Emotions. Emotional regulation of behavior and activity
100 RUR bonus for first order
Select the type of work Diploma work Course work Abstract Master's thesis Practice report Article Report Review Test work Monograph Problem solving Business plan Answers to questions Creative work Essay Drawing Essays Translation Presentations Typing Other Increasing the uniqueness of the text Master's thesis Laboratory work On-line help
Find out the price
In domestic psychological science, in line with the activity approach to the study of the psyche, developed by M.Ya. Basov, A.N. Leontyev, S.L. Rubinstein and other scientists, the position was established that the technology of activity, as a formed, consolidated and established formation over time, is focused on achieving the necessary result and requires a person to transform not only objective properties, but also his own efforts. Taken together, such actions constitute a functional system that ensures the organization and implementation of the desired action. As part of solving problems related to the organization of one’s own efforts and one’s own activity, goal-oriented functions of modeling, programming, outcome assessment and correction are formed, which together constitute a system of self-regulation of activity.
A research analysis in the scientific literature of the phenomenon of mental self-regulation shows that this problem was developed by domestic psychologists under the influence of the ideas of physiologists P.K. Anokhin, I.S. Beritashvili, N.A. Bernstein, related to the analysis of functional systems for controlling motor and other types of activity. These ideas were developed in the psychological concept of conscious self-regulation of activity, which was based on ideas about the awareness of the process of regulation by the subject, about the systematic nature of the regulatory mental functions involved in the preparation and execution of activity, and about the fundamental scheme of organizing the functions of self-regulation of activity.
A holistic approach to the study of conscious self-regulation was laid down by the works of O.A. Konopkina. The basis of the concept of conscious self-regulation of voluntary human activity was the idea he developed about the functional structure of the system that ensures conscious self-regulation. According to the author’s concept, the process of self-regulation is a holistic, closed (ring) in structure, informationally open system, realized by the interaction of functional links (blocks). The block components of mental conscious self-regulation are identified on the basis of their inherent regulatory functions: goal setting, modeling conditions, programming actions, evaluating results. As a result of the systemic “cooperation” of blocks, the implementation of an integral process of self-regulation, the achievement of the activity goal accepted by the subject is ensured.
Thus, in line with the concept of O.A. Konopkin, the process of self-regulation of activity can be represented as the implementation by a person of a set of regulatory skills, combined into complexes corresponding to the main regulatory functions. Thus, the regulatory function of goal setting is provided by a set of skills: goal formulation, reformulation of goals, goal retention, goal implementation, etc.; the function of modeling conditions is provided by the skills of logical analysis, classification, systematization, abstraction, identifying the essential, correlating values, etc. The function of programming actions requires skills associated with the use of certain methods of solving problems, coordinating the spatio-temporal characteristics of movements and transformations carried out, and the use of efforts in changing, proactive modeling environments. The use of many specific skills associated with specific subject transformations is combined with the skills of programming efforts in partially changing conditions and using them to solve new problems. The function of assessing the results of implemented activities is carried out using various scales and subjective success criteria and largely depends on a person’s ability to use them in real conditions. The ability to make timely adjustments to ongoing actions presupposes slightly different subjective criteria for compliance of the achieved results with the standards used as standards. Here, skills that ensure spatio-temporal coordination of the corrections introduced are more necessary.
A.K. Osnitsky, developing the ideas of O.A. Konopkin, in line with the subjective approach to personality development, proposed, in the process of a person’s activity, to distinguish between a person’s subject positions depending on the particular task of managing his activity that he solves at a given specific moment: a person as a subject of this activity acts either as a subject of determining the goals of the activity, or as a subject of analyzing conditions and determining the subject of need, then the subject of choosing means and methods of carrying out actions, then the subject of evaluation and correction of results, and, finally, the subject of developing the experience of one’s own activity. The approach to the development of a person as a subject of activity significantly expands the boundaries of the study of individual characteristics of a person’s self-regulation of his own activities.
Thus, taking into account that the work of the mechanisms of mental self-regulation is determined by the process of goal-setting and goal-fulfillment that is conscious to a person, we note that a person who is aware of his states and tasks, being the subject of his activity, independently selects the conditions corresponding to the next task, independently selects ways to transform the initial situation, then independently evaluates the results obtained and decides whether any changes need to be made to the actions being taken. Thus, the subjective properties of a person, his subjective attitude to the activity performed, which determine the formation and qualitative originality of his transformative actions, determine the individual characteristics of self-regulation of his own activity. From this point of view, let us analyze the main links of the system of self-regulation of human voluntary activity, which determine the features of self-regulation of activity.
