Integral individuality

1. The place and role of integral individuality in modern science.

2. Ways to integrate human sciences.

3. Reductionism and integratism in the knowledge of individuality.

4. Paths of AI research. Additive and non-additive research strategy.

5. Hierarchy criteria and ways to recognize AI levels.

6. Practical significance of AI theory.

1. The place and role of integral individuality in modern science.

In domestic and foreign psychology, the problem of individuality was considered in the works of the world's leading psychologists: B.G. Ananyev, G. Eysenck, V.V. Belous, R. Cattell B.F. Lomov, V.S. Merlin, V.D. Nebylitsyn , S.L. Rubinshtein, V.M. Rusalov, B.M. Teplov, Sheldon, etc.

The first stage of personality research:

In our country, in Western European and American psychology, scientists have tried to isolate and systematize individual properties of individuality. But a simple set of individual characteristics of a person, no matter how complete and detailed this catalog is, does not correspond to the concept of “individuality”. By studying certain characteristics of a person, we thereby learn individual manifestations of his individuality, but not yet his holistic essence.

The second stage of individuality research:

V.S. Merlin systematized all the selected properties into separate subsystems (levels) and proposed to consider individuality as a large self-regulating and self-organizing system, consisting of different subsystems of reality.

Hierarchical levels of integral individuality:

level biochemical properties (biochemistry);

level somatic property(anatomy, morphology);

neurodynamic level - properties nervous system (physiology, electrophysiology);

psychodynamic level - primary properties of an individual: temperament And secondary properties of the individual: mental processes(psychophysiology);

personal level - personality traits(psychology of Personality);

socio-psychological level - properties of metaindividuality(social Psychology)

The mechanism of functioning and self-regulation of this system:

AI levels are located in a clear hierarchical sequence and are independent. Personality properties interact within and between levels. The interaction of properties of one level with other properties of the same level or with properties of higher or lower levels determine the functioning of a given system.

So, integral individuality is a synthesis of the properties of the organism, the properties of the individual and the characteristics of mental processes, personality properties and meta-individuality, which are based on the relationship, mutual influence, mutual enrichment of all properties, within and between levels.

Place of AI in the system of human sciences:

Each level of individual properties is determined by special patterns and conditions and is therefore subject of a special scientific discipline – biochemistry, anatomy, morphology, etc. But all together, the individual properties of different levels form a system that characterizes a holistic individuality. Therefore, AI, consisting of the basal individual characteristics of a person, is integrator of human sciences.

2. WAYS TO INTEGRATE HUMAN SCIENCES.

Attempts to solve the problem The unity of the human sciences was attempted for many years both in our country and in foreign science, but despite the differences in views, everyone agreed on one thing: the mechanism for integrating the human sciences should be a holistic individuality.

The general direction in building a holistic individuality was given by S.L. Rubinstein. He considered the fundamental principle of building a holistic individuality criterion for the relationship and logical connection of parts into a single whole, moreover, the parts of the whole are not as equal entities, but in the form of subordinate dependence of the parts of this whole.

On a common foundation, the complex individuality of B.G. Ananyev was created in 1969, in 1994 - the subjective-activity individuality of Brushlinsky, the integral individuality of V.S. Merlin in 1986, in 1988 V.M. Rusalov created a special concept of holistic individuality , structural and functional individuality of E.A. Golubev in 1995. In foreign psychology, the factor model of individuality was created by G. Eysenck in 1971 and R. Cattell in 1966.

But the most important mechanism ensuring the existence and functioning of individuality was proposed by V.S. Merlin: integral individuality is not just a set of individual properties, it is a special character of the connection between all the properties of a person, expressing individual originality

Additive individuality is saturated with multi-level properties, representing an alloy of biological and social / S. L. Rubinshtein /.

Comprehensive individuality /additive/ has a multi-stage structure, consisting of the properties of the species, individual, personality and subject of activity / Ananyev B.G. . /.

Factorial individuality/additive is built using mathematical statistics; such knowledge is called the factor theory of individuality, which is based on the disclosure of a multi-level construct of temperament and personality / G. Eysenck, R. Cattell /.

Subjective-activity individuality is determined by the most complex interweaving and mutual influence of “contradictory qualities, primarily mental processes, mental states and properties, his consciousness and the unconscious.” The entire complex of mental qualities of the subject is considered in terms of integrity, multi-levelness and non-disjunctiveness /A.V.Brushlinsky/.

System individuality makes an attempt to answer the question: “where, how, in what way the properties of some stages of the development of matter interact with others, either as conditions, prerequisites, or as leading factors, or as necessary components” / V.M. Rusalov /.

Integral individuality is a hierarchically ordered system of properties of all stages of the development of matter from physiological to group and socio-historical, which are based on interconnection and interaction. (V.S. Merlin)

All approaches to individuality are united by one common property, based on their functional role in modern science. This theory served as the basis for posing the problem of a universal model of individuality.

General individuality has all those qualities that characterize any self-regulating and self-organizing system: relative autonomy, i.e. independence from the peculiarities of the functioning of particular species models of individuality; generality, which makes it possible to reflect the core features of human individuality; the ability to predict constructs of holistic individuality that are still unknown to us; versatility. /V.V. Belous/.

The variety of approaches to individuality suggests that the form of existence of human individuality is the polymorphism of its manifestations.

Polymorphic personality: (Belous V.V.) represents a complex synthesis and interaction of problems of the theory of integral individuality, integrative psychology of development and the psychology of universal individuality.

Integrative developmental psychology: (V.V. Belous) explores intra-level and inter-level connections between the properties of age-related psychological characteristics, since multi-level properties of individuality are not adjacent, but interconnected and form a single integral system. Intra-level connections characterize the essence of a given age. Inter-level connections properties characterize the conditions of existence of the age structure of individuality at one or another stage of ontogenesis; the dialectical unity of intra-level and inter-level connections expresses the essence of the continuous, life cycle the person as a whole.

3. REDUCTIONISM AND INTEGRATISM IN THE KNOWLEDGE OF INDIVIDUALITY.

Integrativeism - How scientific direction postulates the study of individuality in the interrelation, mutual influence and mutual enrichment of its constituent elements

Reductionism - asserts a strict, unambiguous and linear dependence of one level of individuality on another. The development of individuality is determined by the development of any one of its levels, and the patterns of one level extend to the patterns of another, are identified with it and thereby lose their specific essence.

