All people, without exception, want to achieve some goals in life and make their dreams come true. All this changes over the course of life, something can become absolutely unnecessary or useless, and something, on the contrary, becomes a priority. To achieve your goals and desires faster, you should first start by improving yourself. This is the so-called motivation for personality development, which absolutely every person needs throughout his life. And it’s worth starting with yourself, because you are the source to which everything is attracted. If you do not develop yourself, achieving results will become a very difficult task. Also, don’t forget about pleasant surprises; do you know how to surprise the man you love?

The whole process of making plans or the process of dreaming begins with thinking and imagining what you want to get or achieve. A huge number of factors can lead to such thoughts, but most often it happens after you see something that you want. And at this second, a variety of thoughts arise in your head, conveying feelings of admiration and joy, and you seem to freeze for a second in this frantic world, concentrating on what you want. Such moments are beautiful and occur at different times and with different frequencies for different people. This is the moment when you really want, and not just a desire. But this is not an obsession that must be followed blindly. After this moment, you need to gather all your strength and thoughts, and most importantly, record as much as possible in your memory all the feelings and associations with what you want, and begin to act. It's best to start with something like this: motivation for personality development, because this will be your starting point to make your dreams come true. This point should be at the forefront of everything, since this is the beginning of all beginnings.

Developing yourself as a person is simply necessary, because it gives you additional advantages. Of course, at first you may not even notice them, but in the future you will definitely notice for yourself all the benefits of the time spent. You should start by pushing yourself to do a long-planned task that has been haunting you for a long time. Gather your thoughts, believe that you can do it easily, imagine how the process goes and what you will get as a result. Just go ahead and do it! Everything is actually much simpler than you imagine. Difficulties may arise, but face them with a smile and complete your first challenge. Right now you need to get up and go do exactly what is necessary, and after that continue reading this material. Read also a useful article that will help a motivated girl or woman achieve success, effective ways - “How to become a confident girl.”

Results from motivation for personal development

In order to resort to motivation for personal development, and accordingly to motivation in general, it’s enough to just want what you want. Want it the way you want to relax and hang out, and not the way you want to go to school or work. You must wish with all your heart and only with the warmest feelings that you can pull out of yourself. But you have to be careful not to go from the edge of desire to obsession.

These are completely different things and obsession is a completely bad feeling, although, for example, it led some scientists to great discoveries that changed the world and turned everything upside down. But these are only isolated cases, and taking a time out on time will not harm anyone. You shouldn’t delay taking rest, because long periods of stagnation make you feel very negative and will have a bad effect on you, and will increase the time it takes to achieve what you want.

Personal development

Personal development is a necessary component in the process of spiritual and moral development of the individual. Without personal development and self-improvement, it is impossible to imagine a mature, accomplished person, satisfied with his life and every day he lives. To achieve such a result, you need to constantly work on yourself and improve useful skills. Nothing happens by itself; effort is required everywhere. Personality development begins in childhood and continues into adulthood. In adolescence and young adulthood, a person is required to take responsibility and be able to solve complex problems. All this gives confidence and helps to move forward. This article will discuss the characteristics and levels of personality development.

Personal development has a number of characteristic features. These features determine the level of disclosure of real abilities and skills necessary for successful self-realization. Why are they so important?

Any development never occurs in a linear manner. Personal development is extremely uneven and gradual. Sometimes the development of a particular individual seems imperceptible to others and many do not notice that it exists at all. However, in reality, a person never stands still. It does not happen that today an individual cannot do something, but tomorrow he will be more than successful at it. Everything takes time and some effort. That is why changes for the better are often not noticeable to the person himself. Only after a significant period of time will it be possible to say with confidence that the movement is taking place in the right direction. In the past, talking about this is not only not useful, but sometimes it is simply pointless. If you always try to count your achievements at the initial stage, you may be completely disappointed.

An important feature of development is constant doubt about the achieved result. It seems that the person periodically analyzes his own shortcomings, trying to correct them. At the moment of moving towards his dream, a person repeatedly experiences swings from despair to hope. This is because self-confidence also needs to be developed. At the very first stages, you are plagued by extreme self-doubt and the inability to understand what is really happening. Negative emotions overwhelm, but they recede under the influence of positive impressions. There's nothing wrong with doubting yourself. This is a characteristic of the initial level of personality development. If every person was initially so self-confident that he could immediately begin to move towards his goal, everyone would not go through certain difficulties. And any difficulties, as we know, build character and make us stronger.

The formation of self-awareness is an extremely significant feature of the formation of future self-confidence. Self-awareness prepares a person to be able to face his success with dignity. Without this step, you cannot reach a higher level. Personal development requires a person to be extremely focused on the task at hand and the ability to be honest with himself. Without this, it is impossible to make any progress. Changing the level of your self-awareness means getting closer to enlightenment, becoming open to new information. This circumstance constitutes significant characteristics of the seeking person. He always remains true to himself.

No development can take place without a qualitative rethinking of past events. Any achievements need timely assessment and analysis. Otherwise, it will be impossible to reach a higher level. The desire not to stop at the achieved result is a feature of a developing personality. Only when a person constantly sets goals for himself does he truly move forward. From time to time it is necessary to rethink existing achievements and consider the possibility of reaching another level.

Psychological science identifies specific levels of personality development that contribute to rapid advancement. Let's look at their features in more detail.

In order for a person to start moving in the direction of what he wants, strong motivation is needed. It does not always appear in an individual automatically, by default. Some people have to stimulate themselves in every possible way and push them to take active steps. This is the first level of progress towards the goal. This is where it usually all starts. If a person is not satisfied with the results of his first efforts, then gradually new opportunities come to him to transform the situation. However, most people do not tend to look too far and are satisfied with relatively small achievements. This is because they are afraid to act openly and set real goals for themselves.

This is a major stage that can last for years. For some people, the search for their own unique essence occurs throughout their lives. They are constantly in search of better ideas, ripe for great aspirations. Finding oneself is the level of maturity of a person, an indicator of his seriousness and focus on a satisfactory result. The search for yourself may be delayed due to the emergence of personal challenges, high levels of anxiety or increased self-doubt. The main thing is to continue to act, not to stop at the achieved result, and not to give up. Obstacles are given to us so that we can learn to overcome them. When a person realizes why he needs to rise to this or that level, everything works out naturally.

Finding stability is the final stage of personal development, but it does not end there. It’s just that the person himself comes to a state of inner satisfaction. He gains strong self-confidence, knows his worth and strives for constant growth. Tomorrow is no longer scary; it ceases to seem such a surprise as before. People who are happy always attract smiles and involuntarily evoke admiration.

Thus, personal development is a process of a person’s sequential passage through certain stages on the path to a cherished goal. It is carried out through the constant efforts of the person himself, his desire not to sit in one place, but to constantly move towards new horizons. The need to make discoveries is a significant feature of an individual who strives to make his world even more beautiful and harmonious.

The human needs themselves are the basis for the formation of motive, which in psychology is considered as the “engine” of personality...

A person’s interests and hobbies can be safely compared with happiness. They evoke positive emotions, a feeling of fullness...

Motivation (motivatio) is a system of incentives that encourages a person to perform actions.

In psychology, the orientation of a personality is usually understood as its focus on certain areas of life.

Motivation of human activity

An incentive that encourages people to act is regarded as the motivation of human activity. In addition, this concept hides the skills and abilities of an individual to effectively satisfy his personal needs.

In psychology, a person’s motivated impulse is understood as an ongoing process that contains mechanisms of a psychophysiological type that control human actions and determine a person’s efficiency, his discipline, stability and orientation.

The main postulate of Maslow’s works: “Man is a thirsty creature.” Most often, he is never completely and completely satisfied, and if he experiences something like this, it is very short-lived. After satisfying one desire, the next one immediately arises and so on ad infinitum.

It is precisely this series of incessant desires that is the basis of personal motivation according to Maslow. This or that motive becomes significant if the previous one has been satisfied.

Let's explain with an example. So, if a person is hungry or threatened by the elements, or he experiences dislike from those around him, then most likely he will not even have the desire to paint a picture or dress luxuriously.

According to Maslow, humans are driven by multi-level motivation. For example, why does a person eat? First of all, to satisfy hunger, but there are other reasons! So it is with the rest of your needs, which have multiple reasons why they should be satisfied.

The directed activity of the human body provokes a periodic need to motivate the individual’s behavior, as a result, the emergence of diverse motivations is possible: cognitive, nutritional, sexual, protective.

It is motivation that turns out to be a kind of trigger that triggers processes in the cerebral cortex that determine the characteristic behavior of an individual under the influence of the sensory arousal he experiences, its decrease or, conversely, its increase.

Personal aspirations excite a person and cause him an emotional uplift, while all human motivations can be considered as a transformation of the state of a need expressed in something.

The primary incentives for a person to act are his interests in objects that have lasting significance for the individual. It is interests that turn out to be the mechanisms that motivate and regulate human behavior, determined by the hierarchy of existing needs.

It is noteworthy that there is no direct relationship between interests and needs; moreover, there is often no even awareness of such a connection.

Interests motivate a person to act; moreover, they themselves are shaped by his activities. Satisfied interests grow into a crown of ever new interests that require constant satisfaction.

Thus, interests, becoming a kind of guideline for an individual’s behavior, are ultimately transformed into the main psychological motivating mechanisms of behavior. The passions he displays, his desires and aspirations are closely interconnected with a person’s interests.

As a stage of maturing needs, desires are considered that are correlated with upcoming plans to achieve goals. Desires are divided into three main categories:

• Natural natural desires: quenching thirst and hunger, natural needs, the need for rest and sleep, and the like.
• Those that are natural, but the frequent satisfaction of which can be refused - the need for sex, for example.
• Those that are unnatural and are not among the necessary desires are the need for recognition and fame, the desire for leadership and power.