The main link that determines the features of self-regulation of activity is subjectively accepted goal, that is, the goal of an activity in the form in which it is accepted by a person, since any addition or interpretation in determining the goal is important in the self-regulation system. This is significant due to the fact that a given goal, any proposed task can be reformulated by a person in the language of concepts and ideas that are closer and more understandable to him. Assessing the role of the goal in the structure of activity for the progress of its regulation, V.A. Petrovsky noted that “the subject is the individual as the bearer and creator of activity - a single, indivisible being that produces activity.” Any activity is social and is already predetermined by some goal, but from a psychological point of view, it is especially important how it is accepted by the individual, how he formulates it for himself. Other activities performed by a person may be perceived by him as aimless, devoid of any meaning and significance, or while performing some activity (with a clearly defined externally defined goal), a person may pursue goals that are not inherent in this activity. How often it is against this stumbling block that all the good thoughts of teachers and educators are broken, when the goal they realize is not accepted by the student.
A subjectively accepted goal as a link in regulation is largely influenced by a higher level of regulation - personal-semantic, since in order to steadily guide activity, the goal must acquire a certain personal meaning and take a certain place in the semantic “field” of the individual, then it will not play only a regulatory, but also an incentive role. The authors of the article “Activity” in the latest (third) edition of the “Great Soviet Encyclopedia”, famous philosophers and methodologists A.P. Ogurtsov and E.G. Yudin write: “Activity as such is not the exhaustive basis of human existence. If the basis of activity is a consciously formed goal, then the basis of the goal itself lies outside the activity, in the sphere of human ideals and values.”
In order to organize a sequence of actions in accordance with the accepted goal, that is, to organize a program, it is necessary to correlate the goal with the real conditions in which its movement will be carried out and to highlight the conditions that are most significant from the point of view of the goal. This process is carried out by the unit subjective model of significant operating conditions. On the basis of such a model, a person carries out the ordering of actions, means and methods of their implementation in the “action program” link. Both the “model” and the “program” can and should change, adapting to each other in the course of the activity, the goal of the activity remains unchanged (and even then, until a person achieves it or abandons it in favor of another goal ). When characterizing this link, it should be noted the influence of a higher level of self-regulation associated with a person’s semantic orientation, his self-esteem, and all his individually unique past experiences. According to H. Heckhausen, “behavior is determined not by the situation, which can be described “objectively” or by the consensus of several observers, but by the situation as it is given to the subject in his experience, as it exists for him.” Here, in this link, an assessment of the complexity of conditions occurs, which necessarily correlates with self-assessment of one’s capabilities. In this link of self-regulation, one can record the influence of such personal formations as self-esteem, level of aspirations, etc.
The next link in self-regulation is evaluation of results, in which outcome information is compared with success criteria. In order to consciously carry out the sequence of actions when performing a task, you need to constantly “have at hand” information about the success of the results, that is, their constant assessment. Repeatedly in the works of O.A. Konopkin confirmed the fact that distortions in information about results or changes in subjective criteria of success lead to changes in the accuracy, speed and direction of movement. A special problem is the formation of subjective criteria for success. Information about results is usually quite difficult to provide, and it turns out that only a proportion of people improve their results, while for another proportion of people their results may even worsen. Sometimes the subjective criteria of success (result standards) exactly correspond to those specified in the goal, and then recorded in the program and subsequent evaluation of the results obtained. Sometimes they need to be formed by the person himself during orientation in the conditions, and then they depend on the individual characteristics of the person.
It should be noted that the stage of evaluating results in the course of activity and the link of “evaluation of results” are not the same thing, as it may seem at first glance: if the first is just an operation of evaluating the result, then the second is a complex subjective formation based on a number of mental processes, which itself can grow into an independent assessment activity and serve other types of activities. In this subjective education, an important role is played by subjective assessment criteria, which, from a variety of objective assessments, fixed objectively in the experience of human activity, are chosen by a specific person, based on his own experience and his own capabilities.
Based on information from the unit evaluation of results in the link correction of results a decision is made about whether changes need to be made and, if necessary, where and what, or based on the result, the goal can be considered achieved. And here an extremely important role is played by subjective correction criteria, which are formed according to the same laws as subjective evaluation criteria. The difference between subjective correction criteria is their connection not with the assessment of the compliance of the result with what was planned, but with the assessment of the changes that need to be made to already completed actions and the unsatisfactory result in order to bring this result into line with the external requirements imposed by the activity itself, and internal requirements (subjectively measured tasks, subjective states).
Summarizing the role of self-regulation in the organization of action, we note the thought of H. Heckhausen: “Action, as a rule, is accompanied by a kind of framing self-awareness, more precisely, a reflection of the fact that the subject, through his actions, changes the situation in a certain direction, that he strives for one or another goal state and assumes achieve it." This reflexive accompaniment of action is never impartial; in any of its links it is influenced by the past experience of the individual and some of his individual characteristics, in particular motivational orientation, and the semantic sphere, in the units of which the personality “means” (A.N. Leontiev’s term) all external impressions. Only conditionally, for the purposes of scientific knowledge, we can separate activity self-regulation from semantic self-regulation; in the case of a really active subject, they closely interact.
