And if the answer is no to the following questions:
1, 3, 5, 6, 7, 8, 10, 14, 18, 21, 23, 24, 26, 28, 9, 30, 33, 35, 38, 40, 41, 43.

Each of these answers is assigned 1 point. Points are added up. The maximum score is 44. The closer your total is to 44, the higher your level of internal self-control over any significant situations.

The child in a relaxed manner, but slowly and clearly, is asked to perform a series of sequential actions.

Instructions: "Sit at that table (indicate which one), take a pencil, a sheet of paper, draw a person, then put the pencil in its place, and take the drawing with you and return to me."

You can repeat the instruction again, after which the child is asked to reproduce it and proceed with the action. Instructions are given only before the task is completed; no tips and comments are allowed during the execution of actions. Only those mistakes made by the child that he did not notice and did not correct are recorded.

Performance assessment:

No errors - 3

1 error - 2

2 or more errors - 1

Didn't complete the task at all - 0

This test reveals the child's ability to understand, accept and hold on to a task, which is one of the main indicators of a child's readiness for systematic learning. At the same time, the figure "Human figure" can be analyzed as an additional indicator of the level of the child's general mental development.

16. Aggressiveness Test "Aggressiveness level of the child"

Study of the level of aggressiveness of the child.

Each positive answer to each of the proposed statements is estimated at 1 point.

1. At times it seems that an evil spirit has taken over him. 2. He cannot remain silent when he is dissatisfied with something. 3. When someone harms him, he always tries to repay in kind. 4. Sometimes he wants to swear for no reason. 5. It happens that he breaks toys with pleasure, breaks something, gut. 6. Sometimes he insists on something so that others lose patience. 7. He doesn't mind teasing animals. 8. It is difficult to argue with him. 9. Very angry when he thinks that someone is making fun of him. 10. Sometimes he has a desire to do something bad, shocking others. 11. In response to ordinary orders, tends to do the opposite. 12. He is often grumpy not for his age. 13. Perceives himself as independent and decisive. 14. Likes to be the first, to command, to subjugate others. 15. Failures cause him strong irritation, a desire to find the culprit. 16. Quarrels easily, gets into a fight. 17. Tries to communicate with the younger and the physically weaker. 18. He has frequent bouts of gloomy irritability. 19. Does not consider with peers, does not concede, does not share. 20. I am sure that he will perform any task best of all. A positive answer is estimated at 1 point. Indicators: High aggressiveness - 15-20 points. Average aggressiveness -7-14 points. Low aggressiveness -1-6 points. 17. Temperament

Studying the student's temperament by observation

Target: determination of the characteristics of the temperament of a younger student.

Observation plan

1. How does one behave in a situation when it is necessary to act quickly:

a) easily joins in the work;

b) acts with passion;

c) acts calmly, without wasting words;

d) acts timidly, uncertainly.

2. How does he react to the teacher's comments:

a) says that he will no longer do this, but after a while he does the same again;

b) is indignant at the fact that they make comments to him;

c) listens and reacts calmly;

d) is silent, but offended.

3. As he speaks with his comrades when discussing issues that are of great concern to him:

a) quickly, with fervor, but listens to the statements of others;

b) quickly, with passion, but does not listen to others;

c) slowly, calmly, but confidently;

d) with great excitement and doubt.

4. How does one behave in a situation when it is necessary to pass the test, but it is not finished; or the control was passed, but it turns out that an error was made:

a) easily reacts to the current situation;

b) is in a hurry to finish the work, is indignant about mistakes;

c) decides calmly until the teacher takes his job, says little about mistakes;

d) hand over the work without talking, but expresses uncertainty, doubt about the correctness of the decision.

5. How does one behave when solving a difficult problem, if it does not work out right away:

a) quits, then continues to work again;

b) decides stubbornly and persistently, but from time to time sharply expresses indignation;

c) shows uncertainty, confusion.

6. How does he behave in a situation when he is in a hurry to go home, and the teacher or class asset suggest that he stay at school to complete a task:

a) quickly agrees;

b) is outraged;

c) remains, does not say a word;

d) shows uncertainty.

7. How does one behave in an unfamiliar environment:

a) shows maximum activity, easily and quickly receives the necessary information for orientation, quickly makes decisions;

b) is active in one direction, because of this, he does not receive sufficient information, but makes decisions quickly;

c) calmly looks at what is happening around, is not in a hurry with decisions;

d) timidly familiarizes himself with the situation, makes decisions uncertainly.

