Development of strong-willed personality traits and character: who are strong-willed people

Willpower is a common concept that a person encounters more than once in his life. It is developed both unconsciously, through “trial and error,” and consciously. Knowing what a person’s basic volitional qualities consist of, you can develop a strong character, a willingness to overcome life’s obstacles and take responsibility for your actions without fear.

Willpower is the way to achieve your goal

What are volitional personality traits?

The volitional qualities of a person are psychological attitudes developed over the years, experience and regular challenges to oneself. We can definitely say that willpower is not something you are born with; it should be developed throughout your life. Will consists of several components, which, in turn, are strong character traits if trained. The volitional qualities of an individual are realized in three stages, which contain individual elements of willpower. The elements exist both independently and complement each other. If all elements of will are developed, then an individual with such a strong character will be able to overcome any difficulties along the path of life.

The volitional qualities of a person in psychology consist of the following elements of character, which are included in the basic volitional qualities of a person:

Determination. It means a person’s ability to establish the desired result, to achieve which efforts will have to be made;
Initiative. The ability of an individual to direct his physical and moral resources to actions that will soon help achieve what he wants;
Independence. The ability of a person to “filter” the advice and suggestions of strangers, in other words, the useful skill of not listening to anyone, doing things in one’s own way, following one’s own principles;
Excerpt. In other words, restraint, i.e. conscious protection from emotions and feelings that act as doubts;
Determination. The ability to think, justify and make an unshakable decision. A synonym for decisiveness, although more destructive, is impulsiveness, i.e. hasty, thoughtless decision-making.
Courage. An individual can take decisive action despite his own fears and risks;
Energy. A person’s ability to direct his physical and moral resources to achieve a goal;
Persistence. An individual knows how to weigh his strengths so that they are enough to overcome the obstacles that arise on the way to the goal. However, perseverance has a fine line with the opposite, unreasonable character trait - stubbornness, which is expressed in the unreasonable waste of energy in an attempt to achieve one's own;
Organized. A person knows how to manage his time, distribute physical and material resources for the benefit of the cause;
Discipline. An individual can and does subordinate his own behavior in favor of generally accepted norms and order;
Self-control. A person has power over his emotions, controls his feelings, and is able to “filter” them based on the decisions he makes.

A strong-willed person knows how to weigh the pros and cons

Psychology of a strong personality: signs of a strong-willed person

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What kind of strong person is he? The one who managed to open a transnational corporation, or “seduce” the whole world with his product, as Steve Jobs did? The one who won the gold cup in a sports competition? Or, perhaps, a person who managed to give up cigarettes and alcohol? Restrained so as not to shout at his “nagging” wife?

In all such cases, we can say that in front of us is actually a strong person. An integral quality of his character is a developed will. This term refers to a person’s ability to control his actions and behavior; the ability to take responsibility for decisions made. And also a willingness to solve problems, and not shift difficulties onto the shoulders of others. A strong person has the skills to withstand difficulties, implementing personal plans despite emerging obstacles.

Today we will talk about the main characteristics inherent in a strong-willed personality.

Control of emotions. Such people rarely shout and remain calm in almost any situation.
Openness to communication. A strong person is able to listen and understand his interlocutor. He has no fear of expressing his opinions and ideas. He is not afraid of criticism.
The ability to admit mistakes in a timely manner and apologize when wrong. Such a person is not afraid to stumble. He is always ready to correct his mistake in order to get an excellent result.
The desire to develop and progress. A strong personality is willing to learn something new and changes to become a better person.
Depth of perception and thinking. A strong-willed person strives to calculate all options for the development of a situation. He does not act on emotions, but first makes a plan and goes towards the intended goal.
Responsibility. Such a person is able to solve his own problems without expecting too much from others. On the other hand, he is able to ask for help if necessary. It's not humiliating for him.
Independence. Such people have clear boundaries of personal space. If necessary, they are able to protect him and defend him.
The ability to forgive one's own mistakes. It's not easy to admit mistakes. And forgiving yourself for them is even more difficult. Only a truly strong-willed person can live in harmony with his inner world, without being tormented by the mistakes of the past.
The presence of life principles, vows. A strong person sets large but achievable goals. He has a set of spiritual and moral principles, thanks to which he has the opportunity to achieve them.
Foresight. A strong-willed person has a clear understanding of the distribution of his forces, and does not start obviously unsuccessful enterprises. She also consistently carries out all the planned tasks, without jumping from one to another.
Confidence in your own financial capabilities, giving you freedom of action. For such people, financial flows are clearly distributed. They do not have unnecessary expenses that undermine the budget.
Taking care of your health. Strong people take a responsible approach to the condition of their body, trying to undergo examinations on time and not delaying the treatment of diseases. On the journey of life, they remember the humorous principle: “Dear citizens, astronauts! Remember: you only have one “suit.”
Going beyond your comfort zone. Sometimes the established rhythm of work should be disrupted to give the body a shake-up and gain strength.
The ability to value time and spend it usefully. A strong person can actually move mountains with his time management skills. A task that takes someone else years to complete, he brings to its logical conclusion in a few weeks.

