home For a beginner Motives of social behavior Oblomov's scheme. Typology of motives for social behavior. A highly motivated student reads a lot of additional literature and studies better; a motivated athlete trains persistently and puts more effort into competition

Motives of social behavior Oblomov's scheme. Typology of motives for social behavior. A highly motivated student reads a lot of additional literature and studies better; a motivated athlete trains persistently and puts more effort into competition

The motives of affiliation (the motive of the desire to communicate) and power are actualized and satisfied only in the communication of people. The affiliation motive usually manifests itself as a person’s desire to establish good, emotionally positive relationships with people. Internally, or psychologically, it appears in the form of a feeling of affection, loyalty, and externally - in sociability, in the desire to cooperate with other people, to constantly be with them. It should be emphasized that relationships between people built on the basis of affiliation are usually reciprocal. Communication partners with such motives do not view each other as a means of satisfying personal needs, do not strive to dominate each other, but count on equal cooperation. As a result of satisfying the motive of affiliation, trusting, open relationships based on sympathy and mutual assistance develop between people.

The opposite of the motive of affiliation is the motive of rejection, which manifests itself in the fear of being unaccepted and rejected by people significant to the individual. The dominance of the affiliation motive in a person gives rise to a style of communication with people, characterized by confidence, ease, openness and courage. On the contrary, the predominance of the motive of rejection leads to uncertainty, constraint, awkwardness, and tension. The predominance of this motive creates obstacles to interpersonal communication. Such people cause distrust in themselves, they are lonely, and their communication skills are poorly developed.

Another very significant motive for a person’s activity is the motive of power. It is defined as a person’s persistent and clearly expressed desire to have power over other people. G. Murray gave the following definition to this motive: the motive of power is the tendency to control the social environment, including people, to influence the behavior of other people in a variety of ways, including persuasion, coercion, suggestion, deterrence, prohibition, etc.

The motive of power is manifested in encouraging others to act in accordance with their interests and needs, to achieve their favor, cooperation, to prove one’s rightness, to defend one’s own point of view, to influence, direct, organize, lead, supervise, rule, subordinate, dominate, dictate conditions, judge, establish laws, determine norms and rules of behavior, make decisions for others that oblige them to act in a certain way, persuade, dissuade, punish, charm, attract attention, have followers.

Another researcher of power motivation, D. Veroff, tried to determine the psychological content of the power motive. He believes that power motivation refers to the desire and ability to derive satisfaction from controlling other people. In his opinion, signs that a person has a motive, or motivation, for power are pronounced emotional experiences associated with maintaining or losing psychological or behavioral control over other people. Another sign that a person has a power motive is satisfaction from winning over another person in some activity or grief over failure, as well as reluctance to obey others.

It is generally accepted that people who strive for power over other people have a particularly pronounced power motive. In its origin, it is probably associated with a person’s desire for superiority over other people. The first to pay attention to this motive were the neo-Freudians. The motive of power has been declared one of the main motives of human social behavior. For example, A. Adler believed that the desire for superiority, perfection and social power compensates for the natural shortcomings of people experiencing the so-called inferiority complex.

A similar point of view, but theoretically developed in a different context, was held by another representative of neo-Freudianism, E. Fromm. He found that psychologically, the power of one person over other people is reinforced in several ways. Firstly, the ability to reward and punish people. Secondly, the ability to force them to perform certain actions, including through a system of legal and moral norms that give some the right to rule, and oblige others to obey the authority that one person has in the eyes of another.

A special place is occupied by studies of so-called prosocial motives and corresponding prosocial behavior. This behavior refers to any altruistic actions of a person aimed at the well-being of other people and helping them. These forms of behavior are diverse in their characteristics and range from simple courtesy to serious charitable assistance provided by a person to other people, sometimes with great damage to himself, at the cost of self-sacrifice. Some psychologists believe that there is a special motive behind this behavior and call it the motive of altruism (motive of help, motive of caring for other people).

Altruistic, or prosocial, behavior is most often characterized as being performed for the benefit of another person and without hope of reward. Altruistically motivated behavior leads more to the well-being of other people than to the well-being of the person who implements it. With altruistic behavior, acts of caring for other people are carried out according to a person’s own conviction, without any calculation or pressure from the outside. In meaning, this behavior is diametrically opposed to aggression.

Aggression is seen as a phenomenon inherently opposite to altruism. In the course of studying aggressive behavior, it was suggested that behind this form of behavior lies a special kind of motive, called the motive of aggressiveness. Aggressive actions are usually called actions that cause any damage to a person: moral, material or physical. Aggression is always associated with intentionally causing harm to another person.

Some psychological studies have shown that children between the ages of 3 and 11 may show signs of aggression towards peers. At this time, many children have a desire to fight with each other. Moreover, aggressive responses as a reaction to the actions of peers are more common among boys than among girls. In the psychological literature, this phenomenon is interpreted in different ways. Some authors see biological reasons for this, including gender. Others believe that the manifestation of aggressiveness in children is associated with belonging to a certain sociocultural group and the characteristics of family upbringing.

For example, it has been found that fathers of children who are characterized by increased aggressiveness often do not tolerate manifestations of aggression at home, but outside it they allow and even encourage such actions by their children, provoke and reinforce such behavior. Role models for aggressive behavior are very often the parents themselves. A child who is repeatedly punished eventually becomes aggressive himself.

The psychological difficulty of eliminating aggressive actions lies, in particular, in the fact that a person who behaves in this way usually easily finds many reasonable excuses for his behavior, completely or partially absolving himself of guilt. A well-known researcher of aggressive behavior, A. Bandura, identified the following typical ways that aggressors themselves justify their actions.

Firstly, comparing one’s own aggressive act with the personal shortcomings or actions of the person who was the victim of aggression, in order to prove that the actions committed against him do not seem as terrible as they seem at first glance.

Secondly, the justification of aggression against another person by any ideological, religious or other considerations, for example, by the fact that it was committed for “noble” purposes.

Thirdly, denial of one’s personal responsibility for the committed aggressive act.

Fourthly, the removal of part of the responsibility for aggression by reference to external circumstances or to the fact that this action was committed jointly with other people, under their pressure or under the influence of prevailing circumstances, for example, the need to carry out someone else’s orders.

Fifth, the “dehumanization” of the victim by “proving” that she supposedly deserves such treatment.

Sixth, the aggressor’s gradual mitigation of his guilt by finding new arguments and explanations to justify his actions.

A person has two different motivational tendencies associated with aggressive behavior: the tendency to aggression and to inhibit it. The tendency towards aggression is an individual’s tendency to evaluate many situations and people’s actions as threatening to him and the desire to respond to them with his own aggressive actions. The tendency to suppress aggression is defined as an individual predisposition to evaluate one's own aggressive actions as unwanted and unpleasant, causing regret and remorse. This tendency at the behavioral level leads to suppression, avoidance or condemnation of aggressive actions.

