Behavior of another person's own. Types of personality behavior. Freedom is a state of mind

>>moral choice is responsibility

§ 7. Moral choice is responsibility

Remember: What is a moral standard? What is moral duty?

Think: What behavior causes moral approval and moral condemnation? Can man create himself?

You have heard more than once that man, unlike animals, is a free being. Animal behavior, as you know from biology lessons, is subject to strict natural laws. Animals act according to the program laid down by nature. And it would be foolish to call immoral, say, a cat because it behaves disrespectfully towards a mouse, and artiodactyls because they trample grass or pick fruits from trees. They have no other choice: such is their life program. And they do not know anything about good or evil, nor about morality and responsibility.

With a human, things are much more complicated. His activities can hardly be considered programmed. As a natural being, man, of course, depends on many natural circumstances - heat, cold, atmospheric pressure, hunger, metabolism, etc. But as a social (social) and rational being, a person still chooses his individual behavior.

The second problem: to be or to seem.

Do you really want to be something in this world, go just to appear? The latter is easier. It is easier, for example, to seem honest than to be honest. But by choosing this path, you run the risk of falling into the position of Nero. The only difference is that people hid their dissatisfaction with him, because they were afraid of the emperor’s revenge, and they will express dissatisfaction with you openly, in concrete actions and hostility. In addition, and this is the most important thing; for normal person it's just humiliating just to appear to be someone you're not. After all, the essence of morality is not so much in relation to those around you, but in high demands on yourself. A moral person will not allow himself a misconduct or some kind of falsehood, hypocrisy, even if no one knows for sure about it. The court of his own conscience for him is always above the human court of others.

The attitude of those around us, therefore, depends entirely on our actions, and the better we understand this for ourselves, the easier it will be for us to avoid irreparable mistakes.

The process of moral perfection is endless and depends entirely on us. It is determined by the amount of good that we bring to the world. Both the good we gave to people and the evil done to them will return to us. Or, as the Bible says: "Everyone will be rewarded according to his deeds."

check yourself

1. How is freedom of choice expressed?

2. What is a moral choice?

3. How are freedom and responsibility interrelated?

4. What does it mean to be a responsible person?

5. What is the danger of irresponsible behavior.

6. What can guarantee the fulfillment of moral standards.

7. Why is it easier to seem than to be? Why is it easier to be than to seem?

In class and at home

1. The French writer and philosopher A. Camus argued: "Freedom is not primarily a privilege, but a duty." How do you understand these words? Why is it a duty? Explain with reference to textbook.

2. Moral choice, as you understand, is a difficult and responsible matter. And there's no getting away from it. All our life we have been in the position of a fabulous hero - we must constantly choose our path, options for actions, actions. But there are situations when a person refuses to choose, eliminates himself - let others decide.

Assess the situation of choice avoidance, its consequences, the moral side. And in general, is there any reason for a conversation in this case: after all, a person refused an act, what to evaluate? What is the moral here? Explain.

“Morality begins where conversations end” A. (Schneitzer). Explain how you understand this statement.

4. The word "careerism" is given a negative connotation. Can the desire to make a career be combined with morality? Yes or no? Bring arguments.

5. Expand the meaning of the words of the French philosopher J.P. Sartre: "Even if I do not choose anything, I still choose."

The wise say

“Real responsibility is only personal. The man blushes alone.

F. Iskander (b. 192B), Russian writer

Social science . Grade 8: textbook. for general education institutions / [L. N. Bogolyubov, N. I. Gorodetskaya. L. F. Ivanova and others]; ed. L. N. Bogolyubov, N. I. Gorodetskaya; Ros. acad. Sciences, Ros. acad. education, nzd-in "Enlightenment" .- M .: Education, 2010.- 223 p.- (Academic school textbook)

Social science for grade 8, textbooks and books on social science

According to the concept of the American psychologist McGuire, the classification of human behavior and actions should be carried out depending on the goals, needs, situation. A need is an experienced and perceived state of a person's need for something (food, clothing, security, love, etc.). The goal shows what a person is striving for, what result he wants to get. The same goal can be set based on different needs.

1. Perceptual behavior- the desire to cope with information overload due to perceptual categorization, as a result of which the variety of influencing information is classified, simplified and can lead both to a clearer understanding of what is being assessed and to the loss of meaningful information.

2. Protective behavior any real or imagined action psychological protection(rejection, substitution, projection, regression), which allow you to create, maintain a positive image of "I", a positive opinion of a person about himself.

3. Inductive behavior- people's perception and evaluation of themselves based on the interpretation of the meaning of their own actions.

4. Habitual behavior- satisfaction from positive reinforcement - creates a greater likelihood of reproducing familiar behaviors in appropriate situations.

5. Utility behavior- the desire of a person to solve a practical problem with maximum achievement (subjective experience of the maximum possible success).

6. Role behavior in accordance with role requirements, circumstances that force a person to take some action (even if it does not coincide with personal aspirations).

7. Script behavior- a person is an executor of a set of rules of acceptable "decent" behavior corresponding to his status in a given culture, society.

8. Modeling behavior- options for the behavior of people in small and large groups (infection, imitation, suggestion), but difficult to control both by the person himself and by other people.

9. Balancing behavior- when a person has simultaneously conflicting opinions, assessments, attitudes and tries to "reconcile" them, harmonize them by changing their assessments, claims, memories.

10. Liberating Behavior- a person seeks to "secure himself" (physically or his reputation) from real or apparent "negative conditions of existence" (to maintain the stability of his internal emotional state through active external actions: avoid possible failures, rejection of unattractive goals, compliance.

11. Attribute behavior- active elimination of contradictions between real behavior and the subjective system of opinions, weakening, elimination of cognitive dissonance between desires, thoughts and real actions, bringing them to mutual correspondence.

12. Expressive behavior- in those cases, areas in which a person has achieved a high level of skill and satisfaction from a "well-done job", while maintaining a consistently high self-esteem, the constant reproduction of which is the main regulator of everyday social behavior.

13. Autonomous behavior- when the feeling of freedom of choice (even the illusion of such a choice and control of one's actions) creates a person's readiness to overcome any barriers on the way to achieving the goal (a high level of internal "locus of control" of one's actions, the idea of oneself as an active "actor", and not the executor of whose -some orders, someone's will).

14. Affirmative Behavior- experiencing one's actions as the fulfillment of one's plans with the maximum use of one's own internal conditions.

15. Exploratory Behavior- the desire for the novelty of the physical and social environment, the willingness to "endure" information uncertainty, "reduction" of various external information to a form to which previously mastered methods of its processing are applicable.