Self-confidence: how to gain it?

Everyone can become stronger; but this requires a lot of effort. And even those people who have already achieved certain heights in life continue to work on themselves. After all, the process of personality formation never stops. But the desire to become stronger pays off, allowing you to achieve new goals and a higher quality of life.

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The formation of willpower is subject to each individual. To become a strong-willed person, you need to gain physical, intellectual and moral development. The combination of several characteristics of a person is his strong-willed character.

It all starts with determination. It turned out that setting a goal is not enough, you need to achieve it. Then initiative and enthusiasm awaken in a person, which give rise to the beginning of independent actions on the path to the goal. However, on the path to becoming a strong-willed personality, an individual encounters other people’s opinions and experiences, which can seriously harm his views and plans. If he does not overcome them, then willpower will have to be trained again.

On the other hand, a person gains determination, courage to act, and is again filled with enthusiasm, which opens up hidden resources with energy. Looking back, the individual feels that he is on the right path, so it would not be superfluous to consolidate the result by persistently overcoming large and small difficulties. True, it’s worth doing this with a clear mind, in an organized manner, tracing the path you’ve taken and still charting the next one.

Very soon the individual will learn to adapt to the situation so as not to harm himself and others, not to sacrifice his worldview, but also not to offend other people’s expectations. Discipline helps him in this, which a person would not have mastered without self-control. Thus, overcoming the stages on the way to the goal, a person ultimately takes responsibility for the actions he has committed and continues, but does not resist this at all, having trained powerful willpower.

#1 - Determination

Decisiveness is the ability to brush aside doubts, quickly and independently make decisions in any circumstances, including risky ones. Implement in action. Take responsibility for the result, don’t let anyone down, don’t hide behind anyone.

Sports achievements, the choice of a future profession, success in business, and financial status depend on determination.

People who, due to their professional activities, are required to be decisive: doctors, rescuers, drivers, pilots, cash collectors, security guards and many others.

People's lives depend on the determination of the doctor and rescuer, pilot and driver.

Overall the quality is useful and necessary. Thanks to him, you can get a good profession, find a well-paid job, and improve your financial condition.

To a greater extent, quality is laid down in childhood, so it is difficult for an adult who cannot take a step without someone’s prompting to re-educate himself. But it's doable.

How does a determined person act?

makes a decision;
acts;
receives a positive or negative final result.

How an indecisive person acts:

makes a decision;
fears;
doubts;
feels unsure about the chosen solution;
worries;
doubts again;
gets disappointed;
burns out and lets go of the thought.

Conclusion

As can be seen from the behavior pattern of an indecisive person, he is afraid of problems, afraid to take responsibility, doubts, is confused, and waits for help and approval from others.

If there is no person nearby who will persuade you to make a decision and act, any idea will remain unrealized. A decisive person, after making a decision, begins to act. He is not afraid that the chosen path will lead to a fiasco.

Who is a strong-willed man?

Adolescence crisis in psychology - what is it, reasons

A man's strong-willed character must develop from the time he was a child. In psychology, strong-willed character traits predetermine a strong-willed individual capable of decisive action in any area of life. In many ways, they determine a person’s masculinity. Men can rightfully be called strong-willed people if they are practically the canonical image of a breadwinner.

To be strong-willed means to be responsible

To be a strong-willed man means to be able to make decisions, in short, to be responsible. The definitions of most elements of a strong-willed personality personify what is called an ideal man. He knows the value of himself, the people and objects around him. Acts according to his conscience, regardless of anyone’s opinion, if he is sure that his choice is most suitable for solving a particular problem. A strong-willed man is the most suitable example of a strong, sensible, morally stable person.

Will and volitional qualities of students. How to develop them? material on the topic

Will and volitional qualities: what is it?

Not only specialists, but also any person understands that will, volitional qualities are one of the most important qualities of a person’s personality. There is hardly a parent or teacher who would not strive to cultivate this quality in their children. It is this quality that makes a person a free and conscious subject of his own life. It is the will that allows you to set goals and achieve your goals. We can say that the formation of will is the main line of development of the child’s personality.

Despite all the research in this area, most of the methodological recommendations available today are limited only to advice: to cultivate will and focus, teach self-control, restrain immediate desires, develop the ability to overcome obstacles, etc. But these tips do not provide specific techniques for shaping the child’s will. As a result, educational work aimed at developing the will comes down to the same calls or even demands addressed to children: not to be afraid of difficulties, to complete the task, to restrain one’s desires, etc. It is obvious that even with the best intentions of educators, but without understanding the psychological foundations of the formation of will, the consistent implementation of these requirements not only does not educate, but also suppresses the will of the child. Because of this, the development of scientifically based methods and techniques for the formation of will, starting from early childhood, is extremely important.

It is not too difficult to understand how strong-willed qualities are developed in a child. A fairly complete description of his volitional activity can be obtained by observing the persistence, initiative, determination, independence, endurance, organization and discipline shown in some type of activity. These volitional qualities are most clearly manifested in actions and deeds, are convenient for observation, and are characteristic of all types of activities (study, work, sports, social work). As for determination, it can be judged by the manifestation of the above qualities (the method was developed by A.I. Vysotsky).