Thus, the motives formed in the process of life and activity, which have become habitual or basic, are reflected in the general impression that a person makes on others, i.e., they characterize the personality as a whole.

Compared to a younger preschooler, an older preschooler is better aware of his actions, why and why he does them, and is also aware of his attitude to the world around him. He has new motives. These are, first of all, motives associated with children’s interest in the world of adults, with the desire to be like them. Children are interested in activities that are new to them - games according to the rules, construction, labor, etc.

Another important group of motives is the establishment and maintenance of positive relationships with adults in the family and kindergarten. This makes the child especially sensitive to the assessments of the teacher and parents, and makes him want to fulfill their requirements and the rules established by them. In addition, children strive to win the favor and sympathy of other children who they like and enjoy authority in the group.

Children’s activities are often motivated by personal achievements, pride, and self-respect. They manifest themselves in the child’s claims to the main roles in games, in the child’s grievances or his joy when achieving success in a difficult task, recognition of his dignity, and sometimes in attributing positive qualities to himself, in whims. Based on the desire for self-affirmation, children also develop a competitive motive - to win, to win, to be better than others. A child’s cognitive activity is associated with the motive of curiosity and interest in knowledge.

Requirements and evaluation of actions create a motive to do the right thing. You can often hear requests from six-year-olds: look, I cut it correctly, can I do it this way? They make comments to their comrades and even complain about them, ensuring that they do the right thing. This motive creates an assessment orientation and serves as an important indicator of readiness for school. Along with the development of a variety of motives, the most important achievement of the personal development of a preschooler is their structuring and subordination. Hierarchy of motives of A.N. Leontyev called it a “personality knot.” A child of 5-6 years old is capable of enduring something unpleasant or uninteresting for the sake of something important, pleasant, distracting himself from the unimportant, parting with a toy or picture so that he is not considered greedy, holding back tears so as not to be teased. Subordination of motives is the most important mechanism of self-regulation of behavior. You can suggest learning to behave well in order to go on a long walk. This is a self-control task, and a preschooler can already do it.

Thus, in preschool age, the main motives of human activity appear: the desire for knowledge, for self-affirmation, for recognition and, most importantly, the desire to do the right thing. Motives are not always stable yet, they are not fully conscious, but a subordination, a hierarchy of motives is already taking shape, and the main one is the desire to do the right thing.

Affiliation motive.

Murray in 1938 described the affiliation motive as follows: “To make friends and feel affection. Enjoy other people and live with them. Collaborate and communicate with them. Be in love. Join groups. Establishing and maintaining relationships with other people can pursue very different goals, such as “to make an impression,” “to dominate others,” and “to receive or give help.” By affiliation (contact, communication) we mean a certain class of social interactions that is everyday and at the same time fundamental in nature. Their content consists of communicating with other people (including people unfamiliar or unfamiliar) and maintaining it in such a way that brings satisfaction, attracts and enriches both parties.

The extent to which these goals are achieved depends not only on the person seeking affiliation, but also on his or her partner. A person seeking affiliation has to achieve a lot. First of all, he must make it clear that he is seeking to make contact by conveying to this contact that he is attractive in the eyes of the prospective partner. He must make it obvious to his partner that he regards him as an equal and offers him a completely reciprocal relationship, i.e. he not only strives for affiliation, but also simultaneously acts as an affiliation partner for the corresponding need of the person with whom he comes into contact. Asymmetry in the distribution of roles or a far-reaching desire to turn a partner into a means of satisfying one's needs, "for example, the needs for independence or dependence, for superiority or humiliation, for strength or weakness, for giving or receiving help" are detrimental to affiliation as such or even destroy it. Finally, a person seeking affiliation must achieve a certain consonance of his experiences with the experiences of his partner, which would encourage both parties to interact and would be felt by them as something pleasant, satisfying and supporting a sense of self-worth.

The goal of affiliation, from the point of view of the person striving for it, could be defined as a search, if not for love on the part of the affiliation partner, then at least for acceptance, desirability of oneself, friendly support and sympathy. However, such a definition emphasizes only one side of the affiliation relationship, namely receiving, and neglects the other, giving. That is why it would be much more accurate to define the purpose of the affiliation motive as a mutual and trusting relationship, in the presence of which each of the partners, if he does not love the other, then treats him with kindness, accepts him, supports him in a friendly manner and sympathizes with him. To achieve and maintain this kind of relationship, there are many both verbal and non-verbal behaviors; they can be observed, in particular, when coming into contact with strangers. The motivation of behavior by the desire for affiliation can be judged by the quality and positive content of speech statements, by a friendly facial expression, the duration of eye contact, the frequency of head nodding, by posture and gestures, etc.

The motive for helping people.

Helping people, altruistic or prosocial behavior can be understood as any action aimed at the well-being of other people. These actions are very diverse. Their range extends from fleeting courtesy (like passing a salt shaker at the table) through charitable activities to helping a person in danger, in a difficult or distressing situation, up to saving him at the cost of his own life. Accordingly, the costs of the one who helps his neighbor can be measured: his attention, time, labor, monetary expenses, relegating his desires and plans to the background, self-sacrifice. Murray, in his list of motives, introduced a special basic motive for helping activities, calling it the need for caring. He describes the hallmarks of appropriate action as follows: “Express sympathy and meet the needs of a helpless child or anyone else who is weak, crippled, tired, inexperienced, humiliated, lonely, rejected, sick, defeated or in mental turmoil. Helping another in danger. To feed, to take care of, to support, to console, to protect, to soothe, to care for, to heal.”

However, what ultimately benefits another and therefore appears at first glance to be a helping activity may nevertheless be defined by completely different motivating words. In some cases, doubts arise about the extent to which the provider of assistance is guided primarily by concern for the welfare of the object of his assistance, i.e. to what extent he is driven by altruistic motives. Macauley and

Berkowitz defines altruism “as behavior performed for the benefit of another person without expectation of any external reward.” The definition of assistance must indicate the purpose of the action, one’s own intentions, in one word, “the motivation of the subject, as well as his perception and explanation of the situation of the person in need of help. A distinctive feature of help-motivated activity is that it does not lead so much to one’s own well-being. How much to the well-being of another person, i.e. it brings more benefit to the other than to the subject himself. Therefore, outwardly identical acts of help can be altruistic in one case, while in another, on the contrary, they can be motivated by the motive of power and improved in the hope of making another person dependent and subjugating him in the future.

No matter how strongly acts of helping have attracted public attention, and no matter how vividly they have been described in literary works as models of behavior, no matter how common common acts of helping have been, the psychology of motivation paid no attention to them until the early 1960s ( except for the inclusion of the caring motive in Murray's list of needs). In the list of instincts proposed by McDougall at the beginning of our century, prosocial motives are represented only by the parental instinct, which is limited to concern for the nutrition and safety of one’s own offspring. True, in the list of feelings McDougall mentions a kind of “primitive passive sympathy”, which plays a role in the attempts of modern motivational psychology to explain actions to help.