16. Empathic behavior- accounting, a large coverage of sensory information underlying the interpersonal interaction of people, the ability to feel and understand the emotional and mental state of another person.

Needs

Need- suggests the absence or lack of something necessary for balance.

Desire is associated with a feeling of need or biological(eat, sleep) or intellectual(read).

The classification of motives according to A. Maslow is as follows:

Self-actualization can become a motive for behavior only when all other needs are satisfied. In the event of a conflict between the needs of different hierarchical levels, the lowest need wins.

A. Maslow called the needs of the lower levels deficient , and higher growth needs .

A. Maslow pointed out that there are differences between lower and higher needs. Here is some of them:

1. Higher needs are genetically later.

2. The higher the level of need, the less important it is for survival, the further its satisfaction can be pushed back and the easier it is to get rid of it for a while.

3. Living at a higher level of need means higher biological efficiency, longer life span, better sleep, better appetite, less disease, etc.

4. Higher needs are subjectively perceived as less urgent.

5. Satisfaction of higher needs often results in the fulfillment of desires and personal development, more often brings happiness, joy and enriches the inner world.

Motivation

Motivation- a set of factors that determine behavior, describes the relationship that exists between the action and the causes that explain or justify it.

The motives of behavior can be both unconscious (instincts and drives) and conscious (aspirations, desires, desires). In addition, the implementation of a particular motive is closely related to volitional effort (arbitrariness - involuntary) and control over behavior.

Instinct- this is a set of innate human actions, which are complex unconditioned reflexes necessary for adaptation and performance of vital functions (food, sexual and protective instincts, self-preservation instinct, etc.).

attraction Most common in very young children. Attraction is most closely connected with the elementary feelings of pleasure and displeasure. Every feeling of pleasure is associated with a natural desire to maintain and continue this state. This is especially noticeable when, for one reason or another, sense gratification is interrupted. In these cases, the child begins to show a state of greater or lesser anxiety. On the other hand, every unpleasant feeling is accompanied by a natural desire to get rid of its source. Because characteristic feature Inclination, for all its unconsciousness, is its active character, it must be considered as the starting point for the development of the will. Inclinations in their pure form are characteristic of infancy, when the needs are strong, and the consciousness is still weak and undeveloped.

Pursuit. As the child's consciousness develops, his drives begin to be accompanied at first by a still vague, and then by an increasingly clear consciousness of the need he is experiencing. This occurs in those cases when the unconscious desire to satisfy the need that has arisen encounters an obstacle and cannot be realized. In such cases, the unsatisfied need begins to be realized in the form of a still vague desire for a more or less definite object or object with which this need can be satisfied.

A wish. Its characteristic feature is a clear and definite idea of the goal to which a person aspires. Desire always refers to the future, to what is not yet in the present, what has not yet arrived, but what we would like to have or what we would like to do. At the same time, there are still no or very vague ideas about the means by which a clearly set goal can be achieved.

desires are a higher stage in the development of motives for action, when the representation of the goal is joined by the idea of the means by which this goal can be achieved. This allows you to make a more or less solid plan to achieve your goal. Compared with a simple desire, desire has a more active, businesslike character: it expresses the intention to carry out an action, the desire to achieve the goal with the help of certain means. The idea of the goal itself becomes more definite and concrete, more real, to which the knowledge of specific means and ways of achieving the goal, expressed in desire, contributes to a large extent.

Types of motives:

· Self-affirmation motive - the desire to establish oneself in society; associated with feeling dignity. A person tries to prove to others that he is worth something, seeks to obtain a certain status in society, wants to be respected and appreciated.

· Identification motive with another person - the desire to be like a hero, an idol. This motive encourages work and development. It is especially relevant for teenagers who try to copy the behavior of other people.

· Power motive - the desire of the individual to influence people. Power motivation is one of the most important driving forces human actions. This is the desire to take a leadership position in the group, an attempt to lead people, to determine and regulate their activities.

· Procedural and substantive motives - motivation for activity by the process and content of activity, and not by external factors. A person likes to perform this activity, to show his intellectual or physical activity. He is interested in the content of what he does.

· The motive of self-development - the desire for self-development, self-improvement. This is an important motive that encourages the individual to work hard and develop. This is the desire to fully realize their abilities and the desire to feel their competence.

· achievement motive - the desire to achieve high results and excellence in activities; it manifests itself in the choice difficult tasks and the desire to fulfill them. Success in any activity depends not only on abilities, skills, knowledge, but also on achievement motivation.

Introduction

Chapter 1

1.1. Theories of personality behavior

1.2. The process of formation and development of personality

1.3.Values

1.4. Settings

Chapter 2. Personality typologies

2.1. Typologies of personality by temperament

2.2. Typologies of personality according to character accentuations

Conclusion

Bibliography

Introduction.

Relevance research is that the effectiveness of the organization and specific organizational processes depends on the behavior of people at all levels of the organization. The behavior of a person in an organization is the main factor influencing the behavior of others in joint activities. And since the dynamics of relationships is quite complex, in order to understand and manage these processes, it is necessary to take into account both the properties of a person occupying a certain status and performing a certain role in a group, the content of the activity and level of organization of the group, and the specifics of other, broader social associations.

Experts in the field of management and psychology talk about personality in different ways. Managers, as a rule, seek to identify those characteristics that define the personality of a successful leader.

Psychologists seek to see the basic components of the personality and understand the mechanisms that ensure the organization of these components and, as a result, human behavior.

In domestic psychology, a task is singled out, which consists in the study of various personality traits that are formed and manifested in human activity and affect the effectiveness of this activity. One of these properties is temperament - the central formation of the psychodynamic organization of a person, mainly of an innate nature. Therefore, the properties of temperament are the most stable and constant in comparison with other mental characteristics of a person.

A person is always in society, he is surrounded everywhere by other people - familiar and unfamiliar: in the family, in educational institution, at work, in the store, etc.

In all these cases, a person interacts with a group and members of this group, each of which has its own individual characteristics: temperamental characteristics, communication features, their own ideas, thoughts, views.

Based on this, object research is the behavior of the individual, its characteristics and features, and subject- the relationship of temperament, character, values in human behavior.

Targetresearch: identify the influence of temperament and character on human behavior. To achieve this goal, it is necessary to solve the following tasks:

1) analyze literary sources;

2) to acquaint with the main theories and approaches to the research, formation and development of personality;

3) identify types of temperament and character;

4) find out the essence of attitudes and values;

Problem: since temperament is the central formation of the psychodynamic organization of a person, which is formed and manifested in activity and influences it, it can be assumed that some personality traits are interconnected with it, such as individuality and communicative control, which in turn affects the choice behavior strategies. That is, a person with a certain temperament has certain strategies of behavior.