A persistent desire for a certain desired specific object is called passion, and this state turns out to be dominant, directing all human life. The coloring of passion can be not only positive, but also negative, which depends on the goals of the individual.

Often negative passions became the cause of crimes and personality degradation. Positive passions guide a person to achieve significant goals in the field of art and science, for example. The complete absence of passions could be the cause of the hopeless stupidity of the human race.

A person can be motivated both at a conscious level and subconsciously. Intentions and conscious motivation are directly interrelated. Intentions are combined into initiatives that push to action. Intentions are the basis of human behavior; they also guarantee freedom of action, acting as a conscious behavioral act. Motives act as justification for intentions.

A conscious impulse that is aimed at achieving some goal necessary for an individual is called a motive.

Most often, several motives are the reason for the motivated activity of an individual. Some of the motives are dominant, giving the individual’s activities a very specific meaning.

Often motives come into conflict with the means of their implementation. As a result, either a change in the motive occurs or it is inhibited. It is necessary to distinguish motives from motivations; the latter include statements of an exculpatory nature regarding the actions committed.

Attitudes are the determining factors in motivating personal activity. An attitude is a stable basis of human behavior; there are general and differentiated attitudes.

Thus, the motivation of human activity contains a set of interdependent circumstances. And the actual motivation of an individual manifests itself as a set of needs. In order for motives to be realized, the individual must do some internal work. Nowadays there are many formulations of personal motivation.

Sometimes motives are confused with goals and needs. In this case, a need means an unconscious desire to eliminate inconvenience, and a goal means the outcome of a meaningful desire. If we consider what has been said as an example, then within the framework of the described categories, hunger will be a need, and the desire to satisfy it will be a motive, at the same time, a piece of meat that should satisfy hunger will be a goal.

Personal motivation is the basis of organizational behavior

The modern requirements for managers include requirements for the ability to effectively manage subordinates and interact with people. It is important that the leader is aware of the motives of behavior and the mechanisms of development of all actions. After understanding the motives, the reasons that serve as the basis for actions will also become clear.

Understanding their essence, it is possible to identify ways to effectively influence employees, which will serve as the basis for achieving qualitatively new organizational results. The main factors that develop an individual’s mode of action include the environment in which he is located, his needs and interests, as well as motives for behavior.

The concept of environment includes a number of objective conditions - nature, production, the social part - the degree of social development, intra-group social relations. The environment surrounding an individual influences the needs that arise in a person, which are formed from his very birth.

A small person experiences innate physical and physiological needs, but only the individual’s comprehension of the environment gives rise to additional needs, which further determine his interests, desires and goals.

The formation of organizational behavior is based on factors such as the general level of culture in the organization, the microclimate in the enterprise, and the personal traits of employees and managers. To a large extent, the fulfillment of the set organizational and other goals will depend on the manager, but at the same time he must be able to identify the motives of employees and their individual abilities, maintaining an environment that would emphasize and strengthen such abilities. We should never forget that at the heart of any organization are people with their own motives, desires and goals.

Don - t Worry - Be Sexy
Every person needs motivation for personal development throughout his life. Why? Because you need to develop throughout your life.
http://dontworry-besexy.by/motivatsiya-razvitiya-lichnosti/
Personal development
Without personal development and self-improvement, it is impossible to imagine a mature, accomplished person, satisfied with his life and every day he lives.
http://psyh.info/psihologiya-lichnosti/motivatsiya/lichnostnoe-razvitie.html
Motivation of human activity
The motivation of human activity lies at the basis of satisfying his personal needs. If the motives suddenly disappeared, then the development of humanity would inevitably stop.
http://psytheater.com/motivaciya-deyatelnosti-cheloveka.html

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Plan:

Motive and motivation.

Properties of the motivational sphere.

Theories of motivation.

Motivation and activity.

Motivation and personality.

Literature:

Godefroy J. What is psychology. - M.: Mir, 1992.

Kuraev G.A., Pozharskaya E.N. Human psychology. Lecture course. R n/d, 2002. 232 p.

Rogov E.I. General psychology: A course of lectures for the first stage of teacher education. - M.: Vlados, 1995.

There are two functionally interconnected sides in human behavior: incentive and regulatory. Regulatory side of behavior is responsible for how behavior develops in a specific situation.

Mental processes: sensations, perception, memory, imagination, attention, thinking, abilities, temperament, character, emotions - all this mainly ensures the regulation of behavior. Incentives provide activation and direction of behavior.

The incentive side of behavior associated with the concept of motivation. This concept includes an idea of ​​the needs, interests, goals, intentions, aspirations, motivations that a person has, and the external factors that force him to behave in a certain way.

1. The concept of “motive” and “motivation”. The term "motivation" represents a broader concept than the term "motive".

Motivation- is a system of factors that determine behavior. Motivation can be defined as a set of psychological reasons that explain human behavior.

Determinants of behavior. Any form of behavior can be explained by both internal and external reasons.

In the first case, the psychological properties of the individual (the subject of behavior) are used as an explanation, this includes , needs, goals, intentions, desires, interests. All psychological factors that, as it were, from within a person, determine his behavior are called personal motives (dispositions). The internal determination of behavior is called dispositional motivation.

In the second case, behavior is determined by external conditions and circumstances of activity. In this case consider incentives, coming from the current situation. External determination of behavior is called situational motivation.

Almost any human action should therefore be considered as doubly determined: dispositionally and situationally. Dispositional and situational motivations are not independent. Dispositions can be activated under the influence of a certain situation, and, on the contrary, the activation of certain dispositions (motives, needs) leads to a change in the situation, or rather, its perception by the subject. In this case, his attention becomes selective, and the subject himself biasedly perceives and evaluates the situation based on current interests and needs.

Types of personal motives (dispositions). Motive, in contrast to motivation, is something that belongs to the subject of behavior himself, is his stable personal property, which internally encourages him to perform certain actions. A motive in a generalized form represents a variety of dispositions.

Of all possible dispositions, the most important is needs. This is the name given to the state of a person’s need for certain conditions necessary for normal existence and development.

The quantity and quality of needs that living beings have depends on the level of their organization, on the way and conditions of life, on the place occupied by the corresponding organism on the evolutionary ladder. The plants that have the least needs are those that need mainly only certain biochemical and physical conditions of existence. A person has the most diverse needs, who, in addition to physical and organic needs, also have material, spiritual, social (the latter are specific needs associated with communication and interaction of people with each other).

The main characteristics of human needs are strength, frequency of occurrence and method of satisfaction. An additional characteristic is the substantive content of the need - the totality of those objects of material and spiritual culture with the help of which this need can be satisfied.

The concept second only to need in its motivational significance is target. The goal is the directly conscious result towards which an action is currently directed, satisfying an actualized need. The goal is perceived by a person as the immediate and immediate expected result of his activity. The goal is the main object of attention and occupies the volume of short-term and operative memory; associated with it unfolding in

a given moment in time, the thought process and most of all kinds of emotional experiences. Unlike the goal associated with short-term memory, needs are likely to be stored in long-term memory.

The considered motivational formations: dispositions (motives), needs and goals are the main components of a person’s motivational sphere. The relationship between them is as follows. Each of the dispositions can be realized in many needs. In turn, needs are divided into specific goals.

In addition to motives, needs and goals, interests, tasks, desires and intentions are also considered as drivers of human behavior. Interest are called a motivational state of a cognitive nature, which is not directly related to any one need that is relevant at a given moment in time. Interest in oneself can be caused by any unexpected event that involuntarily attracts attention to itself, any new object that appears in the field of vision, any auditory or other stimulus that arises.

Task as a motivational factor arises when, in the course of performing an action aimed at achieving a certain goal, the body encounters an obstacle.

Desires And intentions - these are momentarily arising and quite often replacing each other motivational subjective states that meet the changing conditions of the action. Interests, tasks, desires and intentions, although they participate in the motivation of behavior, however, play not so much an incentive role as an instrumental one. They are more responsible for the style rather than the direction of behavior.

2. Properties of the motivational sphere. The motivational sphere of a person from the point of view of its development can be assessed according to the following parameters: breadth, flexibility and hierarchization.

Under latitude The motivational sphere is understood as the qualitative diversity of motivational factors - dispositions (motives), needs and goals presented at each level. The more diverse motives, needs and goals a person has, the more developed his motivational sphere is.

Flexibility The motivational sphere also characterizes the process of motivation. A motivational sphere in which more diverse means can be used to satisfy a motivational impulse is considered more flexible. For example, for one individual the need for knowledge can only be satisfied by television, radio and cinema, while for another the means of satisfying it are also a variety of books, periodicals, and communication with people. The latter's motivational sphere will, by definition, be more flexible.

Hierarchical - this is a characteristic of the structure of each level of organization of the motivational sphere, taken separately.

Needs, motives and goals do not exist as adjacent sets of motivational dispositions. Some dispositions (motives, goals) are stronger than others and arise more often; others are weaker and updated less frequently. The greater the differences in the strength and frequency of actualization of motivational formations of a certain level, the higher the hierarchization of the motivational sphere.

Unconscious motives. The motivation for human behavior can be conscious and unconscious. This means that some needs and goals that govern a person’s behavior are recognized by him, while others are not. People are not always aware of the motives of their actions, actions, thoughts and feelings.

Among the unconscious motivations of personality, the best studied installations. In psychology, an attitude denotes the unconscious

personality, a state of predisposition to activity, a predisposition to perceive, understand, comprehend an object in a certain way, or act with it in accordance with past experience. Attitudes towards various facts of social life can be positive and negative, taking on the nature of prejudice. Unconscious motives also include drives, which are defined as non-objectified urges.

Motivation– a set of motivations that cause the determining activity of an individual, i.e. system of factors determining behavior;

The process of education, the formation of motives, characteristics of the process.

