RELATIONSHIP OF MOTIVATION AND EMOTIONAL ORIENTATION OF PERSONALITY IN STUDENTS
Anna A Pisklova
3rd year student of the faculty of psychology
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
This article deals with the connection between motivation and emotional orientation. We have conducted a diagnostic study on students and presented its results.
Keywords:motivation, emotional focus, recommendations, romantic emotional focus.
The importance of the emotional sphere in human life is difficult to overestimate. The sphere of feelings and emotions is the process of a person's relationship to the world around him. Emotion is the process of manifestation of one's needs. This is due to a specific mental form that affects the active component of the need. Emotions are formed as a result of human activity throughout the path of his life. Emotions can be directed to satisfy one's needs or experience for any situation.
The problem of the motivational sphere of personality in adolescence becomes especially interesting in scientific psychology. The growth of the personal approach is causing increased interest in applied psychology. Of particular interest to scientists is the study of factors, causes and means of the motivational sphere of personality.
This problem was studied by such scientists as E.P. Ilyin, V.G. Leontiev, A.K. Markov, as well as B.I. Dodonov, O.N. Dotsenko. E.P. Ilyin believed that human motivation affects the characteristics of personality development at all stages of ontogenesis. IS HE. Dotsenko [2] understood emotional orientation as personality traits that show a value attitude to the manifestation of emotions and the state of the individual.
Motivation is defined as a stimulating action that causes the activity of the organism. Motivation is the leading factor in the regulation of personality activity, its behavior and activities, which is of exceptional interest to all people.
We will rely on the definition of N.V. Elfimov [3], who describes motivation as a set of motives that cause the activity of an individual and determine its activity. There is extrinsic and intrinsic motivation. Intrinsic motivation includes needs, goals, desires and interests. External causes are incentives that come from the current situation. And the main elements of motivation are the values and value orientations of a person.
E.P. Belinskaya [1], in her concept of emotional orientation, says that a person is considered not only in his main, evaluative and reflective function, but also additionally in the function of relatively independent values for the individual.
Yu.M. Zabrodin [4]. He noted that desires are a kind of emotions, and emotions perform a function that encourages behavior. This position was formed because it is difficult for a person to recognize the true reasons for his behavior, while the emotions that accompany the process of motivation are clearly experienced, and it is by them that a person is really guided in life.
Motivation of behavior is always emotionally saturated. What we aspire to is emotionally exciting. At the same time, some emotions perform a strategic function - they are an indicator of needs, the significance of a certain class of objects, others are associated with the significance of individual conditions that ensure the achievement of the object of need.
The study was conducted on the basis of the Pedagogical Institute of the Faculty of History of the National Research University "BSU". The sample consisted of 1st year students in the amount of 50 people (25 boys and 25 girls) aged 18 to 21 years. We used the method of determining the general emotional orientation of a personality (B.I. Dodonov's questionnaire modified by E.R. Gorelova), the method of diagnosing personality for motivation to success (T. Ehlers), the method of avoiding failures (T. Ehlers). Statistical data processing was carried out using Spearman's rank correlation test to identify the nature of the relationship between motivation and emotional orientation of students' personality.
To identify the general emotional readiness of students, a method was used to determine the general emotional orientation of a person. It was found that the average level of severity has an indicator of "Practical" (Mx=5.5). Praxic emotions among students speak about the need of the subjects to have an active life position, set and achieve their goals, as well as achieve the desired results. The “Altrustic” scale (Mx=5.2) has an average level of severity, that is, the respondents have a pronounced need to emotionally give themselves to people, share everything they have, promote and help in different situations. In such students, emotions are directed towards others and for others.
Next, consider the overall level of motivation for success. As a result of the data obtained, it was found that 30% of the subjects have a low level of motivation for success. This is manifested in students who are afraid of failure. They prefer a low level of risk. 28% of the subjects have a high level of motivation for success. Such students are not afraid to go to their goals, not afraid to take risks and overcome obstacles in their path. A moderately high level of motivation for success has ¼ of the sample (22%). The difference from students with a high level of motivation to success is that the subjects think through the risks very well and go step by step towards their goals. The rest of the students have an average level of motivation for success (20%). They are focused on success with an average level of motivation for success.
Next, consider the overall level of motivation to avoid failure. It can be observed that 28% of respondents have a low level of motivation to avoid failure. This suggests that students prefer small or excessively large risks, where failure does not threaten prestige. Such respondents have a high level of protection and fear of accidents. Medium (24%), "Moderately high" (24%) and High (24%) levels of motivation to avoid failures have the same percentage of severity. That is, such a sample has people who are ready to take risks, but are afraid and avoid failure, and, conversely, there are subjects who prefer a big risk, but are not afraid to fail, which can affect a person’s status.
To identify the relationship between motivation and emotional orientation of students' personality, we used a correlation analysis using Ch. Spearman's rank correlation coefficient. As a result of the analysis, a positive relationship was found at the level of statistical significance p≤0.05 between such indicators as "Romantic emotional orientation" and "Motivation for success". This relationship indicates that the higher the level of motivation for success among students, the more pronounced the romantic emotional orientation. This is manifested in the fact that students are not afraid to go to their goals, not be afraid to take risks and overcome obstacles in their path, while striving for the unusual and mysterious.
List of references
1. Belinskaya, E.P. Psychology of personality [Text] / E.P. Belinskaya, O.A. Tikhomandritskaya. M.: Infra-M, 2011. - 328 p.
2. Dotsenko, O.N. Emotional orientation of representatives of socionomic professions with different levels of burnout [Text] / O.N. Dotsenko. - Moscow, 2018. - 171 p.
3. Elfimova, N.V. Ways to study motivation in cognitive psychology: a comparative analysis [Electronic resource] / N.V. Elfimova // Issues of Psychology, - 2015. - No. 5. - S. 162-168. Access mode: https://cyberleninka.ru, accessed 03.11.2021
4. Zabrodin Yu.M. Motivational and semantic connections in the structure of human orientation [Electronic resource] / Yu.M. Zabrodin, B.A. Sosnovsky // Questions of psychology. - M., 2019. - No. 6. - S. 100-108. Access mode: https://cyberleninka.ru, accessed 03.11.2021
