E. P. Ilyin
Psychology of will
Preface to the second edition
During the time that has passed since the first edition of this book (2000), there have been no significant changes in the study of the problem of the psychology of will. As before, some physiologists ask with undisguised irony: “What is will?” As before, V. A. Ivannikov writes that “the concept of will does not mean some kind of reality, but is a theoretical construct introduced into science to explain this reality.” It is still argued that “it is unlawful to move on to generalizations in terms of understanding the will in general” (Yu. B. Gippenreiter) and that volitional functions are a special case of arbitrary functions. However, this does not explain what voluntary functions are and how they differ from volitional ones [ibid., p. 16].
As before, the number of publications on will can be counted on the fingers of one hand, and the very concept of “will” is a rare guest in the fundamental works of not only Russian, but also Western psychologists. True, there are signs of a revival of interest in this problem. Thus, in the reissue of H. Heckhausen’s book “Motivation and Activity” (2003), a chapter “Volitional processes: the implementation of intentions” appeared. However, this turned out to be necessary for the author not in order to include motivation in the structure of volitional (voluntary) behavior, but in order to separate motivation from volitional processes. Meanwhile, B. Rush wrote that will without motives is as impossible as vision without light or hearing without sound [cit. from: Yaroshevsky, 1986, p. 156].
Therefore, in my two books, “Psychology of Will” and “Motivation and Motives” (as well as in part in the third, “Emotions and Feelings”), the same problem is considered - the psychology of voluntary (volitional) control of human behavior and activity. Presentation of this problem in one book is unrealistic due to its excessively large scale. If you take the path of reducing the material, you will lose a lot of interesting and important information related to the volitional, motivational and emotional spheres of a person, the study of each of which may be of independent interest.
The second edition of this book includes some new theoretical and experimental data on will, and the paragraph “Unwilled behavior” of the first edition is expanded to include a discussion of the issue of laziness and is separated into a separate chapter. The appendix provides methods for identifying laziness.
Preface to the first edition
When, after the battle of Borodino in 1812, the famous cavalryman of the Napoleonic army, Marshal Murat, reproached his generals for the lack of energy in cavalry attacks, one of the generals replied: “The horses are to blame for everything - they are not patriotic enough. Our soldiers fight brilliantly even if they don’t even have bread, but horses without hay don’t budge” [Fatal decisions of the Wehrmacht, 1999, p. 126–127].
This dialogue reflected the main difference between human behavior and animal behavior - humans have motivation and “willpower.”
The problem of will, the voluntary and volitional regulation of human behavior and activity, has long occupied the minds of scientists, causing heated debates and discussions. Also in Ancient Greece Two points of view on the understanding of will have emerged: affective and intellectualistic. Plato understood will as a certain ability of the soul that determines and motivates human activity. Aristotle connected will with reason. This dualism in one form or another has survived to this day.
Despite the fact that several doctoral dissertations on this problem have been defended over the past quarter century, it is still far from being resolved. Until now, the views of psychologists differ sharply even on the most key issues related to this topic. Some deny the existence of will as an independent psychological phenomenon, question the value of the very concept of “will” (G. English, A. English), others, defending the independence of will, see only one side of it - the ability to overcome difficulties and obstacles (A. Ts. Puni). And often in scientific works Ah, voluntary regulation turns out to be divorced from the will.
Physiologists simply ignore the problem of will and voluntary control. None of the textbooks on higher education nervous activity, published in recent decades, this problem is not even mentioned, as if it does not exist at all.
All this causes significant difficulties in presenting the problem of will both in the process of teaching psychology and in searching for adequate methods for diagnosing the degree of development of “willpower”.
One of the objectives of this monograph is a critical examination of the problem of will as arbitrary, i.e., conscious and intentional (motivated) control on the part of a person of his behavior, activities, and emotions.