Stable individual characteristics of self-organization and management of external and internal purposeful activity determine stylistic features of self-regulation of human behavior. The phenomenon of self-regulation style is manifested in the way a person plans and programs the achievement of life goals, takes into account significant external and internal conditions, evaluates results and adjusts his activity to achieve subjectively acceptable results, to the extent that self-organization processes are developed and conscious. The individual profile of various regulatory processes and the level of development of general self-regulation are prerequisites for the success of mastering new types of activity and the formation of an individual style of activity in its various types.
When studying the third question, you need to pay attention to the following points.
Mental processes ensure the formation of knowledge and the primary regulation of human behavior and activity.
In complex mental activity, various processes are connected and form a single stream of consciousness, providing an adequate reflection of reality and the implementation of various types of activities. Mental processes occur with varying speed and intensity depending on the characteristics of external influences and personality states.
Under mental state one should understand the relatively stable level of mental activity that has been determined at a given time, which manifests itself in increased or decreased activity of the individual.
Every person experiences different mental states every day. In one mental state, mental or physical work is easy and productive, in another it is difficult and ineffective.
Mental states are of a reflex nature: they arise under the influence of the situation, physiological factors, progress of work, time and verbal influences (praise, blame, etc.).
The most studied are: 1) general mental state, for example attention, manifested at the level of active concentration or absent-mindedness, 2) emotional states or moods (cheerful, enthusiastic, sad, sad, angry, irritable, etc.). There are interesting studies about a special, creative state of personality, which is called inspiration.
The highest and most stable regulators of mental activity are personality traits.
Mental properties of a person should be understood as stable formations that provide a certain qualitative and quantitative level of activity and behavior typical for a given person.
Each mental property is formed gradually in the process of reflection and is consolidated in practice. It is therefore the result of reflective and practical activity.
Personality properties are diverse, and they need to be classified in accordance with the grouping of mental processes on the basis of which they are formed. This means that we can distinguish the properties of intellectual, or cognitive, volitional and emotional activity of a person. As an example, let us give some intellectual properties - observation, flexibility of mind; strong-willed – determination, perseverance; emotional – sensitivity, tenderness, passion, affectivity, etc.
The human psyche and consciousness, on the one hand, reflect the influence of the external environment, adapt to it, and on the other hand, regulate this process, constituting the internal content of activity and behavior. The latter cannot but be mediated by the psyche, since it is with its help that a person realizes his motives and needs, sets goals and objectives for his activity, and develops methods and techniques for achieving its results. Behavior in this case acts as an external form of manifestation of activity.
Behavior– the activity of a living organism aimed at interacting with the environment. Behavior is based on the needs of the animal organism, over which executive actions are built to satisfy them. Typically, behavior is understood as outwardly manifested behavior, that is, actions that can be noticed by an observer. But there is also internal (mental) behavior– presumably, a person’s thought process, his thinking. The result of this behavior can be seen in external behavior. At the same time, the influence of the surrounding (external) environment also affects the internal (mental) behavior of a person.
Activity– the process of active interaction of the subject with the world, during which the subject satisfies any of his needs. An activity can be called any activity of a person to which he himself attaches some meaning.
One of the important factors influencing the formation of behavior regulation, the nature and strategy of a person’s interaction with the world is temperament.
Mental regulation of human behavior and activity.
Characteristics of the motivational sphere of human activity.
Types and development of human activity.
Activity structure.
Topic No. 5. Psychological characteristics of activity
1. The concept of “activity”. Specificity of human activity.
1. Activity - This is a specific type of human activity aimed at understanding and creatively transforming the surrounding world, including oneself and the conditions of one’s existence. Activity - This is a set of human actions aimed at satisfying his needs and interests.
The most important function of the psyche is regulation, control of the behavior and activity of a living being. The psyche is cognized and manifested in activity. A person acts in life primarily as a doer, creator and creator, regardless of what type of work he is engaged in. The activity reveals the wealth of the spiritual and mental world of the individual: the depth of the mind and experiences, the power of imagination and will, abilities and character traits.
Activity is a social category; it has a public character.
Posted on ref.rf
Animals have access only to life activity, which manifests itself as a biological adaptation of the body to the demands of the environment. Man is characterized by a conscious separation of himself from nature. He sets himself goals, realizes motives, encouraging him to be active.
The problem of activity is organically connected with the problem of personality development. Personality is formed, manifested, and improved in activity. The formation of consciousness also occurs here. At the same time, activity is a process of human interaction with the outside world, but the process is not passive, but active and consciously regulated.
Human activities are extremely diverse. This includes work aimed at creating material values, and the organization of joint efforts and activity of many social groups, and education and training (pedagogical activities), and research activities. Human activity is multifaceted. In the process of it, a person not only carries out actions and movements, but also spends a lot of energy, performs a large volume of operations, thinks in a variety of ways, expends numerous efforts, showing will and experiencing his actions and their results.
Finally, human activity is not always straightforward. It can both pursue socially significant goals and be aimed at those whose achievement is not approved by other people.