Practical significance: The results of this work can be applied in everyday communication, as each person is faced with different situations. Observing the behavior of another person, knowing his temperament, you can assume how he will behave and choose appropriate behavior strategies. It is also relevant in organizations, in the socio-pedagogical process, in family life, that is, in any situation where the interaction of the individual and the group takes place.

Research methods: textbooks were used to write the work and study guides Russian and foreign authors, as well as research work.

CHAPTER 1. Formation and development of personality.

1.1. theoriesbehaviorpersonality.

Personality is a concept that reflects the general and unique characteristics (internal and external) of a person, which are responsible for the coordinated manifestations of his feelings, thinking and behavior and can be used for self-knowledge, comparison, comparison, influence, understanding of individuals in their interaction with the situation. However, among scientists there is no unity in understanding and describing this concept. The ambiguity of the concept of "personality" is more fully characterized not by the definitions of this concept, but by the variety of roles that corresponds to these concepts in many different theories of personality. According to Arthur Reber, this seems to be the best approach, as the meaning of the term for each author tends to be colored by its theoretical predisposition and the empirical tools used to evaluate and test the theory. The simplest procedure would be to present a few of the most influential theories and describe how each characterizes the term.

1.Theory of types. The oldest of these is the theory of Hippocrates, who hypothesized four basic temperaments: choleric, sanguine, melancholic and phlegmatic. The assumption here, as in all subsequent type theories, is that each individual is a certain balance of these basic elements.

2. Theories of traits. All theories of this kind are based on the assumption that a person's personality is a compendium of traits or characteristic ways of behaving, thinking, feeling, responding. Early trait theories were little more than lists of adjectives, and personality was defined through enumeration. More modern approaches used the method of factor analysis in an attempt to isolate the main dimensions of personality. Perhaps the most influential theory here is that of R.B. Cattell, based on a set of underlying traits, which, as it was believed, each individual has quite a lot and which have "real structural influences that determine personality." According to Cattell, the goal of personality theory is to produce an individual trait matrix with which to make predictions about behavior.

3. Psychodynamic and psychoanalytic theories. A variety of approaches are collected here, including the classical theories of Freud and Jung, the social psychological theories of Adler, Fromm, Sullivan and Horney, and the more modern approaches of Laing and Perls. There are many differences between them, but they all contain an important common basic idea: the personality in them is characterized through the concept of integration. A strong emphasis is usually placed on developmental factors, with the assumption that the adult personality develops gradually over time, depending on how the various factors are integrated. Besides, great importance is given to the concepts of motivation, and therefore no consideration of personality problems is considered theoretically useful without an assessment of the main motivational syndromes.

4. Behaviorism. The basis of this direction was the spread of personality research based on learning theory. Although there is no influential purely behaviorist theory of personality, this trend has stimulated other theorists to carefully consider the integral problem: which of the stable behaviors exhibited by most people are the result of basic types, or traits, or personality dynamics, and which are the result of the constancy of the environment and sequences of random reinforcements.

5. Humanism - this direction arose as a reaction to what was perceived as the dominance of psychoanalysis and behaviorism in psychology. The main problems of humanism concern the difficulty of scientific verification of many of its theoretical concepts. However, it remains an important approach to the study of personality and gave rise to the human potential movement.

6. Theories of social learning. The concept of personality is considered here as those aspects of behavior that are acquired in society. Leading theorist Albert Bandura bases his position on the position that, although learning has a decisive influence, to explain the development of complex social behaviors (such as roles), which essentially make up a person's personality, factors are needed that are different from simple connections of reaction - stimulus and random reinforcements. In particular, cognitive factors such as memory, memory storage processes, and self-regulation processes are important, and many studies have focused on modeling and observing learning as a mechanism that can give a theoretically satisfactory description of human behavior in society.

7. Situationism. This direction, the founder of which was Walter Michel, is derived from behaviorism and social learning theory. Its adherents believe that any observed stable pattern of behavior is largely determined by the characteristics of the situation rather than by any internal types or personality traits. The concept of personality traits, from this point of view, is nothing but a psychological construct of the observer trying to give some meaning to the behavior of others that exists only in the mind of the observer. The constancy of behavior is attributed more to the similarity of situations in which a person tends to find himself than to internal constancy.

8. Interactionism. This theory argues that personality arises from the interaction of certain qualities and predispositions and the way in which the environment influences the way in which these qualities and behavioral tendencies are manifested. It is not at all obvious that, according to this view, the person exists as a separate "thing". Rather, it becomes a kind of general term for complex elements of interaction.

Lesson plan:

1. Moral choice.
2. Freedom is responsibility.
3. moral knowledge and practical behavior personality.
4. Critical analysis of one's own thoughts and actions.

What behavior causes moral approval and moral condemnation?
Can man create himself?

Animal behavior, as you know from biology lessons, is subject to strict natural laws. And they do not know anything about good, or evil, or moral responsibility.

As a natural being, man, of course, depends on many natural circumstances - heat, cold, atmospheric pressure, hunger, metabolism, etc. But, as a social (public) and rational being , a person still chooses his individual behavior.

WHAT IS OUR CHOICE?

WHAT HAPPENS..WHEN WE MAKE THE WRONG CHOICE…?

So why does a person in one case act sinfully, and in another - morally, honestly, kindly?

In ancient times, there was a belief that an angel sits on one shoulder of a person, and the devil sits on the other, and everyone whispers his own.
Whoever a person listens to, he will behave like that. But he chooses.
However, this is more of a figurative explanation.
There is another.

Instead of a program that is laid down by natural evolution, a person in his actions is given freedom of choice - between good and evil, moral and immoral. A person himself always decides what to do: to observe or not to observe moral norms.

Freedom to choose between...

Evil

Good

Evil

This is a great gift that no other living being has.

Here is a simple example.
You have two apples, one of them is large, beautiful, the other is clearly worse.
A friend has come to see you. The thought arises: to treat or not? And if you treat, then what to take for yourself?

Morality - and you know it - teaches: always share with your neighbor, give the best piece to a friend . But there is another, selfish morality: your own shirt is closer to the body.

Have you thought about what to do? This is the choice of an act, or, more precisely, a moral choice.

What is a moral choice?

