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

Each questionnaire allows you to diagnose two parameters of volitional quality: severity and generalization. By expressiveness of quality we mean the presence and stability of the manifestation of its main features, by generalization - the universality of quality, i.e. the breadth of its manifestation in various life situations and types of activities.

Instructions:“Read each judgment carefully. Think about 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.

Possible answers: “That doesn’t happen”, “Perhaps not true”, “Maybe”, “Probably yes”, “I’m sure yes”.

Having answered the questions of the first questionnaire (“Commitment”), move on to the next one, and so on until the end, until you fill out the entire summary protocol.

Questionnaire text

Determination

1. When starting any task, I always clearly understand what I want to achieve.

2. Failure in a competition motivates me to train with renewed vigor.

3. My interests are unstable; I can’t yet determine what I should strive for in life.

4. I have a clear idea of ​​what I want to learn at college.

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

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

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

8. When I fail, I am always overcome by doubts about whether it is worth continuing what I started.

9. Clear work planning is not typical for me.

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

11. I never take the initiative in setting new goals; I prefer to follow the instructions of other people.

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

13. I have a main goal in life.

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

15. I treat social work with less responsibility than studying 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 for myself and achieve them.

18. When starting a new business, I don’t always have a clear idea of ​​what I should strive for; I usually hope that this will become clearer as I go along.

19. I always try to complete any public assignment.

20. Even with failures, I remain 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 a 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 knowledge that the opponent is stronger is a serious obstacle for me.

6. I easily free myself from anxiety, apprehension, and fear.

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

8. I am often tormented by doubts.

9. I prefer it if others, rather than me, bear responsibility for a joint business.

10. I can hardly risk preventing an accident.

11. When I analyze my actions, I often come to the conclusion that I did not think through and plan my actions well enough.

12. As a rule, I avoid risky situations.

13. I have no fear of a strong opponent.

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

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

16. I usually manage to cope with my doubts easily.

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

18. I have difficulty overcoming fear.

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

20. Taking risks brings me joy.

Perseverance and tenacity

1. When starting any business, I am sure that I will do everything possible to complete it.

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

3. I am unable to force myself to exercise when I am tired.

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

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

6. I am characterized by planning and systematic work.

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

8. I often abandon things I started halfway through, having lost interest in them.

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

10. I can’t bring myself to study systematically throughout the semester, especially in those academic subjects that are difficult to learn.

11. I usually don’t know if I have the desire and strength to complete the work I started.

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

13. I systematically prepare for classes at the institute.

14. Failure during the competition sharply reduces my activity and desire to continue fighting.

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

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

17. I feel special satisfaction if success was achieved with great difficulty.

18. I can’t force myself to work systematically.

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

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

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. I never take on public assignments on my own initiative.

4. When preparing for classes, I quite often read additional literature, not limiting myself to a lecture or textbook.

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 activities.

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

8. I feel calm and confident if someone is in charge of me.

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

10. In a conversation or when making acquaintances, I strive to give the initiative to the other.

11. For me, it is most convenient to carry out work according to a precisely known pattern.

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

13. I take a non-formal approach to 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. I usually don’t think about the content of the workout; I follow exactly what the coach suggests.

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

17. If I am sure that I am right, I always act in my own way.

18. The creative process does not attract me.

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

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

Composure 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 normally if something is bothering me.

4. Throughout the competition, I clearly control my thoughts, feelings, actions, and 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. Long waits are very painful for me.

9. There are times when I am anxious, worried, and completely lose control of myself.

10. During an exam, sometimes I can’t answer even 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. I always mobilize during the exam and get a grade no lower than the one I expected.

14. I can’t restrain myself from responding to rudeness in kind.

15. During competitions, I have difficulty controlling myself.

16. It’s 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 appropriateness of my actions and behavior.

18. In a difficult situation, I usually get lost and cannot quickly make the right decision.

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

20. I specifically learn to control myself.

Summary study protocol

Processing and interpretation of results

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

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 judgment number is the number of points (-2, - 1, 0, + 1, +2) that are awarded for each answer option. These scores are recorded in the study summary report next to the response number. Then the algebraic sum of points is calculated separately for the judgments of the expression 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 entered into the protocol.

A 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 resulting assessments of all volitional qualities must be presented graphically in two versions.

Option 1. Draw a circle (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 is transferred to the corresponding scales: two points are plotted on each scale (the number of points for the severity parameter and for the generalization parameter). The points indicating assessments of the severity of all volitional qualities are connected by solid lines, and the points indicating assessments of the generalization of all volitional qualities are connected by dotted lines. This results in two pentagons located inside a 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 constructed: the severity of the property, varying in the continuum low - high (from 0 to 40 points), is depicted by the vertical axis, and generalization, varying in the continuum narrow - wide (also from 0 to 40 points), is depicted by the horizontal axis . The area of ​​intersection of the axes characterizes the average level of development of volitional properties in both parameters. Each property in a given coordinate system is indicated by a dot. When connecting points (in the case of using all questionnaires in a complex), a polygon is obtained (Fig. 3.3). The following is analyzed: 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 synchrony or heterochrony in the development of volitional qualities, taking into account both parameters.