Any form of behavior can be explained by the following reasons:

Internal: psychological properties of the subject of behavior (motives, needs, intentions, desires, interests)

External: conditions and circumstances of its activities.

Intrinsic and extrinsic motivation are interconnected. Internal motivation can be updated under the influence of a certain situation, and the activation of certain motives and needs leads to a change in the subject’s perception of the situation. His attention becomes selective, the subject biasedly perceives and evaluates the situation based on current interests and needs. Therefore, any human action is considered as doubly determined: internally and externally. A person’s momentary behavior must be considered as the result of a continuous interaction between his psychological properties and the situation.

Thus, human motivation is a cyclical process of continuous mutual influence and transformation, in which the subject of action and the situation mutually influence each other and the result of which is observed behavior, i.e. Motivation is a process of continuous choice and decision-making based on weighing behavioral alternatives.

Motive, in contrast to motivation, is something that belongs to the subject of behavior himself, is his stable personal property, which internally encourages him to perform certain actions.

The motives themselves are formed from human needs. Need is a state of human need in certain conditions of life and activity or objects.

The motivating factor for activity is the goal. A goal is a conscious result towards which an action that satisfies a need is currently aimed. Psychologically, a goal is a motivational content of consciousness, which is perceived by a person as the immediate expected result of his activity.

Characteristics of the motivational sphere:

Flexibility (expressed in the fact that to satisfy a higher-level motivational drive, a greater variety of lower-level motives can be used;

Hierarchy of motives (some motives and goals are stronger than others and arise more often; others are weaker and are updated less frequently);

Breadth (qualitative diversity of motivational factors, needs and goals that can serve as a means of satisfying needs).

Psychological theories of motivation

Stage 1. Man is a rational, intelligent being with consciousness and will. An animal is devoid of intelligence, an organism operating according to biological laws. Contrasting human and animal behavior.

The first psychological theories of motivation arose in the 17th and 18th centuries:

Decision-making theory (the theory is associated with the use of mathematical knowledge in explaining human behavior, it examined the problems of human choice in economics, and subsequently the provisions of this theory were transferred to the understanding of human actions in general).

Automata theory (the theory arose thanks to the successes of mechanics, the central point of this theory is the doctrine of reflex, and a reflex is an automatic, innate response of a living organism to external influences).

Stage 2. After the emergence of Charles Darwin's evolutionary theory, they tried to minimize the fundamental differences between humans and animals. The same organic needs that were previously assigned only to animals began to be attributed to humans as motivational factors. The emergence of instinct theories:

Freud - life instinct, death instinct, aggressiveness instinct

W. McDougall - instincts: invention, construction, curiosity, reproduction, gregariousness, etc.

Stage 3. The emergence of theories of motivation that relate only to humans.

K. Lewin (field theory): only the situational manifestation of motivation is considered. A person’s activity and behavior is determined by his internal psychological needs and motives.

Motivational concept of G. Murray: along with the list of organic or primary needs identified by McDougall, he identified secondary (psychogenic) needs that arise on the basis of instinct-like drives as a result of upbringing and training (the need to achieve success, dominance, avoid failure, etc.).

The concept of behavioral motivation by A. Maslow: seven classes of needs consistently appear in a person from birth and accompany his maturation: physiological, safety needs, needs for belonging and love, esteem needs, cognitive needs, aesthetic needs, self-actualization needs.

In the 2nd half of the 20th century. The motivational concepts of McClelland, Atkinson, Kelly, and Rotter appeared. They are to a certain extent close to each other and have a number of common provisions. The following specific concepts reflecting the characteristics of human motivation were used: “social needs, motives” (McClelland, Atkinson), “life goals” (Rogers, May), “cognitive factors” (Rotter, Kelly).

In domestic psychology, see below.

Patterns of development of the motivational sphere.

In Russian psychology, the formation and development of the motivational sphere is considered within the framework of the activity theory of A.N. Leontyev. Leontyev described only one mechanism for the formation of motives - the mechanism of transforming a goal into a motive, i.e. in the process of activity, the goal to which a person strives, over time, itself becomes an independent motivating force, i.e. motive. The central point of this theory: the motive due to which a person strives to achieve a goal is associated with the satisfaction of certain needs. But over time, the goal he sought to achieve may turn into an urgent need. Thus, the mechanism for the development of a person’s motivational sphere is the expansion of the number of needs, and the expansion of the number of needs occurs in the process of his activity.

In Russian psychology, the formation of a person’s motivational sphere in the process of his ontogenesis is considered within the framework of the formation of a person’s cognitive interests as the main reasons that encourage him to develop activities.

The first manifestations of interest are observed in children already in the first year of life. A characteristic feature of these interests is extreme instability and chainedness to existing perception. The child is interested in what he perceives at the moment.

As motor activity develops, the child becomes more and more interested in independently performing actions, which he gradually masters. As he masters more complex actions, he also shows interest in performing them repeatedly.

With the development of speech and communication with others, with the expansion of the range of objects and actions with which the child becomes acquainted, his cognitive interests expand significantly - a clear manifestation of this is the emergence of various questions.

The end of preschool and the beginning of preschool age is characterized by the emergence of interest in play. Play is the leading activity of a child at this age and is at the center of his interests; itself interests him and, in turn, reflects all the other interests of the child.

The cognitive interests of preschoolers are very wide, but he is still interested in everything bright, colorful, sonorous, dynamic, and moving.

The end of the preschool period and the beginning of school age are characterized by the emergence of new interests in the child - interest in learning, in school. As a rule, he is interested in the process of learning itself, the possibility of new activities, but this interest in school is still of an undifferentiated nature; he is attracted to all types of work at school.

Over time, interest in school becomes more and more differentiated: individual academic subjects are increasingly emphasized. Along with academic interests, extracurricular interests arise.

As they grow up, interest in games no longer occupies a leading position, but it still remains, changing: most of all, the student is attracted to “board” games or dynamic, active ones with competitive moments. Collecting is a typical interest for primary school age.

During adolescence, schoolchildren's interests further change. Social and political interests are expanding and deepening. The child begins to be interested in current events, his future, and the position he will occupy in society. This leads to an expansion of the range of cognitive interests, and they are determined by plans for future activities.

Adolescents have different cognitive interests, which are becoming increasingly differentiated.

Adolescence is also characterized by the further development of cognitive interests. High school students begin to become interested in already defined areas of scientific knowledge and strive for deeper and more systematic knowledge in the area of ​​interest to them.

In the process of further development and activity, the formation of interests, as a rule, does not stop. However, this process is conscious in nature, since these interests are related to improving professional skills, developing family relationships, and hobbies that were not realized in adolescence.

Speaking about the problem of the formation and development of a person’s motivational sphere, one should pay attention to the fact that the goals that a person strives for can eventually become his motives. And, having become motives, in turn, they can be transformed into personal characteristics and properties (for example, the motive of power).

Motivational states:

attitudes, drives, interests, desires, aspirations

Question No. 15. Self-awareness, its structure and development.

Self-awareness is one of the main structural components of personality. In the domestic psychological literature one can find many studies devoted to the problem of self-awareness, which can be conditionally divided into two groups. Such outstanding figures of Russian psychological science as B.G. Ananyev, L.I. Bozhovich, A.N. Leontyev, S.L. Rubinstein, I.I. Chesnokova, V.V. Stolin, A.G. Spirkin, in general theoretical and methodological aspects, analyzed the issue of the formation of self-awareness in the context of the more general problem of personality development.

In foreign literature there are also many publications of research related to issues of psychology of consciousness. This issue was dealt with by W. James, Z. Freud, K. Rogers, E. Erikson, R. Berne, W. Frankl and many other outstanding scientists. In foreign literature, self-awareness is understood as “I-concept”, i.e. the totality of all an individual's ideas about himself. To date, the psychological literature has described many studies of the problem of self-awareness. Some of these studies concern the analysis of the final products of self-knowledge, expressed in the organization of a person’s ideas about himself or the “I-concept”.

Self-awareness is a dynamic unity of knowledge and attitude, intellectual and affective.

As we have already said, the totality of all an individual’s ideas about himself is called the Self-concept. In modern literature, these terms are most often identified.

Self-concept is a “dynamic system of a person’s ideas about himself,” including the actual awareness of one’s physical, intellectual and other qualities, and self-esteem, as well as the subjective perception of external factors influencing a given personality. “The self-concept is the totality of all a person’s ideas about himself, coupled with their assessment.” Such definitions are given by Berne.

The descriptive component of the self-concept is the “image of the self.” In Russian literature, the term “Self-image” is more often used instead of Self-concept. So, I.S. Kohn understands Self-Image as an attitudinal system, the attitudes of which have three components: cognitive, affective and behavioral. “The lower level of the Self-Image consists of unconscious representations in the experience of an attitude, traditionally associated in psychology with “well-being” and an emotional attitude towards oneself; above are the awareness and self-esteem of individual properties and qualities; then these private self-evaluations are combined into a holistic image, and, finally, the self-image This Image of the Self fits into the general system of value orientations of the individual associated with his awareness of the goals of his life and the means necessary to achieve these goals."

The component associated with the attitude towards oneself or one’s individual qualities is called self-esteem.

The set of private self-esteem is defined as self-acceptance.

Behavioral reactions caused by self-image and self-attitude are the behavioral component of the self-concept.

R. Berne considers the self-concept as a set of attitudes aimed at oneself, highlighting the descriptive and evaluative components in the self-concept. Defining an attitude, the author identifies three main components:

1. “A belief that can be either justified or unfounded (the cognitive component of the attitude)”;

2. “Emotional attitude towards this belief (emotional-evaluative component)”;

3. “An appropriate reaction, which, in particular, can be expressed in behavior (behavioral component).” (39) Regarding the self-concept, these three components of the attitude are specified as follows:

1. "Image - an individual's idea of ​​himself;

2. Self-esteem - an affective assessment of this idea, which can have varying intensity, since specific features of the “I-image” can cause more or less strong emotions associated with their acceptance by kiro condemnation;

3. Potential behavioral response, that is, those specific actions that can be caused by self-image and self-esteem."

Self-awareness is dialogical: the very fact of the existence of self-awareness speaks to this. - I am the knower and I am the known. Another confirmation of this is in the way in which its formation occurs. This method is communication. Self-awareness is formed in social interaction as a unique result of human mental development.