The motive of power.

Power is a multidimensional phenomenon. Since ancient times, the phenomenon of power, the inequality of its distribution between people, social groups and state institutions have given rise to as many explanations, justifications and doubts as no other phenomenon has caused. Bertrand Russell viewed power as a fundamental, unifying explanatory concept across all social sciences, analogous to the concept of energy in physics. The phenomena of power are extremely complex; they are based on the ubiquitous situation of social conflict arising from the incompatibility of the goals of different people or the means of achieving them. The concept of power has a certain negative connotation because it is usually associated with ideas of coercion, oppression, violence or unjust domination. However, this concept also correlates positively or at least neutrally assessed phenomena, such as legitimate leadership, authority, recognized leadership, influence, education, reconciliation of interests, group solidarity.

In all cases, we are talking about power when someone is in a position to induce another to do something that this other would not do of his own free will. Only Russell's definition covers a wider range of phenomena. According to this definition, any achievement of the intended result of an action is already a manifestation of power, regardless of whether such achievement leads to a clash with other people or not.

The power motive is aimed at acquiring and maintaining its sources, either for the sake of the associated prestige and sense of power, or for the sake of influence (this can be either the main or an additional goal of the power motive) on the behavior and experiences of other people who, being presented to themselves.

A shorter and more precise definition of the power motive was proposed by Schmalt,

dividing "hope of power" and "fear of losing power": ... power can be understood as a motivational tendency, excited by an already existing or anticipated asymmetry in status and resources in at least two people, which promises a sense of loss of control. Thus, two motivational components should be distinguished: “hope for power” and “fear of losing power.”

Motive of aggressiveness.

In ordinary language, the word “aggression” means a wide variety of actions that violate the physical or mental integrity of another person “or group of people,” cause him material damage, interfere with the implementation of his intentions, counteract his interests, or lead to his destruction. This kind of antisocial connotation forces such diverse phenomena as children's quarrels and wars, reproaches and murder, punishment and bandit attacks to be classified into the same category. When it comes to aggressive actions, identifying the conditions for their commission is a particularly difficult task. As in the case of other social motivations, a person, when committing an aggressive action, as a rule, does not simply react to some feature of the situation, but finds himself included in the complex background of the development of events, which forces him to evaluate the intentions of other people and the consequences of his own actions. Since many, although not all, types of aggressive actions are subject to regulation by moral and material sanctions, the researcher also has to take into account the diverse and veiled forms of aggressive action. Since aggression is a social phenomenon consisting of an interaction between an actor (the aggressor) and another person experiencing his aggression (the victim), one may doubt that to understand aggression it is enough to take into account only the hostile intentions of one acting partner. The aggrieved interaction partner must also, as a victim, take note of the aggressor's intentions. Even the aggressor himself, in turn, wants to be sure that his actions are understood by the victim exactly as he intended them, i.e. as an act of hostility.

Aggression is a component of normal behavior, released in connection with various stimuli and in various forms to satisfy vital needs and to eliminate or overcome any obstacle to physical and psychological integrity, promoting self-preservation and the preservation of the species and never, with the exception of hunting, causing the death of the enemy .

Thus, already at a very early age, stable individual response tendencies are formed, or, in other words, a system of motives, expressed differently in different individuals. Thus, we can consider aggressiveness as a personality disposition or, more precisely, as a variable from the category of motives. What behavior will be in a particular case depends, of course, also on the (perceived) features of the situation. Based on the differences in situations in different age periods covered by longitudinal studies, there should be a certain sequence of aggressive behavior in different situations. Of course, developmental conditions in the family and immediate environment, as well as the child’s early experiences, play a decisive role.

The motive for achieving success and avoiding failure.

Achievement-oriented behavior presupposes that each person has motives for achieving success and avoiding failure. All people have the ability to be interested in achieving success and anxious about failure. However, every individual has a dominant tendency to be guided by either the achievement motive or the failure avoidance motive. The achievement motive is associated with productive performance of activities, and the motive of avoiding failure is associated with anxiety and defensive behavior.

The predominance of one or another motivational tendency is always accompanied by the choice of a goal of varying degrees of difficulty. People motivated for success prefer goals that are moderate in difficulty or slightly exaggerated, only slightly exceeding the result already achieved. They prefer to take calculated risks. Individuals motivated to fail are prone to extreme choices, some of them unrealistically lowering, while others unrealistically exaggerating, the goals they set for themselves. After completing a series of tasks and receiving information about successes and failures in solving them, those who are motivated to achieve overestimate their failures, and those motivated to fail, on the contrary, overestimate their successes. Those motivated to fail work faster in the case of simple and well-learned skills, and their results decline more slowly than those motivated to succeed. For tasks of a problematic nature that require productive thinking, the work of these same people worsens under time pressure, while for those motivated to succeed it improves.

A person's knowledge of his abilities influences his expectations of success. When the full range of abilities is represented in a classroom, only students of average ability will be highly motivated to achieve and/or avoid failure. Neither highly intelligent nor low-ability students can have strong achievement motivation because the competitive situation will seem either too easy or too difficult.

What happens if you organize classes according to the principle of equal ability levels? When students with approximately the same abilities are in the same class, their interest in achieving success and anxiety about their own failure increases. In such classes, the productivity of students with strong achievement motivation and low anxiety increases. It is these students who show increased interest in learning after moving to homogeneous classes. At the same time, students whose motivation is to avoid failure are more likely to be less satisfied in an atmosphere of high competition in a class that is homogeneous in ability.

Many psychologists hold the opposite opinion. They point out that if classes are formed from students of approximately equal weak ability in order to neutralize underachievement by setting low expectations for students, then the school, teachers and other students treat the students in these classes as failures. Accordingly, they consider themselves as such. Many teachers are unable to hide their dislike for the lethargic and unstable children who make up these classes. Such a situation not only does not live up to expectations, but has the exact opposite result: the number of unsuccessful people increases. Dividing into homogeneous groups based on abilities and academic performance is not justified, not only because students suffer. It has a detrimental, destructive effect on teachers as well. This is why it is unsuccessful to separate students who are lagging behind in their learning - usually children with mental retardation - into special "equalization" and "correction" classes.

The motive for helpless behavior.

The very process of the development of helplessness has received almost no attention in studies of this phenomenon; helplessness represents a critical case of those difficulties that cause control of action. In the face of frequent failure, the question arises of how much a person can continue to concentrate on the task and stick to the goal of finding a solution.

In the traditional approach to the study of helplessness, its occurrence was explained by a motivational deficit, and the deterioration in performance on a subsequent task was associated with a stable global type of attribution. Alternative explanations have been suggested by appealing to studies that have attempted to understand what is going on inside subjects while they are working on a task, since the design of helplessness experiments is not much different from the failure induction technique often used in the study of test anxiety and achievement motivation. Thus, Diener and Dweck introduced the distinction between achievement-oriented and helpless children. There are no differences between these groups in their motivation to solve problems, but there is a difference in how they cope with failure. While achievement-oriented children engage in task-oriented thinking after failure, there is a difference in how they cope with failure. If achievement-oriented children, after failure, indulge in thoughts aimed at solving the problem, then helpless children begin to look for excuses for their failure, become immersed in self-doubt and thoughts irrelevant to the task, so that their attention is diverted from solving the problem and the results worsen.