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

II. Questionnaire “Volitional Personality Qualities” (M.V. Chumakov).

The questionnaire “Volitional Personality Qualities” (VCL) is intended to diagnose the severity of volitional personality traits at the age of 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, ensuring conscious, intentional behavior carried out on the basis of one’s own decision. This regulation has a complex systemic nature and 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 factor analysis of adjectives identified by the method of semantic similarity.

Instructions:“Read each judgment carefully. Think about how typical this judgment is 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, incorrect; 4. Incorrect

Remember that there are no “bad” and “good” answers in the questionnaire, since we are not talking about your abilities, but about the individual characteristics of your personality. Don’t think about the answer for too long, your first reaction is more important, not the result of lengthy reasoning.”

Study protocol:

Questionnaire text:

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

2. I am a little jealous of those who “do not mince words.”

3. I rarely turn to anyone for help.

4. I don't tolerate pain well.

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

6. I can concentrate quickly if necessary.

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

8. I cannot say about 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. I usually manage to finish a task despite difficulties.

12. I lead an active lifestyle.

13. Music and noise easily distract me.

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

15. It often happens by itself that I find myself in the role of a leader.

16. When I am refused, it is difficult for me to repeat my request again.

17. I absolutely cannot sit idle.

18. I'm not a very collected person.

19. I know well what I want.

20. It can be difficult for me to take the first step.

21. I don't like to take risks.

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

23. If something doesn’t work out 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, or meetings.

28. When I was studying at school, I often volunteered to answer in class.

29. I make decisions quickly.

30. I like to learn things without outside help.

31. I am not afraid to bore people with repeated requests.

32. Rest is simply a change of activity.

33. I don’t often act as the “initiator” of new beginnings.

34. I am prone to doubts.

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

36. I panic easily.

37. If I fail, I give up.

38. I quickly regain my strength.

39. I can work for a long time without distractions.

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

41. I invent something new all the time.

42. I often consult with other people.

43. I cannot endure strenuous physical activity for long periods of time.

44. I am a gentle person.

45. I wouldn’t say (I wouldn’t say) that I’m an energetic person.

46. ​​Indeed, I am often absent-minded (absent-minded).

47. I know what I want to be in life and I 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 (pushy).

51. I often feel sleepy during the day.

52. I can set clear and precise goals for myself.

53. I diligently fulfill my work and study responsibilities.

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. I am usually cheerful (cheerful) and full (full) of energy.

58. I can’t hold attention for long 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 people.

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

62. I cannot be called an initiative person.

63. I like to do everything quickly.

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

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

66. If I get down to business, I immerse myself in it completely and completely.

67. I try to arrange 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 “flighty” (“windy”).

70. I am a suggestible person.

71. I can control my anger.

72. I am a committed person.

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

74. I take my household responsibilities seriously.

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

76. I can do uninteresting but necessary work for a long time.

77. I am bad at hiding from others that I am upset.

78. I persistently achieve my goals.

Processing and analysis of results:

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

Keys to the ON questionnaire

Normative table for scales of the ON questionnaire

Normative table for the final score of the ON questionnaire

The final high score on the VCL questionnaire is received by responsible, obligatory, proactive, active, confident, decisive, persistent, energetic, well-controlled subjects, independent, independent, purposeful, collected. Such people can be called strong-willed in the sense in which this is understood by most people. Those who received a high score diligently perform 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 an activity mainly depends on these features when this activity does not place very high demands on a person’s abilities. In the presence of high abilities, the diagnosed qualities are an additional essential condition for the success and stability of activity. It is likely that test takers with a very high overall test score may be more frustrated and stressed.

A low score on the ON questionnaire is typical for subjects who are prone to hesitation, insecure, lacking initiative, and who are not independent. They may neglect their responsibilities in situations where external control over their actions is weakened. As a rule, they show low activity and energy. This category of subjects may have problems with voluntary concentration. Life goals are not sufficiently realized, 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 smaller or less stable results in their activities. It is possible that subjects with low test scores are less internally tense and frustrated. With this in mind, we suggest that the evaluative approach to test results should be used with caution.

Interpretation of questionnaire scales:

The interpretation is carried out by analyzing nine scales, which together provide a holistic picture of the development of volitional regulation of behavior.

1. Responsibility.

High score Responsible, obligatory subjects receive on this scale. They are usually disciplined and diligent in their duties. There is information about a positive correlation of this scale with the G factor of Cattell’s 16 PF technique. Some subjects with high scores may have increased anxiety.

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

2. Initiative.

High score on the scale is typical for proactive, active people with high leadership tendencies. They act as “initiators” of new beginnings and strive to change something. They perform well in situations where change is necessary and innovative approaches are required. Combined with high creativity and intellectual abilities, they can be very productive. With low creativity and analytical abilities, especially in leadership positions, they can initiate insufficiently thought-out and effective innovations.

Low score received by passive subjects. They are satisfied with the current state of affairs and are not inclined to change anything. They themselves do not strive for leadership. Effective in situations that require not so much change as maintaining stability

3. Determination.

High score on the scale is typical for people who make decisions quickly and confidently. They are not prone to prolonged doubts or hesitations when implementing their plans. Sometimes quick decision-making can be caused by impulsiveness.

Low score indecisive, insecure, and prone to constant doubts. The decision is made after long hesitation and is not sufficiently stable.

