The concept of personality. Individual, individuality, personality. The pedagogical process reveals the features of teaching. A complex of personality traits that ensures a high level of self-organization of professional activity is

Systemic qualities of a person

1. The concept and types of systemic qualities of a person;

2. Man as a biological individual;

3. Man as a person;

4. Individuality of a person.

The concept of man as a system was introduced into scientific circulation by Ananyev. Systemic qualities are qualities acquired by a person when included in a certain system and expressing his place and role in this system. In this regard, it is customary to distinguish such systemic qualities as a person as a biological individual (a person as a natural being), a person as a social individual (a person as a social being), a person as a personality (a person as a cultural subject).

Mechanisms of mental regulation consistently develop in ontogenesis: infancy and early childhood - mechanisms characteristic of a biological individual dominate. The formation of an individual begins from the moment of fertilization. Preschool and primary school age is a period of active development of the social individual. The formation of a social individual begins from the moment of birth. Personality formation occurs from about three years of age.

The concept of individual means that a person belongs to a certain biological species and family. The main form of human development as a biological individual is the maturation of biological structures.

Scheme of individual properties

(according to B.G. Ananyev)

Individual properties

Gender Age Primary Secondary

I. Neurodynamic properties that determine the strength (energy) and time parameters of the flow of n/processes (excitation and inhibition) in the cerebral cortex.

II. Psychodynamic - integrally expressed in the type of temperament and are formed during life on the basis of I properties. Determine the force and time parameters of the flow mental processes and behavior. Temperament is a manifestation of neurodynamic properties at the level of an individual’s mental reflection and behavior.

III. Bilateral properties are characteristics of the localization of psychophysiological mechanisms and functions in the cerebral hemispheres.

IV. Functional asymmetry of mental functions is the uneven distribution of mental functions between different hemispheres.

V. Constitutional properties are the biochemical features of metabolism both in the body of a biological individual in general and in his n/s in particular: a) constitution, b) somatotype - arises on the basis of the constitution under the influence of external factors.

Functions of individual properties: 1. act as a factor of physical and mental development; 2. form a psychophysiological basis for human activity; 3. determine the dynamic (reaction rate, speed, rhythm) and energy (activity potential) human resources.

Personality is a systemic, supersensible, quality of a person acquired by him and manifested by him in joint activities and communicating with other people.

Supersensible means that we cannot cognize the personality at the sensory-perceptual level. Personality is presented in the space of interpersonal relationships, in which it is formed and manifested. The unit of analysis is the action.

Personality structure. Social status– a person’s place in the structure public relations. Social role– behavioral development of status. Social position is a person’s conscious and unconscious attitude towards his own roles. Value orientations– a set of human values. Orientation (core of personality) – a set of dominant motives of behavior and activity: egocentric, business, interpersonal. Dominant emotional background life. The relationship between behavior and will. Level of development of self-awareness.

We can talk about the so-called global personality characteristics: Personality strength – the ability of an individual to influence other people. It consists of personification of personality (representation in other people), stability (principledness), flexibility - the ability to change.

Individuality is uniqueness, originality, dissimilarity.

In a broad sense, the concept of individuality can be applied to all levels of human analysis. Individual biological characteristics, individual set social ways behavior of roles and statuses, abilities to perform activities, etc.

In the narrow sense of the word this concept should be applied only to an individual who has a unique set of motives, values, ideals, attitudes, individual style of activity, etc. Individual style activity is a set of optimal ways and techniques for performing an activity for a given subject.

Topic 2.7. Personality and its socialization.

Plan

1. The concept of personality. Basic theories of personality.

2. Personality structure. Personal self-awareness. Personality formation.

3. Socialization and its main characteristics.

4. Concept social behavior. Prosocial and antisocial behavior. Aggression and regulation of social behavior

1. Abulkhanova-Slavskaya K.A. Activity and personality psychology. –– M.: Nauka, 1980.–– P. 113-185, 210-259.

2. Averin V.A. Psychology of Personality: Tutorial. –– St. Petersburg: Publishing house of Mikhailov V.A., 1999. –– 89 p.