Reductionism from below :*low-level properties are considered as causes, and the properties of the highest as a consequence. For example, Kretschmer and Sheldon’s personality type leads to the type of body structure, or for Jaensch, personality properties are reduced to biological properties. Hippocrates is also the brightest representative of reductionism. Such a connection certainly exists, but it cannot be absolutized; one cannot assert a rigid, unambiguous dependence of one level on another.

Reductionism from above - properties top level are considered as causes, and lower-level properties as consequences. For example, Childe derives individual personality traits from social roles.

4. AI RESEARCH PATH. ADDITIVE AND NON-ADDITIVE RESEARCH STRATEGY.

Additive The research strategy allows you to explore individuality in parts, element by element, highlighting only one single side of integral individuality, i.e. the components of a holistic mental reality are either summed up or element-by-element listed and ultimately considered independently of each other in the plane of one-dimensional space.

An example of an additive consideration of individuality is the model of S.L. Rubinstein, which was conglomerate, combining higher and lower levels without taking into account mutual influence. The complex individuality of B.G. Ananyev was also an expression of only a complete set of human characteristics and therefore additive. The personality of Eysenck and Cattell included the properties of three levels of the organism, temperament and personality, was built on the basis of factor analysis and was also additive.

Reductionism is a prime example of an additive research strategy.

Non-additive research strategy: this is a study of the entire system of multidimensional and multilevel connections, covering all sets of conditions and sustainable factors of individual human development. The focus is on the relationships and interpenetration of parts of the whole in the plane of multidimensional space.

Proponents of the non-additive strategy for studying individuality include V.S. Merlin, V.V. Belous, A.V.Brushlinsky, V.M.Rusalov, T.F.Bazylevich

Integration is the clearest example of a non-additive strategy for studying individuality.

Additive The research strategy is aimed at developing and analyzing particular human sciences with their subsequent integration into general theory human knowledge. There is a movement from special sciences to a holistic or complex description of individuality.

Non-additive The research strategy expresses a different course of research thought: from the most general laws of the development of individuality to the particular sciences about it.

5. CRITERIA FOR HIERARCHY AND WAYS TO RECOGNIZE AI LEVELS.

Each integral formation in nature or society is a self-developing system. Its self-regulation is possible because it consists of several relatively closed subsystems that are in a hierarchical relationship to each other; such a relationship of subsystems makes it possible to coordinate the activities of a large system.

Integral individuality is such a large system. But the question arises of how to recognize these subsystems, what is the criterion for classifying a certain property to a particular level.

V.S. Merlin proposed a mathematical language to describe the connection of properties between the properties of various hierarchical levels of individuality and substantiated the existence of three types of dependence:

1) equally probable – multi-valued

2) multi-probable - multi-valued

3) one-to-one

If properties belong to the same level, then between them there is a one-to-one connection

If properties belong to different levels, then between them there is multi-valued connection.

Multiple-valued The connection can be in both cases.

Multi-valued connections belong to the class of inter-level and are vertical; they are more flexible, changeable, plastic and determined by integral individuality

Mutual connections are classified as single-level and are horizontal; they are more rigid, permanent, stable and determine the essence of each level.

6. PRACTICAL SIGNIFICANCE OF THE THEORY OF INTEGRAL INDIVIDUALITY.

1. AI theory makes it possible to control the development of any individuality. V.S. Merlin proposed to study what plays a connecting, harmonizing, system-forming function between different levels of individuality. It was found that this function plays individual style activities.

Harmonization function between biochemical, somatic and neurodynamic performs in levels individual lifestyle.

Between neurodynamic and psychodynamic performs the harmonization function individual style of active motor activity.

Between psychodynamic and personal levels – individual style of activity.

Between personal and socio-psychological levels- individual communication style.

Having found out that the system-forming function in coordinating the multi-level properties of individuality is performed by individual style activity, a solution to the problem arose: if create another individual style, i.e. change it, then the nature of the connection between the different-level properties of AI changes, and this means the structure of AI is changing.

To test this, we conducted an experimental study:

studied children with low sociometric status(who were rejected in the children's group);

they had high psychodynamic anxiety(property

temperament), personal anxiety(personality trait) and aggressive attitude to peers (meta-individuality property). That is, the connection of these three multi-level properties gave a dominant portrait of individuality.

Conducted a formative experiment: children taught the rules of gaming communication, i.e. changed the individual style of activity and individual style of communication.

As a result, children began to actively participate in all games: personal anxiety disappeared, aggressive attitude towards peers disappeared cam, sociometric status increased, although psychodynamic anxiety remained at the same level, because This natural property and that's exactly it gave impetus to the development of personal anxiety, which in turn gave rise to an aggressive attitude towards peers and low sociometric status.

2. The second important practical role of the theory of AI is to create an integrative developmental psychology.

Causes , which prompted the creation of integrative developmental psychology:

Until now, modern developmental psychology has been reductionist, elemental, and descriptive;

Components of age psychological characteristics are considered without mutual influence and interpenetration;

The question of how the lower properties of an individual influence the formation of higher personality formations remains unattended;

The question remains behind the scenes of how the higher influences the lower and controls or directs it;

There is an isolation of one level from another when considering age as a whole;

Meanwhile, the multi-level properties of individuality are not adjacent, they are interconnected and form an integral system.

Item research - intralevel and interlevel connections between the properties of age-related psychological characteristics. Intra-level connections of properties characterize the essence of a given age, inter-level connections - the conditions for the existence of the age structure of individuality at one or another stage of ontogenesis.

Task integrative developmental psychology - the study of age-related psychological characteristics on the principles of integratism

Only through a multidimensional analysis of the relationship between each age can a true teaching about integrative developmental psychology.

3. The third practical significance of the theory of AI is the structuring of the “fundamentals of psychology” according to the laws of the relationship between the lower and the higher.

Having analyzed textbooks over the past 30 years, it was found that they lack any strict consistency in the presentation of psychological categories. Hence, it was proposed to present large blocks of psychological science in the logic of the theory of integral individuality: from lower to higher:

*subject of psychology, its methodological and theoretical foundations;

integral individuality;

psychodynamic properties of individuality: primary properties of the individual - temperament and secondary properties of the individual: cognitive (sensation, perception, thinking, memory, attention) and regulatory processes (emotions and will);

personal properties: character and abilities;

socio-psychological properties.

Personal qualities are one of the factors of successful teacher activity

TO important qualities according to Markova relate:

– ped.eruditeness; ped.goal-setting; ped.thinking; ped.observation; ped.optimism, etc.

You can select 3 main characteristics of a teacher’s work, determining the effectiveness of ped. activities in general:

2. Competence.

3. Emotional flexibility.

Focus – it expresses the teacher’s desire for self-realization, growth and development in his professional activities. For the most “effective teachers,” it becomes a motivation for improvement.

