The technique was developed by N.E. Stambulova. The subjects are asked to assess the level of development of their own volitional qualities: purposefulness, perseverance and perseverance, courage and determination, initiative and independence, self-control and endurance.

Each questionnaire allows diagnosing two parameters of volitional quality: severity and generalization. The severity of quality is understood as the presence and stability of the manifestation of its main features, under generalization - the universality of quality, that is, the breadth of its manifestation in various life situations and activities.

Instruction:“Read each statement carefully. Consider how typical it is for you. Based on this, select the appropriate answer from the five proposed options and put its number in the protocol opposite the number of the corresponding judgment.

Answer options: "It doesn't happen", "Probably not true", "Maybe", "Probably yes", "I'm sure yes".

After answering the questions of the first questionnaire (“Dedication”), proceed to the next one, and so on until the end, until you fill out the entire summary protocol.

Questionnaire text

purposefulness

1. Starting any business, I always clearly understand what I want to achieve.

2. Failure in a competition encourages me to train with redoubled energy.

3. My interests are unstable, I cannot yet determine what I should strive for in life.

4. I clearly imagine what I want to learn at the institute.

5. During training, I quickly get bored of working strictly according to the plan.

6. If I set myself a certain goal, then I steadily strive to achieve it, no matter how difficult it is.

7. In each training session I set specific goals for myself.

8. In case of failures, I am always overcome by doubts whether it is worth continuing the work I have begun.

9. Clear work planning is not typical for me.

10. I rarely think about how I can apply the knowledge gained at the institute in my future practical work.

11. I never show initiative in setting new goals myself, I prefer to follow the instructions of other people.

12. Usually, under the influence of various kinds of obstacles, my desire for a goal is significantly weakened.

13. I have a main goal in life.

14. After a failure in a competition, I can’t force myself to train at full strength for a long time.

15. I take less responsibility for social work than for teaching and playing sports.

16. As a rule, I outline specific tasks in advance and plan my work.

17. I constantly feel the need to set new goals and achieve them.

18. When starting a new business, I do not always have a clear idea of ​​what I should strive for; I usually hope this will clear up as I go along.

19. I always try to complete any public assignment to the end.

20. Even with failures, I am confident that I will achieve my goal.

Courage and determination

1. When making any decision, I always realistically assess my capabilities.

2. I am not afraid to intervene in the situation on the street if it is necessary to prevent an accident.

3. I find it difficult to keep my promises.

4. I express my opinion, despite the possibility of conflict.

5. The consciousness that the opponent is stronger is a serious obstacle for me.

6. I easily get rid of anxiety, fear, fear.

7. Having established a daily routine for myself, I strictly adhere to it.

8. I often have doubts.

9. I like it better if others are responsible for the joint business, and not me.

10. I can hardly risk preventing an accident.

11. When I analyze my actions, I often come to the conclusion that I have not thought out and planned my actions well enough.

12. As a rule, I avoid risky situations.

13. I do not feel fear of a strong opponent.

14. Many times I decided to start a “new life” from tomorrow, but in the morning everything went on as before.

15. The possibility of conflict makes me keep my opinions to myself.

16. Usually I can easily cope with my doubts.

17. I constantly feel responsible for my deeds and actions.

18. With difficulty I overcome fear.

19. It is an exceptional case for me if I could not keep my word.

20. The opportunity to take risks gives me joy.

Persistence and perseverance

1. Starting any business, I am sure that I will do my best to complete it.

2. I always defend my opinion to the end, if I am sure that I am right.

3. I can't force myself to train when I'm tired.

4. In the competition I fight with all my might until the last moment.

5. It is difficult for me to complete public affairs.

6. I am characterized by regularity, systematic work.

7. In a training session, I force myself to fully complete the task, even if I am very tired.

8. I often leave the things I started halfway, having lost interest in them.

9. I prefer easy, even if less effective, ways to the goal.

10. I can not force myself to study systematically throughout the semester, especially in those academic subjects that are given with difficulty.

