Psikhologicheskie Issledovaniya • ISSN 2075-7999
peer-reviewed • open access journal
      

 

2020 Vol. 13 Issue 71

Knyazev E.B., Kydasheva Z.E. Differences in socio-psychological characteristics of young people with different levels of internality in achievement area

Full text in Russian: Князев Е.Б., Кудашева З.Э. Различия в социально-психологических характеристиках молодых людей с разным уровнем интернальности в области достижений

Saratov State Medical University named after V.I Razumovsky, Saratov, Russia

About author
Suggested citation

In this study we aimed at investigating the relationship between the socio-psychological characteristics and the level of internality. The study involved 166 students from Saratov aged 17–24 years.
Comparative analyses showed that socio-psychological characteristics vary depending on the level of internality. These socio-psychological differences related to interpersonal relationships and social attitudes of motivational needs. Specifically, incredulously skeptical and submissive-shy types of relationships were characteristic of individuals with low internality. Authority-leading type of relationship and social attitude towards achievement were characteristic of people with high and medium internality. On the basis of metric multidimensional scaling, 4 social-cognitive orientations were distinguished: “I-Acceptance”, “Other-Acceptance”, “I-Rejection”, “Other-Rejection”. These social-cognitive orientations were found to arise during responsibility attribution.
Thus, the differences in relationship between socio-psychological characteristics with a level of internality were established. Particularly, as the level of internality increases, social attitudes towards freedom and labor disconnect. The connection between right-wing attitudes and social attitudes towards performance tend to be inconsistent. Heterogeneity of a person’s cognitive space is determined by differential socio-psychological characteristics, which, in turn, depend on level of internality.

Keywords: internality, motivation, achievements, socio-psychological characteristics, cognitive space.

Full text in Russian >>

References
Cyrillic letters are transliterated according to BSI standards. The titles are given in author’s translation.

Avolio B.J., Locke E.E. Contrasting different philosophies of leader motivation: Altruism versus egoism. The Leadership Quarterly, 2002, 13(2), 169–191. doi:10.1016/S1048-9843(02)00094-2

Avtgis T. Locus of control and persuasion, social influence, and conformity: A meta-analytic review. Psychological Reports, 1998, 83(3), 899–903.

Barsukova M.I., Kloktunova N.A., Sheshneva I.V. In: Za kachestvennoe obrazovanie. Saratov: Saratovskii gosudarstvennyi meditsinskii universitet imeni V.I.Razumovskogo, 2018, pp. 46–49. (in Russian)

Belykh T.V. Gumanizatsiya obrazovaniya, 2017, No. 3, 32–37. (in Russian)

Bulus M. Goal orientations, locus of control and academic achievement in prospective teachers: an individual differences perspective. Educational Sciences: Theory and Practice, 2011, 11(2), 540–546.

Bykov S.V. Extended abstract of Doctoral dissertation (Psychology). Institut pedagogiki i psikhologii prof. obrazovaniya RAO, Kazan, 2006. (in Russian)

Çelik İ., Sariçam H. The relationships between positive thinking skills, academic locus of control and grit in adolescents. Universal Journal of Educational Research, 2018, 6(3), 392–398.

Chow S.S.Y. Understanding moral culture in Hong Kong secondary schools: Relationships among moral norm, moral culture, academic achievement motivation, and empathy. Doctoral dissertation. Harvard University, 2006.

Cohrs J.C., Moschner B., Maes J., Kielmann S. The motivational bases of right-wing authoritarianism and social dominance orientation: Relations to values and attitudes in the aftermath of September 11, 2001. Personality and Social Psychology Bulletin, 2005, 31(10), 1425–1434. doi:10.1177/0146167205275614

Drago A., Rheinheimer D.C., Detweiler T.N. Effects of locus of control, academic self-efficacy, and tutoring on academic performance. Journal of college student retention: Research, theory & practice, 2018, 19(4), 433–451. doi:10.1177/1521025116645602

D'yakonova N.A. PhD dissertation (Psychology). Lomonosov Moscow State University, Moscow, 2001. (in Russian)

Epstein P.C. Achievement motivation attributes of international students attending a postsecondary institution. Doctoral dissertation. Florida International University, 1996.

Fromm E. Begstvo ot svobody [Escape from Freedom]. Moscow: AST, 2016. (in Russian)

Gifford D.D., Briceno-Perriott J., Mianzo F. Locus of Control: Academic achievement and retention in a sample of university first-year students. Journal of College Admission, 2006, Vol. 191, 18–25.

Golovneva I.V. Vestnik Omskogo universiteta. Seriya: Psikhologiya, 2018, No. 1, 42–55. (in Russian)

Gordeeva T.O. Psikhologiya motivatsii dostizheniya. Moscow: Academy, 2006. (in Russian)

Gorskaya N.E., Glyzina V.E. Vestnik Krasnoyarskogo gosudarstvennogo pedagogicheskogo universiteta im. V.P.Astaf'eva, 2016, 1(35), 129–132. (in Russian)

Grant H., Dweck C.S. A goal analysis of personality and personality coherence. In: D. Cervone, Yu. Shoda (Eds.), The coherence of personality: Social-cognitive bases of consistency, variability, and organization. New York, NY: Guilford Press, 1999. pp. 345–371.