To observe this plan, it is advisable to use the scheme (Table 1), marking the appropriate reactions for each item of the plan with a "+" sign.

Scheme for observing the student's temperament.

Option	Observation plan items
reactions

Temperaments correspond to the reactions of each point of the plan:

a) sanguine;

b) choleric;

c) phlegmatic;

d) melancholic.

Data processing. The number of "+" signs in the lines corresponding to the items is counted. The largest number of "+" signs in one of the items will indicate the approximate temperament of the subject. Since there are no "pure" temperaments, according to this scheme it is possible to establish those features of other temperaments that are to a certain extent inherent in the subjects.

Instructions:“Read carefully the ten sentences describing reactions to certain situations. You must evaluate each of them as true or false in relation to yourself. If the proposal seems to you correct or mostly correct, put next to the serial number - the letter "B", if not correct or mostly incorrect - the letter "H".

1.I find it difficult to imitate other people's habits.

2. I would probably play the fool to get attention or amuse others.

3. I could make a good actor.

4. Other people sometimes think that I am experiencing something more deeply than it really is.

5. In a company, I am rarely the center of attention.

6. In different situations and in dealing with different people, I often behave completely differently.

7. I can only defend what I am sincerely convinced of.

8. In order to succeed in business and in relationships with people, I try to be who I am expected to be.

9. I can be friendly with people I hate.

10. I am not always what I seem.

Calculation of results: 1 point is awarded for the answer "H" to questions 1, 5, 7 and for the answer "B" to all the others. Calculate the amount of points. If you answered the questions sincerely, then the following can be said about you:

0-3 points- you have low communication control. Your behavior is stable and you do not consider it necessary to change depending on the situation. You are capable of sincere self-disclosure in communication. Some people think you are "uncomfortable" in communication because of your straightforwardness.

4-6 points- you have average communicative control, you are sincere, but not restrained in your emotional manifestations, you are considered in your behavior with the people around you.

7-10 - points - you have high communication control. You easily enter any role, react flexibly to changing situations, feel good and even are able to anticipate the impression you make on others.

People with high communicative control, according to Snyder, constantly monitor themselves, know well where and how to behave, control the expression of their emotions. At the same time, spontaneity of self-expression is difficult for them, they do not like unpredictable situations. Their position: "I am who I am at the moment." People with low communicative control are more direct and open, they have a more stable "I", little subject to changes in various situations.

3. Test "Do you know how to listen?"

The concept of "communication skills" includes not only the assessment of the interlocutor, identification of his strengths and weaknesses, but also the ability to establish a friendly atmosphere, the ability to understand the interlocutor's problems, etc.

Instructions:"Note the situations that cause you dissatisfaction or annoyance and irritation when talking to any person - be it your friend, colleague, leader or just a casual interlocutor."

Situation options

Situations causing

1.The interlocutor does not give me a chance to speak, I have something to say, but There is no way to insert a word. 2. The interlocutor constantly interrupts me during the conversation. 3. The interlocutor never looks in the face during a conversation, and I am not sure if they are listening to me. 4. Talking to your partner makes you feel like a waste of time. 5. The interlocutor is constantly fussing: pencil and paper occupy him more than my words. 6. The interlocutor never smiles. I feel awkward and anxious. 7. The interlocutor always distracts me with questions and comments. 8. Whatever I say, the interlocutor chills my ardor. 9. The interlocutor always tries to refute me. 10. The interlocutor distorts the meaning of my words and puts different content in them. 11. When I ask a question, the interlocutor forces me to defend myself. 12. Sometimes the interlocutor asks me again, pretending not to hear. 13. The interlocutor, not listening to the end, interrupts me only to agree. 14. The interlocutor, during a conversation, is concentrating on strangers: playing with a cigarette, wiping windows, etc. and I am firmly convinced that he is inattentive at the same time. 15. The interlocutor draws conclusions for me. 16. The interlocutor is always trying to insert a word into my story. 17. The interlocutor always looks at me very carefully, without blinking. 18. The interlocutor always looks at me as if evaluating. This is troubling. 19. When I propose something new, the interlocutor says that he thinks the same way. 20. The interlocutor replays, showing that he is interested in the conversation, too often nods his head, gasps and agrees. 21. When I talk about something serious, and the interlocutor inserts funny stories, jokes, anecdotes. 22. The interlocutor often looks at the clock during a conversation. 23. When I enter the office, he drops everything and pays all his attention to me. 24. The interlocutor behaves as if I prevent him from doing something important. 25. The interlocutor demands that everyone agrees with him. Any of his statements ends with the question: "Do you think so too?" or "Do you disagree?"