11. Usually I don’t know if I have enough desire and strength to complete the work I have begun.

12. I never have the desire to set myself a difficult goal.

13. I systematically prepare for studies at the institute.

14. Failure during the competition dramatically reduces my activity and desire to continue the fight.

15. In a dispute, I most often give in to others.

16. I even complete boring and monotonous work until the end, if necessary.

17. I feel special satisfaction if success has come with great difficulty.

18. Can't force myself to work systematically.

19. Carrying out public assignments, I always achieve what is necessary.

20. Quite often I feel the need to test myself in difficult cases.

Initiative and independence

1. As a rule, I make all important decisions without outside help.

2. I easily manage to overcome embarrassment and be the first to start a conversation with a stranger.

3. Never, on my own initiative, undertake the execution of public assignments.

4. When preparing for training sessions, I quite often read additional literature, not limited to lectures or textbooks.

5. The absence of a coach at the competition (his advice, support, etc.) significantly reduces my results.

6. Most of all I like to try my hand at creative work.

7. In training sessions I try to come up with new exercises.

8. I feel calm and confident if someone guides me.

9. Before doing something, I always consult with someone I know.

10. In a conversation or when meeting, I strive to give the initiative to another.

11. It is most convenient for me to do work according to a well-known pattern.

12. I usually give up my plans, intentions, if others find them unsuccessful.

13. I am not formal about social work, I try to make it not only useful, but also interesting.

14. When studying any academic subject, I do not strive to know more than is required to pass a test or exam.

15. Usually I do not think about the content of the training, I do exactly what the coach suggests.

16. I strive to be the organizer of new cases in the team.

17. If I am sure that I am right, I always do it my own way.

18. The creative process does not appeal to me.

19. The results of my performances in competitions practically do not depend on whether my coach is present.

20. I strive to bring something new into any work, otherwise I am not interested.

Self-control and endurance

1. I can easily make myself wait a long time if necessary.

2. In a dispute, I usually manage to remain calm and objective.

3. I can’t train properly if something bothers me.

4. During the entire competition, I clearly control my thoughts, feelings, actions, behavior.

5. I can't stand pain at all.

6. I manage to maintain clarity of thought even in the most difficult life situations.

7. Troubles at the institute and at home do not reduce the quality of my training.

8. A long wait is very painful for me.

9. It happens when I am anxious, worried, completely lose control of myself.

10. During the exam, sometimes I can’t even answer what I know.

11. I think that the ability to control oneself is not so important for a person.

12. If I'm in a bad mood, I can never hide it.

13. At the exam, I always mobilize and get a grade no lower than the one I expect.

14. I can’t restrain myself not to respond to rudeness in the same way.

15. In the process of competition, I hardly control myself.

16. It is easy for me to force myself to hold back laughter if I feel that it is inappropriate.

17. Strong excitement, as a rule, does not affect the expediency of my actions and behavior.

18. In a difficult situation, I usually get lost, I can’t quickly make the right decision.

19. I can force myself to act, overcoming pain, if it is absolutely necessary.

20. I specifically learn to control myself.

Summary study protocol

№	purposefulness	Courage, determination	Perseverance, perseverance	Autonomy, initiative	self-control, endurance
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
in =	in =	in =	in =	in =
B \u003d in + 20 \u003d	B \u003d in + 20 \u003d	B \u003d in + 20 \u003d	B \u003d in + 20 \u003d	B \u003d in + 20 \u003d
r =	r =	r =	r =	r =
r = r + 20 =	r = r + 20 =	r = r + 20 =	r = r + 20 =	r = r + 20 =

Processing and interpretation of results

Process the responses using a key that is the same for all five questionnaires:

Expression of volitional quality	Generalization of volitional quality
№	Answer number	№	Answer number
	-2	-1		+1	+2		-2	-1		+1	+2
	-2	-1		+1	+2		+2	+1		-1	-2
	+2	+1		-1	-2		-2	-1		+1	+2
	+2	+1		-1	-2		+2	+1		-1	-2
	+2	+1		-1	-2		-2	-1		+1	+2
	+2	+1		-1	-2		+2	+1		-1	-2
	-2	-1		+1	+2		-2	-1		+1	+2
	-2	-1		+1	+2		+2	+1		-1	-2
	+2	+1		-1	-2		+2	+1		-1	-2
	-2	-1		+1	+2		-2	-1		+1	+2

Positions 1, 6, 8, 9, 11, 12, 16, 17, 18, 20 are used to diagnose the severity of volitional qualities, positions 2, 3, 4, 5, 7, 10, 13, 14, 15, 19 - for diagnosis generalization of volitional qualities.

Opposite the number of the judgment, the number of points (-2, - 1, 0, + 1, +2) is indicated, which is awarded for each answer option. These scores are recorded in the summary protocol of the study next to the answer number. Then the algebraic sum of points is calculated separately according to the judgments of the expressiveness parameter and the generalization parameter for each volitional quality. To transfer to a positive rating scale, 20 points are added to the total score and the final results are recorded in the protocol.

The conclusion about the level of development of each volitional quality is made according to the parameters of severity and generalization, taking into account the following standard indicators: 0–19 points - low level; 20–30 points - average level; 31–40 points - high level.

The obtained estimates of all volitional qualities must be presented graphically in two versions.

Option 1. A circle is drawn (d = 8 cm). From its center (zero point) 5 radii are drawn and divisions are applied to them as shown in Fig. 3.1. Each radius is a rating scale for one of the volitional qualities. Then the data from the protocol are transferred to the appropriate scales: two points are plotted on each scale (the number of points for the severity parameter and for the generalization parameter). The points denoting the assessments of the severity of all volitional qualities are connected by solid lines, and the points denoting the assessments of the generalization of all volitional qualities are connected by dotted lines. It turns out two pentagons located inside the circle (example in Fig. 3.2). Based on the figure, a conclusion is made about the level of development of each volitional quality in terms of severity and generalization, taking into account the following standard indicators: 0–19 points - low level; 20–30 points – average level; 31-40 points - high level.

Option 2. Two coordinate axes are built: the severity of the property, changing in the continuum low - high (from 0 to 40 points), is depicted by the vertical axis, and the generalization, changing in the continuum narrow - wide (also from 0 to 40 points), - by the horizontal axis . The area of ​​intersection of the axes characterizes the average level of development of the volitional property in both parameters. Each property in a given coordinate system is denoted by a dot. When connecting points (in the case of using all the questionnaires in the complex), a polygon is obtained (Fig. 3.3). It analyzes: a) the location of the polygon in the coordinate axes, indicating the predominant direction in the development of volitional qualities; b) distances (in scale units) between the extreme upper and lower, right and left points of the polygon, indicating relative synchronism or heterochrony in the development of volitional qualities, taking into account both parameters.

It is advisable to compare the self-assessments of each student with the group average (preferably for men and women separately). It is necessary to complete the work with a written conclusion on the level of development of volitional qualities, taking into account the parameters of severity and generalization.

II. Questionnaire "Volitional qualities of a personality" (M.V. Chumakov).

The questionnaire "Volitional qualities of personality" (VKL) is designed to diagnose the severity of volitional qualities of a person aged 18 to 35 years. It can be used both for research purposes and for solving practical problems, it is not intended for examination situations.

The technique is aimed at a general assessment of the degree of development of emotional-volitional regulation, which provides conscious, intentional, behavior based on one's own decision. This regulation has a complex systemic nature, includes various levels, phases, stages. The complexity of the measured psychological reality is reflected in the questionnaire by highlighting various scales. The scales of the questionnaire were formed empirically using factorial analysis of adjectives identified by the method of semantic similarity.

Instruction:“Read each statement carefully. Think about how this judgment is typical for you. Based on this, select the appropriate answer from the four proposed options and put its number in the answer sheet (Table 3.4) opposite the number of the corresponding judgment.

Answer options: 1. True; 2. Rather, true; 3. Rather, wrong; 4. Wrong

Remember that there are no "bad" and "good" answers in the questionnaire, since it is not about your abilities, but about the individual characteristics of your personality. Do not think about the answer for too long, your first reaction is more important, and not the result of lengthy reasoning.