The main distinctive feature of the human psyche is the presence of consciousness, and conscious reflection is such a reflection of objective reality in which its objective stable properties are highlighted, regardless of the subject’s relationship to it (A. N. Leontyev).
Domestic psychologists A. N. Leontiev, L. S. Vygotsky, P. Ya. Galperin and others made a great contribution to the study of the patterns of human activity.
Posted on ref.rf
They developed an activity approach in psychology, within which certain operating principles.
1. The principle of the unity of consciousness and activity (consciousness should not be closed in itself and manifests itself only in activity).
2. The principle of activity (activity is an active, purposeful process of transforming reality; in this case, part of human activity is supra-situational in nature - that is, not caused by direct stimuli of the external environment).
3. The principle of objectivity (human actions are objectivity).
4. The principle of social conditionality (the goals of the activity are social in nature).
5. The principle of unity in the construction of external and internal activities (before starting to transform the external world, a person first performs these actions in his consciousness).
6. The principle of development (any human activity takes shape and develops gradually in the process of ontogenesis and learning processes).
7. The principle of historicism (activities must be adequately explained only in the context of the historical development of society).
Human actions and activity differ significantly from the actions and behavior of animals.
The main differences between human activity and animal activity are as follows:
1. Human activity is productive, creative, creative in nature.
Posted on ref.rf
Animal activity has a consumer basis; as a result, it does not produce or create anything new compared to what is given by nature.
2. Human activity is connected with objects of material and spiritual culture, which are used by him either as tools, or as objects to satisfy needs, or as means of his own development. For animals, human tools and means of satisfying needs do not exist as such.
3. Human activity transforms himself, his abilities, needs, and living conditions. The activity of animals changes practically nothing either in themselves or in the external conditions of life.
4. Human activity in its various forms and means of implementation is a product of history. The activity of animals appears as a result of their biological evolution.
The objective activity of people is not given to them from birth. It is “given” in the cultural purpose and way of using surrounding objects. Such activities need to be formed and developed in training and education. The same applies to internal, neurophysiological and psychological structures that control the external side of practical activity. The activity of animals is initially given, genotypically determined and unfolds as the natural anatomical and physiological maturation of the organism occurs.
2. Human activity has a complex hierarchical structure. It consists of several levels: the top level is the level of special types of activities, then the level of actions, the next is the level of operations, and finally, the lowest is the level of psychophysiological functions. IN structure activities include goal, motives, means, actions, results, evaluation.
Action - basic unit of performance analysis. Action is a process aimed at achieving a goal. Action includes, as an extremely important component, an act of consciousness in the form of setting a goal, and at the same time, action is at the same time an act of behavior, which is realized through external actions in inextricable unity with consciousness. Through actions, a person shows his activity, trying to achieve his goal, taking into account external conditions.
Action has a structure similar to activity: goal - motive, method - result. There are actions: sensory (actions to perceive an object), motor (motor actions), volitional, mental, mnemonic (memory actions), external objective (actions aimed at changing the state or properties of objects in the external world) and mental (actions performed in the internal plane consciousness). The following components of action are distinguished: sensory (sensory), central (mental) and motor (motor).
All sorts of things action is a complex system consisting of several parts: indicative (management), executive (working) and control and adjustment. The indicative part of the action provides a reflection of the totality of objective conditions necessary for the successful implementation of this action. The executive part carries out the specified transformations in the action object. The control part monitors the progress of the action, compares the results obtained with given samples and, if extremely important, ensures correction of both the indicative and executive parts of the action.
Operation It is customary to name a specific way of performing an action. The nature of the operations used depends on the conditions in which the action is performed and the experience of the person. Operations are usually little or not realized by a person, i.e. this is the level of automatic skills.
Speaking about the fact that a person carries out some kind of activity, we must not forget that a person is an organism with a highly organized nervous system, developed sensory organs, a complex musculoskeletal system, and psychophysiological functions, which are both prerequisites and means of activity. For example, when a person sets a goal to remember something, he can use different actions and memorization techniques, but this activity is based on the existing mnemonic psychophysiological function: none of the memorization actions would lead to the desired result if the person did not have a mnemonic function. Psychophysiological functions constitute the organic foundation of activity processes.
Sensorimotor processes are processes in which perception and movement are connected. In these processes, four mental acts are distinguished: 1) the sensory moment of reaction - the process of perception; 2) the central moment of the reaction - more or less complex processes associated with the processing of what is perceived, sometimes distinction, recognition, evaluation and choice; 3) motor moment of reaction - processes that determine the beginning and course of movement; 4) sensory movement corrections (feedback).
Ideomotor processes link the idea of movement with the execution of the movement. The problem of the image and its role in the regulation of motor acts is the central problem of the psychology of correct human movements.
Emotional-motor processes are processes that connect the execution of movements with emotions, feelings, and mental states experienced by a person.