So, observe your child, noting the signs of strong-willed qualities given below. The more often these signs appear in a child’s life, the higher the level of development of volitional qualities he has.

Signs of strong-willed qualities of schoolchildren

Signs of discipline:

* conscious implementation of the order established in this activity (compliance with the requirements of teachers, timely completion of work assignments, compliance with all rules in sports, etc.);

* voluntary compliance with the rules established by the team (class, members of a circle, group of fellow workers, sports, etc.);

* avoidance of misconduct (leaving classes without permission, failure to appear on Sunday, etc.);

* maintaining good behavior when the situation changes.

Signs of independence:

* the child performs feasible activities without help and constant outside supervision (without reminders and prompts to complete educational, work tasks, etc.);

* the ability to find something to do for yourself and organize your activities (start preparing lessons, serve yourself, find a way to relax, etc.);

* the ability to defend your opinion without being stubborn if you are wrong;

* ability to observe developed habits of independent behavior in new operating conditions.

Signs of persistence:

* the desire to constantly bring the work started to completion; the ability to pursue a goal for a long time without losing energy in the fight against difficulties;

* the ability to continue an activity when there is no desire to engage in it or when another, more interesting activity arises;

* ability to show perseverance in a changed environment (change of team, working conditions, etc.)

Signs of exposure:

* showing patience in activities performed in difficult conditions (major interference, failures, etc.);

* ability to behave in conflict situations (during disputes, undeserved accusations, etc.);

* the ability to inhibit the manifestation of feelings during strong emotional arousal (great joy, indignation, etc.); the ability to control one’s behavior in an unusual environment.

Signs of organization:

* maintaining a certain order that promotes success in activity (keep books, workplace, objects of work and entertainment, etc. in order);

* planning your actions and their reasonable alternation; rational use of time, taking into account the situation;

* the ability to introduce a certain organization into one’s activities when the situation changes.

Signs of determination:

* quick and deliberate decision-making when performing one or another action or deed;

* implementation of the decision made without hesitation, confidently;

* lack of confusion when making decisions in difficult conditions and during emotional excitement;

* manifestation of decisive actions in an unusual environment.

Signs of initiative:

* child's manifestation of creativity, invention, rationalization;

* participation in the implementation of a reasonable innovation, a good initiative coming from others;

* active support of the team of children in the implementation of their plans;

* desire to take initiative in unusual surroundings

How to help a child develop strong-willed qualities?

Much in its development depends on living conditions and upbringing. If a child is overprotected and parents try to prevent any desire of their child, it is unlikely that he will grow into a person with a strong character and strong convictions. Such a baby will be spoiled and will cause parents a lot of problems.

It is impossible to talk about the will of a small person in the sense that is implied in the concept of will in an adult. But it is possible to develop the rudiments of volitional manifestations even in the youngest children.

Here's one piece of advice: don't do for your child what he can already handle on his own. The child will experience more joy if he himself achieves the goal. Overcoming obstacles on your own will become a source of active action. Of course, a child’s capabilities are limited in many ways, and very often he cannot achieve results. If he can't cope on his own, he needs help.

Perhaps at first not everything will work out correctly and will require your rework and more time. It is necessary to be patient, do not be nervous or rush, otherwise the child may lose interest in these activities. But your patience and the time spent will fully pay off: the child will develop correctly, and caring for him will be much easier.

A well-thought-out daily regimen and routine contributes to the formation of organization and strong-willed character traits of a child.

It is very important to establish a unified approach to the child and coordinate the educational efforts of all family members. Disagreements between parents in methods of education develop duality in the child’s behavior and cunning.

It is equally important to observe the principle of consistency, i.e. you should not allow a child to do something that was prohibited yesterday. We must gradually cultivate in a child the ability to master his desires, teach him to restrain himself, to overcome feelings of pain, resentment, and fear. All this strengthens and trains his will.

Preschoolers aged 6-7 years can independently set a task, plan the course of its implementation and solve it in accordance with the plan (perform rather complex purposeful actions). For example, a 7-year-old boy, impressed by a drawing he saw from a friend, decided to draw a girl himself - “Little Red Riding Hood.” He comes home, takes out an album, a pencil, paints, pours water into a glass and starts drawing. In the process of drawing, he sees that the drawing of the wolf is not working out - the young draftsman erases the lines depicting the wolf with an eraser, and draws the wolf again, and so on until the end of the drawing. Having finished the drawing after 30-40 minutes, the boy joyfully runs to his friend to show the swap drawing.

By the end of preschool age, the child has basically developed the ability to control his behavior in accordance with generally accepted rules and norms. However, at this age one can also encounter a clear manifestation of shortcomings and weakness of will, expressed in stubbornness and negativism.

Stubbornness is a lack of will, manifested in a child’s desire to do something his own way, without regard for the appropriateness and correctness of these actions. Negativism is the highest degree of stubbornness.

A child’s negativity manifests itself in the fact that in response to any request, advice, or demand, he responds in the opposite way.