Study protocol:

№

Possible answer

№

Possible answer

№

Possible answer

№

Possible answer

№

Possible answer

№

Possible answer

Questionnaire text:

1. If I am present at any meeting, then, as a rule, I speak.

2. I envy a little those who "do not climb into their pocket for a word."

3. I rarely turn to anyone for help.

4. I can't handle pain well.

5. I am more of a pessimist than an optimist.

6. I can quickly focus if needed.

7. I don't have a clear goal in life.

8. I can't say to myself that I am an easy-going person.

9. I should have been more decisive.

10. Even for a short time, it is difficult for me to do without people close to me.

11. Usually I manage to finish the job despite the difficulties.

12. I lead an active lifestyle.

13. Music, noise easily distract me.

14. When I get down to business, I think over everything to the smallest detail.

15. Often somehow by itself it turns out that I find myself in the role of a leader.

16. When they refuse me, it is difficult for me to repeat my request again.

17. I absolutely cannot sit idle.

18. I am not a very collected person.

19. I know very well what I want.

20. I find it difficult to take the first step.

21. I don't like taking risks.

22. I would feel (feel) very uncomfortable if I had to go alone (alone) on a long trip.

23. If something doesn't work the first time, I try again and again.

24. I often have a breakdown.

25. It is not difficult for me to concentrate.

26. I am not afraid of distant goals.

27. I am very rarely late for work, school, meetings.

28. When I studied (studied) at school, I often called (called) to answer at the lesson.

29. I make decisions quickly.

30. I like to learn something without outside help.

31. I'm not afraid to bother people with repeated requests.

32. Rest is just a change of activity.

33. I do not often act as the "instigator" of new beginnings.

34. I am prone (prone) to doubt.

35. It is difficult for me to go against the opinion of the group.

36. I panic easily.

37. In case of failure, I give up.

38. I recover quickly.

39. I can work for a long time without being distracted.

40. It cannot be said that I am a purposeful person.

41. I always invent something new.

42. I often consult with other people.

43. I cannot endure strenuous physical activity for a long time.

44. I am a gentle person.

45. I would not say (did not say) that I am an energetic person.

46. ​​Indeed, I am often scattered (scattered).

47. I know who I want to be in life and strive for it.

48. Often I myself (myself) have to set an example for others.

49. I am well aware of the painful hesitation when you need to make a choice.

50. I can be very pushy.

51. I often feel sleepy during the day.

52. I can set myself clear and precise goals.

53. I diligently fulfill my duties at work and study.

54. I lack self-confidence.

55. I patiently call if the number is busy.

56. Unfavorable circumstances often prevent me from finishing what I started.

57. Usually I am cheerful (cheerful) and full (full) of energy.

58. I can’t hold my attention for a long time if I’m not interested.

59. As a rule, I make a plan for the week.

60. I myself (myself) take the initiative when meeting.

61. I can sometimes skip work (study) if I know that I can get away with it.

62. I cannot be called an enterprising person.

63. I like to do everything quickly.

64. I can “grit my teeth” for a long time to overcome troubles.

65. I can work for a long time without getting tired.

66. If I take on a task, then I immerse myself in it completely and completely.

67. I try to rank things in order of importance and start with those that are most important.

68. I am a hot-tempered person.

69. You can say about me that I am a little “windy” (“windy”).

70. I am a suggestible person.

71. I can control my anger.

72. I am a mandatory person.

73. In general, I can be called a patient person.

74. I take household chores seriously.

75. I like to decide everything myself (herself).

76. I can do things that are not interesting but necessary for a long time.

77. I'm not good at hiding from others that I'm upset (upset).

78. I persevere in achieving my goals.

Processing and analysis of results:

In processing, 3 points are assigned for a “true” answer, 2 points for a “rather true” answer, 1 point for a “rather wrong” answer, and 0 points for a “false” answer if the questions are direct. If the questions are reversed, then 0 points are assigned for the answer “true”, 1 point for the answer “rather right”, 2 points for the answer “rather wrong” and 3 points for the answer “false”. The scores on the scales are calculated based on the key to the questionnaire. The final score is obtained by summing the scores on 9 scales. To transfer raw scores to walls, the data in Table 1 are used. 3.6 and table. 3.7.

Keys to the questionnaire ON

№	Questionnaire scales	direct questions	Reverse questions
	Responsibility	11, 14, 27, 53, 72, 74	61, 69
	Initiative	1, 15, 28, 41, 48, 60	8, 20, 33, 62
	Determination	29, 63	2, 9, 21, 34, 49, 54
	Independence	3, 30, 75	10, 22, 35, 42, 70
	Excerpt	55, 64, 71, 73, 76	4, 36, 43, 68, 77
	persistence	23, 31, 50	16, 37, 44, 56
	Energy	12, 17, 32, 38, 57, 65	5, 24, 45, 51
	Attentiveness	6, 25, 39, 66	13, 18, 46, 58
	purposefulness	19, 26, 47, 52, 59, 67, 78	7, 40

Normative table for questionnaire scales ON

Scales	Walls
Points
0.	1–6	7–8	9–10	11–12	13–15	16–17	18–19	20–21	22–23
AND.	1–4	5–7	8–9	10–12	13–15	16–17	18–20	21–23	24–25	26–30
R.	1-3	3–4	5–7	8–9	10–11	12–14	15–16	17–18	19–21	22–24
WITH.	1–4	5–6	7–8	9–10	11–13	14–15	16–17	18–19	20–21	22–24
VK.	1–5	6–8	9–11	12–14	15–17	18–20	21–23	24–26	27–28	29–30
N.	1–4	5–6	7–8	9–10		12–13	14–15	16–17		19–21
E.	1–9	10–11	12–14	15–16	17–19	20–22	23–24	25–27	28–29
ext.	1–5	6–7	8–9	10–12	13–14	15–16	17–18	19–21	22–23
C.	1–7	8–9	10–12	13–14	15–17	18–19	20–22	23–24	25–26

Normative table for the final score of the questionnaire ON

Responsible, obligatory, proactive, active, confident, resolute, persistent, energetic, well-controlled emotions, independent, independent, purposeful, collected subjects receive the final high score on the ON questionnaire. Such people can be called strong-willed in the sense in which it is understood by most people. Those who received a high score diligently fulfill their duties, have good leadership potential, make decisions quickly and independently, and are highly active. They have clear life goals and the desire to persistently achieve them. The success of the activity mainly depends on these features when this activity does not make very high demands on the abilities of a person. In the presence of high abilities, the diagnosed qualities are an additional essential condition for the success and stability of the activity. It is likely that subjects with very high overall scores on the test may be more frustrated and tense.

