THE RELATIONSHIP OF INDIVIDUAL STYLE OF ACTIVITY AND TEMPERAMENT TYPE OF STUDENTS
Taranova A. A.
3rd year student of the faculty of psychology of NRU BSU
Supervisor: senior lecturer A.V. Markov, NRU BSU
Belgorod
Abstract: the article examines the relationship between the individual style of activity and the type of temperament among students.
Keywords:individual style of activity, types of temperament, students.
The individual style of activity has been studied in many psychological studies in connection with the typological features of the manifestation of the properties of the nervous system. Predisposition to a certain style of activity is predetermined by individual typological features and a combination of these features. It is this inclination to one or another way of carrying out activities that is the first impetus to the spontaneous formation of an individual style of activity.
It is the individual style of activity that helps individuals with different types of temperament to achieve equivalent efficiency while performing the same activity, using different methods and compensating for personal characteristics that impede success.
The study of such a phenomenon as an individual style of activity was carried out by many domestic psychologists: A.N. Leontiev, M.R. Schukin, N.S. Leites, V.A. Tolochek[7] and it is important to note V.S. Merlin[2] and E.A. Klimov [1], the main publications on this topic in our country are associated with their names. Among foreign psychologists, P. Honey and A. Mumford should be mentioned.
The greatest contribution to the study of the problem of types of temperament was made, of course, by the ancient Greek physician Hippocrates back in the fifth century BC. Of the domestic researchers who studied the problem of temperament, one can single out: I.P. Pavlov[3], B.M. Teplova[6], V.M. Rusalov[4], and from foreign ones: I. Kant, W. Wundt, W. Sheldon, E. Kretschmer, G. Eysenck, J. Strelyau[5] and others.
Thus, it is fundamentally important to study the connection between the individual style of activity and the type of temperament, since in order to achieve success in any activity, it is necessary that students be able to own their own temperament, adapt it to the specific requirements and conditions of activity, rely on the strengths of their temperament and compensate weak. That is why, we will study in our study of students.
Research hypothesis: there is a relationship between the individual style of activity and the type of temperament. The extravented type is characterized by such learning styles as: activist and progmatist and a synthetic style of thinking. The introverted type is characterized by: learning styles - theorist, contemplator; styles of thinking - analytical and idealistic.
In our study, we used the following methodological material: "Individual styles of thinking" by A. Alekseev and L. Gromova, a questionnaire of styles of activity (Learning Styles Questionnaire, LSQ), "Methodology for diagnosing temperament of Strelau" FCB-TI, Eysenck's personality questionnaire (EPI).
The study involved 60 1st-3rd year students of the Faculty of Psychology of the Pedagogical Institute of the National Research University "BelSU".
Figure 2.2.1. provided data on the severity of different thinking styles among students as a percentage.
Fig. 2.2.1. Distribution of the sample according to the dominant style of thinking (in %)
Figure 2.2.1. It can be seen that most students are characterized by a realistic style of thinking (33% - 19 people). This style of thinking is about acknowledging facts, and "real" is what can be felt, seen, or heard. People with this style of thinking are characterized by concreteness and a focus on correcting situations in order to achieve the goal.
The next stage of the study was the analysis of learning styles using the LSQ (Learning Styles Questionnaire) methodology by Honey and Mumford adapted by A. D. Ishkov, N. G. Miloradova. Figure 2.2.2. the results of the expression of different learning styles are presented.
Fig. 2.2.2. Distribution of the sample according to the dominant style of learning (in %)
Figure 2.2.2. we can notice that the most common learning style among students is pragmatist (45%-27 students). They tend to test everything in practice. Such students like to make decisions and solve problems of varying complexity. Long discussions can drive them crazy. Individuals with this learning style learn by engaging in activities that bring any practical results to a greater extent.
Then types of temperament were investigated using G. Eysenck's personality questionnaire "Temperament Test EPI". The results obtained are shown in Figure 2.2.3.
Fig. 2.2.3. Sample distribution by temperament type (in %)
Extroverted personalities are represented in a larger number in the group (55% - 33 students). Characteristic features of extroverts include sociability, impulsiveness, optimism, irascibility. Such individuals do not have strict control over emotions and feelings, but there is a tendency to rather risky behavior. You cannot always rely on such a person. There are tendencies towards aggressive behavior.
The next stage of the study was the study of such important characteristics of the type of nervous activity in students as: the strength of excitation processes, the strength of inhibition processes, the mobility of nervous processes. The questionnaire "Methodology for diagnosing temperament Strelau" was used and during the study the results were obtained, which are presented in Figure 2.2.4.
Fig. 2.2.4. Distribution of the sample according to the dominant type of nervous processes (in %)
A high level of excitation processes was found in 55% of respondents (33 students). Such individuals have a strong response to excitation. They are characterized by quick involvement in work, low fatigue, high labor productivity, high efficiency.
According to the scale of the level of inhibition processes, it was found that the high level of this indicator was in 58% of the entire sample. They have a good reaction, quick response to simple sensory signals, a high level of self-control. These students tend to be vigilant and collected.
In 51% of the respondents during the study, a high level of mobility of nervous processes was revealed, therefore, this group of subjects can be characterized as individuals capable of easily switching processes from inhibition to excitation. This type of people is able to quickly and painlessly move from one type of activity to another; they are characterized by quick switching and courage in behavioral reactions.
As a result of correlation analysis using the Spearman criterion, the following relationships were identified:
Direct strong links were found between the extraverted type of temperament and the synthetic style of thinking of students (r=0.494, p<0.01), the extraverted type of temperament and the learning style - activist (r=0.486, p<0.01), the introverted type of temperament and learning style - theorist (r=0.447, p<0.01).
Direct links were found between a high level of excitation processes and a synthetic style of thinking (r=0.387, p<0.05), a low level of excitation processes and a learning style - a contemplator (r=0.374, p<0.05). conclusion that our hypothesis is confirmed.
List of references
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2. Merlin, B.C. Personality as a subject of psychological research / V.S. Merlin. - M .: Flint, Moscow Psychological and Social Institute, 2008. - P. 211.
3. Pavlov, I.P. General types of higher nervous activity of animals and humans / I.P. Pavlov // - M .: Directmedia Publishing, 2008. - P. 50.
4. Rusalov V.M. Temperament and effectiveness of probabilistic forecasting in individual and joint activities // Individual features of mental and somatic development and their role in managing human activities / Ed. V.V. Belousa and others // Perm, 1982. - P. 16.
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7. Tolochek, V.A. Studies of the individual style of activity / V.A. Tolochek // Questions of Psychology, 2019. - No. 3. - P. 53-60.
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