Processing of results: Calculate the percentage of situations that are annoying and annoying.

70% - 100% - You are a bad conversationalist. You need to work on yourself and learn to listen.

40% - 70% - You have some disadvantages. You are critical of statements, you still lack some of the virtues of a good interlocutor, avoid hasty conclusions, do not focus on the manner of speaking, do not pretend, look for the hidden meaning of what was said, do not monopolize the conversation.

10% -40% - You are a good conversationalist, but sometimes you refuse to give your partner full attention. Repeat politely his statements, give him time to reveal his thought fully, adjust your pace of thinking to his speech and you can be sure that it will be even more pleasant to communicate with you.

0% - 10% - You are an excellent conversationalist. You know how to listen, your communication style can become an example for others.

Individual lesson on the topic:

Self-control of behavior.

Theme of the event: individual lesson on the topicSelf-control of behavior.

Target: To acquaint the child with the concept of self-control, to identify the features of self-control in this child, to explain the importance of self-control of behavior.

Tasks:

1. To form the correct attitude of the child to the will and self-control.

2. Reveal the child's self-control.

3. To motivate the child to develop self-control.

Equipment: Leaflets, pens.

Registration: Posters, drawings.

Course of the lesson:

Preparatory stage.

Conducting a lesson:

Introduction.

Conversation: Characteristics of Will.

Strong-willed personality traits.

Self-control test.

Conclusion.

3. The final stage.

Analysis

1. Introduction.

Directed ethical work, necessarily carried out by the teacher against the background of teaching mental self-regulation, should lay the foundations of morality in students.

There are options for recruiting groups, both only from children or adolescents, and together with their parents. In the latter case, the program is based on the younger ones, but the parents willingly participate in such activities. One of the advantages of the second option of work is the emergence of common interests in the family and overcoming its disunity.

Without special medical indications, exercises with reflexogenic zones of the emotional-volitional sphere (with the exception of the simplest exercises with anahata) should not be carried out with children and adolescents. The reason is that these exercises are incompatible with drinking alcohol during and after the course.

The emphasis in work should not be on getting high results, but on broadening the horizons, on informing students widely to help them choose a life path when they grow up.

Enrich your activities with aesthetics and sports!

1. You can supplement them with choreography, music, photography, painting, tourism, tempering, ecology, literary criticism, philosophy - depending on the area of ​​competence of the teacher.

2. Perhaps, the use of exercises with reflexogenic zones of the emotional-volitional sphere and other similar techniques by specially trained doctors for the treatment of certain children's neurological and mental diseases.

3. The easiest way for children and adolescents to master exercises with figurative representations. It is usually more difficult for them to master concentration.

4. An interesting positive effect is provided by the presence (but not participation on an equal basis) of children in the out-of-town classes of groups where their parents study. With an unobtrusive attitude towards them, children turn on an important learning mechanism - imitation.

The problem of WILL, voluntary regulation of behavior and its influence on various human activities has long occupied the minds of scientists.

It is known that human behavior is determined by various physiological and psychological mechanisms. On the one hand, these are unconditionally reflex and conditioned reflex mechanisms, and on the other, voluntary control, which is associated not only with physiological, but also with psychological mechanisms. The development and formation of the will and volitional qualities of a person begins from early childhood. Much contributes to this process, many factors influence it - both the child's communication with peers, and the games in which he takes part. Great opportunities for volitional personality development are provided by educational activities.

At the initial stage of school education, educational activity occupies one of the central places in the life and personal development of children, it is the leading type of activity. The child's psyche, the development of his volitional qualities are not only manifested in activity, but also formed in it. However, in the process of educational activity, not only the volitional sphere of the student is formed, but also the volitional development of the personality has a direct impact on the course of educational activity and on the academic performance of schoolchildren. The question of the influence of volitional development on the study and academic performance of schoolchildren is one of the topical issues of modern educational psychology.