A low score on the ON questionnaire is typical for those prone to hesitation, insecure, lack of initiative, dependent subjects. They may neglect their duties in situations where external control over their actions is weakened. As a rule, they show low activity, vigor. This category of subjects may have problems with arbitrary concentration of attention. Life goals are not sufficiently conscious, leadership tendencies are not expressed. These people can be called weak-willed in the sense that most people understand it. Given equal abilities, such people tend to achieve less or less stable results in activities. Perhaps subjects with a low score on a test are less internally tense and frustrated. With this circumstance in mind, we suggest using the evaluation approach to test results with caution.

Interpretation of the scales of the questionnaire:

Interpretation is carried out by analyzing nine scales, which together give a complete picture of the development of volitional regulation of behavior.

1. Responsibility.

high score on this scale, responsible, obligatory test subjects receive. They tend to be disciplined and perform their duties diligently. There is evidence of a positive correlation of this scale with the G factor of the 16 PF Cattell technique. Some subjects with a high score may have increased anxiety.

Low score the scale is given to subjects who can be called unreliable and somewhat "disorderly". They do not overburden themselves with excessive commitments, have a simpler outlook on life, and may have lower anxiety levels.

2. Initiative.

high score on a scale characteristic of initiative, active people with high leadership tendencies. They act as "instigators" of new beginnings, they strive to change something. They perform well in situations where changes are needed and innovative approaches are required. In combination with high creativity and intellectual abilities, they can be very productive. With low creativity and ability to analyze, especially in leadership positions, they can initiate insufficiently thought out and effective innovations.

Low score receive passive subjects. They are satisfied with the status quo and are not inclined to change anything. They do not aspire to leadership. Effective in situations that require not so much change as maintaining stability

3. Decisiveness.

high score on a scale typical for people who make decisions quickly and confidently. They are not prone to long-term doubts, hesitation in the implementation of their plans. Sometimes the speed of decision making can be caused by impulsiveness.

Low score get indecisive, uncertain, prone to constant doubt faces. The decision is made after long fluctuations and does not have sufficient stability.

4. Independence.

high score demonstrated by people who do not need constant psychological support, who strive to make decisions on their own, who have the ability to resist the opinion of the group, if it differs from their own.

Low score indicates low independence, suggestibility, dependence on the opinion of the group.

5. Exposure.

high score characteristic of people who know how to control their emotions, patiently endure stress, cope with monotonous activities. These people manage themselves well, their states. In some cases, the severity of this quality can lead to the fact that a person copes with circumstances that, perhaps, it would be more expedient to change.

Low score It is typical for people who are free in the manifestation of emotions, experiencing difficulties when it is necessary to endure stress or perform uninteresting work. They lack self-control and find it difficult to be restrained.

6. Persistence.

high score get persistent test subjects capable of overcoming obstacles on the way to achieving the goal. Failures do not unsettle such people. They are able to repeat again and again attempts to achieve their goals. In certain cases, this trait can make the behavior not flexible enough.

Low score characteristic of soft people. Failures demoralize them, and obstacles often make them abandon their plans.

7. Energy.

high score speaks of activity, energy. Such people are active, efficient, optimistic about life.

Low score received by subjects with low activity. They get tired quickly. They can be called pessimists rather than optimists.

8. Mindfulness.

high score receive persons capable of arbitrary concentration of attention. They keep it stable if necessary, even if the activity does not really interest them. They are characterized by composure, deep immersion in work.

Low score typical for people who have difficulty with arbitrary concentration of attention. They are easily distracted, with difficulty focusing if the activity is not very interesting to them.

9. Purposefulness.

high score indicates that the subject has well-conscious goals in life. As a rule, they tend to plan their time and order of doing things. It can be difficult for such people in situations where there is no objective possibility of achieving goals.

Low score speaks of insufficient clarity of goals and perseverance in achieving them. Such people do not always understand well what they want. It can be difficult for them in situations where it is necessary to plan their own affairs.

III. Questionnaire "Style of self-regulation of behavior-98" - SSP-98.

The SSP-98 questionnaire consists of 46 statements that are part of six scales, distinguished in accordance with the main regulatory processes (planning, modeling, programming, evaluation of results) and regulatory-personal properties (flexibility and independence). Each scale includes nine statements. The structure of the questionnaire is such that a number of statements are included in two scales at once due to the fact that they can be attributed to the characteristics of both the regulatory process and the properties of regulation.

Objective: Determination of quantitative indicators of the main processes of self-regulation and regulatory-personal properties.

Instruction: " Read each sentence carefully. Consider how typical it is for you. Based on this, select the appropriate answer from the four options: 1. True, 2. Probably true, 3. Probably not, 4. False.

Don't miss a single statement. Remember that there can be no good or bad answers, as this is not a test of your abilities, but only the identification of the individual characteristics of your behavior.

Questionnaire text

1. I like to develop my plans for the future in the smallest details.

2. I love all sorts of adventures, I can take risks.

3. I try to always arrive on time, but, nevertheless, I am often late.

4. I adhere to the motto: "Take advice, but do it your way."

5. I often rely on my ability to navigate along the way and do not try to imagine the sequence of my actions in advance.

6. Others note that I am not critical enough of myself and my actions, but I myself do not always notice this.

7. On the eve of tests or exams, I usually had the feeling that 1-2 days were not enough to prepare.

8. To feel confident, you need to know what awaits you tomorrow.

9. It is difficult for me to force myself to redo something, even if the quality of what has been done does not suit me.

10. I don’t always notice my mistakes, more often people around me do it.

11. The transition to a new system of work does not cause me much inconvenience.

12. It is difficult for me to abandon the decision made, even under the influence of people close to me.

13. I do not consider myself a person whose life principle is: "Measure seven times, cut once."

14. I can’t stand it when they take care of me and decide something for me.

15. I don't like to think too much about my future.

16. I often feel uncomfortable in new clothes.

17. I always plan my expenses in advance, I do not like to make unplanned purchases.

18. I avoid risk, I do not cope well with unexpected situations.

19. 19. My attitude to the future often changes: either I make bright plans, or the future seems gloomy to me.