3. Asmolov A.G. Personality psychology: Principles of general psychological analysis: Textbook. –– M.: Moscow State University Publishing House, 1990. –– P. 7-363.

4. Bodalev A.A. Personality and communication: Selected psychological works. –– 2nd ed., revised. –– M.: International Pedagogical Academy, 1995 – P. 5-20.

5. Bodalev A.A. Psychology about personality. –– M.: Moscow State University Publishing House, 1988. –– P. 5-11, 37-59.

6. Bozhovich L.I. Personality and its formation in childhood. –– M.: Education, 1982. –– P. 39-123.

7. Zeigarnik B.V. Theories of personality in foreign psychology. –– M.: Moscow State University Publishing House, 1982.–– P. 6-97.

8. Leontyev A.N. Activity. Consciousness. Personality. –– M.: Nauka, 1982. –– P. 86-135.

9. Merlin V.S. Personality structure. Character, abilities, self-awareness. Textbook for the special course. –– Perm: University Publishing House, 1990. –– P.81-108.

10. Orlov A.B. Personality and essence: the external and internal “I” of a person. //Questions of psychology. –– 1995. –– No. 2. –– P. 5 - 19.

11. Psychology of individual differences. Texts.–– M: Pedagogy, 1982.–– P. 179-218.

12. Personality psychology. Texts. –– M: Pedagogy, 1982.–– P. 11-19, 39-41.

13. Psychology of the developing personality / Ed. A.V. Petrovsky. –– M.: Pedagogy, 1987.–– P. 10-105.

The concept of personality. Basic theories of personality.

Man as a subject social relations, the bearer of socially significant qualities is personality.

Personality is a systemic social quality of an individual, formed in joint activity and communication.

Along with the concept of personality, we also use such terms as person, individual and individuality. All these concepts have specifics, but they are interconnected:

Man is the most general, integrative concept. It means a being that embodies the highest degree of development of life, a product of social and labor processes, an indissoluble unity of the natural and the social. But, carrying within himself a social-tribal essence, each person is a single natural being, an individual;

An individual is a specific person as a representative of the genus Homo sapiens, the bearer of the prerequisites (inclinations) of human development;

Individuality is the unique identity of a particular person, his natural and socially acquired properties.

In the concept of personality foreground a system of socially significant human qualities is put forward.

Personality has a multi-level organization. Highest and leading level psychological organization personality - its need-motivational sphere is - focus personalities, her attitude towards society, individuals, herself and her social responsibilities.

A person is not born with ready-made abilities, character, etc. These properties are formed during life, but on a certain natural basis. Hereditary basis human body(genotype) determines its anatomical and physiological characteristics, basic qualities nervous system, dynamics of nervous processes. The natural, biological organization of man contains the possibilities of his mental development.

A human being becomes human only through mastering the experience of previous generations, enshrined in knowledge, traditions, and objects of material and spiritual culture.

In the formation of an individual as a personality, processes are essential personal identification (the formation of an individual’s identification with other people and human society in general) and personalization (an individual’s awareness of the need for a certain representation of his personality in the life activities of other people, personal self-realization in a given social community).

A person interacts with other people on the basis of " Self-concepts ", personal reflection- your ideas about yourself, your capabilities, your significance.

A person is born with certain hereditary inclinations. Most of them are multi-valued: on their basis, various personality traits can be formed. In this case, the educational process plays a decisive role.

However, the possibilities of education are also related to the hereditary characteristics of the individual. Hereditary basis The human body determines its anatomical and physiological characteristics, the basic qualities of the nervous system, and the dynamics of nervous processes. The biological organization of man, his nature, contains the possibilities of his future mental development.

Modern scientific evidence suggests that certain biological factors can act as conditions that complicate or facilitate the formation of certain mental qualities of a person.

In the second half. In the 20th century, many approaches and theories of personality emerged.