2.Characteristic of will.

In psychological science, will is defined as a property of the human psyche, which manifests itself in active self-determination and self-regulation of its activities and behavior in spite of external and internal obstacles, influences and influences. Thanks to the will, a person can, on his own initiative, based on a realized need, perform actions in a pre-planned direction and with a pre-planned energy. A person can accordingly organize his mental activity and direct it. With an effort of will, you can restrain the external manifestation of emotions or even show the opposite. Overcoming obstacles and difficulties is associated with the so-called. volitional effort, i.e. a special state of neuropsychic tension, which mobilizes the physical, intellectual and moral strength of a person.

The nature of human will . Volitional actions are determined by external objective circumstances, in particular, conditions, lifestyle and human activities. These influences are distant and indirect and, as a result, are not always realized, which sometimes creates the illusion of absolute arbitrariness of human actions. Free will does not consist in imaginary independence from the laws of nature and the laws of social development, but in the ability to use them for specific purposes, based on the knowledge of these laws. However, the volitional activity of a person, being objectively conditioned, is not understood as a fatal adherence to external circumstances that supposedly liberate a person from responsibility for their actions. It is possible to correctly understand and evaluate the volitional action of a person only if not only the goals, but also the motives of the action are known, since one and the same action, depending on this, can have a different moral characteristic.

The will of a person is characterized by various qualities : purposefulness, decisiveness, perseverance, endurance (self-control), discipline, courage, courage, etc. Will plays an important role in the structure of character, being, in a certain sense of the word, its "core".

3. Volitional personality traits.

The manifestation of will in various specific situations and in various types of activity allows us to talk about the volitional qualities of a person.

The innate component is the ability due to natural inclinations, and the acquired component is the human experience: his skills and knowledge associated with self-stimulation, the formed achievement motive, the formed volitional attitude not to succumb to difficulties, which becomes a habit with repeated successful overcoming of such difficulties. The manifestation of each volitional quality depends on both one and the other component, i.e. it is both the realization of the ability to volitional effort, and the ability to manifest it.

Patience is understood in psychology as a single long-term counteraction to unfavorable factors (mainly physiological conditions) that cause fatigue, hypoxia or a feeling of hunger, thirst, pain. The duration of volitional activity depends on the energy of activity: the stronger the need and the more energy resources of the body, the longer a person can maintain volitional tension.

Tenacity and stubbornness ... Perseverance is understood by psychologists as the desire to achieve "here and now", i.e. instantaneous, desired or necessary, including success in activities, despite the existing difficulties and failures.

Perseverance, according to the definition of the famous scientist V.K. Kalina is an emotional-volitional quality in which emotional and volitional components at different stages of activity can be presented in different ways.

Independence and initiative ... Self-reliance is defined as the ability to carry out an activity without assistance. It manifests itself in independent decision-making, implementation of the planned, self-control, in taking responsibility for the actions of others. Independence as a strong-willed trait is already inherent in preschoolers, however, the motives for its manifestation in children of different ages are different.

Initiative is manifested in such actions of schoolchildren or their groups, which served as the beginning of a new movement or a change in the forms of activity. Morally, initiative is characterized by social courage, the absence of fear of taking responsibility for the action being taken.

Discipline and organization ... Disciplined behavior presupposes observance of the established order, orderliness, consistency. Disciplined behavior leads to the formation of discipline as a personality trait, which is based on the desire and ability to manage their behavior in accordance with the tasks set.

Diligence - this is the desire to do any job, the task is good and conscientious. On the one hand, a motivational and moral aspect is clearly traced in diligence: the student's desire to do work, the desire to show himself, the desire not to be ashamed, to be honest with the assigned work, etc.

Energy is defined as the ability, by volitional effort, to quickly raise activity to the required level, up to the highest.

Heroism and courage .

Principledness is a personality trait that appears to be a reflection of the ideological nature of a person. A person who is firmly (strictly) and consciously adhering to any principles is considered to be principled, i.e. views, ideas, beliefs that determine the norm of his behavior. The basis for such firmness of views and convictions can be as confidence in their righteousness, in the justice of this or that order.