From the very beginning, the question of the essence of will turned out to be closely connected with the problem of motivation, with an explanation of the causes and mechanisms of human activity. While studying will, scientists inevitably touched upon issues of motivation, and when studying motivation, they certainly touched upon volitional regulation. And this is not accidental, since both of these directions in psychology discuss the same problem - the mechanisms of conscious, purposeful behavior. However, this does not prevent scientists from identifying will and motivation in one case, and in another from separating them from each other. Both ultimately lead to the fact that motivation in most cases is studied as an independent problem. As a result, will and motivation as stimulants and regulators of activity are considered as independent mental phenomena. For example, V.I. Selivanov noted that “the undoubted merit of scientific psychology is the establishment of a close connection between a person’s will and his system of motivations.” My position is that it is necessary to talk not just about the connection between will and motivation, but about the inclusion of a person’s motivation in his will. N. Akh also wrote that of the two sides of the problem of will - the implementation of intention and determination - only the second side was studied in scientific works. Thus, he included motivation in will.
The peculiarity of my approach to presenting the issue of the volitional sphere is that I do not consider will as motivation (more precisely, will - not only as motivation), but, on the contrary, motivation - as volitional (voluntary) intellectual activity of a person, as an essential part of voluntary control .
However, let the reader not be surprised that this book does not deal with issues of motivation. This vast and relatively independent problem Another book of mine is dedicated (Ilyin E.P. Motivation and motives. St. Petersburg, 2000). At the same time, by design, both books form a single whole, and the book “Motivation and Motives” only examines in detail one of the functions of voluntary control (will).
Despite the fact that motivation is a single whole with will - since without motivation there is no will - the functions of will are not limited to motivating human activity (self-determination). It manifests itself in the initiation (launch) of actions, and in the conscious control of them, and in overcoming difficulties that arise in the course of activity. In this regard, the book examines issues of self-initiation of actions, self-control and self-mobilization. Here the relationship between voluntary control and volitional regulation is analyzed in detail; it reveals what stands behind the concept of “willpower”; the essence and structure of volitional qualities is revealed in a new way; a description is given of the ways of development of the volitional sphere of a person and its violation in various pathologies. At the end of the book there is a scientific and everyday volitional dictionary of terms and phrases, as well as methods and techniques for studying volitional regulation.
When writing this book, I relied not only on literary sources that are inaccessible to a wide range of readers, but also on extensive experimental data obtained by my students.
The second edition of the textbook (the previous one was published in 2001) has been revised and expanded. The book outlines theoretical and methodological issues in the study of human emotions and feelings. The main attention is paid to the analysis of the structure of the emotional sphere and its components: emotional tone, emotions, emotional properties of the individual, feelings, emotional types. The theories of the emergence of emotions, their functions and role in human life, changes in the emotional sphere in ontogenesis and in pathology are considered. The manual contains numerous methods for studying various components of the human emotional sphere, which can be successfully used for both scientific and practical purposes. The scientific content of almost all chapters of the second edition has been expanded taking into account domestic and foreign research published over the past 15 years.
The textbook is intended for psychologists, psychophysiologists, teachers, as well as for undergraduate and graduate students of psychological and pedagogical faculties...
Evgeniy Pavlovich Ilyin is a professor at the Department of Developmental Psychology and Education, Faculty of Psychology and Education, Russian State Pedagogical University named after A. I. Herzen. Doctor of Psychological Sciences, Candidate biological sciences, Honored Scientist Russian Federation. Laureate of the National Psychological Competition “Golden Psyche” in the category “Patriarch of Russian Psychology (2006), member of the Grand Jury of the competition. For a series of works on fundamental problems of psychology, he was awarded the gold medal of the All-Russian Exhibition Center (2003). Awarded a jubilee medal in honor of the 300th anniversary of St. Petersburg.
Evgeniy Pavlovich graduated from the Leningrad Sanitary and Hygienic Medical Institute in 1957, then in 1962 – postgraduate studies at the Leningrad Research Institute physical culture majoring in sports physiology, having defended his thesis on the topic “On symmetry and asymmetry in the activity of the human motor analyzer.”
Area of scientific research of E. P. Ilyin: general and age-related psychology, differential psychophysiology, psychology of physical culture and sports, occupational psychology.
From 1963 to 1969 Evgeny Pavlovich Ilyin worked in Leningradsky state university: first in the Laboratory of Occupational Physiology at the Faculty of Biology, and then in the Laboratory of Engineering Psychology and at the Department of Ergonomics of Engineering Psychology of the Faculty of Psychology. In 1968, he defended his dissertation for the degree of Doctor of Psychology on the topic “Optimal characteristics of human performance.”