Pedagogical orientation includes: interest in students, creativity, pedagogy. profession, inclination to engage in it, awareness of one’s abilities.

In a narrower sense – pedagogical orientation is a professionally significant quality that occupies a central place in the structure of a teacher’s personality and determines his individual and typical originality.

In more in a broad sense – pedagogical orientation is a system of emotional-value relations that sets the hierarchical structure of the dominant motives of the teacher’s personality, encouraging the teacher to affirm her in pedagogy. activities and communication.

Hierarchical structure of pedagogical orientation:

3 types of directionality:

1. True pedagogical(motive - interest in the content of pedagogical activity) - consists of a stable motivation for the formation of the student’s personality through the means of the taught subject, for the restructuring of the subject in anticipation of the formation of the student’s initial need for knowledge, the bearer of which is the teacher.

2. Formal pedagogical.

3. False pedagogical.

Competence – harmonious combination knowledge of the subject, teaching methods and didactics, as well as skills (culture) of pedagogical communication.

*the level of professionalism of a teacher depends on his competence, on the degree of development of professional pedagogical thinking. Ped. creativity is effective when it is based on high ped. competence.

Drawing up and conducting a lesson is already creativity.

You can select 2 substructures ped. competencies:

– activity-based (ZUNs and methods of carrying out pedagogical activities).

– communicative (ZUNs and methods of implementing pedagogical communication).

Level of professional competence...

Pedagogical skills– a systemic quality of a teacher’s personality, which is acquired in the process of his professional development in the form of pedagogical skills.

– a system of knowledge necessary to achieve the goals of the activity;

- ability to present knowledge.

Pedagogical skill levels:

1. Reproductive.

2.Adaptive.

3. Local modeling.

4. System modeling.

5.Formation, modeling of a knowledge system and student management.

*The most favorable for professional growth is their combination.

Flexibility – this is the variety and adequacy of the actions manifested both in external forms of activity and in internal (mental).

3 types of ped. flexibility(structure):

1. Intelligent.

2. Behavioral.

3. Emotional– combination personal qualities: emotional stability, positive emotional expressiveness (responsiveness).

Psychological conditions of development emotional flexibility– the teacher’s awareness of the roles and importance of the affective sphere of the individual in optimizing activity, communication, physical and mental health teachers and students.
Ticket 31.

Cognitive concept of the staged development of moral judgments and moral education according to L. Koldberg.

Education through intellectual development(Coldberg).

Emphasizes the cognitive component of acquiring social experience, connecting with the stages intellectual development Piaget.

There are also natural stages in moral development that are associated with the stages of intellectual development.

The general line of moral development goes from heteronomous morality, focused on taking into account the consequences of the model, to autonomous morality, which is associated with an independent assessment of the situation.

Postulates of morality (Piaget):

1. The person who acts more morally is not the one who is “trained” by numerous reinforcements and punishments, but the one who is capable of committing deliberate moral act.

3. Only a person who has a high level of the formal operations stage can make a conscious moral choice.

4. => perhaps there are stages of moral development that have some connection with corresponding stages of intellectual development.

5. People are genetically programmed in their moral development for the following social principles:

- honesty;

- justice;

- striving for equality.

Koldberg poses a number of tasks:

1. Is it really possible to distinguish stages of moral and ethical (M-N) development?

2. Is it possible to create M-N tool to highlight these stages.

3. If these stages can be identified, is there really a correlation between the stages? M-N Development and intellectual development.

Coldberg's dilemmas:

1. Hines' dilemma– the wife is terminally ill, and there is no money for medicine => steal or not.

Based on the analysis of the answers, and especially the argumentation, Koldberg identified 3 levels with 6 stages of moral development.

Levels of moral development (and stages) according to Koldberg:

I. Pre-conventional (pre-moral) level(4–10 years)

1. Moral choice is determined by fear of punishment.

* not d.b. steal, because will torture your conscience.

2. Moral choice is determined by an orientation towards benefit.

* d.b. steal, because and they will get the medicine, and they won’t give much.

** must be stolen if the spouse loves.

II. Conventional (actually moral) level(10–13 years old)

3. Moral choice is determined by an orientation towards the opinions of others.

* people will think he is bad if he steals.

4. Moral choice is determined by an orientation toward morality, the word, and the norm.

* d.b. steal, otherwise how will he then look into the eyes of the children. Steal, because got married gave his word.

III. Post-conventional level(from 16 years old)

5. Orientation towards autonomous choice, towards flexible, situational interpretation of laws and norms in the interests of humans (humane).

6. Moral choice is determined by the universal value of any life, any person (“Stage of Saints”).

Coldberg's general conclusions:

1) Stages M-H developments were identified, and they actually significantly and proportionally correlate with Piaget’s stages of intellectual development.

2) The stages are non-historical in nature.

3) Each person has his own speed of progress through these stages.

4) The age range of stages of moral development is very unstable and is purely indicative.

5) !! People evaluate the actions of others based on their dominant stage of moral development. They understand and accept the behavior of people whose stage is the same or lower. And they oppose those who are higher.

Criticism:

1. The stages identified by Coldberg are very ambiguous.

2. They are criticized for the conclusion about the ahistorical nature of moral development.

3. “These are male stages of development” (Gilligan).

Gilligan gives the "female" equivalent...

In women's morality:

I level.

1. Selflessness– those who satisfy needs are interesting (the girl is a princess, she should be loved).

2. Transitional stage– the girl views herself as a postcard, a gift, a sacrifice.

Level II.

3. The girl got married. She satisfies her own needs after other people's needs.

4. A woman rises from self-sacrifice to self-respect.

Level III.

5. Finding time for loved ones and for yourself - self-respect.

1

IN modern conditions higher professional education solves a whole complex complex tasks aimed at training qualified specialists. One of these tasks can rightfully be considered the formation of the personality of a competent specialist capable of high professional level carry out activities in various areas of social practice. In this regard, there is a need to turn to the concept of a specialist’s personality and, in particular, to such integral qualities as professional competencies.

Research by Russian and foreign psychologists shows that there is only one generally accepted definition personality does not exist today, which means that no description of personality can be exhaustive.