A noticeable development of will is observed in adolescence, when there is a significant, growth of a conscious attitude to reality, teaching, an increase in the motives of societies, order (a sense of duty, responsibility).

To correct the indiscipline of the teacher, the following measures can be taken :

1. Involvement of undisciplined students in various types of socially useful activities, taking into account their interests and values, giving the assigned work significance for the whole team, and not just for a particular student.

2. Introduce undisciplined students initiative in some community service.

3. Strengthening in undisciplined students confidence in their own strength.

4. Using methods of persuasion, encouragement, public approval, tact, trust.

5. Using the public opinion of the class against persistent violators of discipline.

Development of student independence. The development of independence goes through a number of stages. At the first stage, independence is manifested only in the execution of what was planned only by the teacher or the teacher together with the students. At the second stage, independence is manifested not only in performance, but also in self-control. At the third stage, they are joined by the possibility of independent planning of activities. At the fourth stage, a creative initiative appears, i.e. independence in setting a goal, choosing ways to achieve it, in taking responsibility for the implementation of the case.

4. Self-control test.

Questionnaire for identifying the severity of self-control in the emotional sphere, activity, behavior (social self-control) G.S. Nikiforov, V.K. Vasiliev, S.V. Firsova.

Instructions:

Now I will read to you (you) a series of questions that you will need to answer. There can be no right or wrong answers here. People are different, and everyone can express their opinion. At the top of the sheet, write your grade, age, gender, first name, and the initial letter of your last name. Answering each question, you will have to choose one of the three answers offered to you, the one that best suits your views and actions. If anything is not clear to you, ask.

1. You don't need to spend a lot of time thinking about the answers. Give the answer that comes to your mind first.

2. Try not to resort too often to intermediate answers such as: "I do not know", "something in between", while choosing the most suitable option for you.

3. Be sure to answer questions in a row without missing anything.

4. Answer honestly and sincerely. Do not try to make a good impression with your answers (answers can only be deciphered using a special key, which only we know, and the answers to each question will not be considered at all, only general indicators are of interest), they (your answers) must correspond to reality , by doing this you will greatly help us in our work. Thanks in advance for your help.

Test material:

1. I am considered a hot-tempered, unrestrained person:

a) yes (0)

b) not sure (1)

c) no (2).

2. I give up my seat in public transport for elderly people and passengers with small children:

a) in any case (2)

b) sometimes (1)

c) only if it is insisted on (0).

3. I tend to monitor the manifestation of my feelings:

a) always (2)

b) sometimes (1)

c) rarely (0).

4. If in the received task something remains incomprehensible to me, I:

a) I always clarify all the ambiguities before completing the assignment (2)

b) I do it sometimes (1)

c) clarify ambiguities along the way (0)

5. I check my actions during work:

a) constantly (2)

b) from case to case (1)

c) rarely (0)

6. Before putting forward any argument, I prefer to wait until I am convinced that I am right:

a) always (2)

b) usually (1)

c) only if appropriate (0)

7. I believe that each specific situation requires a certain style of clothing:

a) agree (2)

b) partly (1)

c) disagree (0)

8. Usually I express my opinion after the elders in age and position:

a) yes (2)

b) not always (1)

c) no (0)

9. I like work that requires conscientiousness, precise skills:

a) yes (2)

b) something in between (1)

c) no (0)

10. If I blush, I always feel this:

a) yes (2)

b) sometimes (1)

c) no (0)

11. In the process of work, I try to check the correctness of its implementation:

a) always (2)

b) from case to case (1)

c) only when you are sure that you have made mistakes (0)

12. If I have doubts about whether I correctly understood the meaning of the read service text, then I:

a) I reread an obscure place in the text again (2)

b) I do it sometimes (1)

c) I do not betray this value, I proceed to the next stage of work (0)

13. At the end of the work, I put my workplace in order, prepare it for the next working day:

a) usually (2)

b) sometimes (1)

c) rarely (0)

14. I am quite a demanding person and always insist that everything is done as correctly as possible:

a) yes (2)

b) something in between (1)

c) no (0)

15. In my actions, I always try to carefully adhere to the rules of conduct accepted in society:

a) yes (2)

b) not sure (1)

c) no (0)

16. I am not rude even with those people who are very unpleasant to me:

a) true (2)

b) not always (1)

c) wrong (0)