With the beginning of schooling, the formation of the child’s will enters a new stage, characterized by purposeful and systematic education under the guidance of a teacher. Learning is an interesting and exciting activity for children. At the same time, there is a lot in it that is uninteresting, sometimes even difficult. In these cases, volitional efforts are required. Overcoming various kinds of difficulties in the learning process, in the process of engaging in one or another educational activity, cultivates the will, develops the strong-willed qualities of the student’s personality.

A first-grader's motives for behavior change. True, they are not yet stable enough and are conditioned by short-term prospects. Primary school students are actively developing motives of duty and responsibility to the teacher, their class, and the school. The specificity of educational activities necessitates the obligatory manifestation of will. During the lesson, the student must demonstrate mental effort to solve assigned problems and find answers to various questions, perseverance when performing monotonous and lengthy work, focused perception, attention, observation, and memory. Thus, simultaneously with the general mental development of the younger schoolchild, his will also develops.

The conditions of education and upbringing at school, starting from the primary grades, provide ample opportunities for the successful formation of will in students. However, as psychologist V.I. Selivanov notes, the volitional actions of elementary school students are still not sufficiently developed: the strongest motives for the behavior of children of this age are immediate desires and feelings.

In the process of educating the will of primary school students, the teacher must take into account the age-related characteristics of the will of children. Thus, a junior schoolchild is not yet able to make long-term volitional efforts, especially when performing monotonous tasks. Hence the need to constantly diversify the activities of a junior schoolchild is clear. An important factor in developing willpower in a student is working together in a team. A friendly, purposeful team has a positive impact on the student’s personality, nurturing his will. The student imitates the best in the school team, tries to keep up with the team, strives to cultivate in himself those strong-willed qualities that are especially valued in the team. The team’s assessment of the actions and behavior of a particular student significantly influences the formation of his will.

Positive results in instilling willpower in students are achieved by telling children stories about heroes who have shown determination, courage, bravery, and heroism. Favorable conditions for overcoming difficulties, and therefore for the development of will, are created by physical education and sports.

Formation of perseverance and determination. Perseverance develops on the basis of educating a child, starting from preschool age, with the ability to complete feasible tasks. Significant goals and awareness of duty and responsibility for the assigned work play a positive role in nurturing perseverance and determination. The most important thing is to teach the child not to stop purposeful efforts when obstacles arise. A conflict often arises between long-term plans that reflect the child’s determination, and situational interests, desires, and needs that reduce his activity. In this regard, it is necessary to know the main ways to maintain determination.

Specifying the goals and prospects of activity. This provision is of particular importance during educational activities or sports training. A teacher or trainer needs to conduct each lesson in such a way that students do not exercise “in general,” but master specific material. It is necessary to ensure that, when leaving classes, students are aware as often as possible that they have achieved something and moved forward.

Uncertainty of the goal and situation reduces the degree of mobilization and diligence, leading to a decrease in performance.

The goal that the student sets for himself does not always coincide with the goals and objectives of the teacher. Such a coincidence is desirable, but at the first stages of the educational process it is sometimes difficult to achieve. The fact is that schoolchildren are initially guided by specific immediate motives for their activities. To cultivate sense of purpose, the teacher should not neglect these motives in such cases. On the contrary, they should be used to form a positive attitude among schoolchildren towards the educational process, and more serious educational tasks should be put forward gradually, as the student progresses.

A variety of means, forms and methods of conducting training sessions. Long and sometimes monotonous training work, repeated day after day, leads to the development of chronic states of monotony and mental satiety, which not only reduce the effectiveness of training, but also reduce perseverance and determination. In this regard, to maintain determination, it is necessary to diversify the means, forms and methods of conducting educational and training sessions. It is known, for example, that interesting material is remembered better and strengthens interest in learning, and the course of biochemical processes in the athlete’s body after training sessions depends on his mood and attitude to the sessions: with positive emotions, changes in the course of these processes can be large.

Through the satisfaction received from classes, satisfaction with the entire educational process is formed, which supports determination. In this case, the failures that are inevitable when achieving a goal that is distant in time will be experienced less acutely by students and, therefore, will have less of a negative impact on the formation of determination.

Of course, for the sake of pursuing the emotional appeal of activities, they cannot be turned into an entertainment event. However, this factor cannot be ignored. Therefore, the teacher must, without losing the content of the lessons, carefully consider the alternation of means and methods of their organization.

Compliance with the principle of accessibility. Determination is supported by achieving step-by-step goals. In this regard, in order to develop the volitional sphere of the individual, it is necessary to present surmountable difficulties. One of the experts in the field of programmed learning, B. F. Skinner, believes that the level of difficulty should always be low enough to ensure that students continue to receive reinforcing stimuli, i.e., success. Most scientists, however, advocate the optimal difficulty of tasks, which will force a certain volitional effort. A task that is too easy is not effective in maintaining determination and cultivating perseverance. However, an overly difficult task can cause a feeling of disappointment and loss of faith in one’s abilities. The optimal difficulty, located near the upper region of difficulty, spurs students to greater mobilization of capabilities, challenges self-esteem and stimulates student activity aimed at overcoming the difficulty.