And yet, despite the variety of approaches to the concept of personality, before talking about any of its features, including competencies, it is necessary to determine the understanding of this phenomenon. In the light of our analysis, let us turn to the system of human knowledge proposed by B.G. Ananyev. In it, as is known, the author identified three levels of human organization: the individual, the personality and the subject of activity. Noting that such a division of human properties is conditional, that they are the characteristics of a person as a whole, B.G. Ananyev emphasizes that a person as a subject of activity is characterized by his own properties, including knowledge and skills. It is these properties, in our opinion, that form the basis professional competence specialist as a subject of activity. Moreover, we believe that there is reason to talk about professional competence as a property of the subject of activity.

Turning to the concept of competencies, we emphasize that in this case we're talking about about professional competence, i.e. manifested in the professional activity of the subject and influencing its result.

Analysis of literature (I.G. Agapov, J. Delors, E.F. Zeer, I.A. Zimnyaya, I.A. Kalney, N.V. Kuzmina, L.M. Mitina, J. Raven, Yu.G Tatur, N. Chomsky, A.V. Khutorskoy, V.D. Shadrikov, S.E. Shishov, etc.) made it possible to reveal that the concept of “competence/competence” is not yet clearly defined in terms of content. In the light of our research, we will try to outline our understanding of this category. First of all, we distinguish between the concepts of “competence” and “competence”. Regarding the first, we adhere to the interpretation of I.A. Winter and by competence we understand the intellectually and personally determined experience of a person’s social and professional life based on knowledge. The basis of this integrative quality is the knowledge, abilities, skills, experience, values ​​and inclinations of the individual towards social and professional activities.

It is fundamentally important for us to understand the concept of “competence”. The task of combining all aspects of this multidimensional phenomenon in a single definition remains relevant for modern pedagogy and psychology. Such a definition should take into account: the integral nature of such personality quality as competence; the presence of a real specific situation in which previously hidden potential competence can be “used”, that is, it can become relevant; the general ability and readiness of the subject for independent successful activities; the high role of knowledge, skills, experience, values ​​and inclinations acquired in the learning process.

In other words, the definition of competence, on the one hand, must take into account its dual - psychological and pedagogical - nature. Having acquired certain knowledge, skills and abilities during the learning process, the subject achieves a certain level of competence in a particular field of activity. At the same time, a person must be capable and psychologically ready to actualize acquired qualities in a real specific situation. On the other hand, determining competence requires a level approach, that is, considering it at the “knowledge” (cognitive) and activity (operational) levels. Without dwelling on the rationale and characteristics of these approaches, we will outline our understanding of competence. We define this concept as an integral quality of a person, manifested in his general ability and readiness for independent and successful activity in a real specific situation, based on knowledge, skills, experience, values ​​and inclinations acquired in the learning process.

As we can see, this definition includes references to a number of pedagogical and psychological concepts that reveal its content.

First of all, these are the concepts of “ability” and “readiness”, which immediately include the definition of competencies in the context of psychological and pedagogical research. According to the definition of V.I. Dodonova, capabilities- these are personal formations that include a person’s knowledge and skills, which as a whole determine his capabilities in successfully mastering the technical side of his activity. Consequently, abilities and skills are not identical: on the one hand, the development of knowledge and skills presupposes the presence of known abilities, on the other hand, the formation of the ability for a certain activity presupposes the development of related skills, knowledge, etc. An ability can be characterized by its manifestation, it is not located in a person before the start of its functioning in the corresponding activity, nor is it located outside of him as something that needs to be learned (for skills, knowledge, concepts are precisely acquired and, therefore, exist before the assimilation of their given person). Abilities are not any individual psychological characteristics individuals, but only those on whom the productivity of any activity depends. Being necessarily formed in activities, the subject and nature of which change with the development of society, people’s abilities also undergo restructuring and are transformed. Abilities express a person’s readiness to master certain types of activities and to carry them out successfully. Let’s pay attention to the word readiness, which, along with abilities, is key in our definition of competence. We consider readiness for action as a state of mobilization of all human psychophysiological systems that ensure the effective implementation of certain actions. IN engineering psychology, for example, readiness for action is considered as equipping the operator with the knowledge, skills, and abilities necessary to successfully perform an action. The concept of “readiness” is characterized to a greater extent by a process (motor) aspect - “prepared for use.” As we see, abilities and readiness are inextricably linked and act as an integral quality of the subject. At the same time, being capable and being ready for any activity or action are not the same thing. Word readiness(to master and carry out activities) limits the range of individual psychological properties of a person, leaving knowledge, skills, and abilities outside of it. Thus, a person may be well technically trained and educated, but have little or even absolutely no ability for any activity. So, the inclusion in the definition of competence of such concepts as “ability” and “readiness” indicates the organic inclusion of such a phenomenon as competence in the system of human activity, and, accordingly, the need to use an activity approach when studying it.

Understanding competence, as follows from our proposed definition, presupposes the subject’s ability and readiness to independent And successful activities. Analysis of the literature (E.F. Zeer, J. Raven, Wunderer, A. Khutorskoy, S. Goncharov, S.E. Shishov, I.G. Agapov, G. Selevko, etc.) shows that independence is considered as a very significant feature of competence. Being one of the leading personality qualities, independence is expressed in the ability to set goals for oneself specific goals, strive to achieve them on our own. Independence means a person’s responsible attitude towards his actions, the ability to act consciously in any conditions, and make unconventional decisions.” An independent person - decisive, possessive own initiative; capable of performing an action on his own, without outside influences, without the help of others.

However, working independently does not mean working well, effectively and achieving success. For competence, an important role is played by strength and confidence, independence, coming from a sense of one’s own success and usefulness, which gives a person awareness of his ability to interact effectively with his environment. Success involves achievement good results at work. It is based on the abilities of the subject, his knowledge, skills and abilities necessary to carry out the activity. Success is manifested in the subject’s easy, without difficulty, mastering functional responsibilities, in establishing business contacts with work colleagues, and in building a successful professional career strategy.

However, competence is manifested not simply in the ability and readiness to act, but to act in conditions real specific situation. Therefore, the point of view highlighted in the works of A.N. is important for us. Leontyeva, S.L. Rubinshtein et al. that in order to achieve the goal of an action, it is necessary to take into account the conditions in which it is to be realized. In this case, “conditions” mean both external circumstances and the possibilities, or internal means, of the acting subject himself. Circumstances play a very significant role in the manifestation of competence. In turn, the totality of circumstances determines situation.

For us, there is no doubt that competencies are the activity component of the acquired level of education, which helps to manifest (discover) knowledge, skills and abilities in an unfamiliar situation, i.e. are a higher level of generalization of the latter. At the same time, each situation is characterized by its own distinctive features, peculiar only to her. This is indicated by the word "specific" in our definition of competence. Thus, we believe that competence is a situational category, since it is expressed in readiness to carry out any activity in specific professional situations. Competence cannot be considered outside of specific real(rather than imaginary) conditions of activity. We agree with E.F. Zeer that competencies are knowledge in action, integrative activity constructs included in a real situation.

