Success Factors is the foundation of your best life.

Just as it is impossible to become an Olympic champion without long-term training, it is also impossible to achieve success without creating a foundation, that is, developing success factors that will help you start your path to success.

Here are the key success factors

the development of which can be fundamental to your success.

1. Honesty towards all people. Building long-term relationships is only possible with complete honesty. The secret always becomes clear. Therefore, if you are determined to succeed, value your reputation from the very beginning and do not do anything that could tarnish it. Perhaps, if we take all the success factors, this is one of the most important.

2. Discipline - progress towards success is impossible without clear and consistent actions. Without discipline, you will rush from side to side, which will not allow you to achieve success.

3. The ability to get along and negotiate with people is the second most important success factor. Your whole life is connected with people, you communicate with them every day. And your further development will depend on the effectiveness of this communication.

4. Having a companion or life partner who can understand and help – No matter how strong and confident a person is, sooner or later he will need support. And the best support is the help of a loved one who shares your interests and gives you confidence in difficult moments. Without this, other success factors will work less effectively.

5. Ability to work harder than other people - You must work for the result and do everything to achieve it. Only the real fruits of your labor will propel you towards success. And for this you need to work harder and more efficiently.

6. Love for your career or business is the third most important factor for success. The more you love what you do, the more effective you are at it. If you like your business, you have more strength and energy, and your results are much higher.

7. Pronounced qualities of a leader - A leader first of all determines the direction of his life. He is not a follower, he is a leader. A leader makes his own decisions in his life and acts in accordance with them.

8.Self-organization - the ability to organize yourself and your thoughts will allow you to be much more effective in your actions and achieve better results.

9. The ability to sell yourself and your ideas too an important success factor. Every person periodically has good ideas about changing their life, but success is achieved only by those who are able to turn these ideas from dreams into reality, who can interest other people and begin to act.

10. Willingness to take financial risks given the opportunity to make a profit - most people are afraid of not losing, so if there is minimal risk they refuse to act. But success cannot be calculated in advance. That's why successful people are not afraid to lose, they want to win. Sometimes it is this success factor that allows you to achieve a real breakthrough in life.

11. The ability to invest capital correctly - substantial sums pass through the hands of any person throughout his life. But some were able to multiply them, while others simply spent them. If you want to be successful, start by studying your expenses and investing options.

12. The ability to see opportunities that others do not notice - there are plenty of opportunities to make money around. If you want it, you will find it and make it happen. If your mind is afraid of not losing, then most of them will pass you by. Without opportunities, all other success factors will simply have nowhere to be applied.

13. The ability to be your own master - most people go with the flow of life, obeying circumstances. But a successful person takes the reins of his life into his own hands - he directs his own actions and chooses the direction of his own efforts.

14. Having good mentors - we come into this world absolutely pure. Everything that we have acquired, know and can do, we received from our parents and teachers. Therefore, if you want to become more successful, find a person who has achieved what you dream of and analyze his experience, knowledge, how he acts, thinks, makes decisions. This point will allow you to develop all other success factors.

15. Extreme energy - it is impossible to become successful without some effort and energy expenditure. You must ignite a fire within yourself that will keep you on the path to success. The results achieved will fuel this fire stronger and stronger.

16. Good physical shape - being in good shape and feeling good is the key to your performance. If you get tired quickly, lethargy and apathy fall on you, then your results will be low, and accordingly there can be no talk of success. Without health, all other success factors also lose their effectiveness.

17. The ability to ignore criticism from those who seek to belittle your merits - successful people are criticized everywhere and always. In this way, losers try to imitate their activities and gain satisfaction. Therefore, the best response to any criticism is to ignore it. When you start arguing with them, you sink to their level. By responding with silence, you remain above them.

All these success factors are important and are the very building blocks of the foundation that will help you begin the path to success.

But the main ones are honesty, the ability to get along and negotiate with people, and love for your career or business.

These three are key success factors that can have the greatest impact on your life and your success.

Therefore, implement these success factors into your life and take action. And very soon your life will change for the better!

Success means achievement, luck, high result.

In the context of our research, it is advisable to pay attention to the definition of success proposed by A.S. Belkin, who considers this concept from different positions.

From a socio-psychological point of view, success is the optimal relationship between the expectations of others, the individual and the results of his activities. Moreover, we can speak of success in cases where the individual’s expectations coincide or exceed the expectations of others who are most significant to the individual.

From a psychological point of view, success is the experience of a state of joy, satisfaction from the fact that the result that a person strived for in his activities either coincided with his expectations, hopes (with the level of aspirations), or exceeded them.