Using the rivalry effect. At certain points in the educational process, it is advisable to use the effect of competition to maintain determination and increase perseverance. The simplest way to achieve it is to use the competitive method. You can, for example, tell students that in the previous group all students successfully mastered the proposed program, or say: “In the parallel class they are also solving the same problem. Let's see which class can handle this task better." Strengthening the motive in such ways will increase perseverance and create a new emotional charge to maintain determination.

A person's awareness of his duty and responsibility. If a person’s sense of duty is not sufficiently developed, perseverance may not be fully manifested. True, its manifestation is possible with selfish aspirations (selfishness, excessive ambition), but it is unlikely that such determination and such a manifestation of perseverance will please the teacher.

A person’s awareness of his duty, the extent of responsibility for the development and implementation of his talent indicates that he has all the prerequisites for self-development, determination and perseverance. If a person does not strive to achieve a distant goal himself, no tricks of the teacher will help. If a person has a pronounced desire to overcome all difficulties, he can compensate for some of his insufficiently expressed abilities and achieve his goal.

Cultivating discipline. The success of instilling discipline depends on how accurately the list of requirements presented to a person is formulated and understandable. In addition, it is equally important to reinforce the skills of disciplined behavior.

The following measures can be taken to correct indiscipline:

1. Involving unruly students in various types of socially useful activities, taking into account their interests and values, giving the assigned task significance for the entire team, and not just for unruly students.

2. Giving undisciplined students the initiative in some socially useful matters.

3. Strengthening their faith in their own strength.

4. Using methods of persuasion, encouragement, public approval, tact, and trust.

5. Using public opinion of the class against malicious violators of discipline.

Development of independence. The development of independence goes through a number of stages. At the first stage, independence is manifested only in the execution of what was planned only by the teacher (leader, coach) or the teacher together with students and subordinates. At the second stage, independence is manifested not only in performance, but also in self-control. At the third stage, they are joined by the ability to plan activities themselves. At the fourth stage, creative initiative appears, that is, independence in setting a goal, choosing ways to achieve it, and taking responsibility for the implementation of the matter.

Successful formation of independence requires taking into account a number of circumstances and creating certain conditions.

1. The development of independence is possible only on the basis of acquiring the knowledge and skills necessary in this type of activity.

2. The development of independence should take place under the control of a mentor (teacher, parents, etc.), but without unnecessary supervision, without constraining a person’s initiative.

3. The student’s interest in this type of activity is necessary.

Developing determination. The main way to develop decisiveness is training with repeated repetition of problem situations, i.e. those when it is necessary to make a decision in the face of choice, with a lack of information, etc. The development of decisiveness is also facilitated by performing dangerous exercises, for example those that are used to develop courage .

I. P. Petyaykin (1979b) tried two options for adapting to “dangerous” exercises in a physical education lesson - with and without teacher insurance. Both junior and senior students developed determination faster and to a greater extent in cases where safety nets were not used.

The development of determination is facilitated by the creation of a competitive environment in the classroom. However, too much importance of actions and responsibility reduce decisiveness. Here there is a manifestation of the Yerkes-Dodson law, according to which an increase in the strength of the motive stimulates activity, but excessive strength of the motive worsens it.

Increased determination is facilitated by the self-confidence that arises as one masters the material being learned. To quickly develop this feeling and relieve fear, in the first stages of training it is advisable to give feasible tasks and provide assistance.

Let's summarize. Since various volitional qualities are associated with the moral component of the will, this opens up great prospects in the education of a person and the development of his motivational-volitional sphere. However, these qualities manifest not only a moral component, but also a genetic one: volitional qualities are closely related to the typological features of the properties of the nervous system. Therefore, a person’s fear and inability to control himself when it arises, as well as the inability to make a quick decision, endure fatigue for a long time, etc. may have an innate basis. This does not mean that it is useless to develop strong-willed qualities. However, with regard to some volitional qualities that are significantly dependent on a person’s innate characteristics, it is necessary to avoid excessive optimism and standard approaches to their development. You need to know that on the path to developing strong-willed qualities you can encounter significant difficulties, therefore, sensitivity and pedagogical wisdom are required from educators, coaches, and parents (for example, a fearful person cannot be labeled a “coward”).

Is it possible to develop such character traits?

Negative character traits - how to find and correct negative qualities

Strong-willed character traits can and should be developed. One has only to remember that some characteristics of the will have opposite symptoms, for example, impulsiveness instead of decisiveness, in fact, indecision, as well as stubbornness, similar to perseverance. If you fail to control the progress of the development of volitional qualities in a timely manner, you may encounter pathology - a lack of determination, when the individual comes to the conclusion that the goal has been set, the path has been outlined, but the methods for successfully overcoming it have suddenly faded, and enthusiasm has faded. A person who does not have the proper willpower gives up without starting to act. But this is not critical, the main thing is to take the initiative and act according to plan.

