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Файл:Mental processes and states in general psychology (for students in the English medium). Study aid
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3. Not everyone can truly succeed in everything. But success only comes with
self-management and determination.
4. If you don’t walk today, you’ll have to run tomorrow.
5. The level of education is in direct correlation with your salary.
6. When today is over, it will never come back.
7. Even now, your enemies are eagerly flipping through books .
About success
1. I am thankful for all of those who said NO to me. It’s because of them
I’m doing it myself (Albert Einstein).
2. The best revenge is massive success (Frank Sinatra).
3. In order to succeed, we must first believe that we can (Nikos Kazantzakis).
4. Only I can change my life. No one can do it for me (Carol Burnett).
5. Motivation will almost always beat mere talent (Norman R. Augustine).
6. In the middle of difficulty lies opportunity (Albert Einstein).
7. Success doesn't come to you. You go to it (Marva Collins).
8. Success is 99 % failure (Soichiro Honda).
9. Genius is one percent inspiration, and ninety-nine percent perspiration
(Thomas Edison).
10. If you do not think about the future, you cannot have one
(John Galsworthy).
11. The way to get started is to quit talking and begin doing (Walt Disney).
12. The people who are crazy enough to think they can change the world are
the ones who do (Steve Jobs).
13. Knowing is not enough; we must apply. Wishing is not enough; we must
do (Johann Wolfgang Von Goethe).
14. Action is the foundational key to all success (Pablo Picasso).
About life
1. Twenty years from now you will be more disappointed by the things that
you didn't do than by the ones you did do. So throw off the bowlines. Catch the trade
winds in your sails. Explore. Dream. Discover. (Mark Twain).
2. Great minds discuss ideas. Average minds discuss events. Small minds
discuss people. (Eleanor Roosevelt).
3. An optimist is a man who is chased up a tree by a lion but enjoys the scenery
anyway (Walter Winchell).
4. Don’t let yesterday take up too much of today (Will Rogers).
5. Whether you think you can or think you can't, you're right (Henry Ford).
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6. Creativity is intelligence having fun (Albert Einstein).
7. You are never too old to set another goal or to dream a new dream (Clive
Staples Lewis).
8. Life is like riding a bicycle. To keep your balance, you must keep moving
(Albert Einstein).
9. Today's accomplishments were yesterday's impossibilities (Robert H. Schuller).
10. You don't have to be great to start, but you have to start to be great
(Zig Ziglar).
11. Beware of monotony; it’s the mother of all the deadly sins
(Edith Wharton).
12. Life changes very quickly, in a very positive way, if you let it
(Lindsey Vonn).
13. Challenges are what make life interesting and overcoming them is what
makes life meaningful (Joshua J. Marine).
14. Do what you have to do until you can do what you want to do
(Oprah Winfrey).
Other
1. Keep your face to the sunshine and you cannot see a shadow.
2. Some people look for a beautiful place. Others make a place beautiful.
3. You don't always need a plan. Sometimes you just need to breathe, trust, let
go, and see what Happens.
4. Sometimes you will never know the value of a moment, until it becomes
a memory.
5. If you cannot do great things, do small things in a great way.
6. A champion is defined not by their wins but by how they can recover when
they fall.
7. Motivation comes from working on things we care about.
8. Don't wait. The time will never be just right.
9. Working hard for something we don't care about is called stressed; working
hard for something we love is called passion.
Introspection task.
1. Analyze the following aspect and make a conclusion.
– Analysis of Proverb Effectiveness: Proverbs are considered concise
expressions of folk wisdom that can influence motivation and mindset. The research
focuses on which types of proverbs best stimulate activity and drive toward achieving
goals.
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– Influence of Cultural Characteristics: Proverbs often reflect cultural values
and traditions. The work examines differences in perception and impact of proverbs
based on participants' cultural contexts.
– Individual Responses to Proverbs: Each person may have unique reactions
to the same proverb. The lab work identifies individual preferences and responses
to motivating sayings.
– Practical Application: The findings from these studies can be used
to develop employee or student motivation programs. This helps improve work
performance, enhance academic achievement, and achieve other significant
objectives.
2. Answer the question.
Which aspect is mostly concerned with your choice?