- THIS IS WHEN A PERSON NOT ONLY CHOOSE BUT AND ACTS IN ACCORDANCE WITH HIS CHOICE.

moral choice - this is the choice of one's attitude (good or evil) to other people

SITUATION

In the film of the outstanding director Alexei German "Check on the roads" there is such an episode from the time of the Great Patriotic War. The partisans have mined the railway bridge and are waiting for the German train with weapons. Suddenly, a huge barge emerges from behind a bend in the river, and a terrible picture opens up to the partisans: the barge is crammed with our prisoners, they are guarded by fascist submachine gunners; obviously people are being taken to their deaths. And at the very moment when the barge is under the bridge, a German train with weapons flies on it ...
To blow up or not to blow up? If blown up, all this will fall on the unfortunate people and destroy them. And if you don’t blow it up, the weapon will go to the front, and the order of the command will be violated. The commander of the detachment is categorically against the explosion. He clearly sees its dire consequences. And the deputy commander for political affairs, whose entire family was shot by the Nazis, demands that the order be carried out immediately. There is a serious moral conflict...

So, the situation is a very complex and responsible moral choice. Think about her. Just do not lose sight of, firstly, the goals for which our people waged the liberation struggle,

secondly, the humanistic principles of morality.

FREEDOM IS RESPONSIBILITY

Independent work with textbook. "Parable" p.55

Obviously, we are talking about the life of a person in general, about his activity and its social consequences.

The bonfire just symbolizes the possible dangers that await a person as a result of thoughtless decisions.

The main idea is the responsibility of everyone for the results of their activities.

Reading questions for the class: - How did you understand her images: woodcutter, brushwood, fire? - What is the story really about? What is the main point of the parable?

In life, each of us is like a fairy-tale hero standing in front of a stone with the inscription:

“You will go to the right... To the left... Straight...” Where to go? Think, decide, choose. You are free.

To be a responsible person means to correctly understand one's own and other people's problems, difficulties, try to foresee the results of one's actions and be able to answer for them.

There is different types responsibility, but the most important is moral responsibility, responsibility to one's own conscience.

FREEDOM IS THE OPPORTUNITY TO ACT AT YOUR OWN DISCRETION..BUT

Freedom is the right to choose, limited by responsibility.

Freedom and responsibility must be inextricably linked. For example, a family is the freedom to marry and a lot of responsibility. Or, for example, a contract. We conclude it without coercion from anyone, but we are responsible for its implementation.

“Real responsibility is only personal. The man blushes alone.
F. Iskander (b. 1929), Russian writer

FREEDOM IS RESPONSIBILITY

TO BE RESPONSIBLE IS TO EXPECT THE CONSEQUENCES OF OUR ACTIONS.

EXISTS - MORAL RESPONSIBILITY, RESPONSIBILITY TO OWN CONSCIENCE.

DATA
Case near Ryazan. A passenger car crashed into a pedestrian column of cadets of the Airborne School, despite the warning of the officers on duty with flags. Six cadets were killed, twenty wounded. The driver was drunk.

Let's face it: a free person is always in a difficult position. There are no ready-made answers for all occasions and never will be.

We have to decide for ourselves what to do, and we ourselves must bear responsibility for our choice.

How is this case related to the freedom of choice and responsibility of a person?

MORAL KNOWLEDGE AND PRACTICAL BEHAVIOR OF THE PERSON

AT DIFFERENCE FROM THE LAWS VIOLATION OF MORAL STANDARDS IS NOT PUNISHED

CAN TURN MORAL STANDARDS INTO LAWS.?

WHAT CAN ENSURE THEIR IMPLEMENTATION:

MOST IS ALWAYS RIGHT. MAYBE THIS IS THE OUTPUT?

IS VIOLATION OF MORALITY ASSOCIATED WITH WEALTH INEQUALITIES?

Independent work with the textbook p.57 TWO FACTS

MAKE A CONCLUSION: HOW TO DO A PERSON?

WHAT IT DEPENDS ON..

And the conclusion is this.

Obviously, there are no legislative, social and other guarantees of observance of morality. There is only one guarantee - it is in each individual person, in his ability to act morally.

CRITICAL ANALYSIS OF OWN THOUGHTS AND ACTIONS.

The Roman emperor Nero, considering himself a great dramatic actor, arranged theatrical performances almost daily. And since in fact he was a completely useless actor, the courtiers went to them, cursing to themselves the evil fate and the emperor.

Here we face two problems:

2 problems of moral actions

evaluation problem and

self-esteem.

problem: to be or to seem.

for a normal person, it is simply humiliating to only seem to be what he really is not. After all, the essence of morality is not so much in relation to others around you, but in high demands on yourself.

A man is what he manifests in his actions. And no matter what he says about himself, the world will judge him only by his actions.

A moral person will not allow himself a misconduct or some kind of falsehood, hypocrisy, even if no one knows for sure about it. The court of his own conscience for him is always above the human court of others.

THE PROCESS OF MORAL IMPROVEMENT IS INFINITE

MORAL IMPROVEMENT COMPLETELY DEPENDS ON YOU, ON THE AMOUNT OF GOOD WHICH YOU BRING TO PEOPLE

Learning to act morally

First and most importantly: check your actions in terms of the golden rule of morality. Before committing an act, ask yourself: is it worth it to do so? Would I like others to do this to me?
Second : Strive not to increase evil on Earth. Follow moral precepts. They are known to you (look in the textbook).

Third : try to do good. You know a lot about goodness. Based on your knowledge, learn to determine what is good in life and what is evil. And do good.

Homework:

WHAT IS OUR CHOICE?

WHY DO WE CHOOSE THIS..?

WHAT HAPPENS..WHEN WE DO

INCORRECT CHOICE…?

Introduction

Chapter 1

1.1. Theories of personality behavior

1.2. The process of formation and development of personality

1.3.Values

1.4. Settings

Chapter 2. Personality typologies

2.1. Typologies of personality by temperament

2.2. Typologies of personality according to character accentuations

Conclusion

Bibliography

Introduction.

Psychologists seek to see the basic components of the personality and understand the mechanisms that ensure the organization of these components and, as a result, human behavior.

A person is always in society, he is surrounded everywhere by other people - familiar and unfamiliar: in the family, in an educational institution, at work, in a store, etc.

Based on this, object research is the behavior of the individual, its characteristics and features, and subject- the relationship of temperament, character, values in human behavior.

Target research: identify the influence of temperament and character on human behavior. To achieve this goal, it is necessary to solve the following tasks:

1) analyze literary sources;

2) to acquaint with the main theories and approaches to the research, formation and development of personality;

3) identify types of temperament and character;

4) find out the essence of attitudes and values;

Research methods: textbooks and teaching aids of Russian and foreign authors, as well as research papers were used to write the work.

CHAPTER 1. Formation and development of personality.