In the pedagogical process, in our opinion, the greatest attention is paid not so much to the concept of success, but to the concept of “success situation”, but to such a purposeful, organized combination of conditions under which it is possible to satisfy the need to achieve significant results in the activities of both an individual and a team generally.

Meanwhile, the concept of success, with all its positive connotations, does not completely satisfy us, since, from our point of view, it has a certain momentary, that is, static essence, and although, according to A.S. Belkin, if success arises from day to day, then a habit of joy arises, which is associated with the loss of acuity of perception and, therefore, the incentives to achieve it, we consider it necessary to use the concept of success in our research. This concept, from our point of view, is characterized, on the one hand, by processuality (which is associated with such optimal principles that we noted above as rhythm, continuity and progressive variability), and on the other hand, it includes the unity of opposites - the joy of achieving success and grief from not fully achieving it.

P.P. Blonsky in his work “Pedology” also examines the problem of school success and the factors that determine it. The main factor that the scientist highlights is the health of students.

The scientist identifies the following factors for the success of training:

Performance;

Mental development;

Organization;

Interest in learning.

Performance, according to P.P. Blonsky, is highly dependent on health. It is quite obvious that a more or less serious illness creates a break in learning. Less obvious is the connection between academic underachievement and what is called poor health. However, there is a big connection here too. Repeated anthropometric measurements of low-achieving students have firmly established that, on average, low-achieving students are shorter, lighter, thinner, and have narrower chests than their peers who are academically successful. Of course, there are exceptions. But the bulk of underachievers, especially the so-called last students, are just like that.

Poor performance can be caused not only by poor health and fatigue. Poor performance can also be due to psychological reasons, due to inability to work. Experimental studies by P.P. Blonsky discovered a strong connection between the ability to work and academic performance. The experiment consisted of asking the child to solve difficult mazes while observing his behavior. The comparative material thus obtained on the best and worst students was compared with the characteristics of the work of these students by their teachers.

If mental development influences academic success, then, of course, school, in turn, influences mental development. Thus, school greatly accelerates the pace of children's mental development.

The complete opposite of retarded children are highly developed ones. Medically, they are characterized by the rarity of adenoids, chronic runny nose, hearing defects, poor nutrition and a history of rickets.

In developed children, the ease and speed with which they learn new material, as well as the strength and stability of attention, are striking. These children are also distinguished by their ability to generalize and quickly understand: they quickly grasp the essence, capture and connect similarities, and anticipate results. Thus, they are characterized by good attention, higher associations and understanding.

A developed child is characterized by the versatility of his interests. He is usually interested not in one thing, but in many things, and this sometimes leads to a scattering of interests. However, at the same time, they have the ability to get very involved in something at the moment. They are very inquisitive, but not passive in their curiosity. They bombard the teacher with questions. Their works are distinguished by originality and creativity. They usually have well-developed speech, especially written.

The uniqueness of developed children appears not only in their intelligence, interests and speech, but also in their character. They are usually very proactive and at the same time restrained and distinguished by self-control and a sense of responsibility. They have the ability to deal with people and often enjoy authority among their comrades. It is from them that the leaders usually emerge.

In addition to efficiency, mental development and organization, learning also requires an interest in learning and a desire to learn. Not all children, however, have this desire. A comparative study of the interests of the best and underachieving students reveals a great difference in these interests. So, for example, one of these surveys of third grade students showed that while a quarter of the best students in school love writing most of all, there are almost no such students among the underachievers. But a quarter of the last students play musical instruments, and only a few of the best. The best students prioritize intellectual and technical studies, while the worst students prioritize sports and artistic pursuits (cinema, music, drawing). The best students have multifaceted interests, i.e. they can, while loving science and technology, at the same time love sports and art. The worst students have more limited and more primitive interests.

Students with little interest in learning are considered lazy. It is common to think that a lazy student does not want to learn at all. This is not entirely true: the vast majority of lazy students have a consciousness of the need to study and work (this consciousness is constantly instilled in them by educators), but it is outweighed by other interests - of an extracurricular nature.

It is common to think that lazy children are weak, exhausted, and their laziness is, as it were, the body’s defense against overwork. Indeed, among the lazy there are some (usually girls), but they are only a very small part of the total number of lazy students. In most cases, as the examination of P.P. showed. Blonsky, lazy students, on the contrary, for the most part are just healthy, strong, very lively and active children. Excess energy causes them to crave entertainment associated with an abundance of movement (very active games, sports, swimming, etc.) They do not like not only sedentary activities, but also sedentary games. Among them, a huge percentage are boys. These lazy students are often also disruptors. Almost all of them, of course, study poorly.