20. I always try to think of ways to achieve a goal before I take action.

21. I prefer to maintain independence even from people close to me.

22. My plans for the future are usually realistic and I don't like to change them.

23. In the first days of vacation (holidays), when you change your lifestyle, there is always a feeling of discomfort.

24. With a large amount of work, the quality of the results inevitably suffers.

25. I love changes in life, change of environment and lifestyle.

26. I do not always notice changes in circumstances in time and because of this I fail.

27. It happens that I insist on my own, even when I'm not sure I'm right.

28. I like to stick to a pre-planned plan for the day.

29. Before sorting things out, I try to imagine different ways to overcome the conflict.

30. In case of failure, I always look for what was done wrong.

31. I do not like to dedicate someone to my plans, I rarely follow other people's advice.

32. I consider the principle reasonable: first you need to get involved in the battle, and then look for means to win.

33. I like to dream about the future, but these are more fantasies than reality.

34. I always try to take into account the opinion of my comrades about myself and my work.

35. If I am busy with something important for myself, then I can work in any environment.

36. In anticipation of important events, I try to imagine in advance the sequence of my actions in this or that development of the situation.

37. Before taking on a case, I need to collect detailed information about the conditions of its implementation and the accompanying circumstances.

38. I rarely back down from what I started.

39. I often allow a careless attitude to my obligations in case of fatigue and poor health.

40. If I think that I am right, then I care little about the opinions of others about my actions.

41. They say about me that I “scatter”, I don’t know how to separate the main from the secondary.

42. I can’t and don’t like to plan my budget in advance.

43. If I didn’t manage to achieve a quality that suits me, I strive to redo it, even if others don’t care.

44. After resolving a conflict situation, I often mentally return to it, double-check the actions taken and the results.

45. I feel at ease in an unfamiliar company, new people are usually interesting to me.

46. ​​Usually I react sharply to objections, I try to think and do everything in my own way.

Processing and interpretation of results:

The questionnaire indicators are calculated according to the keys below, where "Yes" means positive answers, and "No" means negative ones.

Planning scale (Pl). Yes: 1, 8, 17, 22, 28, 31, 36. Not: 15, 42,.

Modeling scale (M). Yes: 11, 37. Not: 3, 7, 19, 23, 26, 33, 41.

Programming scale (PR). Yes: 12, 20, 25, 29, 38, 43. Not: 5, 9, 32.

Results assessment scale (ER). Yes: 30, 44. Not: 6, 10, 13, 16, 24, 34, 39.

Flexibility scale (G ). Yes: 2, 11, 25, 35, 36, 45. Not: 16, 18, 23.

Scale of independence (C). Yes: 4, 12, 14, 21, 27, 31, 40, 46. Not: 34.

Scale of the general level of self-regulation (OS). Yes: 1, 2, 4, 8, 11, 12, 14, 17, 20, 21, 22, 25, 27, 28, 29, 30, 31, 35, 36, 37, 38, 40, 43, 44, 45, 46. Not: 3, 5, 6, 7, 9, 10, 13, 15, 16, 18, 19, 23, 24, 26, 32, 33, 34, 39, 41, 42.

Scale interpretation:

Scale "Planning"(Pl) characterizes the individual characteristics of goal setting and goal retention, the level of formation of a person's conscious activity planning. With high rates on this scale, the subject has a need for conscious planning of activities, plans in this case are realistic, detailed, hierarchical, effective and stable, the goals of the activity are put forward independently. For subjects with low scores on the scale, the need for planning is poorly developed, plans are subject to frequent changes, the goal is rarely achieved, planning is not effective, it is not realistic. Such subjects prefer not to think about their future, goals are put forward situationally and usually not independently.

Scale "Modeling"(M) allows diagnosing the individual development of ideas about the system of external and internal significant conditions, the degree of their awareness, detail and adequacy. Subjects with high scores on the scale are able to identify significant conditions for achieving goals both in the current situation and in the future, which is manifested in the adequacy of action programs to action plans, the correspondence of the results obtained to the adopted goals. In conditions of unexpectedly changing circumstances, with a change in lifestyle, transition to another system of work, such subjects are able to flexibly change the model of significant conditions and, accordingly, the program of action. In subjects with low scores on the scale, the poor formation of modeling processes leads to an inadequate assessment of significant internal conditions and external circumstances, which manifests itself in fantasizing, which can be accompanied by sharp changes in attitude to the development of the situation, the consequences of their actions. Such subjects often have difficulty in determining the goal and program of action that are adequate to the current situation, they do not always notice a change in the situation, which also often leads to failure.

Scale "Programming"(PR) diagnoses the individual development of a person's conscious programming of his actions. High scores on this scale indicate that a person has a need to think through the ways of his actions and behavior in order to achieve the intended goals, the level of detail and development of the developed programs. Programs are developed independently, they change flexibly in new circumstances and are stable in situations of interference. If the results obtained do not correspond to the goals, the program of actions is corrected until a success acceptable to the subject is obtained. Low scores on the programming scale indicate the inability and unwillingness of the subject to think through the sequence of his actions. Such subjects prefer to act impulsively, they cannot form a program of action on their own, often face the inadequacy of the results obtained to the goals of the activity, and at the same time do not make changes to the action program, acting through trial and error.

Scale "Evaluation of results"(OR) characterizes the individual development and adequacy of the assessment of the subjects themselves and the results of their activities and behavior. High scores on this scale indicate the development and adequacy of self-esteem, the formation and stability of subjective criteria for assessing the success of achieving results. The subject adequately assesses both the very fact of the discrepancy between the results obtained and the purpose of the activity, and the reasons that led to it, flexibly adapting to changing conditions. At low rates on this scale, the subject does not notice his mistakes, is not critical of his actions. Subjective success criteria are not stable enough, which leads to a sharp deterioration in the quality of results with an increase in the amount of work, deterioration in condition, or external difficulties.

Scale "Flexibility"(D) diagnoses the level of formation of regulatory flexibility, i.e. the ability to rebuild the system of self-regulation in connection with changes in external and internal conditions. Subjects with high scores on the flexibility scale demonstrate the plasticity of all regulatory processes. In the event of unforeseen circumstances, such subjects easily rebuild plans and programs for performing actions and behavior, are able to quickly assess changes in significant conditions and rebuild the program of actions. If there is a discrepancy between the results obtained and the adopted goal, the very fact of the discrepancy is assessed in a timely manner, and a correction is made to the regulation. The flexibility of regulation makes it possible to adequately respond to a rapid change in events and successfully solve the set task in a risk situation. Subjects with low scores on the flexibility scale, in a dynamic, rapidly changing environment, feel insecure, have difficulty getting used to changes in life, a change in environment and lifestyle. In such conditions, despite the well-formedness of regulatory processes, they are not able to adequately respond to the situation, quickly and timely plan activities and behavior, develop an action program, highlight significant conditions, assess the discrepancy between the results obtained and the purpose of the activity and make corrections. As a result, such subjects inevitably experience regulatory failures and, as a result, failures in the performance of activities.