Structural theories of personality aimed at identifying the personality structure, its typology, constituent elements, personality traits. Most major representatives structural theories of personality are G. Allport, K. Rogers, D. Cattell, G. Eysenck.

Gordon Willard Allport(1897 - 1967), American psychologist, one of the founders of modern systematic approach to the study of personality psychology, believed that any personality has a stable set of traits. (His theory is called the “theory of personality traits.”) Allport studied the hierarchy of value orientations of the individual and typologized personalities on this basis (“Personality: psychological interpretation", 1938).

Another American psychologist Carl Ransom Rogers (1902 - 1987), one of the leaders of the so-called humanistic psychology, believed that the core of personality is its self-concept. Forming in social environment, it is the main integrative mechanism of personality self-regulation. The self-concept is constantly compared with the ideal self, causing attempts to protect the self-concept from disintegration: the individual constantly strives for self-justification of his behavior, uses a variety of psychological defense mechanisms (up to perceptual distortions - distortions of perception, and ignoring objects he does not like). Rogers developed a special (interactive) system of psychotherapy based on a trusting relationship with the patient (“Client-Centered Therapy”, 1954).

In the 20th century, experimental and mathematical methods began to be widely used in the study of personality psychology. American psychologist James McKeen Cattell (1860 - 1944) was the founder of the testological movement in psychology. He first used it in psychological research personalities complex method modern statistics - factor analysis, which minimizes many different indicators and personality assessments and allows one to identify 16 basic personality traits (Cattell's 16-factor personality questionnaire).

The Cattell questionnaire reveals such basic personality qualities as rationality, secrecy, emotional stability, dominance, seriousness (frivolity), conscientiousness, caution, sensitivity, gullibility (suspiciousness), conservatism, conformity, controllability, tension.

The Cattell questionnaire contains more than 100 questions, the answers to which (affirmative or negative) are grouped according to the “key” - in a certain way processing the results, after which the severity of a particular factor is determined.

Methods for mathematical analysis of the results of observations and surveys, and documentary data were also developed G. Eysenck . His concept of personality traits is associated with its two interrelated basic qualities: 1) extraversion-introversion; 2) stability-instability (neuroticism, anxiety).

cognitive psychology

The disadvantage of structural theories of personality was that based on knowledge of personality traits it is impossible to predict human behavior, because it also depends on the situation itself.

As an alternative to this theory, arose social learning theory. Main psychological characteristics personality in this theory is an action, or a series of actions. A person’s behavior is influenced by other people, their support or condemnation of actions. A person acts one way or another based on his life experience, which is acquired through interaction with other people. Forms of behavior are acquired through imitation (vicarious learning). Human behavior and personal characteristics depend on the frequency of occurrence of the same “stimulus situations” and on assessments of behavior in these situations received from other people.

One of the main directions of modern foreign psychology is becoming cognitive psychology(from Latin cognitio - knowledge), which, in contrast to behaviorism, postulates knowledge as the basis of behavior. Within the framework of cognitive psychology, patterns are studied cognitive activity(J. Bruner), psychology of individual differences (M. Eysenck), personality psychology (J. Kelly). In connection with the development of cybernetics and the actualization of the problem of managing complex systems, there is an increased interest in the structure of the human.

Proponents also proposed their own approach to personality psychology humanistic psychology(Maslow, Rogers). Representatives' main attention this direction was drawn to the description inner world personality. The basic human need, according to this theory, is self-actualization, the desire for self-improvement and self-expression.

A person who, thanks to work, emerges from the animal world and develops in society, carries out joint activities with other people and communicates with them, becomes a person, a subject of knowledge and active transformation of the material world, society and himself.