The degree of cognitive complexity and differentiation of the “self-image”. The level of cognitive differentiation determines the nature of the connection between personal qualities and affective attitude towards them;

The degree of clarity of the “I-image” or its subjective significance for the individual. This parameter characterizes the level of development of reflection and content of the “image of the Self,” depending on the subjective significance of the qualities.

The degree of internal integrity and consistency of the “Image”. This parameter was studied by Stolin in his concept of “Personal meaning of the Self”. Personality qualities can have neutrality or personal meaning. Personal meaning is determined by the extent to which these qualities hinder or facilitate the implementation of life plans;

The degree of stability and stability of the “self-image” over time;

Self-acceptance, a positive or negative attitude towards oneself.

Self-awareness includes:

1. Self-knowledge, which is formed on the basis of analysis of the results of one’s own activities, through

assessment of the results of one’s activities by others, through self-observation of one’s states, thoughts,

experiences;

2. Self-control and self-regulation;

3. Self-esteem, including self-knowledge and self-evaluation;

4. Self-acceptance, considered as an integral indicator of the Self, and self-affirmation as a condition for the successful development of personality;

5. Self-esteem.

Self-awareness is a complex psychological structure, says B.C. Merlin, and identifies four components of self-awareness, which are also stages of its development:

1. “consciousness of identity” (formed in the first year of life), i.e., self-selection and taking oneself into account;

2. “I consciousness” (formed by 2-3 years), i.e. consciousness of oneself as a subject of activity;

3. awareness of one’s mental properties, which occurs as a result of generalization of self-observation data (formed in adolescence and youth);

4. social and moral self-awareness (formed in adolescence).

A.G. Spirkin defines self-awareness as follows: “self-awareness is a person’s awareness and assessment of his actions, their results, thoughts, feelings, moral character and interests, ideals and motives of behavior, a holistic assessment of himself and his place in life. Self-awareness is a constitutive feature of personality, formed along with the formation of the latter."

Functions of self-awareness:

* Thanks to self-awareness, a person can recognize himself as an individual reality, separate from nature and other people. He becomes a being not only for others, but also for himself. The main meaning of self-consciousness, according to A.G. Spirkin, should be considered “simply the consciousness of our existing existence, the consciousness of one’s own existence, the consciousness of oneself, or one’s “I”.”

* V.V. Stolin speaks of self-awareness as a phenomenon that allows one to maintain the constancy of one’s own behavior and experience a sense of responsibility for the social values ​​acquired by the individual.

* Structures of self-awareness can motivate certain activities, can participate in goal formation (i.e., in the selection of such goals that serve the achievement of the motive, which are consistent with the “I-image”, with ideas about one’s capabilities, rights, responsibilities, and duty).

* Self-awareness in its cognitive and emotional forms can determine the attitude towards others, as well as the style and nature of communication with them.

* Self-awareness in the form of self-knowledge and self-attitude can influence the development of certain personality traits, and, consequently, the personality as a whole.

* Self-awareness can serve as a form of self-control in various human activity manifestations.

* Self-awareness is the crown of development of higher mental functions, allowing a person, reflecting the external world, distinguishing himself in this world, to cognize his inner world, experience it and relate to himself in a certain way. Awareness of oneself as some stable object presupposes internal integrity, the constancy of the personality, which, regardless of changing situations, is capable of remaining itself.

Berne identifies three main functions of the self-concept:

1. Self-concept as a means of ensuring internal consistency. As you know, a person always strives to achieve inner harmony and coherence. But something constantly happens that causes disharmonious experiences, and a person takes various actions to restore harmony. An important role in restoring internal consistency is played by a person’s self-image.

2. Self-concept as an interpretation of experience. A person is inclined to base his behavior and interpret his experience on the basis of his own ideas about himself.

3. Self-concept as a set of expectations. Every person has some ideas about the future, about what should happen. A person builds his behavior on the basis of these ideas. In turn, these ideas are based on a person’s ideas about himself. So, if a person considers him unattractive to others, he will build his behavior according to this opinion, often being confident that those around him will make him understand in every way that he is right in thinking about himself this way. And vice versa.

Let's consider the levels and units of self-awareness.

A.N. Leontyev, who considered the problem of self-awareness as a problem of “high vital importance, crowning the psychology of the individual,” regarded it as an “unsolved problem that eludes scientific and psychological analysis.”

Chesnokova proposes to distinguish two levels of self-awareness according to the criterion of the framework within which knowledge about oneself is correlated. At the first level, such a correlation occurs within the framework of a comparison between “I” and “another person.” First, a certain quality is perceived and understood in another person, and then it is transferred to oneself. The corresponding internal techniques of self-knowledge are mainly self-perception and self-observation. At the second level, the correlation of knowledge about oneself occurs in the process of autocommunication, i.e. within the framework of "I" and "I". A person operates with ready-made knowledge about himself, already formed to some extent, obtained at different times, in different situations. Chesnokova points out here introspection and self-awareness as a specific internal method of self-knowledge. At this level, a person correlates his behavior with the motivation that he realizes. The motives themselves are also assessed from the point of view of social and internal requirements. Self-awareness at the second level reaches its highest level of development when forming life plans and goals, life philosophy in general, one’s social value, and self-esteem.

As a unit of self-awareness A.N. Leontyev identifies personal meaning, which is generated as an attitude to the motive or goal of the qualities of the subject relevant to their achievement and is formed in self-awareness in meanings (cognitive aspect) and emotional experiences (emotional aspect).

Thus, as a unit of self-awareness, the “meaning of self” contains cognitive, emotional and relational components. The multiplicity of human activities leads to a plurality of meanings of the “I”, the intersection of activities leads to actions (an action that is objectively connected with two motives in such a way that it serves as a step towards one of them and at the same time a step away from the other), actions - to conflicting meanings of the “I”. “(a positive meaning towards one person and a negative meaning towards another in the same circumstances), the conflicting meaning of the “I” triggers further work of self-awareness.

V.V. Stolin singles out the “conflict meaning of the Self” as a unit of self-awareness, reflecting the collision of a person’s various life relationships, his motives and activities. Intrapersonal barriers, their collision in action, real or imaginary, are the basis for attitude towards oneself.

Let us also consider the issue of the emergence of self-awareness in a child, in which several opinions can be distinguished. Thus, Bekhterev believes that self-awareness in the development of a child precedes consciousness, i.e. clear and distinct representations of objects. Self-awareness in its simplest form consists of a vague sense of one's own existence.

Vygotsky and Rubinstein believed that a child’s self-awareness is a stage in the development of consciousness, prepared by the development of speech and voluntary movements, the growth of independence caused by this development, as well as changes in relationships with others associated with these processes (2-3 years).

Myasishchev adheres to the point of view according to which self-awareness arises in connection with the expression in a distinct form of an emotional attitude towards the environment.

Most likely, the origin of self-awareness is multimodal. Different systems of relations, including man as a natural being, as an object and as a subject of social relations and human activities, also give rise to different aspects of his self-awareness, expressed in various phenomena that are not reducible to each other.

Question No. 16. The problem of personality in humanistic psychology.

Basic principles of humanistic psychology

Humanistic psychology is a direction of modern psychology that studies a healthy creative personality, revealing its potential in the process of self-actualization (or self-realization).

Humanistic psychology arose in the 50s of our century, and took shape as a scientific movement in the early 60s. In 1961, the Association for Humanistic Psychology was created and the Journal of Humanistic Psychology was founded. In 1964, the first conference of humanistic psychology took place.

The main representatives of humanistic psychology: Charlotte Buhler, K. Goldstein, Abraham Maslow, Gordon Allport, Karl Rogers (1902-1987), Rollo May (b. 1909) and others. The philosophical foundations of humanistic psychology are associated with existentialism (or the philosophy of existence), that is, with the teachings of Martin Heidegger (1889-1976), Jean-Paul Sar/Yar (1905-1980), Karl Jaspers (1883-1969), Albert Camus (1913-1960) and others. According to S. Buhler, humanism, from a psychological point of view, involves the study of a person as a whole, and not as a set of his qualities and actions. From an ethical point of view, humanism is the establishment of such rules of life that are based on the needs of man, and not on the needs of lower animals, the covenants of God or the laws of inanimate nature. Humanistic psychology contrasts itself with psychoanalysis and behaviorism. The object of her study was love, creativity, “I,” the development and realization by a person of his capabilities, the highest values ​​of being, mental health, experience, etc.

Basic principles of humanistic psychology

1. Although human existence has a limit, a person always has freedom and the independence necessary to realize this freedom.

2. The most important source of information is the existential state of a person, his subjective experience.

3. Human nature can never be completely defined, because she always strives for continuous development.

4. Man is one and complete. In his psyche it is impossible to separate the organic and the mental, the conscious and the unconscious, feeling and thought.

5. Each person is unique, so the analysis of individual cases is no less justified than statistical generalizations.

6. Self-realization is an integral part of human nature.

7. Man is focused on the future; he is an active creative being.

Moral principles of life follow from these principles of humanistic psychology:

A person's responsibility for his actions. He is not a tool of the unconscious, not a slave of formed habits;

Relationships between people should be based on mutual recognition and respect for each other's experiences;

Every person should feel in the present, “here and now.”