4. Independence.

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

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

5. Exposure.

High score typical for people who know how to control their emotions, patiently endure stress, and cope with monotonous activities. These people manage themselves and their conditions well. In some cases, the severity of this quality can lead a person to cope with circumstances that, perhaps, would be more appropriate to change.

Low score characteristic of people who are free to express emotions, who experience difficulties when necessary to bear stress or perform uninteresting work. They lack self-control and find it difficult to be restrained.

6. Persistence.

High score are received by persistent subjects who are capable of overcoming obstacles on the way to achieving their goals. Failures do not unsettle such people. They are able to repeat attempts over and over again to achieve their plans. In certain cases, this trait may make behavior insufficiently flexible.

Low score typical for soft people. Failures demoralize them, and obstacles often force them to abandon their plans.

7. Energy.

High score speaks of activity and energy. Such people are active, efficient, and have an optimistic outlook on life.

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

8. Mindfulness.

High score received by persons capable of voluntary concentration. They hold it steadily when necessary, even if the activity does not really interest them. They are characterized by concentration and deep immersion in work.

Low score typical for people who have difficulty concentrating. They are easily distracted and have difficulty concentrating if the activity does not really interest them.

9. Determination.

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

Low score speaks of a lack of clarity of goals and persistence in achieving them. Such people do not always understand well what they want. It can be difficult for them in situations where they need to plan their own affairs.

III. Questionnaire “Self-regulation style of behavior-98” – SSP-98.

The SSP-98 questionnaire consists of 46 statements included in six scales, identified in accordance with the main regulatory processes (planning, modeling, programming, evaluation of results) and regulatory-personal properties (flexibility and independence). Each scale contains 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.

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

Instructions: " Read each statement carefully. Think about how typical it is for you. Based on this, select the appropriate answer from the four proposed options: 1. True, 2. Probably true, 3. Probably false, 4. False.

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

Questionnaire text

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

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: “Listen to advice, but do it your own way.”

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

6. People around me 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 anything, even if the quality of what was done does not suit me.

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

11. The transition to a new work system does not cause me any particular inconvenience.

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

13. I do not consider myself one of the people whose life principle is: “Measure twice, cut once.”

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

15. I don’t like to think a lot about my future.

16. I often feel awkward in new clothes.

17. I always plan my expenses in advance; I don’t like making unplanned purchases.

18. I avoid risks and cope poorly with unexpected situations.

19. 19.my attitude towards the future often changes: sometimes I make rosy plans, sometimes the future seems gloomy to me.

20. I always try to think through ways to achieve a goal before I start acting.

21. I prefer to remain independent 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 changing lifestyle, there is always a feeling of discomfort.

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

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

26. I don’t always notice changes in circumstances in time and because of this I suffer failures.

27. It happens that I insist on my own opinion, even when I am not sure that I am 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 don’t like to let anyone in on my plans; I rarely follow other people’s advice.

32. I consider the principle reasonable: first you need to get involved in a 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 opinions of my comrades about myself and my work.

35. If I am busy with something important to me, 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 case of a particular development of the situation.

37. Before taking on a task, I need to collect detailed information about the conditions for its implementation and the surrounding circumstances.

38. I rarely give up on something I have started.

39. I often neglect my obligations when I am tired and feel unwell.

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

41. They say about me that I am “scattered”, that I do not know how to separate the main from the secondary.

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

43. If I couldn’t achieve a quality that suits me in my work, I strive to redo it, even if it doesn’t matter to others.

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

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

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

Processing and interpretation of results:

The questionnaire indicators are calculated using the keys presented below, where “Yes” means positive answers, and “No” means negative answers.

Planning scale (Pl). Yes: 1, 8, 17, 22, 28, 31, 36. No: 15, 42,.

Modeling scale (M). Yes: 11, 37. No: 3, 7, 19, 23, 26, 33, 41.

Programming scale (Pr). Yes: 12, 20, 25, 29, 38, 43. No: 5, 9, 32.

Outcome rating scale (OR). Yes: 30, 44. No: 6, 10, 13, 16, 24, 34, 39.

Flexibility scale (G ). Yes: 2, 11, 25, 35, 36, 45. No: 16, 18, 23.

Independence scale (C). Yes: 4, 12, 14, 21, 27, 31, 40, 46. No: 34.

Scale of the general level of self-regulation (SG). 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. No: 3, 5, 6, 7, 9, 10, 13, 15, 16, 18, 19, 23, 24, 26, 32, 33, 34, 39, 41, 42.

Interpretation of scales:

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

Modeling scale(M) allows you to diagnose 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 long-term future, which is manifested in the adequacy of action programs to activity plans, and the compliance of the results obtained with the accepted goals. In conditions of unexpectedly changing circumstances, when changing lifestyle, switching to another work system, 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, poor development of modeling processes leads to an inadequate assessment of significant internal conditions and external circumstances, which manifests itself in fantasy, which can be accompanied by sharp changes in attitude towards the development of the situation and the consequences of their actions. Such subjects often have difficulty determining a goal and program of action that is adequate to the current situation; they do not always notice changes in the situation, which also often leads to failure.