17. If, when reading the instructions, I meet any ambiguities, then I:

b) I do it sometimes (1)

c) trying to figure them out (2)

18. I often get angry with people too quickly:

a) yes (0)

b) sometimes (1)

c) no (2)

19. In public places, I try not to speak loudly:

a) I always follow this rule (2)

b) sometimes I follow this rule (1)

c) I rarely follow this rule (0)

20. Errors in the work performed should be corrected:

a) only if someone points at them (0)

b) something in between (1)

c) I do not wait for others to point to them (2)

21. When I am very worried about something, I stop monitoring my actions:

a) almost always (0)

b) sometimes (1)

c) rarely (2)

22. When I plan my activities, I provide time to check the work done:

a) always (2)

b) sometimes (1)

c) rarely (0)

23. When completing an assignment, I am satisfied only when due attention is paid to all the little things:

a) correct (2)

b) not sure (1)

c) wrong (0)

24. When speaking to an audience, I try to follow my voice and gestures:

a) always (2)

b) sometimes (1)

c) rarely (0)

25. I do not start work until I am convinced that everything necessary for this is already in its usual place:

a) usually (2)

b) sometimes (1)

c) rarely (0)

26. Leaving home, I do not have the habit of checking if I have turned off the light, gas, iron, iron and water:

a) agree (0)

b) not sure (1)

c) disagree (2)

27. In communication, I:

a) freely express my feelings (0)

b) something in between (1)

c) I do not express my feelings (2)

28. If I unwittingly broke the rules of conduct while in society, then I soon forget about it:

a) yes (0)

b) something in between (1)

c) no (2)

29. Sometimes I am told that my voice and mannerisms are excessively aroused:

a) yes (0)

b) not sure (1)

c) no (2)

30. I maintain order in my room, all things are always in their places:

a) yes (2)

b) something in between (1)

c) no (0)

31. I am a punctual person and usually am not late for anything:

a) true (2)

b) not always (1)

c) wrong (0)

32. Under the influence of the moment, I rarely say things that I later regret very much:

a) correct (2)

b) not sure (1)

c) wrong (0)

33. I am told that when I am too enthusiastic about telling something, my speech becomes somewhat confused:

a) true (0)

b) partly (1)

c) incorrect (2)

34. I eat with such pleasure that I am not always neat like others:

a) correct (0)

b) not sure (1)

c) wrong (2)

35. When I am upset, I make sure to hide my feelings:

a) correct (2)

b) something in between (1)

c) wrong (0)

36. When speaking, I prefer:

a) express thoughts as they come to my mind (0)

b) something in between (1)

c) first formulate a better idea (2).

Interpretation:

About the severity of the tendency toemotional self-control the answers indicate the following points: 1,3,10,18,24,27,29,32,33,35.

About the severity of the tendency toself-control in activities : 4,5,9,11,12,13,14,17,20,22,23,25. At the same time, 4,12,25 are aimed at identifying the degree of severitypreliminary control , and 5, 11, 23 -the current , i.e. self-control, already included in the process of D.

About the severity of the tendency tosocial self-control behavior : 2, 6, 7, 8, 15, 16, 19, 26, 28, 30, 31, 34, 36.

The severity of the propensity for self-control (by type and total) is determined by the total score (in accordance with the score for each answer - from 0 to 2).

Social self-control Is a combination of emotional, communicative, behavioral and activity (self-control in activity) self-control.

Self-control in the emotional sphere - it is a person's ability to keep emotions in check and to contain negative actions when faced with resistance or hostility from others or when working under stressful conditions.Emotional self-control is considered as a component of a higher-level construct in the hierarchy of personality constructs - adaptability (adaptability)

Self-control in activities - a tendency to organizational activity and achievement of success in those professions that require objectivity, decisiveness, and poise. Determines the severity of the volitional characteristics of the personality. This factor is one of the most important for predicting the success of an activity. It is positively associated with the frequency of choice as leaders and the degree of activity in solving group problems. High discipline, purposefulness, strong will, ability to control their emotions and behavior, conscientiousness, a tendency to observe etiquette. In order to meet such standards, the individual is required to make certain efforts, have clear principles, beliefs and take into account public opinion.

Self-control in behavior - if a person was able to change his behavior here and now, but this applies only to a specific situation, this is a situational change in his own behavior. If he changed his behavior as a whole, in principle, and this change is for a long time and concerns a large number of significant situations, then it is already said about the self-control of behavior.