As can be seen from our definition of competence, the ability and readiness of a subject to act are based on knowledge, skills, experience, values ​​and inclinations acquired during the learning process. Relatively knowledge, we adhere to the point of view according to which this concept is considered as “the result of knowledge of reality, which has been confirmed in practice...”. It is obvious that without knowledge there can be no purposeful activity. In the words of B.G. Ananyev, knowledge is one of the main characteristics of a person as a subject of activity. As for skills, then, as an analysis of the literature shows, this concept is not clearly defined. We are closer to the interpretation according to which skill is characterized as “an intermediate stage of mastering a new method of action based on some rule (knowledge) and the corresponding correct use this knowledge in the process of solving a certain class of problems...". We do not equate the concepts of “skill” and “readiness”, since this contradicts our understanding of readiness (as discussed above). We believe that the presence of skills does not always indicate the subject’s readiness on one's own perform any action; skill is only an intermediate stage, a certain level of mastery of a new method of action.

If speak about skill, then we consider it as “an action formed through repetition, characterized by a high degree of mastery and the absence of element-by-element conscious regulation and control.” This understanding of a skill is very often presented in the literature as an action brought to automatism through repeated repetitions. However, this is a reason to believe that the main task of vocational training is to prepare a human automaton. At the same time, a specialist is required not only to have skills, but also to be skillful, that is, ready to successfully use them in a dynamically changing professional situation. Thus, we have come to the conclusion, important for our definition of competence, that skills include not only mastery of skills, but also readiness for activity, as well as the subject’s ability to successfully act in a real, specific situation.

Concept experience, included in the definition of competencies, also has its own specific feature for our research. The fact is that in the literature this concept is interpreted as a set of practically acquired knowledge, skills, and abilities. From this point of view, since the concepts of knowledge, skills and abilities are already included in the definition of competence, it might be considered unnecessary to include the concept of experience in it. However, we believe that this concept should also be taken into account. Since our study is devoted to the formation of competencies in higher school, we mean the experience accumulated by future specialists in the process of passing various types practices, where the acquired theoretical knowledge is applied, and the skills and abilities necessary for professional activity are developed. It is no coincidence that E.F. Zeer calling experience an important component competencies, characterizes it as the integration into a single whole of individual actions, methods and techniques for solving problems acquired by a person.

Inclusion of the concept of competence in the definition values requires us to define our understanding of this category. We believe that values ​​represent the significance of objects in the surrounding world for a person, society as a whole, determined not by their properties in themselves, but by their involvement in the sphere of human life, interests and needs, social relations; criterion and methods for assessing this significance, expressed in moral principles and norms, ideals, attitudes, goals. We also note the point of view of B.G. Ananyev about values ​​and value formations as basal, “primary” personality properties that determine motives of behavior and form inclinations and character. This is significant in connection with our inclusion in the definition of competence of the concept inclinations. Addiction is a category, first of all, psychological, and in this sense it is any positive, internally motivated attitude towards any activity. Psychological basis inclination consists of a person’s stable need for a certain activity, when not only the results achieved in it are attractive, but also the process of activity itself.

Let's go back to one of key concepts in the structure of determining competence - activities. Without dwelling on a detailed consideration of this category, we will note only two points. First, by activity we mean “active interaction with surrounding reality, during which Living being acts as a subject purposefully influencing an object and thus satisfying its needs.” Secondly, as is known, the main “components” of an activity are the actions that carry it out. Action, in turn, has a special quality - the ways in which it is carried out, or operations. For us, this is significant, since the core of competence, as we believe, is a set of methods of action; it is “the operational and technological component that determines the essence of competence.”

When defining the concept of competence, we proceed from the position that the knowledge, abilities, skills, experience, values ​​acquired by a person during his training act as integrative qualities of competence and at the same time as a potential competence of the individual. But they do not yet define competence. A person can only be considered competent when previously hidden potential competence becomes competence in action - in a real specific (socio-professional) situation.

The example of social communicative competence shows: in order to learn to communicate, you need to communicate. In order for future psychologists to develop, for example, professional advisory competence, it is not enough for them to just listen to lectures on methods, techniques, ways of working, relationships with clients, etc., in this case a certain competence, or potential competence, will be formed. In order to really learn counseling, you need to come into direct contact with a real client and begin to perform certain actions in a real, specific situation. Then the formed competence in action (advisory competence) may indicate the formation of advisory competence.

From the above it is clear that the knowledge, abilities, skills, experience, values ​​acquired by a person during training act as integrative qualities of competence and at the same time as potential competence. We can judge the formed competence, the competence in action, depending on the manifestation in action of skills, abilities and other qualities that are the basis of competence, on their use in a real specific situation in which the holder of competence finds himself.

The social and professional competencies acquired in this way turn out to be the most important condition for the labor socialization of university graduates. Without them, a quick and effective process of assimilation by a novice specialist of social experience and mastering the skills of practical individual and group work is impossible.

BIBLIOGRAPHY:

1. Ananyev B.G. On the problems of modern human knowledge. - St. Petersburg: Peter, 2001. - 272 p.
2. Large psychological dictionary / Comp. and general ed. B.M. Meshcheryakov, V. Zinchenko. - St. Petersburg: Prime-EUROZNAK, 2004. - 672 p.
3. Gippenreiter Yu.B. Introduction to general psychology. - M.: Chero, 1996. - 336 p.
4. Dodonov V.I. About the “personality” system / Personality psychology in the works of domestic psychologists. - St. Petersburg: Peter, 2000. - P. 110-119.
5. Zeer E.F. Modernization of vocational education: a competency-based approach // Education and Science. - 2004. - No. 3 (27). - P. 42-52.
6. Zeer E.F. Self-regulated learning as a psychological and didactic technology for developing competence in students // Psychological Science and education. - 2004. - No. 3. - P. 5-11.
7. Zimnyaya I.A. Key competencies - a new paradigm for educational results // Higher education Today. - 2003. - No. 5. - P. 34-42.
8. Leontyev A.N. Activity. Consciousness. Personality / Leontiev A.N. Selected psychological works: In 2 vols. T.II. - M.: Pedagogy, - 1983. - P. 94-231.
9. Ozhegov S.I. Dictionary of the Russian language. - M.: Rus. Yaz., 1984. - 816 p.
10. Pedagogical encyclopedic dictionary / Ch. ed. B.M. Bim-Bad. - M.: Great Russian Encyclopedia, 2003 - 528 p.
11. Polonsky V.M. Dictionary of education and pedagogy.-M.: Higher. school, 2004. - 512 p.
12. Rubinshtein S.L. Fundamentals of general psychology. - St. Petersburg: “Peter Kom”, 1998. - 688 p.
13. Soviet encyclopedic dictionary/Ch. ed. A.M. Prokhorov. - M.: Sov. encyclopedia, 1983. - 1600 p.
14. Shishov S.E., Agapov I.G. Competency-based approach to education: whim or necessity? // Standards and monitoring in education. - 2002. - No. 2. - P.58-62.