1.1. theories behavior personality.

2. Theories of traits. All theories of this kind are based on the assumption that a person's personality is a compendium of traits or characteristic ways of behaving, thinking, feeling, responding. Early trait theories were little more than lists of adjectives, and personality was defined through enumeration. More modern approaches have used the method of factor analysis in an attempt to isolate the main dimensions of personality. Perhaps the most influential theory here is that of R.B. Cattell, based on a set of underlying traits, which, as it was believed, each individual has quite a lot and which have "real structural influences that determine personality." According to Cattell, the goal of personality theory is to produce an individual trait matrix with which to make predictions about behavior.

3. Psychodynamic and psychoanalytic theories. A variety of approaches are collected here, including the classical theories of Freud and Jung, the social psychological theories of Adler, Fromm, Sullivan and Horney, and the more modern approaches of Laing and Perls. There are many differences between them, but they all contain an important common basic idea: the personality in them is characterized through the concept of integration. A strong emphasis is usually placed on developmental factors, with the assumption that the adult personality develops gradually over time, depending on how the various factors are integrated. In addition, great importance is attached to the concepts of motivation, and therefore no consideration of personality problems is considered theoretically useful without an assessment of the main motivational syndromes.

1.2. Process formation and development personality.

The process of personality formation and development is most understandable when considering its three components: determinants, stages, and personality traits. Personality determinants are groups of factors that predetermine the formation and development of personality. The most researched determinants are biological, social and cultural.

Biological (hereditary, genetic, physiological) factors affect both directly and indirectly (for example, the theory of the existence of a direct relationship between personality type and forms human body). Social factors (parents, family, peers, neighbors, friends, self-concept, archetypes) also determine a person's personality. The influence of social factors does not stop even when a person reaches adulthood, and the processes of socialization in the workplace and social roles affect the human personality, its perception and behavior. Cultural factors are the characteristics of a vast socio-cultural environment that significantly affects the personality and forms its hierarchy of values, social dynamics. Value priorities, motives, forms of acceptable behavior (e.g. cooperation, competition), attitudes towards power, gender stereotypes change and differ in different countries. Personality is also affected by situational factors, often in unpredictable ways. They can decisively influence the formation of personality or reveal any of its hidden features that appear only in special situations (for example, spontaneous heroic deeds, crimes).

The Stages of Personality approach considers each human personality as developing through certain stages in interaction with the environment. The main supporters of the concept of personality development in stages (stages) - 3. Freud, E. Erickson - define it as a change in crises of psychosocial identity; A. Maslow and K. Rogers - as a realization of the need for self-actualization; J. Piaget - as a periodization mental development; S. Buhler - as the development of intentions (intentions, goals) and the ability to independently make a conscious choice; A.V. Petrovsky - as a process of entry of human subjectivity through reflection.

Socialization is the assimilation of social experience by an individual, during which a specific personality is formed. The dialectical unity of adaptation, integration, self-development and self-realization in the process of socialization ensures the optimal development of the individual throughout a person's life in interaction with the environment. Both conscious and unconscious stages of personality development are marked by various crises of transitional periods (“cultural and organizational shock” when entering an organization, etc.)

An approach to the formation of a personality, based on the identification of its features, determines such a combination of them that best reflects the personality. It is generally accepted that personality traits are organized into a hierarchy, starting with specific reactions and ending with common styles psychological functioning. The most famous of the theorists in this area are G. Allport, G. Yu. Eysenck, R. Cattell, M. Goldberg and P. Costa with R. McCray.

A personality trait is a basic unit of personality and represents a broad generalized disposition (tendency) to behave in a certain way, which manifests itself in a person's behavior in a wide range of situations in different time. Traits can be characterized by three properties - frequency, intensity and range of situations.

1.3. Values.

Values expressed in the form of normative ideas (attitudes, imperatives, prohibitions, goals, projects) act as guidelines for human activity. And yet, values that are objective and enduring for the culture of the whole society acquire a subjective meaning for a particular person only after coming into contact with them. Personal values are the general components of the meaning of his life, realized and accepted by a person. Personal values should be provided with a semantic, emotionally experienced, touching attitude to life. Value can be called something that is of particular importance for a person, something that he is ready to protect and protect from encroachment and destruction by other people. Every person has personal values. Among these values are both unique, characteristic only for a given individual, and values that unite him with a certain category of people.

Parents, friends, teachers, social groups can influence the formation of a person's individual values. The hierarchical system of personal values is formed in the process of learning and acquiring life experience influenced by prevailing cultural conditions. Since the process of learning and gaining experience is different for everyone, differences in the composition and hierarchy of the value system are inevitable.

Psychologist M. Rokeach defined values as deep beliefs that determine actions and judgments in various situations. He also developed the now most common method for studying value orientations, based on the direct ranking of a list of values. He divides values into two large groups: terminal values (values-goals) - beliefs that some ultimate goal of individual existence is worth striving for, and instrumental values (values-means), which reflect the conviction that that some course of action or property of the person is preferable in any situation. The core values are those that are significant for a person in themselves. Examples include success, peace and harmony, security and freedom, common sense and the salvation of the soul. Instrumental values include everything that matters as a means or a way to achieve goals, for example, courage and generosity, ability and outlook, help and independence.

Another classification of values was developed in the 1930s. psychologist Gordon Allport and his colleagues. They divided values into six types:

♦theoretical interest in discovering the truth through reasoning and systematic reflection;

♦ economic interest in utility and practicality, including the accumulation of wealth;

♦aesthetic interest in beauty, form and harmony;

♦social interest in people and love as a relationship between people;

♦ political interest in holding power and influencing people;

♦religious interest in unity and understanding of the cosmos.

The influence of personal values on human behavior depends on the degree of their clarity and consistency. The blurring of values causes inconsistency of actions, since it is easier to influence such a person than a person with a clear and obvious system of values. The strength of personality directly depends on the degree of crystallization of personal values. Clear and consistent values are manifested in an active life position, responsibility of a person for himself and the situation around him, willingness to take risks to achieve goals, initiative and creativity.

The criteria for clarity of personal values are:

♦ regular reflections on what is important and unimportant, good and bad;

♦ understanding the meaning of life;

♦ the ability to question established personal values;

♦ openness of consciousness for new experience;

♦ the desire to understand the views and positions of other people;

♦ open expression of one's views and readiness for discussion;

♦ consistency of behavior, correspondence of words and deeds;

♦ taking matters of value seriously;

♦ manifestation of firmness and firmness on fundamental issues;

♦ responsibility and activity.