Karas' D.V. Sibirskii psikhologicheskii zhurnal, 2017, No. 64, 24–48. (in Russian)

Knyazev E.B. Psikhologicheskie Issledovaniya, 2017, 10(56), p. 10. http://psystudy.ru (in Russian, abstr. in English)

Kosonogov V. The psychometric properties of the Russian version of the Empathy Quotient. Psychology in Russia: State of the Art, 2014, 7(1), 96–104.

Lea S.E., Webley P. Money as tool, money as drug: The biological psychology of a strong incentive. Behavioral and brain sciences, 2006, 29(2), 161–209. doi:10.1017/S0140525X06009046

Levy S.R., Stroessner S.J., Dweck C.S. Stereotype formation and endorsement: The role of implicit theories. Journal of Personality and Social Psychology, 1998, 74(6), 1421–1436. doi:10.1037/0022-3514.74.6.1421

Livi S., Leone L., Falgares G., Lombardo F. Values, ideological attitudes and patriotism. Personality and Individual Differences, 2014, Vol. 64, 141–146. doi:10.1016/j.paid.2014.02.040

Raigorodskii D.Ya. (Ed.). Prakticheskaya psikhodiagnostika. Metodiki i testy. Uchebnoe posobie. Samara: Bakhrakh-M, 2001. (in Russian).

Razumnikova O.M. Voprosy psikhologii, 2004, No. 4, 76–83. (in Russian)

Ryan R.M., Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 2000, 55(1), 68–78.

Ryan R.M., Connell J.P., Deci E.L. A motivational analysis of self-determination and self-regulation in education. In: C. Ames, R. Ames (Eds.), Research on motivation in education: The classroom milieu. New York, NY: Academic Press, 1985. Vol. 2, pp. 13–51.

Smith R.L., Karaman M.A., Balkin R.S., Talwar S. Psychometric properties and factor analyses of the achievement motivation measure. British Journal of Guidance and Counselling, 2019, pp. 1–13. doi:10.1080/03069885.2019.1620173

Sobchik L.N. Psikhologiya individual'nosti. Teoriya i praktika psikhodiagnostiki. St.Petersburg: Rech', 2003. (in Russian)

Stipek D., Miles S. Effects of aggression on achievement: Does conflict with the teacher make it worse? Child development, 2008, 79(6), 1721–1735. doi:10.1111/j.1467-8624.2008.01221.x

Strain B.J. Locus-of-control, achievement motivation and selected variables as predictors of persistence for low-achieving students. Doctoral dissertation. The University of Texas at Austin, 1993.

Wiersma W., Jurs S.G. Educational Measurement and Testing. Boston, MA: Allyn and Bacon, 1990.

Yahaya A., Bachok N.S.E., Yahaya N., Boon Y., Hashim S., Goh M.L. The impact of emotional intelligence element on academic achievement. Archives Des Sciences, 2012, 65(4), 2–17.

Zabrodina L.A., Mukhina Yu.R. Azimut nauchnykh issledovanii: pedagogika i psikhologiya, 2017, 6(3), 311–315. (in Russian)

Zimbardo P.G. Effekt Lyutsifera. Pochemu khoroshie lyudi prevrashchayutsya v zlodeev [The Lucifer effect. Understanding how good people turn evil]. Moscow: Al'pina non-fikshn, 2014. (in Russian)

Received 23 April 2020. Date of publication: 30 June 2020.

About author

Knyazev Evgeniy Borisovich. Senior Lecturer, Department of Pedagogics, educational technology and professional communication, Saratov State Medical University named after V.I.Razumovsky, st. B.Kazach'ya, d. 112, 410012 Saratov, Russia.
E-mail: Этот адрес электронной почты защищен от спам-ботов. У вас должен быть включен JavaScript для просмотра.

Kydasheva Zul'fiya Eipovna. Lecturer, Department of Pedagogics, educational technology and professional communication, Saratov State Medical University named after V.I.Razumovsky, st. B.Kazach'ya, d. 112, 410012 Saratov, Russia.
E-mail: Этот адрес электронной почты защищен от спам-ботов. У вас должен быть включен JavaScript для просмотра.

Suggested citation

Knyazev E.B., Kydasheva Z.E. Differences in socio-psychological characteristics of young people with different levels of internality in achievement area. Psikhologicheskie Issledovaniya, 2020, Vol. 13, No. 71, p. 4. http://psystudy.ru (in Russian, abstr. in English).

Permanent URL: http://psystudy.ru/index.php/num/2020v13n71e/1767-knyazev71e.html

Back to top >>

Related Articles