Bibliographic link

Bozadzhiev V.L. PROFESSIONAL COMPETENCIES AS INTEGRAL QUALITIES OF A SPECIALIST'S PERSONALITY // Advances in modern natural science. – 2007. – No. 5. – P. 40-44;
URL: http://natural-sciences.ru/ru/article/view?id=11094 (date of access: 03/03/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

5. Petrovsky V.A., Polevaya M.V. Alienation as a phenomenon of parent-child relationships // Psychological Journal. - 2000. - No. 1. - p. 28 - 36.

6. Navaitis G. A. Secrets of family (un)happiness. - M., 2008. - 171 p.

7. Kononchuk N.V. Formation of a style for resolving life’s difficulties in conditions of improper upbringing // Psychological Journal. - 1985. - No. 5. - p. 32 - 39.

A.S. Fomin

THE PROBLEM OF PSYCHOLOGICAL READINESS FOR MANAGERIAL ACTIVITY AND THE PERSONAL-FUNCTIONAL APPROACH TO ITS RESEARCH

Key words: management activities, management situation, psychological readiness, personal-functional approach, integrative systemic education of personality, attitude, managerial qualities, management abilities, functional state.

In modern conditions, management is becoming the most popular specialty, which, on the one hand, is based on a special calling, and on the other hand, depends on the level of formation professional competencies. In progress job responsibilities Managers are under constant psychological stress, exposed to various psychogenic factors, and experience great psychological stress due to the complexity, uncertainty and dynamism of management situations. In this regard, preparing future leaders for management activities should provide for the formation of not only special knowledge, skills, abilities and personal qualities, but also psychological readiness for its implementation.

As a psychological phenomenon, “readiness” has become the subject of research within experimental psychology, thanks to the work of representatives of the Würzburg school O. Külpe, N. Ach, K. Bühler, German psychologists G. Müller, T. Schumann, G. Fechner, and the French psychologist Jean Piaget. Subsequently, the problem of readiness for activity was reflected in studies of attitudes at school by D.N. Uznadze and social installation (attitude) in foreign social psychology. Review scientific literature allows us to conclude that the study of psychological readiness was carried out at various levels.

At the theoretical and methodological level, psychological readiness was studied from the point of view of various approaches: functional (E.P. Ilyin, N.D. Levitov, L.S. D.N. Uznadze); personal (B.G. Ananyev, L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, V.S. Merlin) and the personal-activity approach (A.A. Derkach, V.I. Dolgova, M.I. Dyachenko, A.M. Stolyarenko). At the level of the research object, psychological readiness was studied in relation to specific types activities: learning, sports competitions, to military activities, to activities in extreme situations (L.A. Kandybovich, L.N. Kuznetsov, S.V. Lazarev, V.N. Loskutov, L.E. Merzlyak, A.V. Moshchenko, E.V. . Chepepkova). At the level of analysis of psychological units posited

© Fomin A.S., 2013

as the basis for its study, psychological readiness was considered as a mental state (G.M. Gagaeva, N.L. Levitov, Yu.A. Samarin, M.M. Filatova-Shueva); complex personality education (V.I. Dolgova, P.L. Rudik); manifestation by a person of certain socio-psychological and psychophysiological qualities (A.Yu. Chinaev); stable personality characteristics (K.M. Durai-Novakova); holistic, integrative education of the individual (S.V. Lazarev, E.V. Cherepkova); holistic manifestation of personality (A.V. Moshchenko); integrative quality of personality (S.I. Zhukovsky); integrative personality trait (S.G. Odintsov).

The vast majority of researchers consider readiness as a mental state, based on the views of A.A. Ukhtomsky about the “dominant” and S.L. Rubinstein on readiness for activity based on previous experience. N.L. Levitov considered readiness as a long-term or short-term (pre-launch) mental state. From the point of view of G.M. Gagaeva, the state of psychological readiness for competition is associated with optimal level performance of afferent and efferent systems. F. Genov understands psychological readiness as mobilization readiness, a pre-launch state. V.A. Alatortsev, the presence of psychological readiness for competition determines the athlete’s ability to make optimal decisions in a timely manner in a given specific situation. Yu.A. Samarin defines a person’s readiness as a mental state, his internal mood, an attitude towards active and purposeful action. MM. Filatova-Shueva, having studied the readiness for emergency action, argues that psychological readiness is an active state of the individual, the result of regulating expedient behavior and predicting an impending event.

As a result collaboration on the problem of readiness for activity in tense situations, M.I. Dyachenko, L.A. Kandybovich, V.A. Ponomarenko came to the conclusion that readiness arises as a result of forecasting a future mismatch between the requirements of a future task and a person’s ability to solve it at the moment. By analyzing the magnitude and duration of the discrepancy, the individual determines the required level of activity and configures the body for future activity. They proposed their own version of the structure of readiness for activity, including a motivational component, an orientation component, an operational component and a volitional component.

Emphasizing the prognostic function of psychological readiness, A.V. Barabanshchikov, N.A. Belousov, V.V. Sysoev consider it a complex mental state that arises on the basis of foreseeing a situation, and is characterized by the mood and mobilization of the psyche to overcome difficulties and achieve results. Supporter of the personal approach A.V. Moshchenko believes that psychological readiness for activity is a holistic manifestation of personality. The most valuable thing in this study is the identification of two components in its structure: temporary and long-term readiness.

V.I. considered psychological readiness as a complex personality formation. Dolgova, V.N. Loskutov. For example, V.N. Loskutov defines readiness as a complex systemic, personal-functional new formation that determines the success of the adaptation process. No less interesting are the views of A.D. Ganyushkin, who believes that the state of readiness, being an integral mental state, is a manifestation of dynamic balance, mutual transitions of the old quality, which has reached the highest level of development, and the new one, which is at the stage

ripening. Continuing to develop this area of ​​research, S.G. Odintsov considers the future officer’s readiness to accept management decisions as an integrative property of a specialist’s personality.

