The paper presents an analysis of scientific and theoretical concepts and
approaches to the study of the problem of hubristic motivation in primary school
age, identifies and describes its components, psychological typology and
connection with self-regulation of behavior. The scientific novelty and theoretical
significance of the scientific work are determined, which consist in the following:
For the first time:
- the specifics of junior schoolchildren's self-regulation of learning activities
depending on their type of hubristic motivation and competition strategies are
shown;
- the personal properties of junior pupils depending on the type of Hubristic
motivation are determined;
- Hubristic motivation and self-assessment of social status as factors in the
development of self-regulation of junior schoolchildren's behavior are shown;
the idea of:
- self-regulation of primary school pupils' behavior and the role of Hubristic
motivation as a psychological formation of primary school age in its formation;
- typological features of humorous motivation in primary school age;
- self-esteem and the level of aspirations of a junior schoolchild in
connection with self-regulation of learning activities and gubristic motivation;
was expanded;
were further developed:
- means of psychodiagnostics of junior schoolchildren's personality;
- means of psychological support for self-regulation of behavior and learning
activities of junior schoolchildren.
The practical significance of the dissertation study is to create a
developmental program to promote the hubristic motivation in the self-regulation
of junior schoolchildren's learning activities; to standardize the methodology for
studying the competition questionnaire for junior schoolchildren.
The main provisions of the work and the results obtained in the dissertation
study can be used in the course of professional training and professional development of psychologists in teaching the courses "General Psychology", "Age
Psychology", "Fundamentals of Psychological Counseling", "Psychodiagnostics".
The theoretical significance of the work is to substantiate the typology of
humorous motivation in primary school age and the role of humorous motives in
the self-regulation of primary school students' learning activities.
As a result of the theoretical analysis, it was determined that primary school
age is sensitive for the development of the personality's hubristic motivation,
which should be taken into account in the characterization of the motivational
sphere of primary school students. It has been shown that the development of the
personality and mental processes of primary schoolchildren against the background
of the deployment of educational activities as the leading one, on the one hand,
creates the necessary prerequisites for the development of a child's Hubristic
motivation, and on the other hand, the actualization of Hubristic motives in
educational, play, leisure, sports and artistic activities and communication with the
teacher and classmates contributes to the further personal development of primary
schoolchildren. Hubristic motivation in primary school age is defined as a factor in
the formation of self-regulation of primary school students' behavior.
The study has created a psychodiagnostic complex for studying the hubristic
motivation in connection with the self-regulation of the behavior of primary school
age, which contains a number of projective and semi-projective techniques that
allow characterizing the personal sphere of primary school students. The presented
complex contains an adapted questionnaire for studying the competition strategies
of primary schoolchildren, which allows determining the level of interpersonal
competitiveness (competition strategy aimed at others) and target competitiveness
(internal competitiveness aimed at competing with oneself) in educational and play
activities.
In the empirical part of the study, typological profiles of junior
schoolchildren's Hubristic motivation were obtained: moderate dominance of the
desire for superiority, balanced Hubristic motives, pronounced dominance of the
desire for superiority, low Hubristic motivation and pronounced desire for perfection. It is shown that the typological profiles of Hubristic motivation act as
independent psychological factors in the formation of self-regulation, however,
under the condition of certain personality characteristics, the positive effect of
Hubristic motives is enhanced.
It was found that the moderate dominance of the desire for superiority has a
positive effect on the indicators of planning ability in the presence of high
attachment to the mother, high self-esteem and internal competitiveness; on the
indicators of modeling - in the presence of high self-esteem; programming -
motivation to achieve results; evaluation of behavioral results - high self-esteem
and internal competitiveness;