Traditionally, it was believed that the attitude towards a product consists of three components: cognitive, emotional and volitional (Fig. 20).
A person's knowledge and beliefs regarding the object of an attitude constitute the cognitive component. The emotional component represents the feelings that a person experiences towards the object of the relationship. The volitional component is associated with actions or intentions in relation to the object in question. [p.108] The most important component characterizing working conditions in scientific and technical departments is the psychological climate in the workroom, in the work team of scientists, engineering and technical workers. During the labor process, a system of interpersonal relationships is formed, mutual demands on each other, a general mood, intellectual, emotional and volitional unity or disagreement of the team, certain mental reactions, etc. The psychological climate largely determines the degree of organization of the team, its ability to solve assigned tasks, opportunities for creative and effective work by each team member. Conflicts that arise in a team lead to loss of working time, decreased productivity, and dulling of creative abilities. [p.262] There are two different aspects of the demonetization of gold: legal and factual. The Jamaican currency reform marked the legal completion of demonetization. The amended IMF Charter eliminates any reference to gold when determining parities and exchange rates, and abolishes gold parities and the official price of gold. With the abolition of the official price of gold, the central bank was prohibited from increasing gold reserves beyond their level on August 31, 1975, for two years. However, the IMF Charter does not directly deny gold as an international reserve asset. In fact, demonetization of gold is not complete. The question of the role of gold is decided not by legislative acts and strong-willed decisions, but by the real conditions of commodity production, the world economy and currency relations. [p.42]

Transfer pricing is carried out with the participation of three parties: senior top managers and the management of the supplying and purchasing responsibility centers. Top managers determine the main parameters of transfer policy, act as arbiters between the management of responsibility centers and make the final decision regarding pricing if the conflict between responsibility centers is not resolved amicably. [p.318]

The subjective side of a crime can have intellectual and volitional expressions: intellectual - the subject’s awareness of the social danger of his act and the anticipation of its harmful consequences; volitional - attitude towards their occurrence. When committing an intentional crime, a person is aware of the danger of his actions, foresees the possibility or inevitability of the occurrence of their dangerous consequences, if the subject wanted such consequences to occur, he acted with direct intent, and if he only allowed the possibility of causing harm or was indifferent to this - with indirect. [p.481]

Secondly, the procedure for calculating financial results and distributing profits has radically changed. With the introduction of new forms of ownership, it became impossible to withdraw profits from the budget by a willful method, as was done in relation to state-owned enterprises, thanks to which enterprises had free funds. [p.114]

The eleventh quality is family well-being. Often, a person’s emotional state, and therefore his mood, inner peace, and, as a result, productivity in the workplace, depends on how prosperous his family life is. That is why the ability to build family relationships significantly affects the emotional and volitional mood of an individual. [p.19]

So, to summarize what has been said, we can conclude that a theoretical analysis of the category of property shows that it expresses a set of both legal (volitional) and economic (objective) relations in society. The legal and economic content of property are interconnected and interdependent; figuratively speaking, the law of communicating vessels operates between them, due to which property is simultaneously a category of both economics and law. However, in this unity, as shown above, the economic side of property is of decisive importance. If the property does not take the form of economic realization, i.e. is not used in production or does not generate income for the owner, then it remains a legal fiction. The economic realization of property itself is carried out through production relations, or, more specifically, through certain forms of economic and entrepreneurial activity. [p.128]

A type of social relations are managerial relations, involving management, coordination and execution. It is a mistake to consider them volitional or specifically economic, political or ideological relations. The boss and the subordinate, the manager and the managed are social subjects, which means that the relations between them are of a social nature and, like any social relations, take into account the social status that is different between managers and subordinate employees. The desire to obtain benefits and values according to the methods and techniques used by these subjects will also be different - depending on in what area and in relation to what the management is carried out - in production (goods and services), the organization of professional and general educational institutions (increasing the knowledge of students) , science (knowledge and technology), healthcare (preservation and restoration of health), etc. [p.147]

Attitude is a central concept in social psychology, which has developed theories and methods for measuring and explaining relationships of various types. It is usually believed that an attitude includes three components: cognitive (initial awareness of a product of a given brand, knowledge of its main properties, complete familiarity), emotional (evaluation of the product, determining whether one likes it or not), and volitional action (purchase of the product). Measurements often focus on the second component—determining positive or negative feelings toward the object being studied. [p.221]

Psychological factors such as beliefs are also important. The power of belief lies in the fact that it is based on knowledge and ideas that have become personally significant and influence a person’s position. Beliefs integrate emotions and will, direct and motivate human behavior. With a general high activity of intellectual, volitional and emotional components, their mutual reinforcement occurs. A convinced person is distinguished by confidence, purposefulness, stability of behavior, certainty of relationships and feelings. [p.150]

Abilities can be the properties of an individual and personal relationships. The properties of an individual include the development of the system of cognitive, emotional and volitional activity. Personality attitudes include passion, interest (i.e., personality direction). [p.385]

In general, poor development of economic and legal mechanisms for interaction between subjects of market relations in housing and communal services leads in practice to the preservation of predominantly administrative methods of management, the predominance of strong-willed decisions, and, accordingly, to the ineffective organization of services to the population, which undermines confidence in regional and municipal government bodies implementing reforms in Housing and communal services. [p.440]