The third category of lazy students are students who became lazy because they ended up in a class that was sharply inappropriate for their preparation. In this case, they stop studying, because “nothing will work out anyway” (if the class is too high for a given student) or “I already know everything” (if, on the contrary, the group is too low for the student).

The concept of school success is inseparable from the opposite concept - school failure. Many researchers have noted the conventionality and relativity of the concept of “failure.” A.A. Budarny and U.D. Rosenthal is right that the content of the concept of “failure” largely depends on the established rules for transferring students to the next grade. Since the school transfers to the next grade those who meet the minimum requirements corresponding to a score of “three,” failure is expressed by points of “two” and “one” and can be defined as non-compliance with the minimum requirements].

In the psychological and pedagogical literature, the ineffectiveness of the educational and developmental aspects of school activities is covered very poorly. No measurement system has yet been invented for “failure,” even one as imperfect and criticized for decades as school grades. Thus, modern science states that the concept of school success/failure is even more relative and uncertain than the concept of failure.

School failure is understood as a situation in which behavior and learning outcomes do not meet the educational and didactic requirements of the school.

Failure is expressed in the fact that the student has weak reading and counting skills, poor intellectual skills of analysis, generalization, etc. systematic failure leads to pedagogical neglect, which is understood as a complex of negative personality qualities that contradict the requirements of the school and society. This phenomenon is extremely undesirable and dangerous from a moral, social, and economic point of view. Educationally neglected children often drop out of school and join risk groups. Failure is a complex and multifaceted phenomenon of school reality, requiring versatile approaches to its study.

Failure is interpreted as a discrepancy between students’ preparation and the mandatory requirements of the school in the acquisition of knowledge, the development of skills, the formation of experience in creative activity and the cultivation of cognitive relationships. Preventing underachievement involves timely detection and elimination of all its elements.

The failure of schoolchildren is naturally related to their individual characteristics and the conditions in which their development takes place. Pedagogy recognizes the teaching and upbringing of children at school as the most important of these conditions.

The study of the problem is increasingly connected with a wide range of social issues and involves the use of data from all sciences about man, the individual, and personality.

One of these approaches is to analyze the conditions that give rise to failure. So, M.A. Danilov connects failure with the driving forces of the learning process - its contradictions. According to this position, failure occurs when the contradictory unity of students' capabilities and what is required of them is disrupted. Similar thoughts are expressed by V. Okon, who defines academic failure as a violation of the interaction between students, teachers and external conditions.

However, studies carried out in line with this approach cannot be considered sufficient; they are aimed at clarifying the external connections of the phenomenon and leave its internal structure in the shadows.

A lag is a failure to fulfill requirements (or one of them), which occurs at one of the intermediate stages within that segment of the educational process that serves as a time frame for determining academic performance. The word “backlog” denotes both the process of accumulating non-fulfillment of requirements and each individual case of such non-fulfillment, i.e., one of the moments of this process.

The inconsistency of such understanding and terminology lies in the very essence of the phenomenon under study: the process of lag consists of acts of lag.

Failure and lag are interconnected. Failure as a product synthesizes individual lags; it is the result of the lag process. Various backlogs, if they are not overcome, grow, intertwine with each other, and ultimately form failure.

To answer the question of why a lag is possible, we must first look at the factors of success.

In the capabilities of children, two closely related aspects are distinguished - physical capabilities (the state of the body, its development) and mental capabilities (the development of thinking, memory, imagination, perception, attention). When developing requirements for students, specialists in each academic subject are guided by a certain standard of capabilities of children of a particular school age.

Social conditions (in the broad sense of the word) as a factor in academic performance also interact with children's capabilities. These are the conditions in which children live, study, are brought up, living conditions, the cultural level of parents and the environment, class sizes, school equipment, teacher qualifications, the availability and quality of educational literature, and much more. And this factor, one way or another, is taken into account when determining the content of training.

For the success of training and education, it is important to form in students an adequate assessment of their achievements and strengthen their faith in their abilities. Only such self-esteem can support the desire to work independently and creatively.

From the provisions discussed above, a system of performance indicators can be constructed. Fulfilling these requirements provides the most information about academic performance:

first - to make at least one indirect conclusion, to combine existing knowledge, skills and abilities in obtaining new knowledge;

second - to apply existing knowledge, skills and abilities in a new situation, selecting them and combining them, making separate indirect conclusions;

third, to strive for knowledge of a theoretical nature and to obtain it independently;

fourth - actively overcome difficulties in the process of creative activity;

fifth - strive to evaluate your achievements in cognitive activity.