Interiorization is the process of transition from external, material action to internal, ideal action.
Exheriorization is the process of transforming internal mental action into external action.
3. There are a huge variety of human activities. But among their diversity there are the most important ones, ensuring the existence of a person and his formation as an individual. These main types of activities include: communication, play, learning and work.
Communication is perceived as a type of activity aimed at exchanging information between communicating people. It also pursues the goals of establishing mutual understanding, good personal business relationships, providing mutual assistance and the educational influence of people on each other. Communication must be direct and indirect, verbal and non-verbal. In direct communication, people are in direct contact with each other, know and see each other, directly exchange verbal and non-verbal information, without using any auxiliary means. With mediated communication there are no direct contacts between people. They exchange information either through other people, or through means of recording and reproducing information (books, newspapers, telephone, radio, etc.).
A game- this is a type of activity that does not result in the production of any material or ideal product. Games are often of an entertainment nature and serve the purpose of relaxation. Sometimes games serve as a means of symbolic release of tensions that have arisen under the influence of the actual needs of a person, which he is unable to weaken in any other way. However, games are of great importance in people's lives. For children, games have primarily educational value. Some forms of gaming activity take on the character of rituals, educational and training sessions, and sports hobbies.
Teaching acts as a type of activity, the purpose of which is to acquire knowledge, skills and abilities by a person. The teaching must be organized and carried out in special educational institutions. It should be unorganized and occur along the way, in other activities as their secondary additional result. In adults, learning can take on the character of self-education. The peculiarities of educational activity are that it directly serves as a means of psychological development of the individual.
A special place in the system of human activity is occupied by work. It was thanks to labor that man built a modern society, created objects of material and spiritual culture, and transformed the conditions of his life in such a way that he discovered prospects for further, almost unlimited development. Labor, first of all, is associated with the creation and improvement of tools. Οʜᴎ, in turn, were a factor in increasing labor productivity, developing science, industrial production, technical and artistic creativity.
The transformation of the system of human activities essentially coincides with the history of socio-economic development of society. Integration and differentiation of social structures were accompanied by the emergence of new types of activities among people. The same thing happened as the economy grew, cooperation and division of labor developed. People of new generations, joining the life of their contemporary society, assimilated and developed those types of activities that are characteristic of this society.
In the process of development of activity, its internal transformations occur. First of all, the activity is enriched with new subject content. Its object and, accordingly, the means of satisfying the needs associated with it, become new objects of material and spiritual culture. Secondly, activities have new means of implementation that speed up their progress and improve results. So, for example, mastering a new language expands the possibilities for recording and reproducing information, familiarity with higher mathematics improves the ability for quantitative calculations.
Thirdly, in the process of development of activity, automation of individual operations and other components of activity occurs, they turn into skills and abilities. Finally, fourthly, as a result of the development of activity, new types of activity can be separated from it, isolated and further independently developed. This mechanism for the development of activity is described by A.N. Leontiev and was called the shift of motive to goal. The action of this mechanism seems to be as follows. A certain fragment of activity - an action - may initially have a goal recognized by the individual, which in turn acts as a means of achieving another goal that serves to satisfy a need. This action and the corresponding goal are attractive to the individual insofar as they serve the process of satisfying a need, and only for this reason. In the future, the goal of this action may acquire independent value and become a need or motive. In this case, they say that in the course of the development of activity, a shift of motive to goal occurred and a new activity was born.
In developmental psychology there is a concept ʼʼleading activityʼʼ- this is the activity of the child within the framework of the social situation of development, the implementation of which determines the emergence and formation of his basic psychological formations at a given stage of development. Each age has its own leading activity. In infancy - direct emotional communication, in early childhood - object-manipulative activity, in preschoolers - play (role-playing), in younger schoolchildren - study, in adolescents - communication with peers, in adolescence - professional self-determination, etc. .
4. IN structure The motivational sphere of human activity usually includes needs, motives and goals. Needs are a person's need for something. In turn, motives are the internal motivating forces of a person that force him to engage in one or another activity. The goal of an activity is an image of the result that a person strives for when carrying out it. The term “motivation” is a broader concept than the term “motive”. Most often in the scientific literature, motivation is perceived as a set of reasons of a psychological nature that explain human behavior, its beginning, direction and activity. Motivation must be presented as internal (dispositional) and external (situational), acting simultaneously; in this regard, any human action is considered as doubly determined.
In turn, a 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. There are motives conscious or unconscious. It should be noted that the motives themselves are formed from needs person. Need is the state of a person’s need for certain conditions of life and activity or material objects. A need, like any state of personality, is always associated with a person’s feeling of satisfaction or dissatisfaction. All living beings have needs, and this is what distinguishes living nature from inanimate nature. Need activates the body, stimulates its behavior aimed at finding what is required.
The problem of motivation of human behavior has attracted scientists since time immemorial. Numerous theories of motivation began to appear in the works of ancient philosophers, and currently there are already several dozen of them (K. Levin, G. Murray, A. Maslow, G. Allport, K. Rogers, etc.).