Views of individual representatives of humanistic psychology

Gordon Allport (1897-1967) - American psychologist, professor of psychology at Harvard. Allport considers personality as a dynamic organization of motivational, psychophysiological systems. These systems are based on habits, attitudes and personality traits. Personality, according to Allport, is an integral system, the core of which is the human “I”. The features of this system are the desire to realize one’s life potential. A person in his manifestations follows social rather than biological motives to a greater extent.

In the system of personality traits, Allport identified the following main groups:

Traits common to most people (eg, altruism, selfishness, intellectuality, self-control);

Individual or specific traits for a given person that distinguish him from other representatives of a given social group (for example, narcissism, Machiavellianism, sadism, masochism, etc.).

Depending on the manifestation of traits in a person’s life, they are divided into cardinal (that is, strongly expressed), central (that is, most characteristic of a given person), and secondary (that is, rarely manifested).

In addition, traits that initiate human adaptation and traits that initiate self-expression and expression are distinguished.

Allport viewed the process of personality formation as the formation of increasingly complex systems. The culmination of the synthesis of these systems is the personality.

Abraham Maslow (1908-1970) - American psychologist, headed the psychology department at Brandeis University for 10 years, professor. One of the founders of humanistic psychology - “psychology of the third force,” as he put it.

Maslow viewed the concept of man as a single, unique, organized whole. Human nature is good, or at least neutral. The destructive forces in man are the result of frustration or unsatisfaction of basic needs, and are not due to the influence of the innate defects of mankind. Nature has inherent potential for positive development and self-improvement in humans. The most distinctive and universal characteristic of human beings is creativity. Creativity comes in different forms. A person’s innate ability to be creative can be lost as a result of “cultivation” or subjection of a person to the norms prevailing in society.

Maslow believed that we cannot understand mental illness until we understand mental health.

Self-improvement is the main theme of human life, and the study of self-actualizing healthy people will create a universal psychological science.

Maslow described man as a “desiring being” whose needs require constant satisfaction. Human needs are innate and organized in a hierarchical system.

At the base of this hierarchical pyramid are physiological needs (5); higher - the needs of safety and protection (4); even higher - the needs of belonging and love (3); further - the needs of self-esteem (2); and the pyramid is completed by the need for self-actualization or personal self-improvement (1).

Satisfaction of needs located at the lowest level (that is, physiological), makes it possible to understand the needs of a higher level. The higher a person rises in this hierarchy of needs, the more individuality, human qualities and mental health he demonstrates.

Maslow recognized the possibility of realizing higher needs when lower ones are not satisfied (creative people, heroes, etc.). The degrees of satisfaction of needs vary: physiological - satisfied by 85%, security and protection - by 70%, love and belonging - by 50%, self-esteem - 40%, self-actualization - 10%.

Self-actualizing individuals (1% of humanity) most fully embody the human essence. There are few self-actualizers because people are not aware of their creative potential or are afraid of it (Jonah complex - fear of success).

Later, Maslow identifies two global categories of human motives: deficit motives (need motives) and growth motives (development motives, or meta-needs).

Metaneeds are aimed at realizing our potential, which manifests itself in achieving: integrity, perfection, activity, kindness, beauty, uniqueness, etc. Failure to satisfy metaneeds leads to metapathology, which manifests itself in alienation, depression, cynicism, etc.

These two global human motives correspond to two lifestyles.

The first is D (deficit) life, or a lifestyle focused on satisfying needs (scarcity) and fulfilling the requirements of society.

The second is B (existential) life, or a way of life aimed at the full realization of one’s capabilities.

The pinnacle experiences of the B-image are great ecstasy, awe, and delight.

The main characteristics of a self-actualizing personality, according to Maslow

More adequate perception of reality; - acceptance of yourself, others and nature; - spontaneity, simplicity and naturalness - focus on the problem (that is, absorption in the activity); - independence, which manifests itself, among other things, in the need for privacy; - autonomy, that is, relative independence from culture and environment; - freshness of perception of surrounding phenomena; - summit or mystical experiences; - public interest, manifested, among other things, in the desire to help other people; - deep interpersonal relationships; - democratic character; - differentiation of goals and means of achieving them, which is based on the existing hierarchy of values; - philosophical sense of humor; - creativity; - resistance to cultivation (that is, a certain resistance to the pressure of social norms). The self-actualizing personality, according to Maslow, is a model of mental health, although it is not without flaws. Maslow dreamed of creating the island of Eupsychia, on which 1000 healthy, self-actualizing families could be settled.

4. Concept of K. Rogers

Carl Rogers - American psychologist, employee of Columbia, Chicago and University of Wisconsin, professor, doctor, president of the American Psychological Association in 1946-1947.

K. Rogers believed that man by nature is a good, constructive being, striving to live in harmony with himself and with others. All human behavior is inspired by a unifying motive - the tendency to self-actualization.

The decisive role in human behavior is played by his subjective experiences and inner world. The psychologist's task is to understand him. A person is an integrated, whole organism.

The self, or self-concept, according to Rogers, is a gestalt made up of perceptions of the properties of the self and perceptions of the self's relationships with other people and various aspects of life, as well as the values ​​associated with these perceptions.

The “I-concept” is accessible to awareness, although it may not be conscious at the moment.

The “self-concept” reflects the characteristics that a person perceives as part of himself (the “real self”), as well as those that a person would like to possess (the “ideal self”).

Factors influencing the formation of the “I-concept”: - organismic evaluative process (that is, the assessment of any experience from the standpoint of whether it contributes to or hinders the innate tendency to actualization). This process plays an important role in infancy;

The need for positive attention and its satisfaction;

Conditions of value (that is, the circumstances under which the need for attention is satisfied).

Conditional positive attention can be detrimental to personality development. It is expressed by the formula: “If you do this, you will get that.” Unconditional positive attention (that is, without reservations) promotes personal development. Unconditional positive attention does not exclude criticism, the meaning of which is expressed by the formula: “We love you very much, but what you do upsets us, and therefore it would be better if you didn’t do it.” Unconditional positive attention from others and a person’s attention to himself is a condition for self-actualization.

A person’s behavior is consistent with his “I-concept”. A threat to the “I-concept” arises when there is a discrepancy between its content and actual experience. Hence the tension, guilt, anxiety. This contradiction is not always realized. With awareness, a restructuring of the “I-concept” may occur.

When there are no threats to the “I-concept”, a person is open to experiences; when there is a threat, defense arises. The purpose of protection is to preserve the integrity of the “I-structure”. Remedies include distortion of the perception of the experience or denial of the experience.

Protection preserves a person's self-respect. With frequent inconsistencies between experiences and the self-concept, the defense weakens and the level of discomfort increases. This can lead to a neurotic personality. When there are large discrepancies, serious psychological problems can arise, and the person exhibits irrational and self-destructive behavior.

A good life, according to Rogers, does not manifest itself only in obtaining pleasure and reducing stress, but implies a direction in a person’s life that corresponds to his true nature.

A fully functioning person is a person who realizes his or her abilities and talents to the maximum. He is characterized by five main personal characteristics: 1) openness to experience; 2) an existential way of life, that is, full and rich in experiences, with an open and flexible structure of the “I”; 3) organismic trust, that is, orientation when choosing behavior to one’s internal feelings, and not to the pressure of social norms; 4) empirical freedom, that is, the ability to live in accordance with one’s own will (hence responsibility for one’s actions); 5) creativity, that is, a creative lifestyle.

Question No. 17. Personal defense mechanisms and their characteristics.

In Soviet psychological literature, starting with F.V. Bassin’s article “On the strength of the Self and psychological protection,” these particular psychological defenses are actively discussed. There are protective mechanisms and protective mechanisms, neurotic psychological protection and psychotic protection; In addition to the classic set of defense mechanisms (repression, denial, rationalization, projection, regression, etc.), some authors introduce other defense mechanisms (constriction, overestimation, aggravation, dysphoric defense, etc.).

The most common definition of psychological defense is: mental activity aimed at spontaneously overcoming the consequences of mental trauma (V.F. Bassin, V.E. Rozhnov);

1. special cases of the relationship of the patient’s personality to a traumatic situation or illness that has affected him (V.M. Banshchikov);

2. ways of processing information in the brain that block threatening information (I.V. Tonkonogiy);

3. the mechanism of adaptive restructuring of perception and assessment, which occurs in cases where a person cannot adequately assess the feeling of anxiety caused by an internal or external conflict and cannot cope with stress (V.A. Tashlykov);

4. mechanisms that support the integrity of consciousness (V.S. Rotenberg);

5. mechanism of compensation for mental deficiency (V.M. Volovik, V.D. Vid);

6. passive defensive forms of response in a pathogenic life situation (R.A. Zachepitsky);

7. dynamics of the system of personal attitudes in the event of a conflict of attitudes (F.V. Bassin);

8. methods of representing distorted meaning (V.N. Tsapkin).

It can be noted that in the above definitions, psychological protection has always been part of a number of other mental phenomena: actions, attitudes, relationships, compensation, etc. Moreover, the specification of this part does not go by the object, but through setting goals and protection functions, i.e. from outside. Thus, psychological protection is not allocated to pr-s and mech-m. As a result, if it is clear when and why protection functions, then what it is is not made clear.

At the same time, we can highlight a number of general points that are characteristic of all definitions. The general phenomenon is a situation of conflict, trauma, stress, and the goal is to reduce emotional tension, connection with conflict and prevent disorganization of behavior, consciousness, and psyche. Here we can note that the basic semantic design of all definitions almost coincides with the psychoanalytic understanding of psychological protection. After all, Freud also defined defense as a mechanism operating in a conflict situation and aimed at reducing feelings of anxiety and conflict. The only difference is in the definition of what is behind the conflict.

Psychological protection is one of the types of attitudinal interactions of an individual with the environment or with his internal self-image. Protection is not a “built-in” mechanism of the personality structure: only by developing as an L, the individual makes protection part of his internal structure. Partial defense mechanisms can be restructured under the influence of social interaction, and then they manifest themselves in a slightly different form.