Scale "Programming"(P) diagnoses the individual development of a person’s conscious programming of his actions. High scores on this scale indicate a person’s need to think through the ways of their actions and behavior in order to achieve their intended goals, the detail and breadth of the programs being developed. 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 action program is corrected until success is acceptable for the subject. Low scores on the programming scale indicate the subject’s inability and unwillingness to think through the sequence of his actions. Such subjects prefer to act impulsively, they cannot independently formulate a program of action, they are often faced with the inadequacy of the results obtained to the goals of the activity and at the same time do not make changes to the program of action, acting through trial and error.

Scale "Assessment of results"(OR) characterizes individual development and the adequacy of the subject’s assessment of himself and the results of his 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 evaluates both the fact of discrepancy between the results obtained and the purpose of the activity, and the reasons that led to it, flexibly adapting to changing conditions. With low scores on this scale, the subject does not notice his mistakes and is uncritical of his actions. Subjective criteria for success are not sufficiently stable, which leads to a sharp deterioration in the quality of results when the volume of work increases, the condition worsens, or external difficulties arise.

Flexibility scale(D) diagnoses the level of formation of regulatory flexibility, i.e. the ability to rebuild the self-regulation system in connection with changes in external and internal conditions. Subjects with high scores on the flexibility scale demonstrate the plasticity of all regulatory processes. If unforeseen circumstances arise, such subjects easily rearrange plans and programs of executive 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 accepted goal, the fact of the discrepancy is promptly assessed and corrections are made to the regulation. Flexibility of regulation allows you to adequately respond to rapidly changing events and successfully solve the task in a risk situation. Subjects with low scores on the flexibility scale feel insecure in a dynamic, rapidly changing environment and have difficulty getting used to changes in life, changes in environment and lifestyle. In such conditions, even despite the formation of regulatory processes, they are not able to adequately respond to the situation, quickly and timely plan activities and behavior, develop a program of action, 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 consequence, failures in performing activities.

Scale "Independence"(C) characterizes the development of regulatory autonomy. The presence of high scores on the independence scale indicates autonomy in organizing a person’s activity, his ability to independently plan activities and behavior, organize work to achieve a set goal, monitor 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 programs of action are not developed independently; such subjects often and uncritically follow the advice of others. 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” (GL), 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 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, react flexibly and adequately to changing conditions, setting and achieving goals is to a large extent conscious. With high achievement motivation, they are able to form a style of self-regulation that allows them to compensate for the influence of personal and characterological characteristics that impede goal achievement. 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, and the more stable his success in familiar types of activity. In subjects with low scores on this scale, the need for conscious planning and programming of their behavior has not been formed; they are more dependent on the situation and the opinions of the people around them. The ability to compensate for personal characteristics unfavorable for achieving the set goal in such subjects is reduced compared to subjects with a high level of regulation. The success of mastering new types of activity largely depends on the compliance of the stylistic features of regulation with the requirements of the type of activity being mastered.

Higher scores on each scale correspond to a more pronounced manifestation of the trait being measured.

Related information.

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

Each questionnaire allows you to diagnose two parameters of volitional quality: severity and generalization. By expressiveness of quality we mean the presence and stability of the manifestation of its main features, by generalization - the universality of quality, i.e. the breadth of its manifestation in various life situations and types of activities.

Instructions:“Read each judgment carefully. Think about 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.

Possible answers: “That doesn’t happen”, “Perhaps not true”, “Maybe”, “Probably yes”, “I’m sure yes”.

Having answered the questions of the first questionnaire (“Commitment”), move on to the next one, and so on until the end, until you fill out the entire summary protocol.

Questionnaire text

Determination

1. When starting any task, I always clearly understand what I want to achieve.
2. Failure in a competition motivates me to train with renewed vigor.
3. My interests are unstable; I can’t yet determine what I should strive for in life.
4. I have a clear idea of ​​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 a certain goal for myself, then I steadily strive to achieve it, no matter how difficult it may be.
7. In each training session I set myself specific goals.
8. When I fail, I am always overcome by doubts about whether it is worth continuing what I started.
9. Clear work planning is not typical for me.
10. I rarely think about how I can apply the knowledge I gain at the institute in future practical work.
11. I never take the 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 weakens significantly.
13. I have a main goal in life.
14. After failing in a competition, I can’t bring myself to train at full strength for a long time.
15. I treat social work with less responsibility than studying 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 for myself and achieve them.
18. When starting a new business, I don’t always have a clear idea of ​​what I should strive for; I usually hope that this will become clearer as I go along.
19. I always try to complete any public assignment to the end.
20. Even with failures, I remain 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 a 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. Knowing that the opponent is stronger is a serious obstacle for me.
6. I easily free myself from anxiety, apprehension, and fear.
7. Having established a daily routine for myself, I strictly adhere to it.
8. I am often tormented by doubts.
9. I prefer it if others, rather than me, bear responsibility for a joint business.
10. I can hardly risk preventing an accident.
11. When I analyze my actions, I often come to the conclusion that I did not think through and plan my actions well enough.
12. As a rule, I avoid risky situations.
13. I have no fear of a strong opponent.
14. Many times I decided to start a “new life” tomorrow, but in the morning everything went as before.
15. The possibility of conflict forces me to keep my opinions to myself.
16. I usually manage to overcome my doubts easily.
17. I constantly feel responsible for my deeds and actions.
18. I have a hard time overcoming my fear.
19. It is an exceptional case for me if I could not keep my word.
20. Taking risks brings me joy.