The mismatch of value systems is sometimes caused by the fact that people grow and form as individuals in different periods of time and in different socio-economic conditions. Cultural roots can also be a source of mismatch in value systems. Priorities of values are what distinguishes one national culture from another. Where cultural differences exist, problems can be expected when people from different ethnic backgrounds work together. The ways in which people try to influence the values of others include: moralizing, leading by example, non-intervention, helping to clarify specific values, for example, when appropriate change is needed. So, the value system is an individual property of a person, depending on cultural roots.

1.4. Settings.

To describe and explain the behavior of a person, the term "attitudes" is often used, the totality of which is considered as an integral part of the inner essence of the personality. Attitudes dictate guidelines to a person in the world around him, contribute to the direction of the process of cognition of the world to improve adaptation to its conditions, the optimal organization of behavior and actions in it. They provide a link between cognition and emotions, between cognition and behavior, "explain" to a person what to "expect", and expectations are an important guideline in obtaining information. Settings help predict human behavior in the workplace and help the worker adapt to the work environment. Thus, they play an important role in creating an organizational model of behavior.

Most modern researchers distinguish the following components of the installation:

♦ affective component (feelings, emotions: love and hate, likes and dislikes) forms the attitude towards the object, prejudice (negative feelings), attractiveness (positive feelings) and neutral emotions. This is the core component of the installation. Emotional condition precedes the organization of the cognitive component;

♦ cognitive (informational, stereotypical) component (perception, knowledge, belief, opinion about an object) forms a certain stereotype, model. It can be reflected, for example, by factors of strength, activity;

♦ the conative component (active, behavioral, requiring the application of volitional efforts) determines the way in which behavior is included in the process of activity. This component includes the motives and goals of behavior, the propensity for certain actions.

The following installation properties can be distinguished.

♦ Acquisitions. The vast majority of personality attitudes are not innate. They are formed (family, peers, society, work, culture, language, customs, media) and are acquired by a person on the basis of his own experience (family, work, etc.).

♦ Relative stability. The settings exist until something is done to change them.

♦ Variations. Attitudes can range from very favorable to unfavorable.

♦ Orientation. Attitudes are aimed at a specific object, to which a person may experience certain feelings, emotions, or have certain beliefs.

The behavioral component is the intention to behave in a certain way in response to a feeling, the result of an attitude, a tendency to characteristic actions.

Attitude is a variable that sits between pre-existing expectations, values, and the intention to behave in a certain way. It is important to understand that there may not be a consistent relationship between attitudes and behavior. Setting leads to the intention to behave in some way. This intention may or may not be fulfilled under the circumstances.

Attitudes render the individual a great service in expediently carrying out the planned behavior, in satisfying his needs. The installation creates the psychological basis for a person's adaptation to environment and transform it according to specific needs.

Conclusion: People adapt to living conditions in different ways. Knowledge about the possibilities and types of adaptation of people to the organizational environment allows you to reasonably build business relationships with them. In the process of familiarization with culture, a person develops mechanisms of his self-control, expressed in the ability to regulate a wide range of drives, instincts, etc. by volitional effort. This self-control is essentially social control. It suppresses impulses that are unacceptable for a given social group and constitutes a necessary condition for the life of society. Historically established norms of law, morality, everyday life, rules of thinking and grammar, aesthetic tastes, etc. form the behavior and mind of a person, make an individual a representative of a certain way of life, culture and psychology.

All this means that the inherent diversity of desires, aspirations, life and value orientations and needs realized in the course of social interaction with other people, has essentially one source - social life.

CHAPTER 2. Typologies of personality.

The typology is rooted in the history of sixty years ago, when K. Jung expressed the idea that human behavior is not random. In his opinion, the difference in people's behavior is determined by different preferences, which are revealed very early and form the basis of individuality. It is these preferences that determine likes and dislikes for people, tasks and events throughout a person's life.

In modern psychology, a sufficient number of personality typologies have already been created, however, within the framework of organizational behavior, the most significant are:

1. E. Kretschmer's typology, based on the relationship of constitutional signs of body structure with behavioral features.

2. Psychophysiological typologies that determine the type of personality, depending on the innate properties of the nervous system (IP Pavlov).

3. Psychoanalytic typologies reveal the deep structures of the psyche, depending on the specific type of information exchange of the individual with the environment (K. Jung).

In addition, for organizational behavior, the diagnosis of such stable personality characteristics that are the result of socialization is essential. First of all, these are: the level of self-esteem, risk appetite, locus of control, achievement orientation, etc.

Self-esteem is the ability to relate in a certain way (positively or negatively) to oneself, one's abilities and behavior. Self-esteem is directly related to the level of claims and attribution. People with high self-esteem, as a rule, apply for tasks of increased complexity, not always being able to solve them; in a situation of choosing a job, they are more free from conventions and are prone to risk. People with low self-esteem are more in need of attention and support from others, are prone to conformism, and are usually less satisfied with their work.

Risk appetite. A number of studies show that managers tend to be afraid of risk. A correlation was found between the propensity to take risks and the amount of information, the speed of its processing and decision-making. For example, risk-taking managers ask for less information and make decisions faster.

Locus of control - its diagnosis allows you to determine the degree of responsibility of a person for his actions and his life. An increased locus of control is characteristic of internals who prefer to use personal attribution and therefore are more active, independent and self-reliant in work, more often have positive self-esteem, are tolerant of others, focus on tasks rather than emotions in their behavior, are effective in solving them, and resist stress well. and the requirements for changing one's attitudes (an attitude is an attitude that expresses a person's predisposition and readiness to act in the surrounding situation and make changes to it). A low locus of control is characteristic of externals who prefer situational attribution and therefore tend to work in a group, are more passive, dependent, and insecure. They are more likely to exhibit conformal behavior. The locus of control of a particular individual is quite universal in relation to different events.

Achievement orientation. D. McClelland believes that this property is formed from childhood and becomes one of the leading needs, manifesting itself in various types behavior. This property determines the desire to achieve a certain improvement in a particular activity. It has been experimentally established that a high achievement orientation receives the greatest reinforcement from employees in the case of completing tasks of medium complexity, in particular, when some of the tasks are allowed to be controlled independently. So, human behavior is too complex, depends on a huge number of variables and cannot be unambiguously explained, however, numerous studies allow J. Gibson to formulate the following provisions:

1. Personal behavior always has a reason.

2. Behavior - purposefully.

3. Behavior - motivated.

4. Any characteristic of behavior is significant for achieving the goal.

2.1. Typologies of personality according to temperament.

The most famous and popular concept of four types of temperament was formulated by Hippocrates, Galen and I.P. Pavlov. In recent decades, studies of temperament have been carried out both as an isolated mental factor of behavior (B.M. Teplov, V.D. Nebylitsina, N.I. Krasnogorsky), and in direct connection with anxiety, extraversion - introversion, rigidity, etc. (R. Cattell, G. Eysenck, J. Strelyau). Temperament is due to the innate dynamic properties of the nervous system, which determine the speed of response, adaptation and the degree of emotional excitability. The main types of temperament are as follows.