In this regard, Wine’s thesis about the role of attention in exam anxiety comes into play, according to which the distraction of attention to thoughts unrelated to the task leads to a deterioration in achievement. This thesis was confirmed in the helplessness experiments of Laval, Metalsky and Coyne. Only highly anxious subjects were susceptible to helplessness induction, and belief training aimed at eliminating self-doubt and focusing attention on the task eliminated the deterioration in achievement after failure induction. Based on this, the authors concluded that the causes of helplessness are examination anxiety.

Some children believe that the reason for failure is a lack of ability, the difficulty of a task, or an unfavorable combination of circumstances - something over which they have no control, something that cannot be changed. As a result, they feel helpless and easily give up when faced with difficulties. Such children do not necessarily experience success or failure more often than others, but they are interested in them differently.

4.2 Motivation of individual behavior

Motivation is understood as a system of human motivations aimed at achieving specific goals. Motivation of behavior provides answers to the questions: “What does a person want?”, “What does he strive for?” and so on. A person’s motives are always associated with the realization of dominant needs.

Human behavior is based on needs. A need is a need experienced by a person, the satisfaction of which is vital for his existence, the preservation of the integrity of his personality or the development of individuality. For his existence, development and improvement, a person needs activity and means to satisfy his needs.

Human needs are varied. Currently, there are material needs (for food, clothing, housing, warmth, etc.) and spiritual needs (for social life, work, communication, acquisition of knowledge, creativity, etc.).

Any classification of needs is conditional. All human needs are socially determined. Needs are the main foundation on which all human mental activity, his mind, feelings and will are built. Directly adjacent to needs is a system of motivating factors such as beliefs, views, aspirations, interests, and ideals. This system, correlated with needs, becomes the motivation for behavior. Motivation that does not come from needs does not exist. At the same time, a need that does not become motivation is quite possible; it is often formed in the body and in the psyche of the individual. So, for example, the body’s need for vitamins, which is not realized by a person, does not become motivation.

A need that has passed through a system of incentive factors and is recognized by a person becomes a motive for behavior. “A motive is a conscious impulse for a certain action and is formed as a person takes into account, evaluates, weighs the circumstances in which he finds himself, and realizes the goal that faces him; It is from the attitude towards them that the motive of its specific content, necessary for real life action, is born.”

In order to differentiate a person’s driving forces, one should distinguish between his conscious and unconscious motives, that is, motives. Conscious impulses are realized after long deliberation. Unconscious impulses are realized automatically on the basis of past experience learned by the individual. Such motivations represent a system of attitudes.

4.3 Psychological attitudes

In psychology, attitude is understood as the mental state of a person as a subject of activity, which determines the readiness and specific characteristics of his behavior in response to influences from the external environment.

The word “attitude” itself comes from the Latin “aptus”, which means: 1) a physical or mental state of readiness for action; 2) human posture in the sense of motor or mental disposition.

In Soviet psychology, the theoretical provisions of the attitude were created by the Georgian psychologist D.N. Uznadze. In his general work “Experimental Foundations of the Psychology of Attitude,” he defines attitude as a special state of the psyche that precedes or precedes the appearance of individual facts of consciousness. An attitude is formed in the subject’s psyche as a result of preliminary experiences in the form of an initial reaction to the impact of a situation in which he has to set and solve problems. A characteristic feature of an attitude, according to Uznadze, is its extraconscious mental process, which has... a decisive influence on the content and course of the conscious psyche.”

The attitude directs all human activity, mobilizing the mental forces necessary for this. In an attitude, structurally, there are three components: emotions, beliefs and opinions, reactions and skills. These components of emotional, intellectual and behavioral substructures determine a person’s activity in his environment. Attitude largely determines all human behavior. It controls our reactions in response to the reactions of the interlocutor: our facial expression depends on how the interlocutor with whom we are in contact receives us at the moment. The content side of the attitude is the value orientations of the individual.

4.4 Value orientations, interests, ideals

A person’s behavior with people of different ages correlates with certain values, which can be the properties of material objects and phenomena of social life, which determine their significance for society, a group and an individual. In values, all people express their ideals and aspirations. As noted by B.G. Ananyev, “without knowing a person’s value concepts, it is impossible to understand his behavior.”

Personal values represent the moral basis of an individual's character. These values are manifested in relation to people, to grandfather, to oneself, to things. Social values are acquired in the process of socialization and are manifested in the individual’s attitude to the moral norms, customs, order, and law accepted in society. They form such human character traits as responsibility, self-demandingness, frugality, etc.

Material values are manifested in relationships to material objects, things, money, property. Orientation towards these objects develops in a person the corresponding character traits: neatness or sloppiness, practicality or impracticality, greed, etc. Political values include attitudes towards the national welfare of the state, establishing democracy, political organizations, and way of life. Ideological values cover a wide range of worldviews and moral precepts.

Values determine the behavior and way of thinking of people. They outline the range of his interests, which is understood as an impulse that acts either because of its conscious necessity or because of emotional appeal. Interest expresses a person’s desire to get acquainted with a subject (idea, person), to know it. A person's interest can be aroused by any object that attracts his attention.

An ideal is a person’s idea of how he wants to see himself. An ideal often appears in the form of a set of norms of command. Ideals are formed under the influence of the environment. The presence of ideals brings clarity to the motivation of human behavior.

§5. Social factors. Upbringing

The third factor influencing the development of personality is upbringing. Unlike the first two factors, it is always purposeful, conscious (at least on the part of the educator) in nature. Another feature of education as a factor in personal development is that it always corresponds to the socio-cultural values of the people and society in which development takes place. This means that when it comes to education, we always mean positive influences. Education presupposes a system of influences on a person - a single influence does not bring tangible results.

The new generation that replaces the old one is able to learn social roles only through the process of socialization. The family is the unit of primary socialization. Parents pass on their life experience and modal attitudes to their children, instill the manners accepted in this society, teach crafts and theoretical knowledge, lay the foundations for speaking and writing, and control the actions of their children.

Since we regulate our behavior through thought and will, we begin to believe that the movement of the world is also regulated by hidden thought and will. Since these essences are the same, the conviction arises that with the help of the right thought one can control the course of external life. This belief develops in infancy, when the child’s universe obeys the movements of the soul: as soon as you groan or make some sound, the elements of the universe (mother, father, loved ones) begin to move. The child feels like the center of the universe, “sets it in motion,” coordinates his connection with her, so any obstacles on her part cause anger due to the resistance of the “unreal.” The child has no boundary between the Self and the non-Self. This state, speaking in the language of psychology, can be characterized as “absolute permeability of the boundaries of the Self,” some “oceanic feeling” unknown to us. The structure of reality and the corresponding feeling have not yet been formed; the Self merges with the environment. The slow development of the sense of reality occurs in experience, the reverse of which remains the original denial of reality. At first, the independent existence of natural objects is realized, and then very slowly the magical attitude towards those with which the child identifies himself is eliminated. Anyone who is included in the ego of a child or an adult is the object of a magical installation. His reality is denied, and the behavior of the other is rigidly programmed.