One of the most famous behavioral motivation concepts person, belongs to Abraham Maslow. According to this concept, seven classes of needs consistently appear in a person from birth and accompany his maturation: physiological (organic) needs; security needs (to feel protected, to get rid of fear and failure and aggressiveness); needs for belonging and love (belonging to a community, being close to people, being recognized and accepted by them); respect needs (respect, competence, achievement of success, approval, recognition of authority), cognitive needs (know, be able to, understand, explore); aesthetic needs (harmony, symmetry, order, beauty); the need for self-actualization (realization of one’s goals, abilities, development of one’s own personality).
Basic characteristics of human needs - strength, frequency of occurrence And way of satisfaction. An additional, but very significant characteristic, especially when it comes to personality, is subject content needs, i.e. the totality of those objects of material and spiritual culture with the help of which a given need must be satisfied. The motivating factor for activity is target.
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 hierarchy. The breadth of the motivational sphere is usually understood as the qualitative diversity of motivational factors - dispositions (motives), needs and goals. The more diverse motives, needs and goals a person has, the more developed his motivational sphere is.
The flexibility of the motivational sphere is expressed in the fact that in order to satisfy a motivational impulse of a more general nature (of a higher level), more diverse motivational incentives of a lower level must be used. The hierarchy of motives is due to the fact that some motives and goals are stronger than others and arise more often; others are weaker and are updated less frequently. The greater the differences in the strength and frequency of actualization of motivational formations at a certain level, the higher the hierarchization of the motivational sphere.
It should be noted that the problem of studying motivation has always attracted the attention of researchers. For this reason, there are many different concepts and theories dedicated to motives, motivation and personality orientation. Let's look at some of them in general terms.
5. Activity - this is the active interaction of a person with the environment in which he achieves a consciously set goal that arose as a result of the emergence of a certain need or motive in him. Motives and goals may not coincide. Why a person acts in a certain way is often not the same as why he acts. When we are dealing with activity in which there is no conscious goal, then there is no activity in the human sense of the word, but impulsive behavior takes place, which is controlled directly by needs and emotions.
Behavior in psychology is usually understood as the external manifestations of a person’s mental activity. Facts of behavior include: 1) individual movements and gestures (for example, bowing, nodding, squeezing a hand); 2) external manifestations of physiological processes associated with the state, activity, communication of people (for example, posture, facial expressions, glances, redness of the face, trembling, etc.); 3) actions that have a certain meaning, and, finally, 4) actions that have social significance and are associated with norms of behavior. An act is an action; when performing a task, a person realizes its meaning for other people, i.e. social meaning.
Making changes aimed at reducing the discrepancy between the planned (or required) and the actual course of action is usually called regulation.
There are internal and external conditions for the implementation of actions and operations. TO internal conditions include all the characteristics of a person and his behavior that contribute to or oppose the achievement of a goal. This is the state of a person’s health (physical and neuropsychic), his experience (knowledge, skills, abilities, level of education), stable personal qualities (hard work or laziness; diligence or self-will; attentiveness or absent-mindedness); temporary mental states (fatigue, interest, boredom); beliefs. TO external conditions include all objects and actions of third-party people that contribute to or oppose the achievement of a goal. Subject conditions: objects of action (material objects, information, living beings, including people) and instruments of action (material and functional). Social conditions (social norms) are the requirements of society for human behavior, as well as the characteristics corporate culture; socio-communicative requirements for the socio-psychological climate in the team.
Mental regulation of human behavior and activity. - concept and types. Classification and features of the category "Mental regulation of human behavior and activity." 2017, 2018.
Psychology. Full course Riterman Tatyana Petrovna
Mental regulation of behavior and activity
Among the methods of mental regulation of activity, emotional and volitional regulation can be distinguished.
The mental process of impulsive regulation of behavior, which is based on a sensory reflection of the significance of external influences, is called emotions.
Emotions prompt conscious, rational regulation of behavior that counteracts current emotions. Strong emotions oppose volitional actions that are carried out contrary to the former.
However, the freedom to manifest emotional-impulsive actions depends on the level of conscious regulation: the lower the level, the freer these actions are without conscious motivation. Emotions prevail when there is a lack of information that allows one to consciously construct an activity, and when there is a lack of ideas about conscious modes of behavior. In addition, consciousness does not form the purpose of these actions, since they are predetermined by the nature of the impact itself (for example, impulsive withdrawal or defensive movement of the hands from an object approaching a person). At the same time, mental actions are also based on emotions, that is, in conscious action, emotions are of great importance.
Volitional regulation increases the efficiency of the corresponding activity, and a person’s volitional action begins to act as a conscious action in order to overcome external and internal obstacles, which is facilitated by volitional efforts.
Such personality traits as willpower, energy, perseverance, endurance, etc., which are manifestations of will, are considered as primary, or basic, volitional personality traits. They predetermine the behavior described by the properties listed above.