Scale "Independence"(C) characterizes the development of regulatory autonomy. The presence of high indicators on the scale of independence indicates autonomy in the organization of human activity, his ability to independently plan activities and behavior, organize work to achieve the set goal, control the progress of its implementation, analyze and evaluate both intermediate and final results of activity. Subjects with low scores on the independence scale are dependent on the opinions and assessments of others. Plans and action programs are not developed independently; such subjects often and uncritically follow other people's advice. In the absence of outside help, such subjects inevitably experience regulatory failures.

The questionnaire as a whole works as a single scale "General level of self-regulation" (OL), which characterizes the general level of formation of an individual system of conscious self-regulation of a person's voluntary activity. Subjects with high rates of the general level of self-regulation are characterized by awareness and interconnectedness in the general structure of individual regulation of regulatory links. Such subjects are independent, flexibly and adequately respond to changing conditions, the promotion and achievement of a goal in them to a large extent consciously. With high achievement motivation, they are able to form a style of self-regulation that allows you to compensate for the influence of personal, characterological characteristics that impede the achievement of the goal. The higher the general level of conscious self-regulation, the easier a person masters new types of activity, the more confident he feels in unfamiliar situations, the more stable his success in habitual activities. In subjects with low scores on this scale, the need for conscious planning and programming of their behavior is not formed, they are more dependent on the situation and the opinions of people around them. The ability to compensate for personality characteristics that are unfavorable for achieving the set goal in such subjects is reduced in comparison with subjects with a high level of regulation. The success of mastering new types of activity to a large extent depends on the compliance of the style features of regulation with the requirements of the type of activity being mastered.

Higher scores on each scale correspond to a brighter manifestation of the measured trait.

Similar information.

Test to determine the development of volitional qualities

Instructions: Using the questionnaire below, evaluate the level of development of your volitional qualities. Answer all the questions in the questionnaire without missing a single one. When answering a question, circle the letter of the answer that matches your behavior.

1. Do you exercise in the morning?

a. Regularly.

b. Occasionally.

in. I do not do.

2. Do you defend your opinion in front of your comrades and adults in case of disagreement with them?

a. Always.

b. Sometimes I try to do it, but I don't always succeed.

3. Do you know how to control your feelings (overcome confusion, fear, etc.)?

a. Yes, in any situation.

b. Not always, depending on the situation.

in. I do not know how.

4. Do you speak your mind at meetings, do you criticize the shortcomings of your comrades?

a. Always.

b. Sometimes I decide to do it.

in. Never.

5. Do unsuccessful attempts to solve a problem, learn an exercise, etc. stop you?

b. Sometimes.

in. Almost never.

6. To what extent have you developed basic household skills (making the bed, keeping the room in order, observing the basic requirements for appearance)?

a. Basically, they are formed quite steadily: I regularly make the bed, keep the room in order, neat in clothes.

b. Formed, but not stable enough.

in. Not formed.

7. Are you able to organize your time without external coercion?

b. I don't do it regularly.

8. Can you sit down to do your homework without being reminded?

a. Almost always.

b. Only sometimes.

in. I almost never do this.

9. Are you able to do something for a long time (for several weeks or even months)?

b. In rare cases.

10. Do you show interest in self-education?

a. Clearly enough.

b. From time to time.

in. I don't show.

11. If you show interest in self-education, to what extent is it sustainable?

a. I regularly try to self-educate.

b. I make attempts at self-education on a case-by-case basis.

in. I don't make any attempts at self-education.

12. Do you have a self-education program?

b. There is no definite program, but there are some outlines.

in. There is no program.

13. Do you see things through to the end?

b. I don't get everything done.

in. I rarely finish what I start.

14. Do you plan your free time (especially on Sundays during the holidays) or act as you have to?

a. Most of the time I plan.

b. Sometimes I plan.

in. I almost never plan to.

15. Can you control your feelings?

a. Basically I can.

b. Sometimes I don't hold back.

in. I usually don't hold back.

16. Are you able to seriously and responsibly carry out a task that you consider important?

a. As a rule, I can.

b. I can't always.

in. I do not know how.

17. Are you trying to define a serious life goal for yourself (choosing a profession, mastering important work skills)?

b. I try, but only occasionally.

in. I don't try.

18. If you have any serious goal, do you do anything to achieve it?

b. I do very little.

in. I don't do anything.

Count how many times your answer matched options a, b, and c. For each answer corresponding to option “a”, you get 2 points, “b” - 1 point, “c” - 0 points.

Calculate your total points. It characterizes the severity of strong-willed character traits.

If you scored more than 30 points, the level of development of volitional qualities is very high;

20-30 points - low;

10-20 points - strong-willed qualities are practically not developed.

The methodology for processing the results is given at the end of the test.

The following points are assigned for the answers to each question:

1. - this does not happen;

2. - perhaps not true;

3. - maybe;

4. - probably, yes;

5. - I'm sure yes.

PURPOSE

1. Ability to set clear goals and objectives:

A - I have a clear long-term goal of professional improvement for 3-4 years in advance;

B - together with the teacher I plan the level of achievements for the coming year; I outline specific tasks for the corresponding stages of preparation;

B - I set the next tasks for the next classes, tests, exam.

2. The ability to systematically carry out their activities:

A - I carry out plans for individual homework;

B - I fulfill plans for performances in tests and exams;

B - I evaluate the classes, tests and exams passed; I'm adjusting my plans.

3. The ability to subordinate oneself to the achievement of the goal:

A - in order to achieve the goal, I follow a strict regimen;

B - goals and objectives of professional growth are a powerful source of activity for me;

Q - I feel a great sense of satisfaction from the very process of my musical studies.