Characterizing the individual psychology of A. Adler, it should be noted that the most interesting in the teaching of A. Adler are the ideas about the connection between the upbringing and formation of a child with society, in which the family plays a huge role. Adler’s important statements consist of an attempt to distinguish between personality types according to the nature of attitudes associated with lifestyles (controlling, taking, avoiding, socially useful) and determining the method of adaptation in society, which ultimately depends on the method used in childhood to compensate for the inferiority complex . The order of birth of a child in a family, according to Adler, is crucial for the subsequent formation of his life position and lifestyle. The firstborn receives maximum parental attention until the second is born, and then the first child experiences the tragedy of the “dethroned monarch.” Trying to regain parental attention - from tenderness to “difficult behavior”, but, realizing that all attempts are useless, he withdraws into himself, learning to be isolated and independent. The main features of an only child's lifestyle are egocentrism and dependence, which can subsequently lead to difficulties in interacting with peers. The second child strives to imitate the older one, growing up ambitious, competitive, and with inflated aspirations. The last child has a unique position: on the one hand, loved and caressed, on the other, the most dependent with a strong sense of inferiority and with a high motivation to surpass older children, which he often succeeds. Neurotic symptoms, according to Adler, are associated with an inferiority complex, a desire for superiority, low social interest, a passive lifestyle formed due to improper upbringing in early childhood (physical suffering, excessive parental care, or rejection).

Eric Berne's theory: the state of “I” can be described as a system of feelings, defining it as a set of coordinated behavioral patterns. Apparently, each person has a certain, most often limited, repertoire of states of his “I”, which are not roles, but psychological reality. We tried to divide the repertoire of these states into the following categories:

1) states of “I”, similar to the images of parents;

2) states of the “I”, autonomously aimed at an objective assessment of reality;

3) states of the “I”, still active from the moment of their fixation in early childhood and representing archaic relics. Informally, the manifestations of these states of the Self are called Parent, Adult and Child.

1. Each person had parents (or those who replaced them), and preserves within himself a set of “I” states that repeat the “I” states of his parents (as he perceived them). These parental states of "I" begin to become active under certain circumstances. Therefore, simplifying this concept, we can say: “Everyone carries a Parent within himself.”

2. All people (not excluding children) are capable of objective processing of information, provided that the corresponding states of their “I” are activated. In everyday language it sounds like this: “There is an Adult in every person.”

3. Any person used to be younger than he is now, so he carries within himself the impressions of previous years, which under certain conditions can be activated. We can say that “everyone has a little boy or girl inside them.”

Berne's approach to scenario analysis is very interesting. During the first 5-7 years of a child’s life, mainly under the influence of parental programming, a scenario for his life is formed, which determines his future destiny. At the same time, a significant role is played by fairy tales that are read to the child by parents of their choice and which the child chooses himself, if possible. In addition, it is very important for the formation of a scenario how the so-called tripartite positions of the individual relate: “I”, “You” (close environment) and “They” (distant environment), what signs they are with (plus or minus), whether these are constant signs, etc.

It is unlikely that any of the children want their parents to divorce. According to Russian psychologists in the early 80s, one of the three most cherished desires of the young children they surveyed was for everyone to have fathers and mothers. For many children, the resentment caused by divorce is especially acute if one of the parents remarries.

The child feels that with the breakdown of the family, control over his moral foundations weakens as his external supports collapse, and anger directed at his parents decisively penetrates his consciousness. One of the manifestations of this condition may be the acquisition of new bad habits, such as petty theft and lying, observed in this age group during the period of family breakdown. The child is concerned that he will have to take care of himself, and in this he sees a threat to his future socialization. The departure of his father gave freedom to express the impulses that had been so carefully suppressed in his presence, freedom to behave with such impunity and to take pleasure in it.

Parental divorce affects teenagers in different ways. Some feel guilty that their parents separated. But sometimes divorce even has a positive impact, as it puts an end to drunkenness, physical violence, parental scandals, sleepless nights and psychological stress. Some teenagers whose parents separated say that they dealt with the divorce better than the conflicts that preceded it. They talk about how previously, before the divorce, they experienced constant fear, were ashamed to talk with friends about their family, suffered due to financial difficulties, experienced alternating quarrels and reconciliations between parents, and that the divorce was perceived almost as a relief.

The overall impact of divorce depends on its conditions and events both before and after it. When parents separate peacefully, when there is no obvious struggle between them in the family before and after divorce, when children can communicate freely with both father and mother and feel the support of both parents, relatives and friends, then the negative consequences of parental divorce are minimized.

CONCLUSION

The concept of “personality” can characterize a person only as an integral being in the unity of both his socially significant and individually special properties of social life. The integrity of a personality cannot be expressed if it is represented only as a statistical unit, without taking into account its uniqueness and originality, but at the same time it is impossible not to describe it precisely as a statistical unit, because otherwise nothing general could be said about it. That is why, in order to understand what a person is, it is necessary to eliminate the dilemma of public and individual. A personality is not only a product (object) of social relations, but also their subject (a being aware of itself and acting for itself). Personality is not only a measure of sociality - the embodiment of socially significant features of social life, the culture of a specific social environment, but at the same time a measure of individualization, the difference of a person from all other people in society. After all, every person, one way or another, to one degree or another, carries out his social activities - work, knowledge, communication in a special, characteristic way only for him, since he always realizes specific goals and. challenges she faces in her life.

That is why every human personality is, of course, a unique existing being, which was formed under the influence of social relations, and therefore carries within itself the socially significant features (values) of its life activity in society, experiencing and expressing them in a specifically individual way. The inextricable unity of the individually special and the socially general in a person constitutes the content of the concept of “personality”.

A person has the opportunity to observe and comprehend certain social processes and phenomena, evaluate them from the standpoint of his social position and, accordingly, participate in resolving issues within the scope of his activities. In this sense, a person can be presented as a multifunctional social subject.

A person acts as a subject of social development only to the extent that he has developed as a person. The richer and more meaningful a person is, the more he acts as a subject (to a greater extent and more significantly influences surrounding social institutions and relationships). In this regard, it is important to present in general terms the structure of any personality, its content: 1) general, socially significant features of manifestations of consciousness and activity (moral properties, orientation, experience, volume and quality of existing knowledge, skills, abilities, habits, etc. ); 2) individual characteristics of the manifestations of her consciousness and activity (character, abilities, habits, needs and interests, behavior); 3) self-awareness, worldview, value orientations and beliefs. It is clear that the proposed scheme is conditional, approximate and captures the content of personality only in the most general form. It is clear that each personality will have its own special set of characteristics and qualities. At the same time, all these elements are mutually conditioned by each other, interact and manifest themselves only in activity.