A definite step in solving the problem of psychological readiness was the theoretical developments of Yu.N. Guryanov. In his opinion, psychological readiness depends on the degree of expression of certain psychological qualities. The author highlights different levels psychological readiness: general, situational and operational-executive. It is positive that the author distinguishes between the concepts of “readiness” and “psychological readiness”. In his opinion, “readiness” is a broader concept and includes “psychological readiness” as one of the components.

No less common today is the view of psychological readiness as a systemic, integrative education of the individual. Adhering to this position, S.V. Lazarev believes that readiness is a positive attitude (mood) towards effective execution job responsibilities, the presence of the necessary skills and abilities, as well as character traits adequate to the requirements of professional activity.

Generalization scientific approaches to the problem under study allows us to outline some theoretical and methodological principles of its research in relation to management activities.

1. The problem of optimizing the process of forming psychological readiness for management activities has not been sufficiently studied. Research was carried out mainly in the field of engineering, sports psychology, occupational psychology and military activity. There is a contradiction between the objective need for its further research and the lack of a common point of view on the essence of this phenomenon.

2. The complexity and ambiguity of the object of research led to the emergence of different approaches to the study of its essence and structure. Proponents of the functional approach propose to link readiness with the characteristics of individual psychological processes. If we adhere to this point of view, then the main direction in the formation of psychological readiness becomes the development of individual mental processes.

Representatives of the personal approach consider psychological readiness to be a holistic state of the individual, which manifests itself immediately before activity and depends on its personal qualities. This approach reveals the essence of psychological readiness without taking into account the peculiarities of the functioning of mental processes and their influence on the behavior of the individual in specific conditions of activity. In this regard, the most optimal from a methodological point of view is the personal-functional approach, from the standpoint of which psychological readiness is studied taking into account the direct relationship of individual psychological characteristics and personal qualities of the subject of activity.

In our opinion, the psychological readiness of a leader is an integral systemic formation of the individual, which is advisable to consider, firstly, as a mental property that arises as a result of the formation of regulatory mental processes, secondly, as an integrative, systemic quality of the individual, thirdly, as a mental state of personality caused by a specific

management situation. Psychological readiness for management activities is manifested in the manager’s ability to adequately perceive the management situation and update the mechanisms for regulating activities in the process of implementing management functions.

3. Psychological readiness is a necessary condition the emergence of favorable functional states providing the subject of management with efficiency, reliability and optimal price activities.

4. Most authors do not distinguish between the concepts of “readiness” and “psychological readiness”. At the same time, what they have in common is the consideration of readiness as a mental state at a certain point in time. This gives reason to identify the concept of psychological readiness with the concept of attitude, which does not fully reveal the essence of this phenomenon. An attitude must be considered as a predisposition, an individual’s disposition to actively engage in activities in order to achieve the expected result in a specific situation. However, the readiness to start it does not mean that the person is psychologically ready for its implementation. In addition to the attitude, psychological readiness must include the abilities for its practical implementation, which, as psychological properties of a person, are a manifestation of his psychological qualities.

5. Most authors consider psychological readiness as a phenomenon (epiphenomenon) extreme situation, which manifests itself at the moment of its occurrence and is situational in nature. In our opinion, psychological readiness for management activities is manifested not only in difficult situations, but is a necessary condition for the implementation of management functions as a whole.

Thus, psychological readiness for management activities acts as one of the powerful, but still insufficiently studied resources for increasing the effectiveness of training managers in all areas of professional activity.

Literature

1. Barabanshchikov A.V., Belousov N.A., Sysoev V.V. Readiness for parachute jumping. - M.: DOSAAF, 1982. - P. 30-31

2. Guryanov Yu. N. Psychological work in the bodies and troops of the Russian Border Service: Textbook. Manual /Ed. L. F. Zheleznyak. - M.: MVI FPS of Russia,

3. Dyachenko M.I., Kandybovich L.A., Ponomarenko V.A. Readiness for activity in stressful situations: psychological aspect. - Mn.: University Publishing House, 1985, - P. 38-72.

4. Levitov N. L. O mental states person. - M.: Education, 1964.

5. Rubinstein S. L. Fundamentals of general psychology. - M., 1946. - 244 p.

6. Ukhtomsky A. A. Physiological rest and lability as biological factors. Collection Op. vol. 2: Leningrad State University Publishing House, 1951.

Bykova S.V. Risk propensity as a stable personality trait // International Journal of Social Sciences and Humanities. – 2016. – T. 1. No. 1. – pp. 157-160.

RISK TAKE AS A SUSTAINABLE PERSONAL PROPERTY

S.V. Bykova, k and. psychol. sciences

Odessa State Academy of Construction and Architecture

(Ukraine, Odessa)

Annotation . The article examines the propensity to take risks as a stable personality trait. Risk-taking or riskiness is considered as a stable systemic integral property of a person,multicomponentin its structure, including formal-dynamic, qualitative, substantive, social-imperative characteristics sticks.

Keywords : risk appetite, riskiness, personality trait.

A characteristic feature of our time, which distinguishes it from millennia of the distant past, is the persistent effort to establish control over risk factors and uncertainty.

Risk (from French Risqué – be exposed to danger) is defined as activity in conditions of danger, absence full confidence in success [ 1 ]. The concept of risk appetite first appeared in the United States in1960s American scientists G. Howt and I. Stoner [cit. according to 3] it was assumed that according to the degree of willingness to take risks, people can be divided into two categories (types):“risky” and “cautious”. The first ones are differenthigh level of attraction knowledge, desire for leadership, the ability to influence other people. Second - indecisive, oh cautious in their choices and relationships with other people, prone to submission, etc.Willingness to take risks can manifest itself as actions in human behavior, as well as in his experiences and judgments.

Often in the literature, riskiness and non-riskiness are considered as a characteristic of behavior, an alloy of personal, situational and social factors. Some authors identify a special set, a complex of personality traits that influences the riskiness or non-riskiness of a person’s behavior, Also as well as situations that provoke risky behavior. It has been established that people who are aggressive, with a strong need for dominance and self-affirmation, are more risky.

Some studies have found that risk-taking is associated with many personality traits, such as anxiety, conflict, aggressiveness. news b, desire for thrills[ 7 ] .

Risky personality traits includeextremely pronounced, n e correctable need (thirst) to dominate over other people. In addition, it is noted that such people tend topoor self-government(dominance of the emotional sphere over the rational),weakly expressed self-preservation (weakened instinct of self-preservation); impulsiveness, presence“charge of riskiness”, rigidity, individualism, hyperactivity, initiative, adventurous intentions, To permissiveness complextendency to deceive 4 ].