Perseverance and tenacity

1. When starting any business, I am sure that I will do everything possible to complete it.
2. I always defend my opinion to the end if I am sure that I am right.
3. I am not able to force myself to train when I am tired.
4. In competition, I fight with all my might until the last moment.
5. I find it difficult to complete public affairs.
6. I am characterized by planning and systematicity in my work.
7. During a training session, I force myself to complete the task completely, even if I am very tired.
8. I often abandon things I started halfway through, having lost interest in them.
9. I prefer easy, even if less productive, paths to the goal.
10. I can’t bring myself to study systematically throughout the entire semester, especially in those academic subjects that are difficult.
11. Usually I don’t know if I have the desire and strength to complete the work I started.
12. I never have the desire to set myself a difficult goal.
13. I am systematically preparing for my studies at the institute.
14. Failure during the competition sharply reduces my activity and desire to continue fighting.
15. In a dispute, I most often give in to others.
16. I complete even boring and monotonous work to the end, if necessary.
17. I feel especially satisfied if success was achieved with great difficulty.
18. I can't bring myself to work systematically.
19. When carrying out public assignments, I always achieve what is necessary.
20. Quite often I feel the need to test myself in difficult matters.

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 strike up a conversation with a stranger.
3. I never take on public assignments on my own initiative.
4. When preparing for classes, I quite often read additional literature, not limiting myself to a lecture or textbook.
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 activities.
7. During training sessions I try to come up with new exercises.
8. I feel calm and confident if someone guides me.
9. Before doing anything, I always consult with someone I know.
10. In a conversation or when making acquaintances, I strive to give the initiative to the other.
11. For me, it is most convenient to carry out work according to a precisely known pattern.
12. I usually give up my plans and intentions if others find them unsuccessful.
13. I don’t take a formal approach to 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. I usually don’t think about the content of the workout; I follow exactly what the coach suggests.
16. I strive to be the organizer of new things in the team.
17. If I am sure that I am right, I always do it my way.
18. The creative process doesn't appeal to me.
19. The results of my performances in competitions practically do not depend on whether my coach is present at them.
20. I strive to bring something new into any work, otherwise I’m not interested.

Composure and endurance

1. I can easily make myself wait a long time if necessary.
2. In an argument, I usually manage to remain calm and objective.
3. I can’t train normally if something is bothering me.
4. During the entire competition I clearly control my thoughts, feelings, actions, and 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. The long wait is very painful for me.
9. There are times when I am anxious, worried, and completely lose control of myself.
10. During an exam, sometimes I can’t even answer what I know.
11. I believe 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. I always mobilize during the exam and get a grade no lower than the one I expected.
14. I can’t restrain myself from responding to rudeness in kind.
15. During the competition I have difficulty controlling myself.
16. It’s easy for me to force myself to hold back my laughter if I feel it’s inappropriate.
17. Strong excitement, as a rule, does not affect the appropriateness of my actions and behavior.
18. In a difficult situation, I usually get lost and cannot quickly make the right decision.
19. I can force myself to act, overcoming pain, if absolutely necessary.
20. I am specifically learning to control myself.

Summary study protocol

Processing and interpretation of results

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

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 judgment number is the number of points (-2, - 1, 0, + 1, +2) that are awarded for each answer option. These scores are recorded in the study summary report next to the response number. Then the algebraic sum of points is calculated separately for the judgments of the expression 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 entered into the protocol.

A 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 resulting assessments of all volitional qualities must be presented graphically in two versions.

Option 1. Draw a circle (d = 8 cm). From its center (zero point), 5 radii are drawn and divisions are applied to them. Each radius is a rating scale for one of the volitional qualities. Then the data from the protocol is transferred to the corresponding scales: two points are plotted on each scale (the number of points for the severity parameter and for the generalization parameter). The points indicating assessments of the severity of all volitional qualities are connected by solid lines, and the points indicating assessments of the generalization of all volitional qualities are connected by dotted lines. This results in two pentagons located inside a 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 constructed: the severity of the property, varying in the continuum low - high (from 0 to 40 points), is depicted by the vertical axis, and generalization, varying in the continuum narrow - wide (also from 0 to 40 points), is depicted by the horizontal axis . The area of ​​intersection of the axes characterizes the average level of development of volitional properties in both parameters. Each property in a given coordinate system is indicated by a dot. When adding points (in the case of using all questionnaires in a complex), a polygon is obtained. The following is analyzed: 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 synchrony or heterochrony in the development of volitional qualities, taking into account both parameters.

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

II. Questionnaire “Volitional Personality Qualities” (M.V. Chumakov).

The questionnaire “Volitional Personality Qualities” (VCL) is intended to diagnose the severity of volitional personality traits at the age of 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, ensuring conscious, intentional behavior carried out on the basis of one’s own decision. This regulation has a complex systemic nature and 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 factor analysis of adjectives identified by the method of semantic similarity.

Instructions:“Read each judgment carefully. Think about how typical this judgment is 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, incorrect; 4. Incorrect

Remember that there are no “bad” and “good” answers in the questionnaire, since we are not talking about your abilities, but about the individual characteristics of your personality. Don’t think about the answer for too long, your first reaction is more important, not the result of lengthy reasoning.”