The most important component of working conditions is the psychological climate in the team and in each workroom. Scientists and designers are very sensitive to any psychological factors. In the process of joint research, searches for new engineering solutions, discussions, and interactions, a system of interpersonal, essentially psychological, relationships of sympathy, antipathy, personal friendship, love, hostility, hatred, etc. is formed. The interaction of people gives rise to belief, suggestion, empathy, imitation and other psychological reactions. Under the influence of contacts in the process of work, mutual requirements for each other are formed and a certain one is established. style of relationships, intellectual, emotional, volitional unity or disagreement among team members arises. [p.186]

Technical analysts study the rising trend line for gaps - a day trader can notice even small fluctuations in the rate when such a gap is ]% during one trading day. This is enough for him to sell short shares of such a company. As for bearish speculators, they focus on a 5% gap. At the same time, in relation to the amount of interest, it is not the volitional, on the outside, personal decision of investors. [p.251]

The elements of guilt, like any mental attitude, are consciousness and will, which together form the content of guilt. Thus, guilt is characterized by two aspects: intellectual and volitional. Different combinations of intellectual and volitional aspects form different forms of guilt. The Tax Code defines two forms of guilt when committing a tax offense - intent and negligence. [p.238]

Examples of direct democracy in work collectives are self-supporting teams, sections, and workshops. As experience shows, economic calculation promotes collectivism in relations between people, fairness in remuneration, and ensures the participation of everyone in management. It can and should play a special role in improving product quality. However, the initiative released by self-financing often encounters inertia, ill-conceived volitional decisions, and attempts to contain creative energy within the framework of instructions. [p.12]

Attitude to work (hard work, conscientiousness, responsibility, etc.) and strong-willed character traits (dedication, perseverance, self-control, etc.) are important for any type of professional activity. [p.65]

These extremes arise, on the one hand, as a result of strong-willed management methods, which do not take into account the inertia of workers’ thinking and the degree of their readiness for innovation, and on the other hand, as a result of fear of innovation. Thus, the struggle between the new and the old is acutely manifested in the minds of the manager as the main managerial contradiction. It arises between the objective demands of perestroika and the subjective attitude towards it. Some managers would like to change their management methods, but cannot, while others can change, but do not want to. There are also those who cannot and do not want to. [p.6]

This portrait of a manager reveals the typical contradictions of a managerial position, when personal responsibility can either be imposed, extinguishing the initiative of workers and creating mental tension in his mind, or can be supported by the team in extreme situations when initiative is required to relieve this tension. The leader combines volitional pressure with a culture of feelings. Isn’t this a manifestation of the inability to enrich the system of relations of the collective [p.63]

In this situation, a contradiction arose - a discrepancy between the business and personal authority of the manager. He tried to overcome it first by using strong-willed pressure, and then, when his managerial position weakened even more, he began to strive to compensate for the loss of business authority with a caring attitude towards employees. However, this did not help to raise his authority as a person, but on the contrary, it weakened him even more.

Character. The set of emotional and volitional characteristics of a person that determine his behavior in various life situations. It manifests itself in relation to society, other people, oneself, and work. Character develops in accordance with temperament; its physiological basis is a peculiar alloy (the expression of Academician I.P. Pavlov) of the typological properties of higher nervous activity and systems of temporary connections that arise in the cerebral cortex under the influence of human living conditions and activities. Character is the unity of the individual and the typical. [p.166]

If production relations are material relations that exist objectively, regardless of the will and consciousness of people, then property rights are a volitional relationship that reflects the level of development of legal consciousness in a particular country. [p.30]

Bourgeois theorists usually reduce property relations to legal, volitional relations of people to things. They, emasculating the socio-economic content of property, proclaim private property as a natural human right and therefore consider it sacred and inviolable. [p.6]

Bourgeois scientists reduce planning under socialism to strong-willed administration. Right-wing revisionists advocate every possible limitation of the central planning function. Left revisionists replace scientific planning with subjectivism in economic management. As theoretical analysis and planning experience in the USSR and other countries show, all these views are scientifically untenable. The essence of national economic planning—Basic va—finds concrete expression in the definition of

On the one hand, a person takes from the library the books he needs to solve educational, industrial and other problems. Realizing the vital significance of the result of reading—the acquisition of knowledge—he can diligently study, say, dry textbooks. The process of reading is not always captivating, but often becomes a burden, which requires volitional efforts to overcome. But if a person is interested in a matter that prompts him to read, then passion and positive emotions color the process of reading literature on this issue. The deeper a person's interest in some area of life, the more likely he is to show direct interest in a book on that topic. Under the influence of a person’s cognitive and, above all, professional interests, his attitude towards books as a means of achieving a goal is combined with a direct interest in reading, and this combination turns into a stable reading interest. [p.72]