LABORATORY WORK
SHOSTROM’S PERSONAL ORIENTATION QUESTIONNAIRE
(ACCORDING TO JOKNM AND CRANDAL)
Purpose. Determine your own Personal orientation.
Work progress. Below is a list of statements. Please read each statement
carefully and rate how strongly you agree or disagree with it by selecting the circle
under your answer. There are no right or wrong answers, or trick question.
№
Statement
Definitely
disagree (1)
Slightly
disagree (2)
Slightly
agree (3)
Definitely
agree (4)
1.
I'm not ashamed of any of my
emotions
2.
I feel like I have to do what others
expect me to do.
3.
I believe that essentially, people are
good and can be trusted
4.
I can be angry with those I love
5.
It is always necessary that others
approve of what I do
6.
I don't accept my weaknesses
7.
I may like people I may disapprove of
8.
I'm afraid of failure
9.
I try not to analyze or simplify
complex areas
10.
It's better to be yourself than popular
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№
Statement
Definitely
disagree (1)
Slightly
disagree (2)
Slightly
agree (3)
Definitely
agree (4)
11.
There is nothing in my life that
I would devote myself to
12.
I can express my feelings even if it
leads to undesirable consequences
13.
I don't have to help others
14.
I am tired of fears and inadequacy
15.
I am loved because I love
When calculating the total values, the score for 2, 5, 6, 8, 9, 11, 13 14
statements will be inverse (1 = 4, 2 = 3, 3 = 2, 4 = 1).
Scale of values:
15–25 points — low degree of self-actualization.
26–45 points — the average degree of self-actualization.
46–60 points — high degree of actualization.
This information may help guide you in your own journey of selfactualization.
Humanistic psychology encourages us to look at the individual as a whole and
places importance on concepts that support positive growth, such as free will, selfefficacy, and self-actualization. Self-actualization theory encompasses a core theme
of human existence: our search for emotional, physical, material, and spiritual
fulfillment to achieve our full potential. There are many definitions available that
help to create a fuller idea of the concept. According to Maslow (1943), selfactualization is the process of becoming the best version of yourself: "This tendency
might be phrased as the desire to become more and more what one is, to bеcome
everything that one is capable of becoming".
LIST OF QUESTIONS:
1. Cassify the following needs (a) according to Maslow’s Needs
2. Fill in the chart placing the levels in their correct place in the hierarchy.
3. Classify the needs (b) according to the level
(a) — Belonginess Needs, Esteem Needs, Physiological Needs, Safety/Security
Needs, Self — Actualisation Needs.
(b) — Food, Water, Air, Sunlight, Car, Self– Respect, Support, Friendship,
Procreation, Shelter, Money, Love, Acceptance, Potential (capacity).
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4. Define motivation.
5. What are the main types of motivation?
6. How does Maslow's Hierarchy of Needs relate to motivation?
7. Discuss the role of rewards in motivating behavior.
8. Describe how goal setting can influence motivation.
9. How do individual differences affect motivation?
TOPIC II. WILL
Will, or volition, refers to the cognitive process through which an individual
chooses and commits to a specific course of action. Defined as purposive striving,
it stands alongside affect (feelings/emotions), motivation (goals/expectations), and
cognition (thinking) as one of the core psychological functions. Volitional processes
can operate consciously or become automated as habits over time.
Will entails conscious self-regulation of activity amidst situations of excessive
or insufficient motivation. The ability to deliberately regulate one’s actions, aligning
them with conscious decisions, arises from the formation of a specialized selfregulatory mechanism, which defines a person’s volitional qualities.
During volitional acts, the subject intentionally cultivates an attitude that forms
the foundation for subsequent volitional behavior. This conscious mechanism of selfregulation is intrinsically tied to the social nature of humans, prioritizing collective
interests over personal ones.
Ideas alone lack the transformative power of self-regulation; even after making
a decision, translating intent into action requires effort. Preparation for deferred
volitional actions involves intentions and goal orientations (S.L. Rubinstein).
In Russian literature (V.I. Selivanov, V.A. Ivannikov), stable characteristics
of volitional behavior manifest as personality traits: perseverance, determination,
stamina, etc. Conversely, a "weak will" denotes a lack of resolve to pursue
challenging courses of action.
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Traits reflective of will development include:
– initiative vs. inertia;
– independence vs. suggestibility;
– determination vs. indecisiveness;
– prudence vs. impulsivity;
– persistence vs. instability;
– endurance vs. intolerance.