In addition to those mentioned, such strong-willed qualities as determination, courage, self-control, and self-confidence should be mentioned. They are formed, as a rule, later than the first group of properties, therefore they are defined not only as volitional, but also as characterological. This group of qualities is called secondary.
There is also a third group of volitional qualities associated with a person’s moral and value orientations. These include responsibility, discipline, integrity, and commitment. This group tertiary volitional qualities, which usually develops during adolescence, also includes a person’s attitude towards work: efficiency, initiative.
The basic psychological function of the will consists of increasing motivation and improving conscious regulation of actions. That is, a conscious change in the meaning of an action by the person performing it occurs under the influence of an additional incentive to action, the meaning of which correlates with the struggle of motives and is transformed due to deliberate mental efforts.
Volitional regulation allows you to maintain attention focused on an object for a long time. All basic mental functions - sensation, perception, imagination, memory, thinking and speech - are associated with will. In the process of developing these processes (from lower to higher), a person gains volitional control over them.
Volitional action and awareness of the purpose of an activity and its significance are closely related to each other. Volitional action subordinates the actions performed to this goal. Current human needs always provoke the energy of volitional actions and become their source. On their basis, a person selects a conscious meaning for his voluntary actions.
Having consciously abandoned the usual way of solving a problem, a person shows the will to replace it with a more complex method and stick to it in the future.
“Will in its proper sense arises when a person is capable of reflecting his drives, can relate to them in one way or another... rising above them... make a choice between them” (S. L. Rubinstein).
The human will develops over several phases. The first of them gives a person confidence in solving ordinary everyday problems in the future.
The second phase, which provides enough material and ideas from the field of morality, makes it possible in the future to recognize more subtle moral differences.
The third phase, experienced deeply enough, opens up the possibility of further distinguishing the “shades” of moral issues, not allowing us to consider them schematically.
From the book Practical Management. Methods and techniques of a leader author Satskov N. Ya. From the book Evolutionary genetic aspects of behavior: selected works author Krushinsky Leonid Viktorovich From the book Psychology of Extreme Situations author author unknownReshetnikov M. M. et al. PSYCHOPHYSIOLOGICAL ASPECTS OF THE STATE, BEHAVIOR AND ACTIVITY OF VICTIMS AT THE SITE OF A NATURAL DISASTER In order to study the characteristics of behavior, psychophysiological reactions, condition and performance of people exposed to
From the book Social Learning Theory author Bandura AlbertReshetnikov M. M. et al. UFA DISASTER: FEATURES OF CONDITION, BEHAVIOR AND ACTIVITY OF PEOPLE In the period from June 5 to June 13, 1989, the authors conducted a socio-psychological study and psychophysiological examination of victims of a large gas explosion
From the book The Problem of the “Unconscious” author Bassin Philip Veniaminovich From the book Psychology of Meaning: Nature, Structure and Dynamics of Meaningful Reality author Leontyev Dmitry Borisovich From the book Legal Psychology. Cheat sheets author Solovyova Maria Alexandrovna3.2. Meaningful attitude: regulation of the direction of actual activity The regulating influence of the vital meanings of objects and phenomena of reality on the course of the subject’s activity is not necessarily associated with any form of their presentation in his consciousness.
From the book Cheat Sheet on General Psychology author Voitina Yulia Mikhailovna20. Social regulation of individual behavior Social regulation of individual behavior is understood as bringing the norms of social behavior of an individual into agreement with the norms of the society in which this individual exists. The functions of social regulation include:
From the book Genesis and Consciousness author Rubinshtein Sergey Leonidovich32. MAIN TYPES OF ACTIVITY. INTERIORIZATION AND EXTERIORIZATION OF ACTIVITY There are three main types of activity: play, learning, work. A specific feature of the game is that its goal is the game itself as an activity, and not the practical results
From the book Motivation and motives author Ilyin Evgeniy Pavlovich From the book Legal Psychology [With the basics of general and social psychology] author Enikeev Marat Iskhakovich7.2. The problem of multimotivation of behavior and activity For a long time, the relationship between motive and behavior (activity) was considered from a monomotivational position. Based on the fact that motive is a system-forming factor in activity and behavior, psychologists closely
From the book Psychology. Full course author Ritterman Tatyana Petrovna8. Methods for studying the motivation of learning activities and behavior Methodology “Determining the dominance of a child’s cognitive or play motive” The child is invited to a room where ordinary, not very attractive toys are displayed on tables, and they are offered him
From the book Psychology of Student Motivation author Verbitsky Andrey Alexandrovich§ 1. The concept of will, volitional regulation of behavior Will is a conscious, socially formed determination of a person’s behavior, ensuring the mobilization of his psychophysiological resources to achieve goals that are significant and necessary for him. Will - socially
From the author's bookMental regulation of behavior and activity Among the methods of mental regulation of activity, emotional and volitional regulation can be distinguished. The mental process of impulsive regulation of behavior, which is based on a sensory reflection of significance
From the author's bookMental regulation of behavior and activity Among the methods of mental regulation of activity, emotional and volitional regulation can be distinguished. Emotions encourage conscious, rational regulation of behavior, which opposes current emotions. Strong
From the author's book1. 1. Main problems of research of motivation of behavior and activity
The function of volitional regulation is to increase the efficiency of relevant activities, and volitional action appears as a conscious, purposeful action of a person to overcome external and internal obstacles with the help of volitional efforts.