As long as people are imperfect, a difference of opinion is useful, and so are different ways of living and the free opportunity to develop any character, except one that is dangerous to others; The value of any lifestyle must be proven in practice, allowing everyone to try it.

What hinders this principle most of all is not doubts about the means by which you want to lead to a recognized goal, but the indifference of people to the goal itself. If everyone felt that the free development of personality is one of the leading conditions for prosperity, that it is not only a connecting element of civilization, culture, learning, education, but also a necessary part of it and a condition for all these things, then there would be no threat of underestimating freedom, and establishing the boundaries between it and public control would not be very difficult. The trouble is that the value of personal independence is reluctantly accepted, preferring not to notice it. Most people are happy with their lifestyle and don’t understand why it doesn’t suit other people. Moreover, even to most reformers, independence does not seem to be an ideal; rather, it causes jealousy as a cause of anxiety and, perhaps, rebellious obstacle to their reforms. Few people understood the meaning of the doctrine of Humboldt, such a famous scientist and politician: “The goal of man, prescribed by the eternal and unchanging dictates of reason, and not inspired by vague and transitory passions, is the highest and most harmonious development of his powers to complete perfection.”

BIBLIOGRAPHY

1) Volkov Yu.G., Dobrenkov V.I., Nechipurenko V.N., Popov A.V. Sociology: Textbook/Ed. prof. SOUTH. Volkova. – Ed. 2nd, rev. and additional – M.: Gardariki, 2003

2) Dobrenkov V.I. Kravchenko A.I. Sociology: in 3 volumes. T. No. 3: Social institutions and processes. – M.: INFRA-M, 2000

3) Mill J. On Freedom/Trans. from English A. Friedman//Science and life. -1993.No.11.

4) Orlov Yu. M. Ascent to individuality: Book. for the teacher. - M.: Education, 1991.

5) Social philosophy. Textbook. - Edited by I.A. Gobozova. - M.: Publisher Savin S.A., 2003.

6) Sorokin P. A Man. Civilization. Society / General ed., comp. and preface A. Yu. Sogomonov: Per. from English - M.: Politizdat, 1992

7) Toshchenko Zh.T. Sociology. General course. – 2nd ed., add. and processed – M.: Prometheus: Yurayt-M, 2001

8) F. Wittels. Freud. His personality, teaching and school; Publisher: KomKniga, 2007

9) Chufarovsky Yu.V. Legal psychology. Tutorial. - M.: Law and Law, 1997

10) Eric Berne Games that people play. Psychology of human relationships Publisher: Eksmo, 2008

Toshchenko Zh.T. Sociology. General course. – 2nd ed., add. and processed – M.: Prometheus: Yurayt-M, 2001 C 265

Volkov Yu.G., Dobrenkov V.I., Nechipurenko V.N., Popov A.V. Sociology: Textbook/Ed. prof. SOUTH. Volkova. – Ed. 2nd, rev. and additional – M.: Gardariki, 2003 P. 324

F. Wittels. Freud. His personality, teaching and school; Publisher: KomKniga, 2007 C 35

Social philosophy. Textbook. - Edited by I.A. Gobozova. - M.: Publisher Savin S.A., 2003. P. 32

Sorokin P. A Man. Civilization. Society / General ed., comp. and preface A. Yu. Sogomonov: Per. from English - M.: Politizdat, 1992 C 43.

Orlov Yu. M. Ascent to individuality: Book. for the teacher. - M.: Education, 1991. P 65

Volkov Yu.G., Dobrenkov V.I., Nechipurenko V.N., Popov A.V. Sociology: Textbook/Ed. prof. SOUTH. Volkova. – Ed. 2nd, rev. and additional – M.: Gardariki, 2003. – P 235

Chufarovsky Yu.V. Legal psychology. Tutorial. - M.: Law and Law, 1997. P 56

Chufarovsky Yu.V. Legal psychology. Tutorial. - M.: Law and Law, 1997. P 58

Chufarovsky Yu.V. Legal psychology. Tutorial. - M.: Law and Law, 1997.P 59

Orlov Yu. M. Ascent to individuality: Book. for the teacher. - M.: Education, 1991 C 78

Eric Berne Games that people play. Psychology of human relationships Publisher: Eksmo, 2008. P. 123

Dobrenkov V.I. Kravchenko A.I. Sociology: in 3 volumes. T. No. 3: Social institutions and processes. – M.: INFRA-M, 2000 P. 173

Social philosophy. Textbook. - Edited by I.A. Gobozova. - M.: Publisher Savin S.A., 2003 C 178

Mill J. On Freedom/Trans. from English A. Friedman//Science and life. -1993. No. 11. pp. 10-15

As does the whole society as a whole. The social stimuli the child receives from the people around him frees up reflexive instinctive manifestations. 4. Family factors influencing the development of a child Parental upbringing under certain conditions can be unfavorable when a child is raised by one parent, adoptive parents, stepfather or stepmother, relatives, strangers...

The fact is that during their use, the embarrassment and wariness of the subject are reduced, due to which he is maximally involved in the experiment. The disadvantage is the difficulty in interpreting the results. Labor and comprehensive development of the individual The importance of work in the development of the individual is generally recognized. What exactly is the developmental role of labor, what features of it act as the main conditions for the development of the psyche...

In all the difficulties that arise in his life and help him. In this case, the teenager will definitely repay his parents with attention and care on his part. 2.3. The influence of an incomplete family on the development of personality. An incomplete family is the most problematic and vulnerable in educational terms. Its share among other families is quite high. Based on statistical data, it can be stated that...

Direction - understands a person as a weak-willed and obedient result of the influence of the environment. The main concept of such theories is learning. The third and newest direction of personality psychology - humanistic psychology - understands a person as an initially positive entity, initially striving for self-improvement. A person in humanism is an active creator of his own life, having...

Every person, without exception, strives to improve his life in any way convenient for himself, and often what satisfies one may seem like a mere trifle to another. But what actually motivates us to act in this way, and why do we choose this path for ourselves and not another?

The answer to these questions lies in social motivation, which is human needs acquired over time. It is these powerful forces that can control human behavior that we will talk about in our article.

Motivation for social action

We strive to dominate society with the help of power, material wealth, we want to comply with accepted principles of morality and receive the approval of others. These desires give rise to the need to improve one’s social status, increase income, prestige, and rewards for one’s work. Every supermarket salesman dreams of becoming a director, a nurse in a hospital wants to become a doctor, a soldier wants to become a general, and a subordinate wants to become a manager. Such social motivation of an individual contributes to his self-affirmation and encourages a person to achieve a higher status in society.