Cholerics are active, purposeful, emotional, courageous individuals. The nervous system is characterized by great strength with a predominance of excitation over inhibition. As a rule, choleric people are prone to command and leadership, they are unreasonably hasty in accusations and actions, quick-tempered and conflicted, with mood swings and performance. They quickly grasp everything new, immediately tune in to a high rhythm of activity, but are not able to engage in monotonous work for a long time. Sanguine people are quick, easy to switch from one job to another, sociable, optimistic, pragmatic and flexible. Just like choleric people, they are risk-oriented, quick results, freedom of action. Prefer a career in business, politics, management. Sanguine people have a strong balanced mobile nervous system, which provides quick and deliberate reactions, constantly good mood, excellent adaptability to people, changing social situations. Conditioned inhibitory reactions, unlike choleric people, are formed quickly, they are strong and stable.

Phlegmatic people are slow, closed, patient, peaceful, calm, conservative. They have a strong balanced inert nervous system that provides a stable mood, constancy of feelings, affections, interests, attitudes, endurance, resistance to prolonged adversity, slowness, perseverance in work. The phlegmatic easily, although somewhat longer than the choleric and sanguine, adapts to social environment, well resists strong and long irritants.

Melancholics are characterized by the weakness of both the processes of excitation and inhibition, they are prone to heightened feelings, reflections, increased sensitivity and fatigue, immersed in their own world of experiences and thoughts. They often have creative abilities. Melancholics are people with a complex sensitive nature, a weak nervous system, which in tense situations (conflicts, dangers) often comes into a state of frustration, a stopper. As a result, motivation drops, performance deteriorates. Unbalanced type and with a general reduced excitability of the cortex. Slowly adapts to changing circumstances.

Depending on the temperament, a person is predisposed to the dominance of certain emotions: some are initially prone to interest, joy, surprise (sanguine temperament), others to anger, disgust, hostility (choleric temperament), others to sadness and dreams (melancholic), fourth - to stable positive self-esteem and intensive work (phlegmatic). Hence the peculiarities of organizational behavior. Cholerics are good for working in a non-standard situation where an instant reaction is needed; sanguine people realize themselves in entrepreneurship, do an excellent job with the functions of management and conflict resolution; phlegmatic - the best snipers, polar explorers, farmers; melancholic is suitable for work as a seamstress-minder, on a conveyor assembly, etc.

2.2. Personality typologies according to character accentuations.

Character is the result of a person's interaction with the world, a set of acquired qualities that express a person's attitude towards himself, other people, things, society and are manifested in stable habitual forms of behavior. In most people, some character traits are accentuated. The severity of accentuations can be different: from mild, noticeable only to the immediate environment, to extreme forms - psychopathy. Over time, accentuations can be smoothed out or intensified.

As you know, our shortcomings are a continuation of our virtues. Any even the most remarkable quality, being hypertrophied, complicates the life of the owner and others. Constantly cheerful, carefree, cheerful people often direct their increased activity to hedonistic goals (search for pleasure and entertainment, alcoholism, drugs, sexual relations). An overdeveloped sense of responsibility and duty usually leads to neurosis.

K. Leonhard identifies the following main types of character accentuation:

1.Demonstrative type. A demonstrative personality tends to constantly be in the spotlight. Demonstrators know how to please, conquer the victim with their courtesy and acting talent, are able to captivate gullible people into various adventures. Often they are talented actors and achieve their goals by any means: lies, tears, scandals, even illness. The demonstrator easily forgets about his lies, betrayal and meanness, displacing everything that interferes with high self-esteem. Perfectly adapts to colleagues and work partners.

2. Hyperthymic (hyperactive) type. A person of this type has an elevated mood, which is combined with a thirst for activity, increased talkativeness, which sometimes leads to a jump in thoughts. He seeks leadership, risk and adventure.

Hyperthymic natures always look at life optimistically, overcome sadness without much difficulty, in general it is not difficult for them to live in the world. Thanks to the increased thirst for activity, they achieve industrial and creative success. The thirst for activity stimulates their initiative, constantly pushes them to search for something new. Deviation from the main idea gives rise to many unexpected associations, ideas, which also favors active creative thinking. In the company of employees, hyperthymic individuals are brilliant interlocutors, able to talk and tell endlessly, if only they were listened to. According to the temperament of hyperthyma - sanguine or choleric.

3. Dystymic type. This type of people has a constantly lowered mood, pessimism, they are closed and laconic, burdened by a noisy campaign; do not get along with co-workers. Dystymas are serious and usually focus on the dark, sad side of life to a much greater extent than on the joyful. These are very subtle, sensitive people, with lofty feelings, always observing ethical standards. Altruism, morality, fidelity are positive traits of a dysthymic character. Dysthymic types are conservative, do not like changes in the content and rhythm of activity. These people are good at jobs that do not require a wide range of communication. By temperament, they are melancholic.

4. Cyclothymic type (cyclothymic). The accentuation of character is manifested in cyclically alternating periods of ups and downs in mood. During a period of upsurge in mood, cyclothymes manifest themselves as people with hyperthymic accentuation, during a period of decline - with dysthymic accentuation. These frequent changes in mental states tire a person, make his behavior unpredictable, contradictory, prone to changing profession, place of work, interests. This type of character is found in persons of choleric temperament.

5. Emotive type. This person is overly sensitive, vulnerable and deeply worried about the slightest trouble. He is overly sensitive to comments, failures, so he often has a sad mood. He prefers a narrow circle of friends and relatives who would understand him perfectly. Usually people of this temperament are called soft-hearted. They are compassionate, feel touched by attention to themselves, from the noble deeds of colleagues. The sincerity of emotive personalities is due to the manifestation of their external reactions. They easily give in to joy, and joy also captures them deeper than other people.

The emotive personality is affected only by the inner state itself (experience). A person of an emotive warehouse cannot be “infected” with fun in a cheerful society; he cannot become either laughable or happy for no reason.

6. Excitable type. These people have increased irritability, intemperance, a tendency to rudeness, gloom, boredom, but flattery, helpfulness, and silence are also possible.