Since 1969, E. P. Ilyin has been working at the Russian State pedagogical university named after A.I. Herzen: from 1969 to 1992. - professor of the department theoretical foundations physical education, faculty of physical culture; since 1992 - professor of the department general psychology, subsequently transformed into the Department of Developmental Psychology and Education of the Faculty of Psychology and Education.
For many years, E.P. Ilyin was deputy chairman of the scientific and methodological council for physical education under the USSR Ministry of Education. For participation in the work of this council he was awarded the badge “Excellence in Education of the USSR.” Currently he is a member of dissertation councils at the Russian State Pedagogical University and St. Petersburg State University, chairman of the State Certification Commission at the Faculty of Psychology of St. Petersburg State University.
Over the years of research work, Evgeny Pavlovich Ilyin created a scientific school on general and differential psychophysiology of sports and labor activity. Express methods for diagnosing typological features of properties developed by him nervous system(tapping test and kinematometric techniques) are known to every psychologist and are widely used in scientific research and practical work.
A special role in professional activity E.P. Ilyin is played by his many years of teaching work, in which he generously shares his achievements with colleagues and students. Evgeniy Pavlovich trained 6 doctors and 41 candidates of sciences. He compiled 11 collections of scientific papers, in which over 150 articles were published by his students.
- Psychology of physical education. M., Education, 1987; second revised and expanded edition: St. Petersburg: Publishing House of the Russian State Pedagogical University named after. A. I. Herzen, 2000.
- Psychology of will. St. Petersburg: Peter, 2000, 2002, 2011.
- Motivation and motives. St. Petersburg: Peter, 2000, 2007, 2008, 2011.
- Differential psychophysiology. St. Petersburg: Peter, 2001, 2002.
- Emotions and feelings. St. Petersburg: Peter, 2002, 2003, 2008, 2011.
- Differential psychophysiology of men and women. St. Petersburg: Peter, 2002,2006, 2007.
- Psychomotor organization of a person. St. Petersburg: Peter, 2003.
- Psychology: Textbook for secondary special education educational institutions. St. Petersburg: Peter, 2004.
- Psychology of individual differences. St. Petersburg: Peter, 2004, 2011.
- Psychophysiology of human states. St. Petersburg: Peter, 2005.
- Differential psychology of professional activity. St. Petersburg: Peter, 2008, 2011
- Work and personality. Workaholism, perfectionism, laziness. St. Petersburg: Peter, 2011.
- Sex and gender. St. Petersburg: Peter, 2011.
- Psychology of communication and interpersonal relationships. St. Petersburg: Peter, 2011, 2012, 2013.
- Psychology of creativity, creativity, giftedness. St. Petersburg: Peter, 2011, 2012.
- Psychology of sports. St. Petersburg: Peter, 2011, 2012.
- Psychology of risk. St. Petersburg: Peter, 2012.
- Psychology for teachers. St. Petersburg: Peter, 2012.
- Psychology of adulthood. St. Petersburg: Peter, 2012.
- Psychology of love. St. Petersburg: Peter, 2013.
- Psychology of trust. St. Petersburg: Peter, 2013.
The contribution of Evgeny Pavlovich Ilyin to the development of modern psychology has long received unconditional recognition of the professional psychological community.
We sincerely wish Evgeniy Pavlovich to receive inner spiritual satisfaction from his work, without which psychological and pedagogical activity is unthinkable! And let there always be passionate, interested and successful students and followers nearby!
SCIENTIFIC SCHOOLS
Y. V. Chezhina
scientific and pedagogical activities of E. P. Ilyin: on the anniversary of the scientist
On March 20, 2013, Evgeniy Pavlovich Ilyin, Honored Scientist of the Russian Federation, Doctor of Psychological Sciences, Candidate of Biological Sciences, Professor, turned 80 years old.
Study psychological problems preceded by a complex educational route. E. P. Ilyin received higher education medical education, and then during the years of postgraduate study at LNIIFK and physiological. The scientist began to show interest in physiology while still a second-year student, and by the end of the institute he had collected experimental material, which served as the foundation for later writing his Ph.D. dissertation. In 1956, at the All-Russian Conference of Students of Medical Institutes, E. P. Ilyin’s research received a diploma and a second degree prize. And the next year his first publications appeared in the All-Union journal and collection of scientific works of the Department of Physiology.