Study protocol:

Questionnaire text:

1. If I am present at any meeting, I usually speak.
2. I'm a little jealous of those who don't mince words.
3. I rarely turn to anyone for help.
4. I don't tolerate pain well.
5. I'm more of a pessimist than an optimist.
6. I can focus quickly if necessary.
7. I don't have a clear goal in life.
8. I cannot say about 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 live without people close to me.
11. I usually manage to finish things despite the difficulties.
12. I lead an active lifestyle.
13. Music and noise easily distract me.
14. When I get down to business, I think about everything down to the smallest detail.
15. Often it just happens that I find myself in the role of a leader.
16. When I am refused, it is difficult for me to repeat my request again.
17. I absolutely cannot sit idle.
18. I'm not a very collected person.
19. I know well what I want.
20. It can be difficult for me to take the first step.
21. I don't like to take risks.
22. I would feel very uncomfortable if I had to go alone on a long trip.
23. If something doesn't work out the first time, I try again and again.
24. I often have a breakdown.
25. I have no difficulty concentrating.
26. I'm not afraid of distant goals.
27. I am very rarely late for work, school, or meetings.
28. When I was studying at school, I often volunteered to answer in class.
29. I make decisions quickly.
30. I like to learn things without outside help.
31. I'm not afraid of annoying people with repeated requests.
32. Rest is simply a change of activity.
33. I don’t often act as the “initiator” of new beginnings.
34. I am prone (prone) to doubt.
35. It's hard for me to go against the group's opinion.
36. I panic easily.
37. If I fail, I give up.
38. I quickly regain my strength.
39. I can work for a long time without being distracted.
40. This is not to say that I am a goal-oriented person.
41. I invent something new all the time.
42. I often consult with other people.
43. I cannot endure strenuous physical activity for long periods of time.
44. I am a soft person.
45. I wouldn't say (I wouldn't say) that I'm an energetic person.
46. Indeed, I am often absent-minded (absent-minded).
47. I know who I want to be in life and I 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 it comes to making a choice.
50. I can be very pushy (pushy).
51. I often feel sleepy during the day.
52. I know how to set clear and precise goals for myself.
53. I diligently fulfill my work and study responsibilities.
54. I lack self-confidence.
55. I patiently call if the number is busy.
56. Unfavorable circumstances often prevent me from finishing what I start.
57. I am usually cheerful (cheerful) and full (full) of energy.
58. I can't hold my attention for long if I'm not interested.
59. Typically, I make a plan for the week.
60. I myself (myself) take the initiative when meeting people.
61. I can sometimes skip work (school) if I know that I can “get away with it.”
62. I cannot be called an initiative person.
63. I like to do everything quickly.
64. I can grit my teeth and overcome troubles for a long time.
65. I can work for a long time without getting tired.
66. If I get down to business, 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'm a quick-tempered person.
69. You can say about me that I am a little “flighty” (“windy”).
70. I am a suggestible person.
71. I can control my anger.
72. I am a committed person.
73. In general, I can be called a patient person.
74. I take my household responsibilities seriously.
75. I like to decide everything myself (by myself).
76. I can spend a long time doing uninteresting but necessary work.
77. I'm bad at hiding from others that I'm upset.
78. I work hard to achieve my goals.

Processing and analysis of results:

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

Keys to the ON questionnaire

Normative table for scales of the ON questionnaire

Normative table for the final score of the ON questionnaire

The final high score on the VCL questionnaire is received by responsible, obligatory, proactive, active, confident, decisive, persistent, energetic, well-controlled subjects, independent, independent, purposeful, collected. Such people can be called strong-willed in the sense in which this is understood by most people. Those who received a high score diligently perform 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 an activity mainly depends on these features when this activity does not place very high demands on a person’s abilities. In the presence of high abilities, the diagnosed qualities are an additional essential condition for the success and stability of activity. It is likely that test takers with a very high overall test score may be more frustrated and stressed.

A low score on the ON questionnaire is typical for subjects who are prone to hesitation, insecure, lacking initiative, and who are not independent. They may neglect their responsibilities in situations where external control over their actions is weakened. As a rule, they show low activity and energy. This category of subjects may have problems with voluntary concentration. Life goals are not sufficiently realized, 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 smaller or less stable results in their activities. It is possible that subjects with low test scores are less internally tense and frustrated. With this in mind, we suggest that the evaluative approach to test results should be used with caution.

Interpretation of questionnaire scales:

The interpretation is carried out by analyzing nine scales, which together provide a holistic picture of the development of volitional regulation of behavior.

1. Responsibility.

High score Responsible, obligatory subjects receive on this scale. They are usually disciplined and diligent in their duties. There is information about a positive correlation of this scale with the G factor of Cattell’s 16 PF technique. Some subjects with high scores may have increased anxiety.

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

2. Initiative.

High score on the scale is typical for proactive, active people with high leadership tendencies. They act as “initiators” of new beginnings and strive to change something. They perform well in situations where change is necessary and innovative approaches are required. Combined with high creativity and intellectual abilities, they can be very productive. With low creativity and analytical abilities, especially in leadership positions, they can initiate insufficiently thought-out and effective innovations.