A person is born into the world already a human being. This statement only at first glance seems to be a truth that does not require proof. The fact is that the genes of the human embryo contain natural prerequisites for the development of actually human characteristics and qualities. The configuration of a newborn’s body presupposes the possibility of walking upright, the structure of the brain provides the possibility of developing intelligence, the structure of the hand provides the prospect of using tools, etc., and in this way a baby - already a person in terms of the sum of its capabilities - differs from a baby animal. In this way, the fact that the baby belongs to the human race is proven, which is fixed in the concept of an individual (in contrast to a baby animal, which is called an individual immediately after birth and until the end of its life). In the concept “ individual” embodies a person’s tribal affiliation. Individual can be considered both a newborn and an adult at the stage of savagery, and a highly educated resident of a civilized country.

Therefore, speaking about specific person that he is an individual, we are essentially saying that he is potentially human. Having been born as an individual, a person gradually acquires a special social quality and becomes a personality. Even in childhood, the individual is included in the historically established system of social relations, which he finds already ready. Further development a person in society is created by such an interweaving of relationships that shapes him as a person, i.e. as a real person, not only not like others, but also not like them, acting, thinking, suffering, included in social connections as a member of society, a participant in the historical process.

Personality in psychology, it denotes a systemic (social) quality acquired by an individual in objective activity and communication and characterizing the degree of representation of social relations in the individual.

So, personality can only be understood in a system of stable interpersonal connections, which are mediated by the content, values, and meaning of joint activity for each of the participants. These interpersonal connections manifest themselves in specific individual properties and actions of people, forming special quality the group activity itself.

The personality of each person is endowed only with its own inherent combination of psychological traits and characteristics that form its individuality, constituting the uniqueness of a person, his difference from other people. Individuality is manifested in traits of temperament, character, habits, prevailing interests, in the qualities of cognitive processes (perception, memory, thinking, imagination), in abilities, individual style of activity, etc. There are no two identical people with the same combination of these psychological characteristics - a person’s personality is unique in its individuality.

Just as the concepts of “individual” and “personality” are not identical, personality and individuality, in turn, form unity, but not identity. The ability to add and multiply large numbers very quickly “in the mind”, thoughtfulness, the habit of biting nails and other characteristics of a person act as traits of his individuality, but are not necessarily included in the characteristics of his personality, if only because they may not be represented in forms activities and communications that are essential to the group in which the individual possessing these traits is included. If personality traits are not represented in the system of interpersonal relationships, then they turn out to be insignificant for characterizing the individual’s personality and do not receive conditions for development. The individual characteristics of a person remain “mute” until a certain time, until they become necessary in the system of interpersonal relationships, the subject of which will be this person as an individual.

The problem of the relationship between biological (natural) and social principles in the structure of a person’s personality is one of the most complex and controversial in modern psychology. A prominent place is occupied by theories that distinguish two main substructures in a person’s personality, formed under the influence of two factors - biological and social. The idea was put forward that the entire human personality is divided into an “endopsychic” and “exopsychic” organization. “ Endopsychics“as a substructure of personality expresses the internal mechanism of the human personality, identified with the neuropsychic organization of a person. “ Exopsyche” is determined by a person’s attitude to the external environment. “Endopsychia” includes such traits as receptivity, characteristics of memory, thinking and imagination, the ability to exert volition, impulsiveness, etc., and “exopsychia” is a person’s system of relationships and his experience, i.e. interests, inclinations, ideals, prevailing feelings, formed knowledge, etc.

How should we approach this concept of two factors? Natural organic aspects and traits exist in the structure of the individuality of the human personality as its socially conditioned elements. The natural (anatomical, physiological and other qualities) and the social form a unity and cannot be mechanically opposed to each other as independent substructures of the personality. So, recognizing the role of the natural, biological, and social in the structure of individuality, it is impossible to distinguish biological substructures in the human personality, in which they already exist in a transformed form.