At the personal level, will manifests itself in such properties as willpower, energy, perseverance, endurance, etc. They can be considered as primary, or basic, volitional qualities of a person. Such qualities determine behavior that is characterized by all or most of the properties described above.
A strong-willed person is distinguished determination, courage, self-control, self-confidence. Such qualities usually develop in ontogenesis (development) somewhat later than the group of properties mentioned above. In life, they manifest themselves in unity with character, so they can be considered not only as volitional, but also as characterological. Let's call these qualities secondary.
Finally, there is a third group of qualities that, while reflecting a person’s will, are at the same time associated with his moral and value orientations. This is responsibility, discipline, integrity, commitment. This group, designated as tertiary qualities, includes those in which the will of a person and his attitude to work simultaneously appear: efficiency, initiative. Such personality traits are usually formed only by adolescence.
According to V.A. And Vannikov, the main psychological function of the will is to strengthen motivation and improve, on this basis, the conscious regulation of actions. The real mechanism for generating an additional incentive to action is a conscious change in the meaning of the action by the person performing it. The meaning of an action is usually associated with a struggle of motives and changes with certain, deliberate mental efforts.
Volitional action, the need for it, arises when an obstacle appears on the path to carrying out motivated activity. An act of will is associated with overcoming it. First, however, it is necessary to understand and comprehend the essence of the problem that has arisen.
The inclusion of will in activity begins with a person asking himself the question: “What happened?” The very nature of this question indicates that the will is closely related to the awareness of the action, the course of activity and the situation. The primary act of including the will in action actually consists in the voluntary involvement of consciousness in the process of carrying out the activity.
Volitional regulation is necessary in order to keep in the field of consciousness for a long time the object that a person is thinking about and to maintain attention concentrated on it. The will is involved in the regulation of almost all basic mental functions: sensations, perception, imagination, memory, thinking and speech. The development of these cognitive processes from lower to higher means that a person acquires volitional control over them.
Volitional action is always associated with the consciousness of the purpose of the activity, its significance, and the subordination of the actions performed to this purpose. Sometimes there is a need to give a special meaning to a goal, and in this case the participation of the will in the regulation of activity comes down to finding the appropriate meaning, the increased value of this activity. Otherwise, it is necessary to find additional incentives to carry out, to complete an already started activity, and then the volitional meaning-forming function is associated with the process of performing the activity. In the third case, the goal may be to teach something and actions associated with learning acquire a volitional character.
The energy and source of volitional actions are always somehow connected with the actual needs of a person. Relying on them, a person gives conscious meaning to his voluntary actions. In this regard, volitional actions are no less determined than any others, only they are associated with consciousness, hard work of thinking and overcoming difficulties.
Volitional regulation can be included in activity at any of the stages of its implementation: initiation of activity, choice of means and methods of its implementation, adherence to the intended plan or deviation from it, control of execution. The peculiarity of the inclusion of volitional regulation at the initial moment of activity is that a person, consciously abandoning some drives, motives and goals, prefers others and implements them contrary to momentary, immediate impulses. Will in choosing an action is manifested in the fact that, having consciously abandoned the usual way of solving a problem, the individual chooses another, sometimes more difficult, and tries not to deviate from it. Finally, volitional regulation of control over the execution of an action consists in the fact that a person consciously forces himself to carefully check the correctness of the actions performed when there is almost no strength and desire left to do this. Particular difficulties in terms of volitional regulation are presented for a person by such activities where problems of volitional control arise throughout the entire path of the activity, from the very beginning to the end.
A typical case of the inclusion of will in the management of activity is a situation associated with the struggle of difficultly compatible motives, each of which requires the performance of different actions at the same moment in time. Then the consciousness and thinking of a person, being included in the volitional regulation of his behavior, look for additional incentives in order to make one of the drives stronger, to give it greater meaning in the current situation. Psychologically, this means an active search for connections between the goal and the activity being carried out with the highest spiritual values of a person, consciously giving them much greater significance than they had at the beginning.
With the volitional regulation of behavior generated by actual needs, a special relationship develops between these needs and the human consciousness. S.L. Rubinstein characterized them as follows: “Will in its proper sense arises when a person is capable of reflecting his drives and can relate to them in one way or another. To do this, the individual must be able to rise above his drives and, distracted from them, realize himself... as a subject... who... rising above them, is able to make a choice between them.”