In 1962, Evgeniy Pavlovich defended his Ph.D. thesis in biology on the topic “On symmetry and asymmetry in the activity of the human motor analyzer” at the Faculty of Biology of Leningrad State University.
Subsequently, E.P. Ilyin continued his activities as a physiologist in the laboratory of labor physiology of Leningrad State University, in which Boris Fedorovich Lomov, who headed the laboratory of industrial (and then engineering) psychology, played a major role in getting a job. Both laboratories were located on the same floor, and the head of the laboratory of occupational physiology borrowed for E.P. Ilyin a contract position for a junior researcher from B.F. Lomov. Thus, E.P. Ilyin was officially listed as an employee of the laboratory of engineering psychology since January 1963.
Since 1964, Evgeniy Pavlovich became an employee of the laboratory of engineering psychology. Six months later, E.P. Ilyin was appointed by B.F. Lomov as the head of a group of referents, which was the first step towards his psychological self-education. This was facilitated by the creative, democratic atmosphere created by Boris Fedorovich in the laboratory, and by regular seminars on the research being carried out.
After the creation of the Faculty of Psychology at Leningrad State University in 1966, E. P. Ilyin was enrolled in the staff of the Department of Ergonomics and Engineering Psychology, and after B. F. Lomov left for Moscow, he served as the acting head of the department.
In 1968, with the scientific consulting of B.F. Lomov, E.P. Ilyin defended his doctoral dissertation in psychology on the topic “Optimal characteristics of human performance,” which was the first of 11 dissertations defended by B.F. Lomov’s Leningrad (St. Petersburg) students. One of the official opponents was Boris Gerasimovich Ananyev.
A number of interesting circumstances should be noted in the scientific biography of Evgeniy Pavlovich: he received his first diploma as a Doctor of Psychology, not a Doctor pedagogical sciences(in psychology), as they have written so far, and in the rank of associate professor E.P. Ilyin was approved a month after his approval by the Higher Attestation Commission for his doctorate. "Damn-
Universum: Bulletin of Herzen University. 1/2013
His opponent for his doctoral dissertation was Konstantin Konstantinovich Platonov, who, after familiarizing himself with the personal file of E.P. Ilyin, was surprised by the coincidence of their professional paths: both graduated medical school, both were assigned to work in the Chita region, both studied urinary disease there at the Yamkun research station, after which they began to study physiology and psychology of work, both made the problem of abilities the subject of their consideration.
In 1969, E.P. Ilyin accepted an invitation to take the position of professor at the Department of Theoretical Foundations of Physical Education and School Hygiene, Faculty of Physical Education, Leningrad State Pedagogical Institute named after. A. I. Herzen, having gained independence in conducting research on a number of new problems that interested him in the field of differential psychophysiology and sports psychology. During his work at this faculty, on the basis of the organized public laboratory of psychophysiology of sports and physical education under the leadership of E. P. Ilyin, 11 collections of scientific works were prepared, in which more than 250 works of employees, graduate students and students were published. In the same years, the publishing house "Prosveshcheniye" published educational manuals by E. P. Ilyin - "Psychophysiology of Physical Education" (book 1, 1980; book 2, 1983), "Psychology of Physical Education" (1987), the total circulation of which was 70 thousand.
Since 1992, E.P. Ilyin became a professor in the Department of Developmental Psychology and Education at the Faculty of Psychology and Education of the Russian State Pedagogical University named after. A.I. Herzen, which was associated, first of all, with the scientist’s appeal to general psychological fundamental problems: will, motivation, emotions. And this turn in research interests was not spontaneous. E.P. Ilyin nurtured his understanding of the structure of the motif for a quarter of a century and briefly outlined it back in 1980 in his first textbook. The approach to the problem of will was determined by the diagnosis of volitional qualities in athletes back in the 1970s. The study of the state of monotony led E. P. Ilyin to consider human states from the position of P. K. Anokhin’s functional system. As a result, since 2000, scientists have published a number of fundamental monographs at the Peter Publishing House: “Psychology of Will”, “Motivation and Motives”, “Psychomotor Organization of Man”, “Emotions and Feelings”, “Psychology of Individual Differences”, “Psychology of Sports” ", "Psychology of risk" and many others.