The strongest motivation for human social actions is submission to authority, fulfilling the orders of elders, and compliance with the laws of power, even if they are not always favorable for ourselves. So, for example, by order of the director, enterprise workers release hazardous substances into water bodies, knowing that this harms the environment.

Another type of social psychological is the desire to reach the level of famous, popular and successful individuals. This is manifested in the imitation of youth idols, copying the behavior and style of singers, actors, politicians, etc.

Based on everything, the conclusion suggests itself that the relationship between social motivation and rational human behavior are interrelated concepts in which the individual’s desire develops into needs.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Content

Introduction

Motivation occupies a leading place in the structure of individual behavior and is one of the main concepts that are used to explain the driving forces and activity in general. Motive, motivation - an incentive to activity and activity of a subject, associated with the desire to satisfy certain needs.

The purpose of this work is to study the motive and motivation of social behavior and individual activity.

The relevance of the work is due to the fact that only by understanding the mechanism of formation of a person’s motivational sphere, we will be able to purposefully influence the formation of the motivation of our children with the help of educational influences; managers will be able to effectively manage staff, increasing enterprise productivity by motivating their employees; and having gained an idea of what motivation is and what our true motives are, what the actual mechanism of motivation is, we will be able to manage our own lives more effectively, adequately perceive not only the people around us, but also the entire situation of interaction, enjoy the present, listening to our needs and desires , make plans for the future, based on your true motives.

The methodological basis of the work was scientific and practical publications in the field of psychology.

Concept of motive and motivation

The concept of “motive” (from the Latin movere - to move, push) means an incentive to activity, a motivating reason for actions and deeds. Motives can be different: interest in the content and process of activity, duty to society, self-affirmation, etc. .

For example, a scientist may be motivated to scientific activity by the following motives:

1. self-realization;

2. cognitive interest;

3. self-affirmation;

4. material incentives (monetary reward);

5. social motives (responsibility, desire to benefit society);

6. identification with an idol.

If a person strives to perform a certain activity, we can say that he has motivation. For example, if a student is diligent in his studies, he is motivated to study; an athlete who strives to achieve high results has a high level of achievement motivation; The desire of the leader to subordinate everyone indicates the presence of a high level of motivation for power.

Motivation is a set of motivating factors that determine the activity of an individual; these include motives, needs, incentives, situational factors that determine human behavior. Motives are relatively stable manifestations and attributes of personality. For example, when we say that a certain person has a cognitive motive, we mean that in many situations he exhibits cognitive motivation.

Motives are relatively stable formations of personality, but motivation includes not only motives, but also situational factors (the influence of various people, the specifics of activity and situation). Situational factors such as the complexity of the task, management requirements, and the attitudes of surrounding people strongly influence a person’s motivation over a certain period of time. Situational factors are dynamic and easily change, so there are opportunities to influence them and activity in general. The intensity of actual (acting “here and now”) motivation consists of the strength of the motive and the intensity of situational determinants of motivation (the demands and influence of other people, the complexity of tasks, etc.).

For example, the motivation of activity and the activity of an employee depend not only on the intensity of motives (stable personal formations that manifest themselves in various circumstances), but also on the requirements, attitudes of the manager and other situational factors.

Actually (at some specific period of time), a student’s motivation to achieve (for example, while he is taking a test) depends not only on his motives, but also on many situational factors (instructions and attitudes of the experimenter, the previous influence of other people).

An athlete’s motivation (actual motivation for achievement during a competition) depends not only on the characteristics and strength of his motives, but also on many situational factors (coach’s attitudes, tournament situation, expectations from other people, team “spirit”, etc.).

A specific motive (or even a set of motives) does not clearly determine the motivation of an activity. It is necessary to take into account the contribution of factors of a specific situation. For example, the excessive complexity of educational activities and the lack of normal interaction with a teacher or supervisor lead to a decrease not only in motivation, but also in the effectiveness of activities.

Thus, motivation is the totality of all factors (both personal and situational) that encourage a person to be active.

Motivation as a success factor

Success in any activity depends not only on abilities and knowledge, but also on motivation (the desire to work and achieve high results). The higher the level of motivation and activity, the more factors (i.e. motives) induce a person to activity, the more effort he is inclined to put in.

Highly motivated individuals work harder and tend to achieve better performance results.

A highly motivated student reads a lot of additional literature and studies better; a motivated athlete trains persistently and puts in more effort in competitions; An employee with a high level of motivation works persistently and with interest and often achieves significant success in his activities.

Motivation is one of the most important factors (like abilities, knowledge, skills) that ensures success in activity. Let's compare the dynamics of development of two students with the same level of academic preparation and with the same intelligence. Young people differ from each other only in their level of motivation. One of them is highly motivated: he has developed an interest in the content of the activity, he is interested in learning, he strives to become a highly qualified specialist and tries to be one of the first in the group. Due to high motivation, this student studies conscientiously (and with interest) and achieves academic success.

social behavior motivation motive

Another student (with a low level of motivation for educational activities) studies without much interest, he is indifferent to his own successes and his status in the group, does not strive to assert himself, etc. As a result, he does not achieve high success in his activities.

Often a less capable but more motivated student (athlete, worker) achieves greater success than his gifted friend (colleague). This is not surprising, since a person with a high level of motivation works more.

Thus, motivation is an important factor that ensures success in activity.

Components of Motivation

The meaning of human activity is not only to obtain results. The activity itself can be attractive. A person may enjoy the process of performing an activity (for example, physical and intellectual activity). Like physical activity, mental activity in itself brings pleasure to a person and is a specific need. When a subject is motivated by the process of activity itself, and not by its result, this indicates the presence of a procedural component of motivation.

This component takes on special significance in the game. After all, the motive of the game lies in the process itself, and not in the result (for example, when a child plays, the motive is the process of the game itself, and not the desire to create something, i.e. the content of the activity itself). Not to win, but to play - this is the general formula for motivating the game.

The scoring component is also present in games. That is why there is reason to assert that the procedural and effective components of motivation are closely related.

And in the learning process, the procedural component plays a very important role. The desire to overcome difficulties in educational activities, to test one’s strengths and abilities can become a personally significant motive for studying.

At the same time, an effective motivational attitude plays an organizing role in the determination of activity, especially if its procedural component (i.e., the process of activity) causes negative emotions. In this case, goals and intentions that mobilize a person’s energy come to the fore. Setting goals and intermediate tasks is a significant motivational factor that is worth using.

Multi-motivated activity

As you know, any activity is multi-motivated, i.e. prompted not by one motive, but by several, sometimes even many motives. The multimotivation of activity is predetermined by the fact that a person’s actions are determined by his attitude to the objective world, to people, to society, to himself. Labor activity, for example, is socially motivated, but it is also stimulated by many other extensive (external) and intensive (procedural-substantive) motives. Thus, taking care of your dog may correspond to the motive of “love for animals” and at the same time to the motive of raising children, protecting the apartment, and the need to take healthy walks.