With the functional side of protection, mechanisms are a type of instrumental relationship between the organization and the environment. Or-m "correlation" of its emerging needs with those conditions, the cat "supplies" to it by the environment. Defense of the existence of unfulfilled drives (desires that have no way out) together with the danger (failures, fears, punishments) that suppress these drives.

Freud believed that the psyche consists of three layers - conscious, preconscious and unconscious - in which the main structures of personality are located.

In the unconscious there is the Id - the original system of L., the matrix, into which the Ego and Super-ego then differentiate. The id includes everything psychic that is innate and present at birth. The id is actually the energetic basis of the personality; the id contains innate unconscious instincts that strive for their satisfaction, for discharge and thus determine the activity of the subject. To obtain pleasure, the id has two processes - reflex action and primary process. The first are innate automatic reactions (sneezing). The primary process is a more complex reaction, it attempts to release energy through the creation of an image of an object, in connection with which the energy will be satisfied (dreams).

The main task of the superego is to evaluate the rightness or wrongness of something based on the moral standards sanctioned by society. With the formation of the Super-ego, self-control takes the place of control. The basic function of self-control: 1. Interfer with the impulses of the Id; 2) “persuade” the Ego to change realistic goals to moral ones and 3) fight for perfection.

The state of internal conflict between the Id and the Superego makes a person neurotic. To reduce this conflict, human protection measures exist. All defense mechanisms have two common characteristics: 1) they deny, falsify or distort reality; 2) they act unconsciously.

Displacement is the most ineffective mechanism, because... the energy flowing through instinctive channels is not realized in activity. The desire is repressed into the unconscious, the person forgets about it, but the remaining tension, penetrating through the unconscious, makes itself felt in the form of symbols that fill our dreams, in the form of slips of the tongue, slips, etc.

Projection is a person’s attribution of other desires and feelings. Projection often serves a dual purpose. It reduces anxiety, replacing greater danger with lesser danger, and allows a person to express his impulses under the guise of protection.

Formation of a reaction is the replacement in the consciousness of an anxiety-producing impulse or feeling with its opposite.

Fixation - in the course of normal development, a person goes through a number of stages. however, each new step brings with it a certain amount of frustration and anxiety, and if these are too great, normal development may be temporarily or permanently interrupted. In other words, a person can become fixed at one of the early stages of development.

Regression is a time transition to an earlier, primitive level of mental development, a kind of retreat into that psychological period when a person felt most protected.

Rationalization - attributing motives and reasons to one's behavior is incorrect, but convenient, without harming self-esteem. A person covers up the true motives of his behavior, explaining them as fictitious, but morally acceptable.

Sublimation is the most effective method, because... directs energy associated with sexual or aggressive aspirations into another direction, for example, into creativity.

Retreat or refusal (leaving the field). If it is impossible to achieve the desired goal, the subject refuses the given activity and leaves the area of ​​​​its (possible) implementation. Communication with this region is also interrupted (or decreased). Refusal due to reduced connections impoverishes the inner world of L., and the world of feelings can also reduce its saturation. This is Z.M. M.B. connection with conformity: exit from “one’s” field, drive to enter into others. Refusal is expressed in a specific form - in submission. Such submission “protects” the individual and gives him a feeling of security.

Self-closing (encapsulation). This fur is close to failure and is also associated with leaving the environment, but has a different source. The connection is self-closed with nonconformism, with the “from” direction. Closure inside your "Ego". Contacts are sharply reduced. Leads to asceticism, hermitism, this is typical for the schizoid type (the fewer desires, the calmer life)

Introjection (assimilation). The subject “introduces” external values ​​or standards into the structure of his Self in order to reduce the threat. Introjection is based on the assimilation of the new content of the psyche to the subjective material that already exists in it. The subject, as it were, tries to give everything subjective an external form, to liken himself to the objective (which presupposes some trust in the external world). All this distinguishes the mechanism of introjection from the directly opposite mechanism of projection.

Perceptual defense. In the most general form, this method is based on a certain distortion of the material in the channel of perception, when the final image in the result accepts a form or meaning, which does not cause injury to the individual. Subdivision of conditions into 2 types: a) Denial of reality (conf) - the subject simply “does not perceive” the given reality, objects or conf. He will continue contacts or activities, “not noticing” the downsides; balance is maintained by the “armor” of a sufficiently strong personality structure, when conflict is not allowed inside the Self. b) Partial perception - the subject “sees” only what he likes, is beneficial or corresponds to his values. What is needed is, as it were, “cut out” from the environment; the rest is not perceived and does not seem to exist.

Depreciation. Based on a decrease in the value of the goal that was previously significant for the subject; at the same time, the unpleasant feelings of failure are reduced. a) Devaluation of one’s goal, which results in the denial of the former desire of the given object. Having failed in love, people began to assert that “love is the beginning of all troubles.” b) Devaluation of one’s own failures. In this case, the person believes that it could have been worse, and, moreover, his failure is nothing compared to what could have happened. c) Devaluing the achievements of others. A more complex, veiled case. Here the opinion was expressed that the success of others in this region must be connected with failure in another area. “Yes, he works quickly, but he won’t invent gunpowder.” The first part of the statement, as right, contains the precursor of envy, what the author of the statement lacks; The second part of the phrase can hide in himself what was revealed before his secret pride. Consequently, the 2nd part of the statement is a possible area of ​​​​increased subjective self-esteem or an area of ​​development hidden level claimed

Identification. Let us assume that the norms of social standards “put pressure” on the immediate fulfillment of desires. But the individual knows that conformity to the standards and following them will give him some kind of “reward” (keeping calm). At the same time, he is more satisfied with the reward he receives than he would have received if he had violated these rights. The poet here is a subject who identifies himself with social prescriptions: a) Identification with the aggressor - the individual knows that if he does not do what he wants, he will be punished, and restrains himself, avoiding punishment (fear management). b) Anaclyctic identification - the individual knows that by restraining himself, he will receive a “reward”, approval (control by love).

Often these two types of identification coexist: in communicating with some people, the individual seeks to avoid punishment, while others restrain himself for the sake of an emotional “plus”. Gradually, such self-control becomes his second nature, and only in the early years of life can one find the real source of such behavior. I. is somewhat reminiscent of introjection, although the latter is largely connected with mental mechanisms, it requires greater development and coverage of the larger personality pages. I. is associated primarily with behavioral, expressive mechanisms and is more local and situational.

Inversion is a defense mechanism that works on “reverse tendencies” in the behavior, thoughts or experiences of L. It is based on a “turn”, the reversal of the direction of these principles in some other direction or certain "freezing". Types of inversion: a) Reactant formation. Instead of the words “I hate you” it is said: “I love you” (with the hidden meaning: “And you treat me so badly”). Here the relationship changes, but the object remains the same. This is a consequence of not receiving a good relationship. The subject’s defense arises as a consequence of the partner’s imaginary hatred.

b) Shyness, shyness. The connection with the “reverse” is conducted in relation to what is desired, with the veiling of the direct expression of one’s feelings. It can manifest itself in the form of fear, indecisiveness, excessive modesty, and sometimes takes the form of ostentatious rudeness (weakness of the self + defensive aggression).

c) Martyrization. The subject achieved what he wanted, causing self-pity from those around him, dramatizing the situation with tears, groans, fits, “working for the public.”

Aggression. In a moment of frustration, the aggressive impulse is directed, in general, at the source of this frustration. This impulse intensifies with increased frustration or tightening of the barrier. However, not all people react aggressively: this requires a primary tendency to destruction or a certain infantilism of the psyche. A).Direct aggression - as rights, directed at others. It can manifest itself in behavior (attack, fight, physical influence, murder) or in verbal form (abuse, humiliating jokes or statements, rude remarks) . It is possible to turn aggression onto oneself (auto-aggression): self-accusation, deep feelings of guilt, suicide, exhaustion of oneself by hunger. This defense principle is based on increasing the importance of social standards (or perceiving them as too tough), on the perception of barriers as completely impassable or the situation as an absolute no-way out. B).Indirect (displaced) aggression - directed not directly at an enemy or an enemy object, but at an accessible object. This is an accessible object. connection with the source of frustration, but may not have anything to do with them. So, a person can simply “pour out” his bad mood on the first person he comes across. Aggression can manifest itself towards those who cannot respond, towards the defenseless (a weak person, a submissive wife). B).Passive aggression. In this case, the subject unites himself with the external aggressor and “assumes” his role. An example of this type of aggression is treason, betrayal or indulgence in other cruelties.

Compensation. In its most general form, it is a functional balancing of one’s inferiority or experiences arising from this inferiority. A).Direct compensation - the individual achieved what he wanted by directly developing a skill that he did not have before. Willful overcoming of one's own imperfections. B).Indirect compensation - the individual achieves what he wants in other areas, which reduces the severity of the unpleasant transfer of non-achievement, imperfection in the primary desired area. Sublimation, in which the direction of a person’s energy and his activities changes. Other mechanism is substitution, the primary direction of energy remains, but the object of its application changes. The next fur is a mask (facade) - the subject closes the internal emptiness or the impossibility of achieving the formation of an externally impressive facade: prestigious things, high positions.

Fantastic satisfaction. In the most general sense, this is the replacement of reality with your inner, imaginary world of images or imaginary achievements. Fantastic achievement. The subject invents (directly) pictures of achievements for himself. Fantastic identification - identifying oneself with a certain person or character. This corresponds to subtypes: imagining oneself as a victorious hero or as a suffering hero. Getting into character (reading books).

Question No. 19. Mastering the activity. Abilities, skills, habits.

Every action has a motor and sensory component (execution, control and regulation are the functions of these components). Methods of execution, control and regulation are called methods of activity, partial automation of movements is called a skill.