We believe that these psychological characteristics may cover quite a wide range personality characteristics. They can manifest themselves in different qualities and to varying degrees - from"risk blindness" subject to "risk acumen" from “risk insensitivity (dullness)” before "risk sensitivity".Thus, we can assume that riskogenicity some people is that by their actions, behavior, through which certain traits of their personality are manifested, they increase riskogenicity the situation that has arisen, and sometimes create it even in situations that are neutral in terms of the degree of uncertainty [ 6 ].

What causes risky behavior? Situations and circumstances, a set of certain personality traits or the presence of a “special” trait that manifests itself in a stable slopeaversion to risky behavior?

In the works, for example, Yu. Kozeletsky , the hypothesis formulated long ago by N. Kogan and M. is not completely excluded. Wallach (Kogan, Wallach ), according to which there is a certain class of people who behave in the same way in situations involving risk. Both in deterministic problems and in random type problems, they prefersame level of risk.Such people are characterized by a constant willingness to take risks; they always choose risk [ 7 ].

In other words, for such people the risk preference function is constant and does not change depending on the type of decision-making task. The same type of behavior of these people different situations can be considered an argument in favor of the fact that they have a “special” personality trait -“risk-line” (term by O.P. Sannikova - h erta is stable over time, stable, and not a state caused by situational influence) or risk appetite.

Internal predispositionAn individual's risk tolerance is often viewed as an innate personality characteristic. This predisposition can shape the way we perceive risk and influence whether we perceive a situation as promising or threatening. Researchers have discovered an important personality element related to risk-taking: a tendency to seek sensations (new experiences).

Kornilova T.V., for example, also believes that for a certainpredispositionto risk and conditions that support this predisposition can be formedpersistent tendencyto risk, which over time becomes a personality trait. This trait involves the subject’s assessment of his past experience, from the point of view of the feeling “I’m taking a risk”, the effectiveness of his actions in a situation of chance [ 3 ].

Concepts such as risk seeking and risk orientation are often used to denote risk appetite.etc. So, before considering the personality trait in detail, called risk appetiteWe consider it appropriate to clarify such related concepts as:

risk - this is a category that characterizes the behavior of subjects in conditions of uncertainty when making a choice optimal solution from among alternatives based on an assessment of the probability of achieving desired result and the degree of deviation from it. Risk when making a decision, it appears when the results are not determined, but the probability of the characteristics of each of them is known. Risk is a high probability of a dangerous event occurring: undesirable consequences, losses;

risky situation – these are situations or activities with a high degree of uncertainty for most people, arising regardless of their subjective capabilities, these are situations that contain risk;

riskogenicity – the ability of some individuals, through their actions, behavior, and certain traits of their personality, to increase riskogenicity the situation that has arisen, and sometimes create it even in conditions that are neutral in terms of the degree of uncertainty;

risky personality is a person who has a complex of properties that contribute to the emergence of risk[ 6 ].

We consider risk-taking, riskiness or risk-trait as a stable systemic integral property of a personality,multicomponentin its structure, including formal-dynamic, qualitative, substantive, social-imperative characteristics. Imagining thus, risk appetite, we rely on the continuum approach to the study of personality structure proposed by Sannikova O.P. In the context of this approach, personality is considered as a macrosystem consisting of multi-level subsystems with specific characteristics ristists. The following levels are distinguished:

1) F normal-dynamic.

2) C obsessive-personal.

3) C socially imperative.

The author considers the first level to be the totality of all properties that reflect the dynamics of mental phenomena and individual properties of a constitutional nature. The second includes the actual personal properties (the concept of personality in the narrow sense of the word): orientation, needy -motivational sphere, etc. The third level is conventionally called social imperative (from Lat. imperative - imperative, urgently demanding, unconditional). If the first two levels are consonant (both verbally and in meaning) with ideas abouttwo-aspectmental (dynamic and meaningful), then the third level includes that class of characteristics that reflect the individual’s ideas about society, morality, norms, culture, knowledge, etc., and the morality of the individual itself. Third level hard concontrolled by consciousness.

The boundaries between levels are conditional; transitions from one to another form a kind of border space that unites features belonging to two adjacent levels. These transitions have their own specific content. The zone of intersection of the formal-dynamic (first level) and theThe holding-personal (second) level contains a class of characteristics common to both, which clearly cannot be attributed to only one of them. Stand out here quality features psychological components of temperament and personality. The border zone between the second and third levels is presented as a property belonging to both levels that ensures the experience, processing of information, knowledge, in general, any purposeful influences of the external world - individual experience, consciousness, self-awareness. These levels are interconnected and interpenetrate each other. This is precisely what explains the development of individual mental properties that permeate the personality from lower levels to the higher ones.

Such properties include riskiness or risk-trait. As a personality property, it can manifest itself at all its levels, at each of them it has its own specific content, and therefore is multi-level property. At the same time, the characteristics of different levels can interact with each other in a unique way, complement each other and form a holistic integral property, irreducible to the sum of its components. Thus, riskiness as a risk trait can act as a systemic integral property of a person.

Bibliography

1. Konyukhov N.I. Dictionary-reference book practical psychologist. – Voronezh: Publishing house NPO “MODEK”, 1966. – 224 p.

2. method

3. Kornilova T.V. Psychology of risk and decision making: Textbook. method . for universities. – M.: Aspect Press, 2003.

4. Sannikova O.P. Longitudinal approach to researchdeterminative processes. Science and education. – Odessa, 6-7, 2007.

5. Sannikova O.P. Phenomenology of personality.Odessa: Media, 2003. – 256 p.

6. Sannikova O.P., Sannikov A.I., Bykova S.V. Risk and decision making. Kharkov TOV (Alex +) 2007.60с

7. Kogan N., Wallach M. Risky - shift phenomenon in small decision groups: a test of the information - exchange hypothesis // Journal of Experimental Social Psychology, 1967. – V. 3. – Pp. 75 - 84.

RISK TOLERANCE AS A STABLE TRAIT OF PERSONALITY

S.V. Bykov, candidate of psychological sciences

Odessa state academy my construction and architecture

(Ukraine, Odessa)

Abstract. The article discusses risk tolerance as a stable personality trait. Risk appetite or risk is considered as stable system integral property of the individual, multi-component according to its structure, including formal dynamics, high-quality , landlord-wide, socio-mandatory characteristics.

Keywords: risk tolerance, risk level, the property of the individual.