PERSISTENCE AND PERSISTENCE

4. The ability to achieve the intended goal for a long time:

A - I practice a musical instrument regularly and strictly observe the number of hours assigned to me for classes;

B - painstakingly and carefully, I try to work out the technique of game movements;

B - persistently and consistently I try to overcome the shortcomings of my professional skills.

5. Ability to overcome negative moods:

A - with the development of a feeling of fatigue, I try to be patient and continue classes without reducing the working intensity;

B - being in a bad mood, I can force myself to act through "I don't want" or "I can't";

B - patiently and for a long time I can repeat monotonous and boring, but necessary exercises.

6. Ability to continue activities despite setbacks and other difficulties:

A - failure in the performance of the work mobilizes me to achieve the goal - to play well;

B - in case of failure, I tend to increase the duration of my studies;

B - having played one piece unsuccessfully in the standings, I do not lose heart and try to play other pieces well.

DETERMINATION AND COURAGE

7. Ability to make responsible decisions in a timely manner:

A - I can make a timely decision on the implementation of any action, intention, deed, when it is impossible to delay;

B - I can make a timely decision on the implementation of the necessary actions in a risk environment;

B - I can make a decision in a timely manner in the conditions of moral responsibility for my actions to my team (ensemble or orchestra).

8. Ability to suppress the feeling of fear:

A - in the conditions of a responsible performance, I feel a desire for risk and a desire to move on to action (I can play a piece at a faster pace at a competition);

B - in the conditions of a responsible performance, I mentally disconnect from experiences and completely concentrate on my performing actions;

B - in an atmosphere of moral responsibility, I consciously overcome adverse experiences and act decisively (I can perform the part instead of a sick soloist).

9. Ability to flawlessly implement the decisions made:

A - after making a decision on the implementation of a responsible action (task), I will certainly proceed to its practical implementation;

B - having started playing a difficult episode or play, I continue to do it and bring it to the end, I play it to the end, even if I make mistakes;

B - failures when playing difficult things mobilize for repeated attempts to succeed.

RESPONSIBILITY AND SELF-CONTROL

10. The ability to maintain clarity of thought:

A - when playing in a test or exam, I can concentrate well, distribute and switch attention despite the exciting situation;

B - I do not allow "defeatist" thoughts and negative ideas under the influence of failures and mistakes in tests and exams;

B - In the stressful environment of an exam, I can act thoughtfully on what I know and can do.

11. Ability to control your feelings:

A - I can easily increase my emotional tone in a state of apathy, confusion, anxiety and restlessness;

B - I can easily reduce the level of my emotional arousal (with excitement, pain, indignation, exaggerated idea of ​​responsibility);

B - in case of successful performance of a work in class or at an exam, I do not show excessive self-confidence, carelessness and imaginary superiority over others.

12. Ability to manage your actions:

A - I can maintain control over my game movements even when I feel tired, irritated, dissatisfied with myself;

B - despite my failures in the tests, I strive to continue to perform publicly at the level of all my abilities;

B - in conflict situations, I can easily restrain myself from unethical actions and actions (rude words, bickering, leaving the class).

INDEPENDENCE AND INITIATIVE

13. Ability to show independence in decisions and actions:

A - I am critical of the advice offered to me by my comrades; not inclined to imitate my fortunate comrades;

B - I like to prepare for the next classes on my own (I read and outline the necessary books, complete the necessary tasks);

Q - After my public performances, I prefer my own analysis of what worked and what didn't work for me.

14. Ability to show personal initiative and innovation:

A - I like to invent technical exercises and offer original plans for the performance of a piece;

B - I tend to independently plan the stages of my professional growth;

Q - I like to look for individual ways to improve my professional skills.

15. Ability to show resourcefulness and ingenuity.

A - I easily adapt to unexpected changes in the conditions of classes and exams (transfer in time and in the room);

B - when playing in an ensemble, I can quickly change the nature of my performance, focusing on the soloist or comrades in the ensemble;

B - I can quickly reorganize in the performance of works depending on the audience (composition of listeners, the possibilities of acoustics).

The task is performed one by one or in pairs, when students evaluate each other. Evaluation of results: for each volitional quality:

36 - 45 points - high level;

26 - 35 - medium;

15 - 25 - low. The results are summarized according to the scheme:

Volitional qualities Volitional skills Evaluation of signs

volitional skills

1. Purposefulness 1. Set clear goals A B C General

and tasks 3 5 4 12

2. Planned 4 3 2 9

realize

activity

3. Subdue yourself 5 5 5 15

achievement of the set

____________________

1. Perseverance and 4. Long-term pursuit

perseverance of the intended goal

5. Overcome painful

states

6. Continue activities,

despite failures

3. Decisiveness and

courage. etc.

Questions for self-control

1. Describe the main volitional qualities.

2. What are the conditions for educating volitional qualities in children?

3. What is the meaning of will in the activity of a musician?

Questions for self-study

2. The role of self-education in human life.

3. Make an analysis of volitional action on the example of a literary work.

1. Golovakha E.I., Panina N.V. Psychology of human relationship. - K., 1989

2. Kuznetsova L.V. Harmonious development of the personality of a junior schoolchild. -M., 1988

3. Rogov E.I. General psychology. - M., 1998

4. Petrushin V.I. Musical psychology. - M., 1997

5. Selivanov V.I. Will and its upbringing. - M., 1976

6. Feinberg S.E. Piano as an art. - M., 1965

7. Alekseev A.V. Overcome yourself. - M., 1985

8. Tsypin G.M. Psychology of musical activity. - M., 1994

9. Questions of pedagogy and psychology of will. Ed. IN AND. Selivanova. M. 1969

10. Kotyrlo V.K. The development of volitional behavior in preschoolers. - K., 1971

The test was developed and described by N.N. Obozov (1997) and is intended to study the generalized characteristics of the manifestation of willpower.

Instruction

These 15 questions can be answered: “yes”; “I don’t know” or “it happens”, “it happens”; and "no". If you answered:

“yes”, then 2 points are assigned for this;

“I don’t know” or “it happens”, “it happens” - 1 point;

"no" - 0 points.

When answering questions from 1 to 15 in sequence, you must immediately sum up the points scored.

Questionnaire text

Are you able to complete the work you started that is not interesting to you, regardless of the fact that time and circumstances allow you to break away from it and then return to it again?