As the pace of life in the world accelerates, people increasingly strive to achieve successful self-realization. Since there are more and more people who are willing and actively express their position in life, a significant part of the activity of a modern person is aimed at leadership. In order to be a successful competitive person, you need to be able to correctly set goals for yourself and achieve them, but this is often hampered by fatigue from the pace of life or ordinary laziness - both options are an indicator of low motivation for activity.

Thus, motivation for activity is a very pressing problem today, and scientists from both the field of psychology and related sciences are studying motivation for activity.

In Russian psychology there are various approaches to the study of personality. However, despite the differences in interpretations of personality, all approaches highlight focus . Most often in scientific literature, directionality is understood as a set of stable motives that orient the activity of an individual.

It should be noted that the orientation of the individual is always socially conditioned and formed in the process of education. Moreover, all forms of personality orientation are based on motives for activity .

Forms of personality orientation : attraction, desire, aspiration, interest, inclination, ideal, worldview, belief.

Let us briefly characterize each of the identified forms of orientation in the order of their hierarchy. First of all, you should focus on attraction. It is generally accepted that attraction is a mental state that expresses an unconscious or insufficiently conscious need.

Wish - this is a conscious need and attraction to something very specific. It should be noted that desire, being sufficiently conscious, has a motivating force.

The next form of directionality is pursuit . Aspiration arises when a volitional component is included in the structure of desire. An impulse that expresses the need for conditions of existence that are currently absent, but can be created as a result of specially organized activity of the individual.

Interest - this is a specific form of manifestation of a cognitive need, ensuring that the individual is focused on understanding the goals of the activity and thereby contributes to the individual’s orientation in the surrounding reality.

Interest in the dynamics of its development can turn into an addiction. This happens when the volitional component is included in interest. Propensity characterizes an individual’s orientation towards a certain activity.

Ideal - this is the objective goal of an individual’s inclination, concretized in an image or representation, i.e. what he strives for, what he focuses on.

Worldview - a system of views on the objective world, on the place of man in it, on man’s relationship to the reality around him and to himself.

Belief - the highest form of orientation is a system of individual motives that encourages her to act in accordance with her views, principles, and worldview. Beliefs are based on conscious needs that encourage a person to act and form his motivation for activity.

Motive - these are motivations for activity related to satisfying the needs of the subject. Motive is also often understood as the reason underlying the choice of actions and actions, the set of external and internal conditions that cause the activity of the subject.

Types of motives:

1. Self-affirmation motive . This motive is closely intertwined with the individual’s self-esteem, his pride and ambition. A person tries to prove to society that he is worth something, wants to be valued and respected, and strives for a certain status in society.

2. Identification motive . This motive is based on the desire to be like an idol, a hero, a certain authoritative person. The motive encourages development and work on oneself. The identification motive is especially common among youth and children who try to be like other people in certain activities.

3. Power motive is based on the subject’s desire to gain power and the opportunity to influence the people around him. The need for power has at all times been one of the main forces driving human actions. This motive is quite strong. It allows an individual to overcome significant difficulties and make great efforts to achieve the goal.

4. Procedural and content motives represent an incentive to human activity through the content and process of activity. A person loves to perform this particular activity, he shows initiative and his physical or intellectual activity. Procedural-content motives are when a person likes the content and process of the work performed.

5. Self-development motive – this is one of the main motives that forces a person to work on himself and develop. Moving forward and self-development are often quite closely related to intrapersonal conflicts, but are not violence against oneself.

6. Achievement motive – the desire to achieve excellent results and high skill in their activities. This desire usually manifests itself in the fact that the individual selects quite difficult tasks and tries to complete them. A person who is endowed with a high level of achievement motivation persistently works on himself to achieve his goal.

7. Prosocial motives – these are motives associated with one’s own awareness of the social significance of the activity, with responsibility to society. When such motives operate, identification of the group with the individual occurs.

8. Affiliation motive represents the desire to maintain relationships with other people, to communicate and contact with them. The meaning of affiliation lies in the intrinsic value of communication.

9. Negative motive is an impulse that is caused by the awareness of possible troubles, punishments, and inconveniences that occur in case of failure to perform an activity.

The term "motivation" is a broader concept than the term "motive". The word “motivation” is used in modern psychology in a dual sense:

as denoting a system of factors that determine behavior (this includes, in particular, needs, motives, goals, intentions, aspirations and much more),

as a characteristic of a process that stimulates and maintains behavioral activity at a certain level.

Most often in the scientific literature, motivation is considered as a set of psychological reasons that explain human behavior, its beginning, direction and activity.

Motivation is an important component of the regulation of any human activity. At different periods of a person’s life, different types of activities become significant. For a teenager, educational activity is necessary as the basis for subsequent successful functioning in society; accordingly, it is necessary to develop learning motivation.

The question of motivation for activity arises every time it is necessary to explain the reasons for a person’s actions. Moreover, any form of behavior can be explained by both internal (psychological properties of the subject) and external (conditions and circumstances of its activity) reasons. In the first case, they talk about motives, needs, goals, intentions, desires, interests, etc., and in the second, they talk about incentives emanating from the current situation. Intrinsic and extrinsic motivation are interconnected.

In turn, a motive, in contrast to motivation, is something that belongs to the subject of behavior himself and prompts him from the inside to perform certain actions. Motives can be conscious or unconscious. The main role in shaping a person’s orientation belongs to conscious motives.

It should be noted that the motives themselves are formed from human needs. Need is the state of a person’s need for certain conditions of life and activity or material objects. Needs always act only as sources of motivating power of motives.

It is known that in order for activities to be carried out, sufficient motivation is necessary. However, if the motivation is too strong, the level of activity and tension increases, as a result of which certain disorders occur in activity (and behavior), i.e. work efficiency deteriorates. In this case, a high level of motivation causes undesirable emotional reactions (tension, anxiety, stress, etc.), which leads to deterioration in performance.

It has been experimentally established that there is a certain optimum (optimal level) of motivation at which the activity is performed best (for a given person, in a specific situation). A subsequent increase in motivation will lead not to improvement, but to deterioration in performance. Thus, a very high level of motivation is not always the best. There is a certain limit beyond which a further increase in motivation leads to worse results.

This relationship is called the Yerkes-Dodson law. These scientists established back in 1908 that in order to teach animals to go through a maze, the most favorable is the average intensity of motivation (it was set by the intensity of the electric shocks).

Achievement motivation - achievement-oriented behavior presupposes that every person has motives for achieving success and avoiding failure. In other words, all people have the ability to be interested in achieving success and anxious about failure. However, every individual has a dominant tendency to be guided by either the achievement motive or the failure avoidance motive. In principle, the achievement motive is associated with productive performance of activities, and the failure avoidance motive is associated with anxiety and defensive behavior.

The predominance of one or another motivational tendency is always accompanied by the choice of goal difficulty. People motivated to succeed prefer goals that are moderate in difficulty or slightly exaggerated, which are only slightly greater than the result already achieved. They prefer to take calculated risks. Those motivated to fail tend to make extreme choices, some of them unrealistically occupying, while others unrealistically inflate the goals they set for themselves.

After completing a series of tasks and receiving information about successes and failures in solving them, those who are motivated to achieve overestimate their failures, and those motivated to fail, on the contrary, overestimate their successes.

Successful performance of productive activities requires not only developed abilities, but also such important motivational characteristics as interest in the task being performed and faith in one’s ability to achieve a certain result. Simply possessing knowledge does not automatically ensure its use in various life situations. People with the same level of intellectual ability can differ significantly in how capable they perceive themselves to be in the face of the challenges they face, and this is reflected in their performance.

Achievement motivation is the desire to improve results, the desire not to stop there, persistence in achieving your goals, the desire to achieve your goal despite difficulties.

Achievement activities can include intellectual, sports, work activities, as well as activities aimed at raising a child, helping others, or acquiring any social skills.

What distinguishes achievement motivation from avoidance motivation? According to various authors, the main distinctive features are the following categories of achievement motivation:

1) Independent goal setting by the subject;

2) The desire to achieve an independently set goal;

3) Lack of desire to please anyone in terms of goals, means and results of activities;

4) Preference for average or slightly above average complexity of tasks.

Factors that determine the presence of strong achievement motivation:

1. The desire to achieve high results (success).

2. The desire to do everything as best as possible.

3. Selection of difficult tasks and the desire to complete them.

4. The desire to improve your skills.

The dependence of success on abilities and motivation to achieve

Success in activity, as is known, depends not only on a person’s abilities, but also on the desire to achieve a goal, on purposeful and persistent work to achieve success (i.e., on motivation to achieve). Based on this, we can propose the following formula for success:

U = C x M x St

U - success;

C - ability;

M - achievement motivation;

St - situation (external factors, favorable circumstances, etc.).

Achievement motivation can be described by the following formula:

System model of the achievement motivation process

Analysis of modern theories of motivation for productive activity made it possible to formulate a holistic (generalizing) model of the process of motivation of activity, consisting of four main blocks, interconnected in a certain way.

Value-target block is a system of motives, goals and values ​​that trigger behavioral, cognitive and emotional processes of motivation for achievement-oriented activities. It can be characterized by:

(1) target regulations, and, in particular, the goals that the subject sets for himself, as well as the expression and specific content of the internal and external regulation of the activity in question;

(2) the goals that the subject sets for himself, and

(3) value dispositions and interests of the subject.

Goals are a critical component of motivated behavior. The result of the activity depends on how clear, precise, difficult and attractive the goals are.

The value-target block has priority for determining whether the subject has motivation. It triggers all other components of motivation.

Cognitive block is a subsystem that includes, first of all, ideas about the controllability of the process and the result of the activity, described through the following components:

1) ideas about personal responsibility for successes and failures (cf. belief in the controllability of the result),

2) belief in one’s ability to cope with a certain activity and

3) expectations of success or failure.