Low score received by passive subjects. They are satisfied with the current state of affairs and are not inclined to change anything. They themselves do not strive for leadership. Effective in situations that require not so much change as maintaining stability

3. Determination.

High score on the scale is typical for people who make decisions quickly and confidently. They are not prone to prolonged doubts or hesitations when implementing their plans. Sometimes quick decision-making can be caused by impulsiveness.

Low score indecisive, insecure, and prone to constant doubts. The decision is made after long hesitation and is not sufficiently stable.

4. Independence.

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

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

5. Exposure.

High score typical for people who know how to control their emotions, patiently endure stress, and cope with monotonous activities. These people manage themselves and their conditions well. In some cases, the severity of this quality can lead a person to cope with circumstances that, perhaps, would be more appropriate to change.

Low score characteristic of people who are free to express emotions, who experience difficulties when necessary to bear stress or perform uninteresting work. They lack self-control and find it difficult to be restrained.

6. Persistence.

High score are received by persistent subjects who are capable of overcoming obstacles on the way to achieving their goals. Failures do not unsettle such people. They are able to repeat attempts over and over again to achieve their plans. In certain cases, this trait may make behavior insufficiently flexible.

Low score typical for soft people. Failures demoralize them, and obstacles often force them to abandon their plans.

7. Energy.

High score speaks of activity and energy. Such people are active, efficient, and have an optimistic outlook on life.

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

8. Mindfulness.

High score received by persons capable of voluntary concentration. They hold it steadily when necessary, even if the activity does not really interest them. They are characterized by concentration and deep immersion in work.

Low score typical for people who have difficulty concentrating. They are easily distracted and have difficulty concentrating if the activity does not really interest them.

9. Determination.

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

Low score speaks of a lack of clarity of goals and persistence in achieving them. Such people do not always understand well what they want. It can be difficult for them in situations where they need to plan their own affairs.

Methodology for studying the volitional qualities of a person.

Goal: to assess the level of development of one’s own volitional qualities: dedication, perseverance and perseverance, courage and determination, initiative and independence, self-control and endurance.

Each Questionnaire (there are five in this method) allows you to diagnose two parameters of the above-mentioned volitional qualities: severity and generalization.

The expression of volitional quality means the presence and stability of the manifestation of its main features.

Generalization means universality of quality, i.e. the breadth of its manifestation in various life situations and activities.

Instructions: Listen carefully to each judgment and think about how typical it is for you. Based on this, select the appropriate answer from the five proposed options and put its number in the answer form opposite the number of the corresponding judgment.

Possible answers:

1. It doesn’t happen that way.

2. Perhaps incorrect.

3. Maybe.

4. Probably yes.

5. I'm sure so.

Having answered the questions of the first questionnaire, we move on to the next one and so on until the end, until we fill out the entire answer form.

Answer form.

Determination.

1. When starting any task, I always clearly understand what I want to achieve.

2. Failure in an exam motivates me to study with renewed vigor.

3. My interests are not stable; I cannot yet determine what I should strive for in life.

4. I have a clear idea of ​​what I want to learn in life.

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

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

7. In most classes I set myself specific tasks.

8. When I fail, I am always overcome by doubts about whether it is worth continuing what I started.

9. Clear work planning is not typical for me.

10. I rarely think about how I can apply the knowledge acquired at university in future practical work.

11. I never take the initiative in setting new goals; I prefer to follow the instructions of other people.

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

13. I have a main goal in life.

14. After failing in an exam, I can’t force myself to study at full capacity for a long time.

15. I treat social work with less responsibility than academic work.

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

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

18. When starting a new business, I don’t always have a clear idea of ​​what I should strive for; I usually hope that this will become clearer as I go along.

19. I always try to complete any assignment, including public assignments.

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

Courage, determination.

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

2. I am not afraid to intervene in a 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 knowledge that the opponent is stronger is a serious obstacle for me.

6. I easily free myself from anxiety, fears and fears.

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

8. I am often tormented by doubts.

9. I prefer it if others, rather than me, bear responsibility for a joint business.

10. It is unlikely that I will be able to risk preventing an accident.

11. When I analyze my actions, I often come to the conclusion that I did not think through and plan my actions well enough.

12. As a rule, I avoid risky situations.

13. I have no fear of a strong opponent.

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

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

16. I usually manage to cope with my doubts easily.

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

18. I have difficulty overcoming fear.

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

20. Taking risks brings me joy.

Perseverance, perseverance.

1. When starting any business, I am sure that I will do everything possible to complete it.

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

3. I am unable to force myself to exercise when I am tired.

4. During exams, I “struggle” with all my might until the last moment.

5. I find it difficult to complete social affairs.

6. I am characterized by planning and systematic work.

7. During class, I force myself to complete the task completely, even if I am very tired.

8. I often abandon things I started halfway through, having lost interest in them.

9. I prefer easy, even if less productive, paths to the goal.

10. I can’t bring myself to study systematically throughout the semester, especially in those academic subjects that are difficult to learn.

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

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

13. Basically, I systematically prepare for my studies at the university.

14. Failures during the session sharply reduce my activity and desire to continue studying.

15. In an argument, I often give in to others.

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

17. I feel especially satisfied if success was achieved with great difficulty.

18. I cannot force myself to work systematically.

19. When performing public assignments, I always achieve what is necessary.

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

Independence, initiative.