Returning to the question of understanding the essence of personality, it is necessary to dwell on the structure of personality when it is considered as a “supersensible” systemic quality of an individual. Considering personality in the system of subjective relations, three types of subsystems of an individual’s personal existence are distinguished (or three aspects of the interpretation of personality). The first aspect to consider is intra-individual subsystem: personality is interpreted as a property inherent in the subject himself; the personal turns out to be immersed in the internal space of the individual’s existence. Second aspect - interindividual personal subsystem, when the sphere of its definition and existence becomes the “space of interindividual connections.” The third aspect of consideration is meta-individual personal subsystem. Here attention is drawn to the impact that, voluntarily or unwittingly, an individual has on other people. Personality is perceived from a new angle: its most important characteristics, which were tried to be seen in the qualities of an individual, are proposed to be looked for not only in himself, but also in other people. Continuing in other people, with the death of the individual the personality does not completely die. The individual, as the bearer of personality, dies, but, personalized in other people, continues to live. In the words “he lives in us even after death” there is neither mysticism nor pure metaphor, it is a statement of the fact of the ideal representation of the individual after his material disappearance.

Of course, a personality can be characterized only in the unity of all three proposed aspects of consideration: its individuality, representation in the system of interpersonal relationships and, finally, in other people.

If, when deciding why a person becomes more active, we analyze the essence of needs, which express the state of need for something or someone, leading to activity, then in order to determine what activity will result in, it is necessary to analyze what determines its direction, where and what this activity is aimed at.

A set of stable motives that guide an individual’s activity and are relatively independent of existing situations is called orientation of a person's personality. The main role of personality orientation belongs to conscious motives.

Interest- a motive that promotes orientation in any area, familiarization with new facts, and a more complete and profound reflection of reality. Subjectively - for the individual - interest is revealed in the positive emotional tone that the process of cognition acquires, in the desire to become more deeply acquainted with the object, to learn even more about it, to understand it.

Thus, interests act as a constant incentive mechanism for cognition.

Interests are an important aspect of motivation for an individual’s activity, but not the only one. An essential motive for behavior is beliefs.

Beliefs- this is a system of individual motives that encourages her to act in accordance with her views, principles, and worldview. Contents of needs, acting in the form of beliefs, is knowledge about the surrounding world of nature and society, their certain understanding. When this knowledge forms an orderly and internally organized system of views (philosophical, aesthetic, ethical, natural science, etc.), they can be considered as a worldview.

Having beliefs that cover wide circle issues in the field of literature, art, social life, industrial activity, indicates a high level of activity of a person’s personality.

By interacting and communicating with people, a person distinguishes himself from environment, feels himself to be the subject of his physical and mental states, actions and processes, acts for himself as “I”, opposed to “others” and at the same time inextricably linked with him.

The experience of having a “I” is the result of a long process of personality development that begins in infancy and which is referred to as the “discovery of the “I.” A one-year-old child begins to realize the differences between the sensations of his own body and those sensations that are caused by objects located outside. Then, at the age of 2-3 years, the child separates the process that gives him pleasure and the result of his own actions with objects from the objective actions of adults, presenting the latter with demands: “I myself!” For the first time, he begins to realize himself as the subject of his own actions and deeds (a personal pronoun appears in the child’s speech), not only distinguishing himself from the environment, but also opposing himself to everyone else (“This is mine, this is not yours!”).

It is known that in adolescence and adolescence, the desire for self-perception, to understand one’s place in life and oneself as a subject of relationships with others intensifies. Associated with this is the formation of self-awareness. Senior schoolchildren develop an image of their own “I”. The image of “I” is a relatively stable, not always conscious, experienced as a unique system of an individual’s ideas about himself, on the basis of which he builds his interaction with others. The image of “I” thereby fits into the structure of the personality. It acts as an attitude towards oneself. Like any attitude, the image of “I” includes three components.

Firstly, cognitive component: idea of ​​one’s abilities, appearance, social significance etc.

Secondly, emotional-evaluative component: self-respect, self-criticism, selfishness, self-deprecation, etc.

Third - behavioral(strong-willed): the desire to be understood, to win sympathy, to increase one’s status, or the desire to remain unnoticed, to evade evaluation and criticism, to hide one’s shortcomings, etc.

Image of “I”- stable, not always conscious, experienced as a unique system of an individual’s ideas about himself, on the basis of which he builds his interaction with others.