Emotional block motivation for achievement activities can be characterized through (1) the presence of an experience of pleasure from efforts aimed at achieving results, and

(2) features of emotional reactions that the subject demonstrates when encountering difficulties and failures.

Behavioral block achievement motivation represents a system of behavioral components of motivation and can be characterized through the following psychological components:

1) persistence, manifested in the time devoted to solving a problem (both in the sense of continuity of work on the task and in the sense of the duration of the pursuit of achieving the goal), persistence in the process of solving it, as well as bringing it to the end (obtaining a certain result) despite possible interference, for example - interruptions in work;

2) intensity of effort (level of energy and enthusiasm);

3) coping strategies (active, adaptive or helpless, avoidant);

4) selection of tasks of the optimal level of difficulty.

Perseverance is one of the most important indicators of motivation. An individual with high achievement motivation demonstrates persistence despite the difficulties that arise in the process of achieving a goal.

From this description of the structure of achievement motivation and its components, it follows that achievement motivation is a complex cognitive-emotional-behavioral formation and therefore it does not seem surprising that the understanding of this phenomenon is still not complete and consistent.

9 ways to increase motivation:

Focus on the end result

Everything you work on has a purpose. Even if the process itself is boring or unpleasant, the end result is worth it. So, having order in your head and a clear plan will increase your motivation and make your work easier.

Take a break

Sometimes, your motivation wanes because you work too hard and too hard. Take a break. Even a few minutes away from your computer can help you relax. It's also a great way to restore a sense of perspective if you're overwhelmed with tasks.

Go for a walk

One of the best ways to relax is to go for a walk. Even a five minute walk helps. You will get your body moving and warm up your blood. Then, you can return to your work feeling full of energy again.

Make a list of tasks

Sometimes, your motivation may plummet because you have too many tasks and you don't know where to start. Take everything out of your head and put it on paper. It will only take a few minutes and will make everything seem much more manageable.

Switch between two tasks

Do you have several big tasks that you need to complete? Find an alternative: work on one for ten to fifteen minutes, then on another, and so on. This helps keep you moving (if you only have ten minutes, you'll be able to focus better) and you won't get bored doing the same thing.

Race against time

Trying to cope with a tedious task? Set yourself a goal to work faster. Set a timer and try to beat it.

Write down everything you have already achieved

Maybe you feel like you're not making much progress towards your goal. If yes, then take a piece of paper and write down everything you have already done. Write down those real, big achievements that will remind you how much you have already overcome.

Seek support

It’s hard for one to deal with negative thoughts and loss of motivation. Seek support from friends, relatives, colleagues and like-minded people. Spend more time with them, share your victories and future ideas.

Have a big dream.

What, if not a dream, will motivate you to do what you do. But just having a dream won't be enough. Your dream should inspire you. It has to be real, but at the same time be big. It should push your potential beyond your comfort zone.

Exercise "Saboteur"

Exercise “Inner saboteur”

This exercise is an adaptation of a well-known Gestalt therapy technique.

The saboteur - the negative side of your personality - appears when you don't expect it. He can dissuade you from a new business or ruin something already started. The ability to recognize and understand your saboteur (critic) is important in working on yourself. He says: “Why try, why get down to business? It’s all in vain”, “If you are not able to become the best, leave this business.” Therefore, obviously, one should avoid the negative influence of the internal saboteur.

Counterattack your saboteur

But you can counter him with your strong arguments and not give him the opportunity to dominate your aspirations.

Convince your saboteur. Give counterarguments that would overcome its negative effect.

Exercise "Come up with a motto"

Exercise “Come up with a motto”

Every person has certain principles that he strives to adhere to and which guide his behavior. Each individual acts according to his own internal attitudes and beliefs, and is guided by certain slogans.

For example, a purposeful and persistent subject, in his activities, can be guided by the principle: “No matter what, be sure to bring the matter to the end.” A self-confident person can be encouraged by the motto: “I can achieve this, nothing will stop me!” Or perhaps you will be inspired by the following slogan: “Whoever thinks and works is sure to win!”

You are capable of independently purposefully forming certain principles and beliefs in yourself that will help you achieve your goals. By choosing a motto, gradually getting used to it and acting in accordance with its content, you can easily assimilate it. By developing positive thinking in accordance with new internal attitudes and principles, you can change your motivational system.

Imagine that you are a person with high achievement motivation (strive to achieve significant success).

Come up with a motto (slogan) using the presented options for their focus. The motto should appeal to you, inspire you to overcome difficulties and problems, and set you up for persistent work.

1st option: to develop perseverance and the ability to overcome difficulties and obstacles

2nd option: to form a purposeful, i.e. systematic work to achieve the goal

3rd option: to develop self-confidence

4th option: to develop the desire to improve, improve your skills.

3. Write your motto on the sign. Choose the appropriate color and symbol pattern. Use markers and stickers. Place the sign in your planner so you can see it at all times.

Adherents of modern psychology are convinced: to become a successful person and achieve career heights, it is not enough to have good knowledge and many years of work experience. And the stories of famous people confirm that professional growth largely depends on our ability to force ourselves to move towards a certain goal. In other words, personal motivation is the first step towards success in life.

What influences self-motivation?

From a psychological point of view, personal motivation is vital energy, a person’s internal desire to achieve a certain goal in life. Each person chooses his own path: some go into sports and conquer the top of Olympus, while others become an ordinary bus driver. And although many factors influence the formation of a person’s life position, self-motivation in this case plays an equally important role.

The formation of motivation for individual behavior is influenced by:

• external factors: environment, type of activity, family, friends;
• internal factors: upbringing, education, human character.

Modern psychology has proven that the formation of self-motivation is a key link on the path to the realization of a person as an individual. It is needed to achieve what you want, to realize your personal characteristics and achieve success in all areas of life.

How to increase personal effectiveness?

In our world, which is overflowing with innovative technologies (gadgets, phones, instant messengers) and other distractions, it is very difficult to maintain productivity. And if it happens that you give up and lose the incentive to move on, you should think about how to increase your personal motivation.

In modern psychology, there are many ways and techniques that have a positive effect on human behavior. The most effective methods for developing personal motivation:

• daily planning;
• priority;
• concentration on achieving goals;
• encouragement;
• competition;
• an example to follow;
• Good deed;
• Life is not forever.

Daily planning

As you know, work without a specific goal is meaningless, it is ineffective and does not bring the desired result. That is why daily planning is considered one of the most effective techniques in psychology, which allows you to increase personal motivation, focus on work and improve productivity.

The daily planning method will help you live your day more efficiently and save a lot of time, which you can always spend on entertainment, reading any book or communicating with your family.

To use this method:

• buy yourself a diary (notepad) or use modern planning technologies (phone, laptop, tablet);
• every evening make a plan of action for the next day;
• work on your mistakes daily and edit your action plan;
• include in your plan not only work, but also rest;
• make time for all areas of your life, including communicating with friends and family.

Priority

The ability to set the right priorities is another important aspect in the life of a successful person. No matter how much you would like to fulfill all your plans, there is too little time in the day to do everything. Therefore, learn to highlight and complete urgent and main tasks first, and then you will see how quickly your performance will increase.

Concentration on achieving your goals

When a person knows what he wants to achieve in his life, it is very difficult to lead him astray. Only purposeful people who clearly see their goal can reach it. To achieve success, psychologists recommend constantly reminding yourself of the task at hand, visualizing and saying it out loud every day, focusing on the ways and means of achieving it.

Promotion

As in pedagogy and psychology, the method of encouragement is one of the most effective and efficient ways to form motivation for human behavior. Praise is considered an excellent incentive that can inspire new achievements.

At the same time, it is not at all necessary to wait for encouragement from other people. It is very important to learn to praise yourself. This is not difficult to do - make it a rule to thank yourself for any achievement on the way to your dream. For example, for every victory, even the smallest one, reward and treat yourself to new things, a trip to the cinema, the park, bowling, or just a tasty and healthy lunch. Learn to independently evaluate your own breakthrough, and it doesn’t matter that for someone it may seem like a trifle. The main thing is that it becomes an achievement for you.

Competition

If you consider yourself a gambling person, then you can increase your personal motivation through competitions. Any business, including work, can be turned into a game with your colleagues or yourself. From a psychological point of view, the element of gambling can positively influence the formation of personal motivation, because, you see, victory always brings satisfaction.

An example to follow

Nothing stimulates the formation and increase of motivation and performance more than the stories of successful people. Adherents of modern psychology note that most citizens tend to strive to repeat the victories of other people. Therefore, choose a role model for yourself and inherit it. And it is not at all necessary for a world celebrity to become an idol. Believe me, in your social circle there are also many successful people who, despite all life circumstances, were able to fulfill their dreams.

Good deed

Even the most mentally strong and optimistic people can lose self-motivation. Very often this happens in connection with a tragedy, illness or some other trouble. No matter what happens in your life, never forget that there are people in the world who have it much more difficult and worse than you. Help these categories of people with money or a kind word. You will see that a good deed will inspire you to new deeds and have a positive impact on the formation of personal motivation.

Life is not forever

Highly motivated personal behavior is an integral element of a person’s internal harmony. A person who is not interested in self-development lives like a robot, works monotonously and hard, but does not enjoy it and has no happiness in life. This daily routine often leads to depression and nervous disorders.

Psychologists recommend that people who have lost their love for life and work remember that our life ends sooner or later. The idea that our existence is fleeting greatly influences the formation of personal motivation, makes us move further towards our goals, work better and with better quality in order to have time to realize all our plans and make our dreams come true.

Thus, the motivation of individual behavior is one of the main concepts in psychology, which plays an important role in our lives. And if it happens that you have lost it, choose several ways to form and increase personal effectiveness that are known to science, and move forward, not forgetting that the path to success is in your hands.

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