Failure to comply with the totality of these requirements characterizes poor academic performance of schoolchildren.

The following deficiencies in a student’s educational activities are considered elements of poor performance:

1) does not possess the minimum necessary operations of creative activity, combining and using existing knowledge, skills and abilities in a new situation);

2) does not seek to obtain new knowledge of a theoretical nature;

3) avoids the difficulties of creative activity and is passive when confronted with them;

4) does not seek to evaluate his achievements;

5) does not strive to expand his knowledge, improve his skills;

6) did not understand the concepts in the system.

These features constitute the characteristics of the concept of “underachievement” for those academic subjects in which the leading role belongs to activities of a creative nature, based on knowledge, skills and abilities.

Failure, as a result, is characterized by the presence of all elements. In the process of learning, individual elements may arise, and they appear as delays.

All underachieving schoolchildren are characterized, first of all, by weak self-organization in the learning process: the absence of developed ways and techniques of educational work, the presence of a stable incorrect approach to learning.

Underachieving students do not know how to learn. They do not want or cannot carry out logical processing of the topic they are learning. These schoolchildren do not work systematically in lessons and at home, and if they find themselves faced with the need to prepare a lesson, they either do it hastily, without analyzing the educational material, or resort to repeated reading of it in order to memorize it, without delving into the essence of what they are learning. These students do not work on systematizing the knowledge they are acquiring and do not establish connections between new material and old. As a result, the knowledge of underachievers is unsystematic and fragmented.

This approach to learning leads to systematic intellectual underload, which in turn leads to a significant decrease in the rate of mental development of these students and further increases their lag behind their classmates.

Low self-organization of underachieving schoolchildren is also manifested in a low level of mastery of such mental functions as memory, perception, imagination, as well as in the inability to organize their attention; as a rule, underachieving schoolchildren are inattentive in lessons. When perceiving educational material, they do not seek to recreate it in the form of images or paintings.

The first and most important factor in the development of negative character traits is the reluctance to learn, the aversion of an underachieving child to all kinds of academic work. Persistent difficulties in mastering the material, a constant feeling of failure naturally lead to the fact that such children avoid the very process of preparing lessons, tear up notebooks, hide textbooks, and cry in response to school demands. They begin to skip classes, lie at home, deceive, say that “nothing is assigned,” and at school they say that “I forgot my books at home,” etc. In these actions, emotional distortion and the beginnings of negative character traits begin to be seen already in the first six months, during the first year of study. Such behavioral characteristics are formed very quickly and by the second half of the year such children are very noticeable in public school.

By this time (that is, by the second grade), the next factor is added - conflictual relationships with teachers. At first glance, it seems that these relationships are negative; there is even an opinion that teachers are biased towards low-achieving children. Teachers treat them rudely, shout at them, make insulting remarks, complain to parents, discuss with each other openly, in front of other students. At the same time, conversations and careful observation make it possible to understand that this behavior of teachers is caused by helplessness, inability to work with such children, special attention to them, and minimal academic success. All available means are used here. With a raised tone, notations and moralizing, teachers try to attract the attention of low-performing students, include them in academic work, and force them to study.

A persistent conflict situation leads to the fact that, after a short time, underachieving children begin to respond insolently, be rude to the teacher, defiantly leave lessons, and disrupt the educational process. In underachieving schoolchildren, various negative character traits arise and become consolidated - conflict, anger, affective excitability.

Similar problems arise for persistently underachieving children in relation to their parents. Parental behavior is even more complex and contradictory. Most often, parents of underachieving students have complaints about the school, blame teachers (“they teach poorly”), and the curriculum, but when observed in an informal setting, it is clearly visible that these same parents constantly blame their children for academic problems. Tired children are put to work on homework immediately after school, sit with them, hire tutors, often use physical punishment, shout “mediocre...lazy”, etc. Thus, parents completely lose the trust of their children, aggravate the home environment with constant conflicts, and their underachieving children begin to go to the “street.” Leaving home becomes a constant, returning home late in the evening; children lie in every possible way, trying to get out of the current situation. This happens by the end of third grade.

Identifying the types of underachieving schoolchildren can also be considered as a way to gain insight into the essence of failure.