Regarding the phenomenon of polymotivation, A. Maslov argued that any behavior tends to be determined by several or even all basic needs at the same time, and not by one. Attracting as many needs as possible (updating a larger number of motivating factors) increases the overall level of motivation for activity.

Not only can one and the same need be embodied in different objects, but various needs can be embodied (objectified) in the same object. For example, assessment as a motive for studying can embody the need for the teacher’s approval, the need to meet the level of one’s own self-esteem, and the desire to gain the authority of friends.

A fairly complete scheme of the relationship between various motives in motivating complex types of activity was proposed by B. Dodonov. According to this scheme, activity is stimulated by the following group of motives:

· pleasure from the process of activity itself;

· direct result of activity (created product, acquired knowledge, etc.);

· reward for activities (pay, promotion, fame);

· avoidance of sanctions (punishment) that would threaten in case of evasion or dishonest performance.

Each of these motives can make a different contribution to the overall motivation of activity, both positive and negative.

There is every reason to assume that the number of motives that are activated and encourage activity determines the overall level of motivation. At the same time, as B. Dodonov demonstrated in his scheme, the contribution of each individual motive to the overall level of motivation is of great importance.

Hierarchy of motives

A person is usually driven to activity by several motives that form a motivational complex (a system or hierarchy of motives). Some motives in this system have leading importance and greater motivating force (they have a greater influence on activities and are updated more often). The influence of other motives is less: they have a weak motivating force and are at the bottom of the hierarchy of motives.

The motive manifests itself with varying strength depending on the specific circumstances of life, the influence of other people, temporary factors, etc. Therefore, the hierarchy of motives, despite its relative stability, is not an absolutely stable mental formation. The “weight” (motivating force) of individual motives may change from time to time under the influence of various social and psychological factors.

Motives that occupy a leading place, are constantly updated and have a significant motivational influence on human activity are called active motives.

Motives located at the bottom of the motivational hierarchy have little influence on a person’s activity and often do not appear at all. A. Leontyev calls them potential motives, since in a given specific period of time they do not exert a motivating influence, but can be actualized under certain circumstances.

Under the influence of certain factors, potential motives acquire motivating significance (become active motives). For example, after a conversation with a teacher, a student’s social motive (responsibility), which was passive (did not encourage activity), acquires greater motivating meaning and becomes active.

The hierarchy of motives is not an absolutely stable motivational complex; it changes over time and age (depending on circumstances and the influence of people). For example, a schoolchild at an early age is encouraged to study by the demands of adults and the desire to avoid trouble. Later, this motive has less influence on his activity, and the cognitive motive may acquire leading importance.

The motivational sphere is quite dynamic: the meaning and influence of individual motives changes (the hierarchy of motives changes accordingly). Various factors can change this hierarchy.

For example, after a conversation with a teacher (or coach), a child discovers an interesting and attractive world of science (or sports) and becomes interested in it. As a result, the driving force of the cognitive motive becomes more important. Previously, interest in the content of the activity occupied an insignificant place in the hierarchy of motives, but after a conversation with an adult, a motivational restructuring occurred, the influence of individual motives changed, which caused changes in the hierarchy of motives. A book read, a conversation with a friend, an experience due to a conflict with others, etc. can have a similar effect.

Despite the dynamism of the motivational sphere, each person is characterized by relative stability in the hierarchy of motives. It can be argued that the motives that motivate us to activity are relatively stable, unchanging (over a certain period of time). The relative stability of the hierarchy of motives is predetermined by the fact that the personality in general and motives in particular (but not motivation, which also depends on situational factors) are not so easily subject to change. And if it is relatively easy to change or develop a child’s motivational sphere, then doing this with an adult is much more difficult. Thus, despite the influence of various factors that can change the hierarchy of motives, there is also reason to assert its relative stability.

This pattern also applies to motivational self-regulation. When you need to perform a certain activity, but lack motivation, you should activate (use) additional motives that can increase the overall level of motivation.

Dependence of the level of motivation

As already mentioned, activity, as a rule, is stimulated not by one, but by several motives. The more motives that determine an activity, the higher the overall level of motivation. For example, when an activity is motivated by five motives, the overall level of motivation is usually higher than in the case when a person’s activity is determined by only two motives.

Much depends on the driving force of each motive. Sometimes the power of one motive prevails over the influence of several motives combined. In most cases, however, the more motives are actualized, the stronger the motivation. If you manage to use additional motives, the overall level of motivation increases.

Therefore, the overall level of motivation depends on:

· on the number of motives that motivate activity;

· from the actualization of situational factors;

· on the driving force of each of these motives.

Based on this pattern, a teacher, coach or manager, trying to increase the motivation of his students (subordinates), must work in three directions:

1. involve (update) as many motives as possible;

2. increase the motivating power of each of these motives;

3. update situational motivational factors.

For example, Sergei began studying psychology solely out of the need to pass an exam. Later, the teacher managed to attract several other motives (self-affirmation, self-realization, interest in psychology), which significantly increased the overall level of motivation to study

This pattern also applies to motivational self-regulation. When you need to perform a certain activity, but lack motivation, you should activate (use) additional motives.

Conclusion

In the course of this work, the motive and motivation of social behavior and individual activity were investigated. In conclusion, we will draw the main conclusions.

Activity is always stimulated by certain motives. Motives are what the activity is performed for (for example, for the sake of self-affirmation, money, etc.).

Motivation is a set of motivating factors that determine the activity of an individual; these include motives, needs, incentives, situational factors that determine human behavior.

Success in any activity depends not only on abilities and knowledge, but also on motivation (the desire to work and achieve high results). The higher the level of motivation and activity, the more factors (i.e. motives) encourage a person to act, the more effort he is inclined to put in

Any activity is multi-motivated, i.e. prompted not by one motive, but by several, sometimes even many motives. The multimotivation of activity is predetermined by the fact that a person’s actions are determined by his attitude to the objective world, to people, to society, to himself. Labor activity, for example, is socially motivated, but it is also stimulated by many other extensive (external) and intensive (procedural-substantive) motives.

The more motives that determine an activity, the higher the overall level of motivation. For example, when an activity is motivated by five motives, the overall level of motivation is usually higher than in the case when a person’s activity is determined by only two motives.

Thus, the goal of the work defined in the introduction can be considered fully achieved.

Bibliography

1. Arestova O.N. The influence of motivation on the structure of goal setting // Bulletin of Moscow University. No. 4, 2008.

2. Aseev V.G. Motivation of behavior and personality formation. - M., 2009.

3. Bodalev A.A. Motivation and personality. Collection of scientific papers. - M., 2007.

4. William S. Griffis. Understanding and applying motivation research. - M, 2008.

5. Leontyev A.N. Activity. Consciousness. Personality. - M., 1998.

6. Markova A.K. and others. Formation of learning motivation: A book for teachers. - M., 2006.

7. Dictionary of a practical psychologist / comp. S.Yu. Golovin/ - M., 2006.

8. Hackhausen H. Motivation and activity. - M., 2009.

Posted on Allbest.ru