The image of “I” is both a prerequisite and a consequence of social interaction. In fact, psychologists record in a person not just one image of his “I”, but many successive “I-images”, alternately coming to the forefront of self-awareness and then losing their meaning in a given situation of social interaction. “I-image” is not a static, but a dynamic formation of an individual’s personality.

The “I-image” can be experienced as an idea of ​​oneself at the moment of the experience itself, usually referred to in psychology as the “real Self,” but it would probably be more correct to call it the momentary or “current Self” of the subject.

The “I-image” is at the same time the “ideal I” of the subject - what he should, in his opinion, become in order to meet the internal criteria of success.

Let us indicate another variant of the emergence of the “I-image” - the “fantastic I” - what the subject would like to become, if it turned out to be possible for him, how he would like to see himself. The construction of one’s fantastic “I” is characteristic not only of young men, but also of adults. When assessing the motivating significance of this “I-image,” it is important to know whether the individual’s objective understanding of his position and place in life has been replaced by his “fantastic self.” The predominance in the personality structure of fantastic ideas about oneself, not accompanied by actions that would contribute to the realization of the desired, disorganizes the activity and self-awareness of a person and in the end can severely traumatize him due to the obvious discrepancy between the desired and the actual.

The degree of adequacy of the “I-image” is clarified by studying one of its most important aspects—personal self-esteem.

Self-esteem- a person’s assessment of himself, his capabilities, qualities and place among other people. This is the most significant and most studied aspect of a person’s self-awareness in psychology. With the help of self-esteem, the behavior of an individual is regulated.

How does a person carry out self-esteem? K. Marx has a fair idea: a person first looks, as in a mirror, into another person. Only by treating the man Paul as one of his own kind does the man Peter begin to treat himself as a man. In other words, by learning the qualities of another person, a person receives the necessary information that allows him to develop his own assessment. In other words, a person is oriented toward a certain reference group (real or ideal), whose ideals are its ideals, interests are its interests, etc. d. In the process of communication, she constantly compares herself with the standard and, depending on the results of the check, appears satisfied with herself or dissatisfied. Too high or too low self-esteem can become an internal source of personality conflicts. Of course, this conflict can manifest itself in different ways.

Inflated self-esteem leads to the fact that a person tends to overestimate himself in situations that do not provide a reason for this. As a result, he often encounters opposition from others who reject his claims, becomes embittered, displays suspicion, suspiciousness and deliberate arrogance, aggression, and in the end may lose the necessary interpersonal contacts and become withdrawn.

Excessively low self-esteem may indicate the development of an inferiority complex, persistent self-doubt, refusal of initiative, indifference, self-blame and anxiety.

In order to understand a person, it is necessary to clearly imagine the action of the unconsciously developing forms of a person’s control over his behavior, to pay attention to the entire system of assessments with which a person characterizes himself and others, to see the dynamics of changes in these assessments.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Similar documents

General characteristics and content of personality orientation in psychology. System of personality orientation according to V.A. Slastenin and V.P. Kashirin. Conditions for the formation of professional orientation. Methodology of Smekal and Kucher for personality research.

abstract, added 09/19/2014


Essence and distinctive features personality orientation and activity motivation. Characteristics of the forms of personality orientation in the order of their hierarchy. Motivation as a set of reasons that explain human behavior, its direction and activity.

test, added 12/23/2010


Personality as determined by inclusion in social connections system quality of the individual, formed in joint activity and communication, the principles and stages of its formation, the main factors that influence. Congenital and acquired qualities.

test, added 04/22/2014


Concept and general characteristics personality, its structure and directions of formation. The essence and directions of activity research in modern psychology. Stages of personality development in communication. The multifaceted nature of this process, its elements.

abstract, added 11/30/2015


The concept of personality orientation in modern psychology. Needs and motives. Specificity and essential property of human interest. Value orientations of the individual, motivation of his behavior. The role of orientation in human life.

test, added 01/17/2012


The essence and types of personality orientation, factors influencing the choice of direction. The place of conscious motives in the orientation of the individual. The structure and characteristics of the personality orientation of convicts, the values ​​that contribute to their resocialization.

