ГУБРИСТИЧНА МОТИВАЦІЯ ЯК ФАКТОР ОСОБИСТІСНОГО РОЗВИТКУ МОЛОДШИХ ШКОЛЯРІВ

Abstract

Relevance of the problem:The study of junior students' hubristic motives is a new area of scientific research, so the study of the features of younger students' self-awareness and personality traits, depending on their dominant hubristic motivation, is relevant. Aim: determination of self-awareness and personality traits, depending on pupil’s dominant hubristic motivation Methodology of the research: The projective methodology "Fairy tale Kingdom", projective "Tree" Technique (John and Dian Lampen), the Fairy Tale Test (by K. Colacclaw), methodology "Style of Self-Regulation of Children's Behavior - SSRCB M2" V.I. Morosanova. The sample included 204 students (3-d and 4-th forms) of Gymnasium № 169 in Kharkiv. Results of the research. The motivation of superiority over others in younger students involves perceiving their current status as a leader in the classroom. The real and desirable student`s status corresponds to his/her hubristic degree, as well as to the dominant emotional states (aggression or anxiety), motives (affiliate needs that determine the motives of cooperation or needs for superiority, which determine the motives of competition) or personal characteristics. Typological profiles of hubristic motivation determine the awareness of one's own status in the class and the desire to change it, determine the manifestation of personal traits, needs, motives and dominant emotional states. Hubristic motivation in younger school age affects the ability to self-regulate behavior.