E.P. Ilyin and his students made a great contribution to the development of psychodiagnostic techniques. Thus, express methods for studying the properties of the nervous system are still actively used today by the St. Petersburg Research Institute of Physical Education, and are also used in Russian national teams (including Paralympic teams) in the process of psychological support for athletes. Among the students of E.P. Ilyin at the Faculty of Physical Culture of Leningrad State Pedagogical Institute named after. A. I. Herzen created many outstanding trainers who, in their professional activities, relied on his developments. Among them are V. A. Platonov (coach of the USSR volleyball team), Yu. M. Chistyakov and L. D. Mirsky (speed skating coaches), and others, who trained high-level athletes.
One of the significant scientific merits of E. P. Ilyin and his school is the fundamental theoretical and experimental substantiation of B. M. Teplov’s position on the illegality of I. P. Pavlov’s evaluative approach to the properties of the nervous system, dividing them into “good” and “bad”. Thus, a “weak” (in the terminology of I.P. Pavlov) nervous system, characterized by higher sensitivity compared to a “strong” one, has a number of undeniable advantages in certain types of activity and behavior. E. P. Ilyin and his students identified typological complexes of the nervous system that influence the manifestation of various abilities and inclinations of a person to this or that type of activity. A differentiated approach taking into account the typological characteristics of the nerves
system provides objective criteria for selection into different kinds labor, sports and educational activities. To date, E. P. Ilyin and his students have studied typological complexes of volitional (courage, determination, perseverance, patience, etc.), motor (speed, reaction time, frequency of movements), intellectual characteristics (various types of memory, creativity, etc.) .
The versatility of the scientist’s scientific interests is striking: general and differential psychophysiology, psychology of physical culture and sports, occupational psychology, developmental and educational psychology, psychology of communication. Recently, a line of research has emerged, carried out by E. P. Ilyin’s students, devoted to the study of aggressiveness, as well as problems of the relationship between biological and social sex (gender) in psychology. As a result of the scientist’s thoughts within the framework of this scientific problem, the concept of “phenotypic sex” appeared, which E. P. Ilyin substantiated in detail in his monograph “Sex and Gender.”
For many decades, Evgeniy Pavlovich has been a member of various dissertation councils, more than 100 times he acted as an official opponent in the defense of doctoral and master's theses. His students defended 7 doctoral and 47 candidate dissertations.
The scientific and pedagogical activities of E. P. Ilyin were awarded a number of awards. He is a laureate All-Russian competition psychologists "Golden Psyche" in the category "Patriarch of Psychology", laureate and holder of the gold medal of the All-Russian Exhibition Center, awarded the badge "Excellence in Education of the USSR", Diploma of the Russian Olympic Committee, medal of the International Academy of Psychological Sciences for scientific merits "Human Factor". His books have been repeatedly awarded with diplomas at various competitions.
Currently, E. P. Ilyin continues his pedagogical and scientific activity at the psychological and pedagogical faculty of the Russian State Pedagogical University named after. A. I. Herzen. His research is devoted to solving the most pressing, relevant and practically in demand problems of modern psychological science. We sincerely congratulate Evgeny Pavlovich on his anniversary and wish him health, longevity and new creative success!
E. P. Ilyin
violence as a psychological phenomenon
Currently, the phenomenon of violence has begun to increasingly attract the attention of both society and specialists from various fields of knowledge (lawyers, psychologists, teachers). Articles, books and dissertations are written about violence. However, paradoxically, the question of what violence is remains without discussion. The term “violence” is used so broadly that it sometimes becomes unclear what we are talking about.
Definition of violence. In the “Dictionary of the Russian Language” by S. I. Ozhegov the following definition is given: “Violence is the use of physical force against someone; coercive influence on someone. " In this definition, the main thing is coercive influence (to force - to force someone to do something against the desire of the person himself), and what its nature is (physical or psychological), these are already details.
Thus, S.I. Ozhegov considers oppression and lawlessness to be coercive influences. Oppression is an unjust restriction of freedom, and lawlessness is a violation, lack of legality, i.e., violation of human rights.