Although underachieving students share common characteristics, they differ significantly from each other. In the practice of everyday work with them, in each specific case of failure, we encounter completely new features that require the search for new ways of an individual approach. Such “many faces” of school failure creates significant difficulties in the work of teachers to overcome it. A long-term study of school failure gives reason to conclude that it has typical manifestations. The type of underachieving schoolchild is characterized by a peculiar combination of the most important personality traits that have developed as a result of long-term underachievement, which determines his achievements in academic work.

Many authors base their typology of underachieving schoolchildren on the causes of underachievement they have studied. This is what L.S. does, in particular. Slavina: she identifies types of underachievers for a dominant reason. One group of underachievers consists of those students who lack effective motives for learning, another group of children with weak learning abilities, and a third group of children with incorrectly developed academic skills and those who do not know how to work. The same method is used by A.A. Budarny, Yu.K. Babansky and some other authors. This type of typology does not provide knowledge about the internal structure of academic failure.

There are attempts to build a typology on other grounds, in particular on the characteristics of students’ educational work and the structure of their personality. This approach can be found in P.P. Blonsky, who, while compiling a general typology of schoolchildren, also identified types of underachievers. This is, firstly, the type he called a “bad worker.” Its features are the following:

1) perceives assignments inattentively, often does not understand them, but does not ask the teacher questions or ask for clarification;

2) works passively (constantly needs incentives to move on to the next type of work);

3) does not notice his failures and difficulties;

4) does not have a clear idea of ​​the goal, does not plan and organize his work;

5) either works very sluggishly or reduces the pace gradually;

6) is indifferent to the results of work.

The indicated features of an underachieving schoolchild, since they characterize his activities in the educational process, can be used in determining failure. Another identified type is called pathological - these are emotional schoolchildren, often having failures in their studies, who encounter a specific attitude towards themselves from others. They say “I can’t” before starting work, need approval from others, and have a hard time with difficulties and failures.

A psychological typology of academic failure is given by N.I. Murachkovsky: the basis in this case is the nature of the relationships between the most significant aspects of the personality of schoolchildren.

The division of underachieving schoolchildren into types can be carried out depending on the nature of the relationship between the two main groups of schoolchildren’s personality traits:

Features of mental activity associated with learning ability.

The orientation of the student’s personality, which determines his attitude to learning.

On this basis, three types of underachieving schoolchildren are identified:

Underachieving students, who are characterized by low quality of mental activity with a positive attitude towards learning and maintaining the position of a student.

Students with a relatively high level of development of mental activity with a negative attitude towards learning and partial or complete loss of the position of a student.

3. Underachievers, who are characterized by a low quality of mental activity with a negative attitude towards learning and a complete loss of the position of a student, manifested in the desire to leave school.

Failure in school is always based not on one reason, but on several, and they often act in combination. Among them are: imperfect teaching methods, lack of positive contact with the teacher, fear of being better than other students, high talent in any particular area, unformed thought processes, etc.

The teacher’s activities to prevent academic failure require that when a gap is detected, measures are promptly taken to eliminate it. In the literature, the choice of measures is usually associated only with the reasons for academic failure, which, of course, is not enough. This overlap in theory and practice is due to the fact that the concept of “underachievement” does not highlight its elements and does not identify signs of lag.

Thus, the following conclusions can be drawn:

A situation of success is a combination of conditions that ensure success, and success itself is the result of such a situation. A situation is something that a teacher can organize. Experiences of joy and success are phenomena that evoke a feeling of self-sufficiency, psychological comfort, and emotional stability.

The concept of success, or “success situation” of high school students is naturally associated with their individual characteristics and the conditions in which their development takes place. Pedagogy recognizes the training and education of high school students at school as the most important of these conditions.

In the psychological and pedagogical literature on effectiveness, very little is said about the success of school activities and the means of increasing it. Thus, fundamental in this sense is the work of P.P. Blonsky “Pedology”, which characterizes the success factors of schoolchildren. Also important is the work of A.S. Belkin, who defines a situation of success as “the only source of a child’s internal strength, which generates energy to overcome difficulties and a desire to learn.”

Svetlana Rumyantseva

Success is the main section of the road that leads to a beautiful, well-fed and comfortable life. Successful people shine on TV screens and smile from advertising posters. They are satisfied with themselves, surrounded by luxury, and do not need anything. Well-being is synonymous with happiness. Inventive cunning people on the Internet offer to reveal the secrets of success and present a universal formula for creating capital. Public pages on social networks are full of advice and revelations from the lucky ones who are among the wealthy. World has gone mad.