test, added 10/22/2009


Personality orientation: psychological characteristics, types. The concept of subjective assessment of interpersonal relationships, socio-psychological adaptability. Tensions in interpersonal relationships. The essence of the personality orientation questionnaire by B. Bass.

course work, added 10/24/2011


The problem of personality orientation in psychology, its connection with the accentuation of character in older people school age. Procedure and methods for studying the types of personality orientation and character accentuation of high school students. Analysis and interpretation of the obtained data.

thesis, added 02/01/2012

Personality- a systemic quality that an individual acquires in interaction with the social environment.

This interaction occurs in two leading forms - communication And joint activities.

There are three main components in the structure of personality manifestations.

1) an individual is a psychosomatic organization of a personality, making it a representative of the human race.

2) persona - socially-typical formations of personality, caused by the influence of the social environment that is similar to most people.

3) individuality - a peculiar combination of characteristics that distinguishes one person from another.

2. Personality components:

Temperament- features of the neurodynamic organization of the individual.

Need-motivational sphere includes: needs (a person’s needs for life and development), motives (related to the satisfaction of certain needs) and orientation (this is a system of stable preferences and motives that orient the dynamics of a person’s development and set trends in his behavior).

Emotional-volitional sphere

Cognitive-cognitive sphere

Character- a set of stable, predominantly formed intravital properties.

Capabilities- a combination of mental properties that are a condition for performing one or more types of activity.

3. Key personality traits (system-forming):

Emotionality- a set of personality qualities that determine the dynamics of emergence, course and cessation emotional states, sensitivity to emotional situations.

Activity- a personality characteristic that determines the intensity, duration, frequency and variety of actions or activities of any kind performed.

Self-regulation- a systemic characteristic that reflects an individual’s ability to function sustainably in various conditions of life (regulation of one’s condition, behavior of activities).

Inducement- motivational component of character.

4.Theories of personality.

a) Trait theory. Psychologists often characterize people based on their traits. Personality traits are generalized characteristics, a number of interrelated psychological characteristics (emotionality, dominance, morality). In psychology, various personality typologies are used, which represent typological descriptions ( psychological portraits) in terms of traits - (pessimist, optimist, introvert, etc.).

b) Individual construct theory. (according to Kelly)

Personality is a system of individual constructs. Constructs are means, ways of interpreting and interpreting the world. They have the form of bipolar concepts (good-bad, good-evil, etc.), but they represent personal inventions, interpretations imposed by the individual on reality. The functioning of the construct includes generalization, discrimination, prediction, and behavior control.

In practical terms, Kelly's approach allows us to determine the vision of the situation from the position of the subject himself and adjust his behavior, attitudes and needs by changing the system of psychological constructs.

The two approaches to describing personality are statistical in nature.

c) Freud's personality structure - is a dynamic model. 3 Personality contains three instances:

IT (ID)- a set of unconscious needs and desires that guide our behavior, often in addition to consciousness. This contains repressed desires, which sometimes manifest themselves in dreams, mistakes, and slips of the tongue. Main components:

libido - positive loving sexual impulses;

Thanatos - destructive aggressive impulses.

This authority is formed in early childhood, many problems of personality development lie in this area.

I (EGO)- the conscious substance of the personality, functioning in accordance with the principles of reality. It includes:

1) cognitive and executive functions;

2) will and actual goals.

This authority regulates the interaction process " it " And " superego ».

She dominates impulses, but sleeps at night, retaining the ability to censor dreams.

Super-ego- social prohibitions and norms, unconscious actions that force the “I” to avoid destructive drives emanating from “it”.

This authority is determined by the influence of culture, which opposes the biological drives of the “it”.

As a result, the substance “I” is the arena of constant struggle between the “super-ego” and “it”.

G) Theory of potentials. Personality can be characterized by its basic potentials.

Informative- determined by the volume and quality of information available to the individual.