"Ilyin E.P. - St. Petersburg: Peter, 2012. - 640 pp.: ill. - (Series “Masters of Psychology”).
The textbook is addressed primarily to educators: teachers, preschool teachers, college and university teachers Special attention devoted to psychological information. relevant for practical pedagogy and absent from most textbooks on educational psychology.
The manual includes five sections: “Psychology of teacher activity.” “Psychology of education”, “Psychology of education”. " Psychological characteristics teachers”, “Preschoolers and students as subjects of play and learning activities and as objects of teacher activity”. At the end of the book there is an appendix in which there are two sections on methods for studying the characteristics of the activities and personalities of teachers and methods for studying the psychological characteristics of pupils and students. The publication contains an extensive list of literature related to this issue.
Preface........................................................ ..... 9
Introduction, or Why does a teacher need psychological knowledge.................................12
Section one
Psychology of teacher activity
Chapter 1. Activities of a teacher......................................20
1.1. Pedagogical activity and its structure...................................20
1.2. Stages of pedagogical activity...................................................21
1.3. Pedagogical tasks and their solutions....................................................22
1.4. Functions of a teacher................................................... .............23
1.5. Formation of motives for educational activities...................................25
1.6. Creation of an emotional background adequate to the pedagogical task.................................27
1.7. Stages of organizing educational activities..................................................30
1.8. Teacher's study of students' personalities....................................................31
Chapter 2. Pedagogical communication....................................33
2.1. The concept of “communication”, its types.................................................... ......33
2.2. Characteristics of pedagogical communication...................................................34
2.3. Means of communication........................................................ .............38
2.4. Factors determining the effectiveness of pedagogical communication.........41
2.5. Teacher skills that influence the effectiveness of communication....................................47
2.6. Pedagogical tact................................................... ..........49
2.7. Teacher’s speech culture................................................................... .........50
2.8. Personal characteristics of teachers that make it difficult to communicate with students......53
2.9. Communication and relationships between teachers and students’ parents................57
Chapter 3. Establishing mutual understanding between teacher and students............60
3.1. The essence of mutual understanding and the stages of its establishment.................................60
3.2. Teachers’ perception of students and their first impressions of them.....61
3.3. Teacher's learning and understanding of students...................................66
3.4. Peculiarities of students’ perception of teachers.................................................70
3.5. Ensuring that the teacher understands his students....................................74
3.6. Bringing together the positions of the teacher and students....................................75
3.7. Establishing mutual understanding between teacher and students.................................76
3.8. Collaboration between teacher and students...................................................82
3.9. Typification of students by teachers...................................................83
Chapter 4. Types and forms of teacher influence on students...............84
4.1. Types of impacts................................................... .............84
4.2. Showing attention to the student...................................................85
4.3. Requests and requirements of the teacher.................................................. ..85
4.4. Persuasion and suggestion............................................................. .........88
4.5. Explanation........................................................ ...................89
4.6. Compulsion................................................. ................90
4.7. Assessing the actions, behavior of students and the success of their completion of educational tasks.........91
4.8. Encouragement......................................................... ...................96
4.9. Punishment................................................. ...................98
4.10. Use of humor, jokes............................................................. 102
Chapter 5. Teacher behavior in conflict situations ................104
5.1. Conflict situations and conflicts.................................................... 104
5.2. Causes of conflicts between teachers and students.................................. 105
5.3. Conditions Conducive to Conflict ...................................... 108
5.4. Phases of conflict development......................................................... .... 109
5.5. Outcomes of conflict situations.................................................. 110
5.6. Basic rules of teacher behavior in conflict situation.............. 113
5.7. Pedagogical management of conflict between students.................................. 116
Section two
Psychology of training and education
Chapter 6. Psychological foundations of learning..........................118
6.1. Learning and its psychological patterns.................................... 119
6.2. Didactic principles......................................................... ... 120
6.3. Psychological and pedagogical characteristics educational material.............. 123
6.4. Types of educational influences................................................................... 125
6.5. Monitoring student activities......................................... 126
6.6. Survey of students and its psychological characteristics.................................... 127
