FEATURES OF THE LEVEL OF ASPIRATIONS IN STUDENTS WITH DIFFERENT TYPES OF CHARACTER ACCENTUATIONS

ABSTRACT

This article describes the features of the level of aspirations of students with different types of character accentuations, and presents recommendations for students with different types of character accentuations to increase the adequacy of the level of aspirations.

Keywords: character accentuations, level of aspirations, students.

The importance of the problem of studying the characteristics of the level of aspirations in students with different types of character accentuations is associated with the acceleration of the pace of life in modern society, necessary to be able to adapt to rapidly changing environmental conditions. The effectiveness of such adaptation depends on the combination of various personal qualities of the student, in particular, on the level of aspirations and character traits.

The term “level of aspiration” was introduced in the school of the German psychologist Kurt Lewin by his student T. Dembo [2]. An analysis of psychological literature has shown that to date there are many definitions of the level of aspirations. V.S. Merlin [4] understood the level of aspiration as a reflection of the degree to which the subject evaluates his capabilities, which he needs in order to experience satisfaction.

The level of aspiration is not a stable and unambiguous personal characteristic [1]. The level of aspiration is a dynamic phenomenon, depending on how adequate it is to the level of achievement. Exploring the dynamics of the level of aspirations, V.S. Merlin determined that the ease or difficulty of a person’s adaptation to activity by changing the level of aspirations depends on the characteristics of temperament (extraversion or introversion, anxiety, emotionality) and on personal properties, for example, the adequacy or inadequacy of self-esteem, its stability, the initial level of aspirations, motives for self-affirmation [4].

The concept of “accentuation” was created by a German psychiatrist and psychologist, professor of neurology at the neurological clinic of the University of Berlin, K. Leonhard [3]. K. Leonhard emphasized that accentuated personalities, as a rule, are not pathological. Accented personalities potentially contain both opportunities for socially positive and socially negative manifestations. One speaks of pathology when a trait is strongly accentuated and has a destructive effect on the person as a whole. Accentuation is interpreted as an extreme variant of the norm, and not as a pathology.

The topic of the relationship between the level of aspirations and character accentuations has been studied in various studies, as a result of which a connection has been identified between various character accentuations and the level of aspirations.

The purpose of our study was to identify the characteristics of the level of aspirations among students with different types of character accentuations. The study involved 60 1st-5th year students aged 18-25 years from the National Research University BelSU. The collection of empirical data was carried out using test methods: Characterological Questionnaire by K. Leonhard - G. Shmishek to determine character accentuations, Questionnaire “Level of Personality Aspirations” by V.K. Gerbachevsky, as well as content analysis of students’ essays.

During the study, the most common types of character accentuations in the study group were identified, which turned out to be the emotive type (21.6%), demonstrative type (20%) and hyperthymic type (20%). Using the “Level of Personal Aspirations” questionnaire, it was determined that the most common characteristics of the motivational structure among students are “assessment of one’s potential” (31.6%), “cognitive motive” (28.3%) and “expected level of results” (28.3%).

Next, the subjects were asked to answer several questions in a mini-essay format about how they choose goals, determine their prospects for achieving them, and relate to the difficulties that arise in this process. Analysis of students' essays made it possible to identify 3 main reasons for setting goals:

1) the desire to deepen or expand their knowledge on any topic;

2) personal benefit associated with improving the financial and social situation;

3) they don’t set goals for themselves, they solve current problems.

The subjects most often assessed their prospects for achieving their goals as follows:

1) positively assess their prospects for achieving their goals;

2) assess their prospects negatively and believe that they will not be able to achieve their plans;

3) they inadequately assess their prospects, do not take into account the conditions and complexity of goals, and therefore often do not achieve their goals.

If difficulties arise in the process of achieving their goals, respondents:

1) continue to achieve their goals, begin to make even more efforts, experiences are minimal;

2) continue to achieve their goals, despite strong experiences;

3) continue after a temporary retreat, the feelings are strong, they need the support of others;

4) retreat from the set goal when difficulties arise; the feelings are strong.

Based on the data analysis, we have developed a number of recommendations and proposals for students, aimed at increasing the adequacy of the level of aspirations for people with different accentuations.

Students with pedantic, dysthymic and anxious accentuations are characterized by low self-esteem, low resistance to stress, uncertainty about the correctness of their own actions, and the inability to defend their own opinion in conflict situations. These qualities prevent them from setting more difficult goals for themselves in the same type of activity; due to fear of failure, they may avoid choosing goals and taking actions to achieve them.

Recommendations:

• you should analyze the characteristics of your character, reactions to stressful situations associated with setting goals;

• it is important to learn how to set goals, taking into account your character traits;

• it is necessary to stabilize self-esteem;

• you should learn to encourage your own initiative;

• it is important to learn how to relieve muscle tension that occurs during stress through various physical and breathing exercises;

• it is necessary to avoid comparing yourself with other people;

• it is important to learn to ask and accept support from loved ones;

• it should be remembered that if the experiences that arise cannot be overcome on your own, then you need to seek help from a psychologist.

By following these recommendations, you can increase the adequacy of your level of aspirations, learn to control your mental state and cope with stress.

Thus, the problem of studying the characteristics of the level of aspirations in students with different types of character accentuations is important for study at the present time. Due to the accelerating pace of life, the emergence of situations of uncertainty, the ramification and complexity of various tasks in many areas of activity, therefore, a young person needs to be able to quickly adapt to changing conditions. The effectiveness of such adaptation depends on the combination of various personal qualities of the student, in particular, on the level of aspirations and character traits.

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