Against the backdrop of general madness and the pursuit of success, the life of an ordinary person seems pitiful and incomplete. Attempts to correct the situation are undermined. “Effective formulas for success” do not work, and smiling faces from photographs, which previously aroused delight, irritate with their intrusiveness and deceit.

Where to look for well-being? Are there real success factors? Is it possible to find a universal map of advancement or is it possible to conquer the Everest of success only for the “chosen ones”? Let's go in search of the truth.

What is success?

Money, fame, high position or not yet make a person successful. These are external attributes, not a cause, but a consequence, a candy wrapper without candy. What is the value of the wrapper without the contents? Success does not happen out of nowhere and depends on your goals.

A person receives instructions from the surrounding world and the subconscious. They are connected with the natural program. Despite its baseness, the satisfaction of biological needs opens the borders to higher goals. This is the foundation of a successful person, the necessary minimum that will allow you to move forward. If we turn to biology, then the successful person is the one who is well-fed, lives in warmth, comfort and safety, leaving strong offspring.

Psychological success is a person’s ability to set goals and achieve them. Goal-oriented people are results-oriented. They know what they want from life and soberly assess their abilities.

If a person has an apartment, a car, a wife and children, but is tormented by dissatisfaction, the program has failed. Wrong leads to unsatisfactory results. Success is not synonymous with wealth. You can build a car business by burying your passion for drawing, and then suffer from unfulfillment and feel out of place.

People's desires are very different from each other. Everyone has an individual set of abilities and inclinations.

The role of success in human life

Success reveals new facets in a person's life. The ability to move forward with the support and support of past achievements strengthens self-confidence. Success is not a static state. It is not limited by boundaries. Small results add up to big achievements.

A successful person does not suffer from feelings of dissatisfaction and internal complexes. He reveals himself and helps others to open up. Purposefulness leaves no time for self-flagellation.

Successful people are happy and satisfied with life. They know what they live for.

Success Factors

The key factors for a person’s success are a set of internal qualities and external circumstances that influence a person’s self-realization. They are individual. The formula for success consists of positive and negative components. It is impossible to list all the variants of the equation. Different combinations of qualities give the same amount.

Success factors are internal and external:

Domestic

Personal qualities do not always depend on the person. Some are given by nature, others are laid down by parents, and others are born under the influence of external factors and internal experiences. The psychological portrait influences a person’s success. What does it consist of?

Temperament and character

A person acquires temperament at birth. It affects the worldview, psychological reactions, defense mechanisms, and level of communication. from internal predispositions under the influence of the external environment. If a person is distracted, sensitive and indecisive, it will be difficult for him to achieve his goal. The gentleness of character does not mean that it is not realized in life. Working on yourself helps you achieve unexpected results.

Mental endurance

To achieve your goals, you need to be able to cope with psychological pressure. If the first difficulties force a person to return to his comfort zone, he will not be able to move on. Psychological endurance affects the ability to adapt, makes people more sociable and mobile.

Leadership skills

What distinguishes a leader from other people? Determination and charisma. If your goal is to earn a fortune or climb the career ladder, then you will have to build business relationships with others. If people trust you and are willing to follow you, your chances of success double.

Strong-willed qualities

Will is power over oneself, the power that allows one to control one’s actions. A strong-willed person sets goals and organizes activities in such a way as to complete tasks on time. If you put off important things on the back burner, cannot fulfill the promise you made to yourself for years, are unable to get off the couch for a bright future, then you need to work on yourself.

The subconscious strives for consistency. It protects you from unpleasant actions that can destroy your sense of comfort. But unconscious power does not take into account the benefits of unpleasant actions. Lying on the couch is undoubtedly more pleasant than watching an English video lesson, which will require thoughtfulness, time and effort. Knowing a foreign language provides clear advantages, in contrast to mindlessly spending hours in front of the TV.

Mental abilities are not measured by the amount of knowledge. They are tested by the ability to apply information in practice. Mind is understanding. The more a person realizes, the more accurately he sets goals and better navigates his life. A smart person adapts to change more easily and has a greater chance of success.

External data

People receive most of their information through vision. A person's appearance speaks more about his inner essence than words. This is not about assessing “bad” or “good”, but about deeper manifestations of character. Looking at the person, listen to yourself. You draw conclusions in the first seconds of communication, glancing over the figure of a new acquaintance with your eyes. This is how you are judged.

Appearance speaks about a person’s level of confidence, reliability, attitude to life, temperament, and habits. In the subconscious, a portrait is created with lightning speed and determines the general decision to “like” or “dislike.”