Volitional regulation kicks in when initial impulses to act are weak or diminish
mid-action. To reinforce motivation, individuals often create "new meanings" (novel
motives).
The development of volitional behavior involves three interconnected dimensions:
1. Enhancing the purposefulness of actions.
2. Aligning action goals with motivational forces.
3. Strengthening the cognitive component governing activity.
Even young children, as early as their third year, occasionally display selfcontrol. This manifests as resisting temptations or embracing necessary, albeit
unpleasant, tasks. Initially, children's willingness to counteract immediate emotional
impulses stems not from abstract reasoning (as seen in adults) but from compliance,
habit, duty, and guilt associated with adult expectations.
By the end of preschool age and at the beginning of school, the child learns to
take responsibility and act based on an awareness of the need to perform certain
activities.
During adolescence, with the emergence of new drives during puberty,
increased demands arise for the volitional organization of behavior. To bring the
impulses arising from these newly awakened drives under conscious control, the
conscious foundation of the will must be correspondingly strengthened.
A teenager tends to free themselves from the restrictions imposed by their
immediate environment. They seek to discover their own will and start living by it.
The development of self-awareness leads to a deeper understanding of personal
motives and creates preconditions for deep motivation. Emerging character traits
make motives more stable. The formation of a worldview results in the establishment
of higher-order goals and lays the groundwork for more principled decisions.
The Will in Modern Psychology
In modern psychology, the will is no longer viewed as a distinct mental faculty
but rather as a quality or aspect of behavior. The act of will can be summarized into
four key aspects (according to The Microsoft Encarta Online Encyclopedia):
1. Focusing attention on relatively distant goals and abstract standards and
principles of conduct.
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2. Weighing alternative courses of action and deliberately choosing actions
that seem most likely to serve specific goals and principles.
3. Inhibiting impulses and habits that could distract attention.
4. Persevering through obstacles and frustrations while pursuing goals.
Modern psychologists propose that weak willpower may stem from one
or more of the following factors:
– lack of appropriate goals;
– absence of fitting ideals and standards;
– indecisiveness due to the necessity of choosing an opinion or course of action;
– difficulty selecting among alternative courses of action;
– failure to stick with a decision once it's been made;
– inability to break bad habits;
– resistance to desires, impulses, and urges.
Many modern psychologists prefer using the term "volition" instead of "will".
The expression of will involves a cognitive process where an individual decides upon
a particular course of action and accepts responsibility for it. Volitional processes can
be employed consciously and become habitual over time. Most contemporary
conceptions of volition regard it as an action-management process that
becomes increasingly automatic (as described by Heckhausen & Kuhl, Gollwitzer,
Bockerts & Korno).
The concept of willpower suggests that we operate under rational control, and a
decline in this control leads to a loss of willpower. Oftentimes, we place our
rationality in service of our desires, occasionally demonstrating strong willpower in
following them. For example, an alcoholic might exhibit considerable cunning and
resolve to satisfy their cravings, showing immense willpower toward this aim. Yet, at
other moments, they might rationally acknowledge that such behavior is destroying
their lives and decide to abstain — even if temporarily.
Assuming humans are purely rational beings whose will should serve
rationality alone would be mistaken. In reality, we are only partly rational, and
frequently our rationality and determination serve motivations born from reasons
beyond logic.
LABORATORY WORK
ROTTER ′ LOCUS OF CONTROL SCALE
Purpose. Determine your own locus of control.
Work progress. For each question select the statement that you agree with
the most.
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l. a. Children get into trouble because their patents punish them too much.
b. The trouble with most children nowadays is that their parents are too easy
with them.
2. a. Many of the unhappy things in people's lives are partly due to bad luck.
b. People's Plisfortunes result from the mistakes they make.
3. a. One of the major reasons why we have wars is because people don't take
enough interest in politics.
b. There will always be wars, no matter how hard people try to prevent them.
4. a. In the long run people get the respect they deserve in this world.
b. Unfortunately, an individual's worth often passes unrecognized no matter
how hard he tries.
5. a. The idea that teachers are unfair to students is nonsense.
b. Most students don't realize the extent to which their grades are influenced
by accidental happenings.
