PSYCHOLOGICAL WELL-BEING OF FUTURE PSYCHOLOGISTS WITH DIFFERENT TYPES OF ACHIEVING MOTIVATION
DOI:
https://doi.org/10.18372/2411-264X.16.14694Keywords:
motivation, achievement motivation, motivation for success, motivation for avoiding failures, psychological well-being, components of psychological well-being, future psychologistsAbstract
The purpose of the article is to investigate the components of psychological well-being of future psychologists with different types of achievement motivation. To study the motivation of students' achievements were used "Methods of diagnosis of personality motivation to success" and "Methods of diagnosis for motivation to avoid failures" of T. Ehlers and method "Scales of Рsychological Well-being" K. Riff in the adaptation of T. Shevelenkova and T. Fesenko. The problem of motivation of achievements and psychological well-being of future psychologists is investigated in the article. Taking into account the levels of two methods of motivation research, four groups of students with different types of achievement motivation were identified and psychological characteristics of future psychologists by types of achievement motivation were characterized. It has been determined that for the future psychologists there is an average level of motivation for success and a high level of motivation for avoiding failures. The major components of psychological well-being are found in students with the second type of achievement motivation, characterized by high and too high levels of motivation for success and low and medium levels of motivation for avoiding failure. The second type of achievement motivation is characterized by high levels of expression of almost all components of psychological well-being. Next in level of development of the components of subjective well-being are psychology students with the first (with high and very high level of motivation for success and motivation to avoid failure) and the fourth type of achievement motivation (with low and medium level of motivation for avoidance of failure and motivation for success), but most of the components of psychological well-being in group four are at the lower end of the median level of manifestation. The least well-developed components of psychological well-being in students with the third type of achievement motivation (with high, too high levels of motivation to avoid failure, and low and medium levels of motivation to succeed) that have low levels of development in almost all components of psychological well-being. The current direction of further research is to study the mechanisms and patterns of the influence of achievement motivation on self-efficacy in the professional training of future psychologistsReferences
Вієвська, М.Г. & Красовська, Л.Г. (2011). Формування мотивації фахівця до безперервної професійної освіти. Вища школа, (1), 75-82.
Водяха, С.А. (2013). Предикторы психологического благополучия студентов. Педагогическое образование в Росии, (1), 70-74.
Гордеева, Т.О. (2014). Базовые типы мотивации деятельности: потребностная модель. Вестник Московского университета. Психология. Серия 14. (3), 63-78.
Гордеева, Т.О., Сычёв, О.А. & Осин, Е. Н. (2013). Внутренняя и внешняя учебная мотивация студентов: ее источники и влияние на психологическое благополучие. Вопросы психологии. № 1, 35-45.
Заусенко, И. В. (2013). Личностные детерминанты психологического благополучия педагога: автореф.дис.канд. психол. наук. Екатеринбург.
Кревська, О.О. (2016). Мотиваційна детермінація професійної самоефективності особистості. Психологічні перспективи, (30), 86-95.
Никитская, М.Г. (2019). Исследования целей достижения и направленности в контексте учебной мотивации. Современная зарубежная психология. Т. 8. (2), 26–35.
Подшивайлов, Ф.М. (2014). Соотношение мотивации достижения успеха и мотивации избегания неудач: от биполярности в теории к квадриполярности на практике. Актуальні проблеми психології, Психологія творчості, Т.XII, (20), 284–293.
Селигман, М.В. (2010). В поисках счастья. Как получать удовольствие от жизни каждый день. Изд-во «Манн, Иванов и Фербер», 320.
Сердюк, Л.З. (2014). Особистісна самореалізація та психологічне благополуччя як основні стратегічні лінії мотивації учіння студентів ВНЗ. Науковий вісник Чернівецького університету. Педагогіка та психологія. Вип.687.Чернівці, 151-159.
Шевеленкова, Т.Д. & Фесенко, Т.П. (2005). Психологическое благополучие личности (обзор основных концепций и методика исследования). Психологическая диагностика, (3), 95-129.
Elliot, A., Murayama, K. & Pekrun, R. (2011). Achievement Goal Model. Journal of Educational Psychology. Vol. 103, (3), 632-648.
Ryff, C.D. (1998). The contours of positive human health. Psychological Inquiry. Vol. 9, 719-727.