Those with a pleasant appearance that inspires trust find it easier to establish dialogue and build connections with others. They save time and effort, encounter fewer difficulties and move towards their goals faster.

Self-discipline

Motivating yourself to action is one thing, but organizing work is another. Discipline is revealed in the accuracy and rationality of actions. She teaches you to count time and spend it profitably. An organized person plans actions and accomplishes more than a proponent of spontaneous actions.

Confidence

Doubt and timidity are the enemies of a successful person. The determined and courageous achieve success. Even if you dream of a quiet life in the countryside, you will need the confidence to assert your desire and make it come true.

50% of success depends on the environment and external influence. In the early stages of life it is impossible to control it. But in adulthood, it is useful to realize how external factors influence one’s position in society and success.

Family and education

Education lays down an individual set of values ​​and personal qualities. Character and outlook on the world are formed in the family. Think about how many attitudes from childhood you have carried into adulthood! Parents want the best, but their actions do not always lead to a positive result. And vice versa, skillful upbringing helps to open up, recognize your strengths and weaknesses, and determine your abilities and inclinations.

The level of education

Don't equate education with paper. The skills, knowledge and abilities acquired by a person during his studies affect his life. Finding a good job without special education is almost impossible. Studying strengthens and teaches you to think. The ability to think distinguishes a person from a machine. In times of technological progress, we need smart personnel, not robotic workers. The better your education, the more effectively you can think and have more opportunities to realize yourself.

Place of birth and residence

The terrain leaves its mark on a person. Compare your chances and the chances of success of a poor boy from Ethiopia. Economic benefits in the world are distributed unevenly. It is easier to become a surgeon in Russia than in Nigeria. In Europe it is easier for a woman to get a driver's license than in Saudi Arabia. Even within the same country, living conditions can vary greatly. It is easier for a native Muscovite to enroll in Moscow State University than for a resident of another city, village or village, because he does not have to go anywhere.

Psychological preparation: new attitudes

To achieve success, learn to set clear goals. A person without a goal will not become successful. He doesn't know where to move and what to strive for. Listen to your heart. Until you decide on your true desires, you will not be able to choose a direction and set goals.

Develop strong-willed qualities and discipline. It can be difficult to overcome yourself. To achieve a goal you need to make an effort. Stop procrastinating. If you have a lot of work ahead and you're avoiding it, set a timer for 25 minutes right now. Surely you can spend a quarter of an hour concentrating on the task at hand? Rest and then get back to work for 25 minutes. By gradually increasing your work time, you will learn to concentrate, and moving towards your goal will become more confident and faster.

If you want to work in Spain, study the language. Have you dreamed of a career as a designer? Sign up for suitable courses or select educational material from the Internet.

Understand that you are not the center of the universe. Society is a single organism, and you are a tiny part of it. To achieve your goals, learn to be observant. Pay close attention to the changes around you. Listen to the people around you, establish communication. If a person has found his place in society, where he is needed, important and valuable, success is guaranteed.

14 March 2014, 15:16

Ecology of life. Psychology: Thanks to perseverance and perseverance, you will begin to better understand your true goals. And when you clearly understand what you want, you have more enthusiasm and energy to move forward.

Clarity means you know exactly what you want...

1 success factor: Clarity

Clarity means you know exactly what you want. Clarity is 80% of luck and the most important factor of luck. All successful people are very clear about WHAT they want and what they need to DO to GET what they want.

An unsuccessful, unlucky person, as a rule, has a rather vague idea of ​​what he wants from life.

One of the simplest exercises you can do to get lucky is to simply take a piece of paper and write a list of 10 goals, what you want to achieve within 12 months. Agree, this is really a VERY simple exercise!

However, only 10% of the population does this. Amazingly, it is these 10% who today receive all the benefits that others only dream of.

2 success factor: Activity

Activity is manifested in the number of things that you bring to life. When you do a lot of things, the likelihood increases that you will do some of the things right, at the right time, in the right direction.

For example. If you throw the ball into the basket an infinite number of times, the probability that you will hit the basket increases.

Same in business and life. All successful people are focused on actions that lead to specific results.

To be lucky, do more actions that lead to results. The more you do, the more energy you have. The more actions, the more experience. The more experience, the more positive results you will have. This means that you will certainly become a successful person.

3 success factor: Energy

Energy is a key factor in luck. When you see how much successful people manage to do, it seems that they have much more energy than others. Almost all successful “lucky people” get up early in the morning. They work longer hours during the day, they even work in the evening. At the same time, they have enough energy for learning. They invest time in developing themselves, in developing their business or career.