They actively and often conflict, quarrelsome in the team. The main thing in the organizational behavior of the excitable type is often not the logical weighing of one's actions, but uncontrollable impulses. If he does not like something, he does not look for an opportunity to reconcile. As anger builds up, they usually move on to physical assault, which precedes their thoughts and awareness of the consequences. Intelligence is usually low. Outside of fits of anger, these people are conscientious, accurate and take care of colleagues and subordinates. This accentuation is more often manifested in persons with a sanguine or choleric temperament.

7. Stuck type. People with this type of accentuation "get stuck" on their feelings, thoughts. They cannot forget defeats, criticism, and stubbornly "settle scores" with their offenders. Prone to intractability and protracted squabbles. In the conflict, they are most often the active side and clearly define for themselves the circle of enemies and friends.

Stuck types excel at challenging creative work that gives them a sense of independence and an opportunity to express themselves.

8. Pedantic type. These people in the service are capable of tormenting visitors with formal requirements, "chicanery", their excessive accuracy. They prefer professions associated with a stable, familiar "paper work". Persons of the pedantic type "pull" with the decision even when the pre-thinking stage is finally completed.

AT professional activity a pedantic personality manifests itself positively, as it does the work very conscientiously. You can always rely on such an employee: he is always trusted with work that requires great accuracy and thoroughness.

9. Anxious-fearful type. People of this type of accentuation are distinguished by a low background of mood, shyness, self-doubt. They constantly fear for themselves, their loved ones, experience failure for a long time and doubt the correctness of their actions. They rarely enter into conflicts and play a passive role. It is enough for the enemy to act more energetically, as people with an anxious and timid temperament fade into the background. Therefore, anxious types are distinguished by timidity, a tendency to melancholy. Such people cannot be leaders, make responsible decisions, as they are characterized by endless experience and weighing of their words and deeds.

10. Exalted type. People with this type of accentuation have a very changeable mood, react to life more violently than others. Exalted personalities equally easily become delighted with joyful events and despair with sad ones. The conflicts of exalted artistic natures with life often occur because of too much sensitivity, the “prose” of life, its sometimes rude demands, are beyond their reach. Their environment of existence is the sphere of arts, artistic sports, professions associated with proximity to nature. This type of character is found in persons of melancholic temperament.

In the considered typology, accentuations are associated, as a rule, with borderline forms of personality disadaptation. Like any typology, it cannot cover the whole variety of people's behavioral reactions. Even K. Leonhard himself notes: “It is not always easy to draw a clear line between the features that form an accentuated personality and the features that determine variations in a person’s personality. Fluctuations here are observed in two directions. First of all, the features of a stuck or pedantic or hypomanic personality can be expressed in a person so insignificantly that accentuation as such does not take place, one can only state a deviation from a certain “cliché” pattern. This is especially pronounced when determining certain properties of temperament, representing all the intermediate stages of its types up to almost neutral. Accentuation always generally implies an increase in the degree of a certain feature. This personality trait thus becomes accentuated.

Conclusion: character is an individual combination of essential personality traits that express a person’s attitude to reality and are manifested in his behavior, in his actions. Character is interconnected with other aspects of personality, in particular with temperament. Temperament affects the form of manifestation of character, peculiarly coloring one or another of its features. So, persistence in a choleric person is expressed in vigorous activity, in a phlegmatic person - in concentrated deliberation. Choleric works energetically, passionately, phlegmatic - methodically, slowly. On the other hand, temperament itself is rebuilt under the influence of character: a person with strong character may suppress some negative sides their temperament, to control its manifestations.

Conclusion.

Personality is a conscious individual (B.G. Ananiev) in its unity individual features and their social roles.

From the standpoint of a systematic approach, the activity and behavior of the individual is considered as a dynamic functional system, characterized by multidimensionality and hierarchy, in which three main subsystems are distinguished, including:

Cognitive, embodying such cognitive processes as perception, attention, memory, thinking, etc.;

Regulatory, consisting of emotional-volitional processes and providing the ability to self-regulate behavior and control the activities of other people;

Communicative, which is regulated in communication and interaction with others.

Along with general psychological manifestations, a personality has individual psychological properties: temperament, character, abilities, which, forming its individuality, form the uniqueness and originality of each person. Moreover, individuality makes its own adjustments to each of the above subsystems.

The psychological structure of the personality is formed in ontogenesis, starting from natural inclinations and ending with the external levels of socially mediated forms of behavior. Thus, a personality is a multi-level system that combines the psycho-physiological, psychological and socio-psychological levels.

The development and formation of personality is determined by biological, social and cultural factors. Biological factors influence the formation of personality both directly and indirectly.

Social and cultural factors provide, first of all, the socialization of the individual, i.e. the assimilation by an individual of social experience, during which a specific personality is formed. Moreover, the influence of these factors does not stop even when a person reaches adulthood. Socialization, which includes adaptation, integration, self-development and self-realization, ensures the development of the individual throughout a person's life in interaction with the environment.

In addition, human behavior also depends on situational factors that can have both positive and negative effects on it, in particular, they can reveal any hidden traits that appear only in extreme situations.

Studies have found that age has a negative correlation with turnover and a positive correlation with job satisfaction. Marital status was associated with a positive correlation with satisfaction and a negative one with turnover. A significant correlation between gender and performance was not found.

Behavioral personality traits are behavioral features that are characterized by relative stability and constancy of manifestation. Specialists (T. Allport, T. Eysenck, R. Cattell) in this field believe that behavioral traits are organized into a hierarchy, starting with specific reactions and ending with general styles of psychological functioning.

Analyzing the behavioral traits of a person, it is impossible not to touch on the theory of attribution (attribution is the process of a person's perception of the causes of his behavior and its results, which makes it possible to give meaning to the environment), which allows you to determine the process of perceiving the causes and results of behavior.

The causes of behavior are usually explained by individual and personality traits, or the situation in which the behavior manifested itself. Dispositional attribution (personal) emphasizes some features of the individual (the presence or absence of abilities, skills). Situational attribution (external) focuses on the influence of the external environment on behavior.

G. Kelly offers the following criteria for analyzing the causes of behavior:

1. Consistency.

2. Unusual.

3. Consistency.

Exist typical mistakes attributions:

1. Most people tend to ignore situational causes of behavior in favor of dispositional ones.

2. "False consent" is an overestimation of the typicality of one's behavior, expressed in the fact that a person considers his point of view to be the only correct one.

3 "Unequal Opportunities" - This error occurs when the role positions of the actor are not taken into account.

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Behavior of another person's own. Types of personality behavior. Freedom is a state of mind

Introduction.

Introduction.

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