6. a. Without the right breaks one cannot be an effective leader.
b. Capable people who fail to become leaders hive not taken advantage
of their opportunities.
7. a. No matter how hard you try some people just don't like you.
b. People who can't get others to like them don't understand how to get along
with others.
8. a. Heredity plays the major role in determning one's personality.
b. It is one's experiences in life which determine what they're like.
9. a. I have often found that what is going to happen will happen.
b. Trusting to fate has never turned out as well for me as making a decision
to take a definite course of action.
10. a. In the case of the well prepared student there is rarely if ever such a thing
as an unfair test.
b. Many times exam questions tend to be so unrelated to course work that
studying in really useless.
11. a. Becoming a success is a matter of hard work fluck has little or nothing
to do with it.
b. Getting a good job depends mainly on being in the right place at
the right time.
12. a. The average citizen can have an influence in government decisions.
b. This world is run by the few people in power, and there is not much
the little guy can do about it.
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13. a. When I make plans, I am almost certain that I can make them work.
b. It is not always wise to plan too far ahead because many things turn out
to be a matter of good or bad fortune anyhow.
14. a. There are certain people who are just no good.
b. There is some good in everybody.
15. a. In my case getting what I want has little or nothing to do with luck.
b. Many times we might just as well decide what to do by flipping a coin.
16. a. Who gets to be the boss often depends on who was lucky enough to be in
the right place first.
b. Getting people to do the right thing depends upon ability. Luck has little
or nothing to do with it.
17. a. As far as world affairs are concerned, most of us are the victims of forces
we can neither understand, nor control.
b. By taking an active part in political and social affairs the people can
control world events.
18. a. Most people don't realize the extent to which their lives are controlled by
accidental happenings.
b. There really is no such thing as "Oluck".
19. a. One should always be willing to admit mistakes.
b. It is usually best to cover up one's mistakes.
20. a. It is hard to know whether or not a person really likes you.
b. How many friends you have depends upon how nice a person you are.
21. a. In the long run the bad things that happen to us are balanced by
the good ones.
b. Most misfortunes are the result of lack of ability, ignorance, laziness,
or all three.
22. a. With enough effort we can wipe out political corruption.
b. It is difficult for people to have much control over the things politicians
do in office.
23. a. Sometimes I can't understand how teachers arrive at the grades they give.
b. There is a direct connection between how hard I study and the grades I get.
24. a. A good leader expects people to decide for themselves what they should do.
b. A good leader makes it clear to everybody what their jobs are.
25. a. Many times I feel that I have little influence over the things that
happen to me.
b. It is impossible for me to believe that chance or luck plays an important
role in my life.
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26. a. People are lonely because they don't try to be friendly.
b. There's not much use in trying too hard to please people, if they like you,
they like you.
27. a. There is too much emphasis on athletics in high school.
b. Team sports are an excellent way to build character.
28. a. What happens to me is my own doing.
b. Sometimes I feel that I don't have enough control over the direction my
life is taking.
29. a. Most of the time I can't understand why politicians behave the way they do.
b. In the long run the people are responsible for bad government on
a national as well as on a local level.
Score one point for each of the following:
2. a, 3. b, 4. b, 5. b, 6. a, 7. a, 9. a, 10. 12, 11. b, 12. b, 13. b, 15. b, 16. a, 17. a,
18. a, 20. a, 21. a, 22. b, 23. a, 25. a, 26. b, 28. b, 29. a.
A high score External Locus of Control
A low score Internal Locus of Control
LIST OF QUESTIONS:
1. How does self-awareness influence motivation?
2. Can you explain the role of willpower in achieving long-term goals?
3. What are common barriers to maintaining motivation?
4. How do emotions affect our willingness to pursue goals?
5. Does environment play a significant role in shaping motivation?
6. Is there a connection between personality traits and motivation styles?
7. How does stress influence willpower?
8. How does feedback influence motivation?
9. How important is goal setting in enhancing motivation?
10. Can positive thinking improve willpower?
GLOSSARY
Intrinsic Motivation: motivation driven by internal satisfaction or enjoyment
derived from performing an activity itself, without expectation of external rewards.
Extrinsic Motivation: motivation derived from external incentives or
pressures, such as rewards, recognition, or avoidance of punishment.
Self-Motivation: the ability to initiate and persist in tasks without external
encouragement or pressure.
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