6.7. Mark and its psychological impact................................... 129
6.8. Psychological characteristics of various educational systems.................................. 134
Chapter 7. Psychological characteristics activating students' cognitive activity in the classroom ........145
7.1. Activation of students' cognitive activity................................... 145
7.2. Ways to maintain sustained attention in class.................................... 150
7.3. Student inattention, its causes and consequences.................................... 151
7.4. Organization of effective perception of educational material in the classroom........ 152
7.5. Organization of conditions for better memorization of educational material by students......... 154
Section three
Psychology of education
Chapter 8. Social and psychological patterns of forming a team and educating students in it ...............168
8.1. Concept of social group and the team.............................................168
8.2. Social status of students in the study group....................................172
8.3. Stages of development of a team of students.................................................... .179
8.4. Psychological features of educating students in a team....................................181
8.5. Public opinion of the student body and the psychological characteristics of its formation.................................184
Chapter 9. Psychological aspects of the formation of morality in students.............192
9.1. What is morality and moral education........................ 192
9.2. Discipline as a moral quality.................................... 193
9.3. Responsibility (sense of duty) .................................................... 196
9.4. Psychological and pedagogical conditions for the formation of morality........... 198
9.5. Stages of formation of moral behavior of students.................................... 203
9.6. Semantic barrier in education...................................................204
9.7. Taking into account the age-related characteristics of students’ personalities in the process of moral education..................................... 207
9.8. Psychology of education of students with deviant behavior.........213
Chapter 10. Psychological aspects of instilling in students the desire for self-improvement.......217
10.1. Psychological features of the development of student independence.......218
10.2. Formation of a standard (ideal)..................................................222
10.3. Self-knowledge and self-esteem as incentives for self-improvement.......224
10.4. Stages and means of self-education for adolescents and older schoolchildren.......231
10.5. Age characteristics self-education........................................236
10.6. Common mistakes self-education........................................237
Chapter 11. Labor education and career guidance for students............239
11.1. Upbringing positive attitude to work........................239
11.2. Self-determination of students and their choice of profession.................................242
11.3. Age stages in the development of professional interests of schoolchildren.......245
11.4. Professional self-determination of schoolchildren of different genders.................................246
11.5. Career guidance work of a teacher....................................................249
Section four
Psychological characteristics of teachers
Chapter 12. Components of professional skill of a teacher..........253
12.1. Pedagogical orientation (vocation)...................................253
12.2. Knowledge (eruditeness) of the teacher.................................................... ...255
12.3. Teacher skills........................................................ ..........258
12.4. Abilities and professionally important qualities of a teacher......261
Chapter 13. Individual and personal characteristics of modern teachers.....279
13.1. Personality features of people who have chosen the teaching profession.........279
13.2. Peculiarities motivational sphere teachers........................285
13.3. Peculiarities of the emotional sphere of teachers...................................287
13.4. Teachers' resistance to stress...................................................293
13.5. Aggressiveness of teachers................................................... ...293
13.6. Psychophysiological characteristics of teachers...................................296
13.7. Possibility of using some tests for professional selection of teachers........297
13.8. Psychological characteristics of teacher-leaders.................................299
13.9. Image of teachers........................................................ ..........305
Chapter 14. Style features teachers...........................309
14.1. Stnli activities of kindergarten teachers .................................... 310
14.2. Teachers' Activity Styles...................................................311
14.3. Style of activity and properties of the nervous system and temperament......317
14.4. Pedagogical leadership styles and their perceptions by students......319
14.5. Pedagogical communication styles...................................................325
14.6. Psychological and pedagogical features of questioning students by teachers with different leadership styles......333
14.7. Peculiarities of student assessment by teachers with different leadership styles....................................334
14.8. Types of teachers........................................................ .............336
14.9. Gender differences in the activities and personality of teachers..................................340
Chapter 15. Psychological aspects of the development of professional skills of a teacher.............343
15.1. Stages professional development teacher........................343
15.2. Differences between young and experienced teachers...................................345
15.3. Difficulties in the work of young teachers...................................................351
15.4. Features of productive and unproductive teachers...................354
15.5. Psychological characteristics of university teachers of different skill levels.................................360
15.6. Criteria for assessing teaching skills...................................365