Have you overcome internal resistance without much effort when you had to do something unpleasant for you (for example, go on duty on a day off)?

When you find yourself in a conflict situation at work (study) or at home, are you able to pull yourself together enough to look at it with maximum objectivity?

If you are on a diet, can you overcome all culinary temptations?

Will you find the strength to get up earlier than usual in the morning, as planned in the evening?

Will you stay at the scene to testify?

Do you respond to emails quickly?

If you are afraid of an upcoming flight on an airplane or a visit to the dentist's office, can you easily overcome this feeling and not change your mind at the last moment?

Will you take a very unpleasant medicine that your doctor has recommended to you?

Will you keep the promise made in the heat of the moment, even if its fulfillment will bring you a lot of trouble, are you a man of your word?

Do you hesitate to take a trip to an unfamiliar city if necessary?

Do you strictly adhere to the daily routine: the time of waking up, eating, studying, cleaning and other things?

Do you disapprove of library debtors?

The most interesting TV show will not force you to postpone urgent and important work. Is it so?

Will you be able to interrupt the quarrel and shut up, no matter how offensive the words of the opposite side may seem to you?

Processing and interpretation of results

The total score is calculated. If it is within:

from 0 to 12 points - you have weak willpower, you are easily persuaded. However, knowing one's "weak points" makes a person stronger. Work on yourself, improving your volitional regulation.

from 13 to 21 points - you have an average willpower. In different situations, you act differently, sometimes showing miracles of compliance and pliability, and sometimes - perseverance and perseverance. It is in this mobility and dissimilarity that your attractiveness in communication and business lies.

from 22 to 30 points - you have great willpower, you are a strong-willed person. However, remember that you are not alone, but concessions, compromises and negotiations also lead to success in communication and business.

http://psylist.net/praktikum/00465.htm

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The methodology for diagnosing a personality for motivation for success by Comrade Ehlers

Personal questionnaire. It is intended for diagnostics, identified by Heckhausen, of a person's motivational orientation towards achieving success.

The stimulus material consists of 41 statements, to which the subject must give one of 2 answers “yes” or “no”. The test belongs to monoscale methods. The degree of motivation for success is assessed by the number of points that match the key.

The result of the "Motivation to Success" test should be analyzed together with the results of such tests as "Motivation to Avoid Failure", "Willingness for risk."

Instruction:

“You will be asked 41 questions, for each of which answer “yes” or “no”.

Stimulus material:

1. When there is a choice between two options, it is better to make it faster than to postpone it for a certain time.

2. I get easily annoyed when I notice that I can't complete a task 100%.

3. When I work, it looks like I'm putting everything on the line.

4. When a problematic situation arises, I am most often one of the last to make a decision.

5. When I have no business for two days in a row, I lose my peace.

6. Some days my progress is below average.

7. I am more strict with myself than with others.

8. I am more friendly than others.

9. When I refuse a difficult task, I then severely condemn myself, because I know that in it I would have succeeded.

10. In the process of work, I need small breaks to rest.

11. Diligence is not my main feature.

12. My achievements in work are not always the same.

13. I am more attracted to other work than the one I am busy with.

14. Blame stimulates me more than praise.

15. I know that my colleagues consider me an efficient person.

16. Obstacles make my decisions harder.

17. It's easy for me to be ambitious.

18. When I work without inspiration, it is usually noticeable.

19. When doing work, I do not count on the help of others.

20. Sometimes I put off what I should have done now.

21. You need to rely only on yourself.

22. There are few things in life that are more important than money.

23. Whenever I have an important task to do, I don't think about anything else.

24. I am less ambitious than many others.

25. At the end of my vacation, I am usually glad that I will be back at work soon.

26. When I am disposed to work, I do it better and more qualified than others.

27. I find it easier and easier to communicate with people who can work hard.

28. When I have nothing to do, I feel uncomfortable.

29. I have to do responsible work more often than others.

30. When I have to make a decision, I try to make it the best I can.

31. My friends sometimes consider me lazy.

32. My success depends to some extent on my colleagues.

33. It is pointless to oppose the will of the leader.

34. Sometimes you don't know what kind of work you have to do.

35. When something goes wrong, I am impatient.

36. I usually pay little attention to my achievements.

37. When I work with others, my work produces greater results than the work of others.

38. Much of what I undertake, I do not bring to the end.

39. I envy people who are not busy with work.

40. I do not envy those who strive for power and position.

41. When I am sure that I am on the right track, I go to extreme measures to prove my case.

Key:

1 point is awarded for “yes” answers to the following questions: 2, 3, 4, 5, 7, 8, 9, 10, 14, 15, 16, 17, 21, 22, 25, 26, 27, 28, 29 , 30, 32, 37, 41.

Also, 1 point is awarded for “no” answers to questions: 6, 19, 18, 20, 24, 31, 36, 38.39.

Answers to questions 1.11, 12.19, 28, 33, 34, 35.40 are not taken into account.

Result Analysis.

From 1 to 10 points: low motivation for success;

from 11 to 16 points: average level of motivation;

from 17 to 20 points: moderately high level of motivation;

over 21 points: too high a level of motivation for success.

Research has shown that people who are moderately and highly success-oriented tend to take moderate risk. Those who are afraid of failure prefer a small or, conversely, too high a level of risk. The higher the person's motivation for success - achieving the goal, the lower the willingness to take risks. At the same time, the motivation for success also affects the hope for success: with a strong motivation for success, the hopes for success are usually more modest than with a weak motivation for success.

In addition, people who are motivated to succeed and have high hopes for it tend to avoid high risk.

Those who are highly motivated to succeed and have a high willingness to take risks have fewer accidents than those who have a high willingness to take risks but a high motivation to avoid failure (protection). Conversely, when a person has a high motivation to avoid failure (protection), then this prevents the motive for success - achieving the goal.

http://psylist.net/praktikum/23.htm

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A psychological test to determine your willpower will help you determine which of the three groups of people you belong to: with a strong will, with an average will, or with a weak will. Our test will give you a reason to think and draw certain conclusions for yourself. Answer all questions honestly and without much thought. At the end of the test, you will be given an assessment of your willpower with some comments. Our online test: [Willpower Test] is completely free without SMS and registration! The result will be shown immediately after the answer to the last question!

The test contains 15 questions!

Start test online:

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