Moral- acquired by the individual in the process of socialization - these are moral and ethical standards, life goals, beliefs, aspirations (the unity of psychological and ideological aspects in the consciousness and self-awareness of the individual).

Creative- the available repertoire of skills and abilities, abilities to act (can be creative, destructive, productive (reproductive), as well as the measure of their implementation in a certain field of activity or communication.

Communicative- the degree of sociability, the nature and strength of contacts established by an individual with other people.

Aesthetic- the level and intensity of the individual’s artistic needs and how she satisfies them. It is realized in creativity and in the consumption of works of art.

5. The concept of directionality.

One of the systemic characteristics of personality is focus- this is a set of the most important target programs that determine the semantic unity of the active and purposeful behavior of the individual. In this characteristic, two fundamental interrelated needs can be distinguished:

a) to be a person (the need for personalization) - ensures active inclusion in social connections and is conditioned by these connections, social relations.

b) in self-realization - manifests itself in the desire to realize one’s life potential(abilities, inclinations, supply of vital energy).

The focus includes "I-concept". The psychological term “I” in Russian is ambiguous. On the one hand, “I” is, as already mentioned, the result of a person’s isolation of himself from the environment, which allows him to feel and experience his own physical and mental states, realize oneself as a subject of activity. On the other hand, a person’s own “I” is also an object of self-knowledge for him.

In this case, a person’s “I” includes his self-perception and self-understanding. In other words, how this person sees himself and how he interprets his actions to himself, constitutes the “I”-concept of personality. This is a kind of psychology and philosophy of one’s own “I”. In accordance with his “I”-concept, a person carries out his activities. Therefore, a person’s behavior is always logical from his point of view, although it may not seem logical to other people.

Each of us not only sees himself in a certain way, but also evaluates himself and his behavior. This evaluative aspect of the “I” is called self-esteem.

According to research (Taylor, 1994), people with high self-esteem think well of themselves, set appropriate goals for themselves, take into account the opinions of other people to increase their success, cope well with difficult situations. People with low self-esteem, on the other hand, do not think very well of themselves, often choose unrealistic goals or avoid any goals altogether, are pessimistic about the future, and react hostilely to criticism or other types of negative feedback.

In addition to general self-esteem, each person has specific, partial, assessments of his abilities in certain areas. For example, a student may have high self-esteem in general, but at the same time know that it is difficult for him to carry on a conversation with unfamiliar people and is not very musical. Another student may have low self-esteem in general but know that he is a good goalkeeper for the department's soccer team.

Research shows that a person's level of self-esteem is related to the cognitive aspects of the self-concept (Franza, 1996). Thus, people with low self-esteem have a less clearly defined and stable self-concept than people with high self-esteem. The self-concept of people with low self-esteem appears to be less complex and less flexible. There is evidence that it is self-confidence is the reason for highself-esteem, and not vice versa (i.e., the statement that high self-esteem generates more high level self-confidence). So, we can assume that the first component you-strong self-esteem is self-knowledge or at least a reflection on knowing oneself. Another determinant of the level of calciumassessments, Apparently, it may be, as Franzoi notes, spo-a way by which an individual “organizes” positive and negative information about himself in memory. It's about not only that the entire quantity positive information is compared with the amount of negative information, which generally determines the level of self-esteem. The main thing here is how this knowledge about oneself is “organized.” Some individuals tend to divide information about themselves into separate positive and negative categories (“I am good” and, conversely, “I am bad”). Others tend to form mental categories that contain a mixture of positive and negative information about themselves. Research shows that if people tend to divide information about themselves within their “I” concept into positive and negative and the first is more often recalled, then this cognitive style increases their self-esteem and reduces the level of depression. For those people for whom the positive aspects of the self are more important, dividing information about themselves into positive and negative may be part of the process that ultimately eliminates negative information from memory, which in turn removes such information from the self. -concepts On the other hand, for people who find the negative aspects of the self more important, it is psychologically more acceptable to mix positive and negative aspects of the self together in their minds.