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. I never take on public assignments on my own initiative.

4. When preparing for classes, I quite often read additional literature, not limiting myself to a lecture or textbook.

5. The lack of advice and support from the teacher significantly reduces my results in the exam.

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

7. I try to approach practical classes creatively.

8. I feel calm and confident if someone is in charge of me.

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

10. In a conversation or when making acquaintances, I strive to give the initiative to the other.

11. For me, it is most convenient to do work according to a known pattern.

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

13. I approach social work informally; 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. I usually don’t think about the content of the educational material; I follow exactly what the teacher suggests.

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

17. If I am sure that I am right, I always act in my own way.

18. The creative process does not attract me.

19. The results of my performances at olympiads and conferences practically do not depend on whether my teacher (supervisor) is present at them.

20. I strive to bring something new into any work, which increases my interest in it.

Self-control, endurance.

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

3. I can’t work out normally if something is bothering me.

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

5. I absolutely cannot stand pain.

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

7. Troubles at the university and at home do not reduce the quality of my studies.

8. Long waits are very painful for me.

9. When I am anxious, I worry and completely lose control of myself.

10. During the exam, sometimes I cannot answer even what I know.

11. I believe that self-control is not that important for a person.

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

13. I always mobilize during the exam and often get a grade no lower than the one I expected.

14. I can’t restrain myself from responding to rudeness in kind.

15. I have difficulty controlling myself during the exam.

16. It’s 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 appropriateness of my actions and behavior.

18. In a difficult situation, I usually get lost and cannot quickly make the right decision.

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

20. I specifically learn to control myself.

Processing and interpretation of results.

Process the answers using a key that is the same for all five questionnaires.

The key identifies two groups of judgments: those diagnosing the severity of volitional qualities and diagnosing the generalization of volitional qualities.

Opposite the judgment number is the number of points (-2, -1, 0, +1, +2) that are awarded for each answer option. These marks are recorded on the answer sheet next to the answer number. Then it is calculated algebraic the sum of points separately for judgments of the severity 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 entered at the bottom of the protocol.

Next, you need to present the results obtained graphically. A circle with a diameter of 8 cm is drawn in a notebook. From its center (zero point) 5 radii are drawn, on which divisions from 0 to 40 are applied. Each radius is an indicator of the level of expression of one of the volitional qualities. Then the data from the answer sheet is transferred to the corresponding radii with divisions. Two points are plotted on each radius: the number of points for the expressiveness parameter and for the generalization parameter. The points indicating indicators of the expression of all volitional qualities are connected by one line, and the points indicating indicators of generalization are connected by another. This results in two pentagons located inside a circle (an example is shown in the figure). Based on the graphically presented results, a conclusion is made about the level of expression of each volitional quality according to the parameters of severity and generalization.

Test name

Purpose

The questionnaire can be used both for self-testing and in professional psychodiagnostics in a battery with other personality questionnaires.

Estimated test time: 10 minutes

Qualities assessed

Age category

Order of conduct

The examinee is given a form with questions and a form with answers.

Tasks

Of the two phrases, choose the one that, in your opinion, is closer to the truth.

Processing the results

To process test results, use the key provided below.

Key

Test Avoidance Scale

For each question: If there is no answer, then +1.

Scale "Solidity"

1) If 1, then +1. If 2, then -1.

2) If 1, then +1. If 2, then -1.

3) If 1, then +1. If 2, then -1.

4) If 1, then +1. If 2, then -1.

5) If 1, then +1. If 2, then -1.

6) If 1, then -1. If 2, then +1.

7) If 1, then -1. If 2, then +1.

8) If 1, then +1. If 2, then -1.

9) If 1, then +1. If 2, then -1.

10) If 1, then -1. If 2, then +1.

11) If 1, then +1. If 2, then -1.

12) If 1, then -1. If 2, then +1.

13) If 1, then +1. If 2, then -1.

14) If 1, then -1. If 2, then +1.

15) If 1, then -1. If 2, then +1.

16) If 1, then +1. If 2, then -1.

17) If 1, then -1. If 2, then +1.

18) If 1, then -1. If 2, then +1.

19) If 1, then -1. If 2, then +1.

20) If 1, then -1. If 2, then +1.

21) If 1, then -1. If 2, then +1.

22) If 1, then +1. If 2, then -1.

23) If 1, then +1. If 2, then -1.

Analysis of results

Solidity

[-23,-13] Low level of solidity. The moral sphere is fragmented, a person is often engulfed in strong internal conflicts. Your niche in society has not yet been found (already lost). Doesn't like to set any long-term goals for himself. Even if he sets goals, he fails them “with pleasure.” Emotional instability. High tendency to self-deception. He tends to “lead those around him by the nose.” Very often loses self-control. Very subjective. Egocentric, he views everything around him through the prism of his participation in it.

[-12.12] Average level of solidity. There are some contradictions in the moral sphere, which can sometimes cause quite strong internal conflicts. It is difficult for a person and the people around him to clearly judge his place in society. Purposefulness is average. The emotional sphere is not very stable. When defending his positions, he sometimes gets confused and is inconsistent. Quite often, self-control disappears. Objectivity of judgment is not very developed.