As a result of research by Dr. Thomas Stanley, and he and his team surveyed 2,500 millionaires, 84% of millionaires said they became financially independent thanks to discipline and hard work. Millionaires also noted that throughout their lives they were willing to work harder and longer than the people around them.

Agree, it is not surprising that they, like marathon runners, gradually pulled ahead and then “ran away” further than others.

And the famous writer Stephen Leocock once said: “I believe in luck! The more I work, the luckier I become.”

If you want you to be lucky, find the energy in yourself that will help you do more things during the day than others. And luck will turn its face towards you.

4 success factor: Personality

A person’s personality is also called the main factor of luck. All successful people have one thing in common. They tend to be positive and optimistic. They know how to find a common language with other people. They have a large number of friends and acquaintances in different areas of life.

It is clear that the more people you know, the greater the likelihood of receiving worthwhile advice when needed. Then you can call it luck opportunity find the right information, at the right time, from a knowledgeable person. This is what often allows you to achieve quick results in business and life.

In order for people to want to help us, we must act in accordance with the golden rule, which says: “Treat people the way you would like people to treat you.”

The more positive and optimistic you become, the more interesting people, and therefore good luck, you will attract into your life.

5 success factor: Honesty

Honesty and integrity are the most sought after and respected qualities in life and business. Agree that we all want to be friends and do business with people who we trust.

When we choose to be honest with ourselves and with other people, we become whole and self-sufficient individuals.When they talk about you as an honest and worthy person, luck itself will knock on your door.

6 success factor: Perseverance

Perseverance– the quality that distinguishes a successful person from everyone else. When you are persistent, you will be willing to do anything to achieve your goals. You will not go astray and will not stop when others become exhausted and retreat. You will be able to work harder and look for different ways to solve problems. You will study to acquire the necessary skills to achieve your goal. You will read a lot of books, listen to seminars, attend trainings until you get what you have in mind.

Through perseverance and perseverance, you will better understand your true goals. And when you clearly understand what you want, you have more energy to move forward. published

Every person wants to succeed in life, to be prosperous and happy. And, of course, avoid failures and mistakes along the path of life. There is no doubt that the responsibility for self-realization in life lies directly with the person: it is his actions and priorities in life that create favorable conditions for success. Although there is also the opposite theory: man is a slave of fate, what should happen will definitely happen. That’s why there are not so many successful and fortunate people.

What factors prevent a person from fully realizing his potential? There are at least three of them:

• inadequately formed internal position of a person;
• lack of faith in yourself, your capabilities and strengths;
• determination and willpower are low or absent.

Inadequately formed internal position of a person. It manifests itself as opposition to oneself. Often this is not realized by the person. The unconscious psyche or subconscious can play against us. If a person has formed an unconscious attitude towards a negative environment (everyone around is evil and unkind), then it is precisely such people who will accompany his life path. And, conversely, the idea of ​​​​the benevolence of others will attract sincere, simple-minded and positive personalities to a person.

What should be a person’s internal position? Let's take a simple example. To earn capital, you need to work hard. This axiom forces a person to work: day after day, month after month, sometimes year after year. But there is no result. What remains inaccessible are: an expensive car, going to a chic restaurant, traveling to exotic countries, etc. Why does this happen, because a person makes enough effort? Maybe he's just a loser?

The whole problem is inner conviction. If a person believes that material wealth has a detrimental effect on personality, that rich people have more global problems, that high capital can only be obtained by deception, then he subconsciously creates and attracts negative scenarios for his own success.

Or an assessment of the situation. If it is negative in a person’s perception: excessive taxes, the highest and unfair competition, the wrong time and conditions for starting, then failure will create itself.

When setting the goal of self-realization, you need to analyze your attitudes and beliefs in detail and evaluate the overall situation. You need to look for the positive sides in everything and work for a positive result, try to avoid the subtle aspects of the negative.

Lack of faith in yourself, your capabilities and strengths. A person cannot begin to move towards success if there is no faith in one’s own strengths and opportunities. It is believed that if you achieve success, this is what gives you confidence. But, rather, the opposite is true: a person’s confidence creates the conditions for successful self-realization in life. This is the support that does not allow you to give up and always helps you overcome difficulties.

Determination and willpower are low or absent. This state of affairs speaks of a situation of “activity for the sake of activity” and without achieving a goal. A person can read a lot of useful literature on achieving success, undergo training in a variety of success trainings, study proven practices - and just stop there. To achieve success, it is more constructive to constantly keep your goal in sight and make maximum volitional efforts to realize it.