The behavior of an individual with a pronounced ability for self-control is characterized by the following features.

– Ability to maintain a calm state, even restrained social relations and a calm atmosphere when solving any, even difficult problems.

– The ability to effectively manage your emotions.

– The ability to effectively manage the emotions of others.

5. Conclusion.

In psychology, will is defined as the ability of a person to act in the direction of achieving a consciously set goal, while overcoming external and internal obstacles. If necessary, a strong-willed person knows how to refuse a planned or ongoing action if it no longer meets the changed circumstances. Such a person is also characterized by the ability, if necessary, to refrain from this or that action.

Overcoming obstacles and difficulties is associated with the so-called. volitional effort

The volitional sphere of the personality is revealed in volitional qualities. All volitional qualities of a person are divided into two large classes: volitional qualities proper (simple qualities) and moral-volitional qualities (complex ones). In turn, volitional qualities proper are divided into two groups. The first group includes volitional qualities associated with the purposefulness of the individual (patience, perseverance, perseverance), and the second group includes volitional qualities that characterize self-control (endurance, courage, determination, etc.).

The volitional qualities of a person are formed in the process of all human life, including in educational activities. In turn, the volitional qualities of schoolchildren affect their educational activities and academic performance.

Literature.

1. Stolyarenko L.D. Pedagogical psychology. - Rostov n. / Don: Phoenix, 2006 .-- 542 p.

2. Modern Dictionary of Pedagogy / Comp. Rapatsevich E.S. - Minsk: "Modern Word", 2001. - 928 p.

3. Psychology reader. / Ed. A.V. Petrovsky. - M .: Education, 1987 .-- 447 p.

The ability to control oneself helps a person at the right time to cope with his emotions, feelings and desires, to maintain self-control and performance. Our test will show what your level of self-control is.

1. Pursuing my goals, I am able to pretend the way they want to see me.

2. During a dispute, I often interrupt the interlocutor, proving my case.

3. It is difficult for me to hide my dislike for a person if he is unpleasant to me.

4. If necessary, I can easily control the outburst of anger.

5. Sometimes I cannot get rid of a song that is attached to me and I sing it all day.

6. When I am very funny, I will laugh out loud even in an inappropriate environment.

7. I find it difficult to continue working after catching up from the authorities.

8. I can go about my business even in an uncomfortable environment.

9. Extraneous thoughts often interfere with my concentration.

10. I am very easily pissed off.

11. I am an addicted and gambling person.

12. I have been told more than once that I have excellent acting skills.

13. Often, out of sympathy for the person, I cannot refuse him a request.

14. I rarely do rash things.

15. If necessary, I can stay up all night and work productively the next day.

16. I often forget where - I put different things.

17. It can be difficult for me to force myself to work if I know that "the deadlines are not yet burning."

18. I find it difficult to contain my curiosity.

19. I am rarely late.

20. For me it is not difficult - work that requires increased attention.

Calculate the number of points.

0-4

Low self-control may be associated with a particular sophistication in your nature. Photo: PhotoXpress.ru

You are characterized by excessive sensitivity, vulnerability, spontaneity. Your unpredictability and often unnecessaryness can negatively affect the opinion of employers or acquaintances about you. However, such a low level of self-control can be associated with a special sophistication of your nature.

5-10

A possible path for you to develop self-control is to build self-confidence. Photo: PhotoXpress.ru

You are characterized by impulsiveness and instability in intentions. However, in critical situations, you know how to pull yourself together and achieve your goals. A possible path for you to develop self-control is to build self-confidence.

11-16

You strive to accomplish your goals, know how not to be distracted by alternatives and not succumb to temptations. Photo: PhotoXpress.ru

You are characterized by emotional stability, good self-control in various situations. You strive to accomplish your goals, know how not to be distracted by alternatives and not succumb to temptations. At the same time, you are flexible enough and can "loosen the reins" if you feel that the situation allows it.

17-20

You know how to cope with surging emotions and not show others your feelings Photo: PhotoXpress.ru

You are an active, hard-working and very organized person. You know how to cope with surging emotions and not show others your feelings. However, such a high level of self-control can lead to increased internal tension and cause some (for example, cardiovascular) diseases.