How is the exchange rate of the ruble against the dollar, why did such a collapse happen when, say, at the beginning of 1993, 1 dollar was equal to 653 rubles. First of all, we note that this rate is not a true indicator of the purchasing power of the ruble, because it was formed at foreign exchange auctions and under the influence of transactions on the foreign exchange exchange. This is a very narrow neck, which was put under pressure only by groups of goods that were most profitable for import to Russia, giving merchants the highest profits. If it is profitable to sell alcohol for 1000 rubles. for 1 liter, and they buy it, say, for 1 dollar at a wholesale price in the West (it is of the lowest quality, semi-technical), then for such a buyer the currency is 800 rubles. for 1 dollar is not the limit, he will still make a profit. Previously, such a profitable deal was the purchase of computers, then - tobacco, hosiery, and cheap cosmetics. This determined the high demand for currency, along with the weakening position of the ruble after price liberalization. In addition, the country's foreign exchange reserves were clearly insufficient, imports were decentralized, and there was no foreign exchange plan. The flight of domestic capital from Russia also had an effect. The question arises: is it possible to somehow combat the dollarization of the Russian economy? In the fight against the dollar, no strong-willed decisions can be used. If we drive a dollar through the door, it will fit through the window, because the glass is broken. The fight against the dollar is, first of all, the fight for a stable ruble. [p.56]

If positive answers are given in the pressure segment, you can work, since management relationships compensate for the volitional efforts and nervous costs of employees. For workers in the pressure segment, relationships within the team are important, especially for women’s teams. [p.15]

When considering the influence of wholesale trade on the relationship between enterprises and planning organizations, it is important to note that strong-willed methods of central bodies, as well as decisions that contradict the self-supporting interests of enterprises, should be excluded here (while necessarily preserving the directiveness of planning the main indicators). [p.43]

Thus, in any group there can be collectivists who gravitate towards collective actions, and individualists who gravitate towards individual (independent) actions. Close to these two socio-psychological groups in their moral qualities are claimants. These workers, as a rule, are very active, independent and persistent in achieving goals, and perform a great deal of social work. However, they are characterized by increased claims to management, the team, vanity, and touchiness. In the work collective there is also such a layer of workers as imitators. Their characteristic feature is insufficient independence of thinking. They usually adapt to any conditions, the popular opinion of both the team and the leader. There is also a passive socio-psychological layer of workers in the work collective, who are characterized by a low level of volitional readiness and persistence in action. This category of workers needs clear instructions for their actions and clear regulation of the organization of work. They need constant incentives and motivating impulses for their activities. In the work collective there is also a group of isolated workers who, by their behavior, have alienated the majority of the team members and, as a result, find themselves in the minority or alone. Relations with such employees are of an official nature only. However, sometimes this group also includes honest, conscientious workers, leaders in production, distinguished by directness, criticizing the shortcomings of individual team members and the manager. [p.36]

And at present, many authors (B.M. Sabanti, T.V. Braicheva, A.M. Kovaleva, etc.) use the sign of imperativeness when characterizing financial relations, although it comes into some conflict with the objective nature of the emergence recognized by these same authors and financial development. Of course, in the practice of organizing financial relations, they take specific organizational and legal forms, but if finance is an objectively existing economic relationship, then its functioning is determined primarily by the laws of development of the economic system, and not by the strong-willed subjective decisions of public authorities established by legal acts. [p.14]

From the point of view of social psychology, one should pay attention to the fact that, based on the characteristics of mental qualities, moods, and attitudes in the team, certain groups of people can be conditionally identified. Some of them gravitate towards collective action, always understand and support social initiatives, quickly join in the activities carried out in the team, and make personal interests dependent on common ones (they are called collectivists). Others put personal interests first, public interests second, and gravitate towards individual, independent work (individualists). Still others are, as a rule, predisposed to actively participate in the general activities of the team, are independent and persistent in achieving goals, but have increased vanity (pretensions), are touchy, and want to be constantly in the center of attention (pretensionists). A characteristic feature of the fourth is weak independence, unprincipledness, opportunism (imitators). The fifth category of people is characterized by a low level of volitional preparation; they are socially inert (passive). Finally, there are workers who, by their actions, deeds or statements (zealous attitude towards work, rudeness, causticity, etc.) alienate the majority of team members and fall into isolation (isolated). This group may also include honest, conscientious workers, but who come into conflict with the general group on an unhealthy basis (drinking, unfair earnings, neglect of labor discipline, etc.). [p.86]

Directive-regulatory methods involve direct volitional influence of managers on subordinates in order to ensure the implementation of plans, orders, instructions and instructions. These methods are characterized by the imposition of strict requirements regarding the regulation of job duties, rights and responsibilities of each employee, compliance with discipline and monitoring of performance. In principle, such requirements cannot, of course, give rise to objections if they are not formal in nature and are aimed at solving the problems of the collective in essence. [p.126]

How are volitional qualities formed?

It is noteworthy that a person can master persistent willpower without even knowing it. From a very young age he masters the basic skills of behavior control. At first, this happens unconsciously, but, having begun to carefully observe his actions, the individual notes his weak and strong sides of his personality. For further development of the will, it is necessary to set goals for yourself: first, easily achievable ones, then complicate them, working on each element, each character trait necessary for training the will.

Note! There are events in a person’s life that can “break” the will. That’s why it’s so important to be aware of the path you’ve taken and regularly review your next steps.

A broken will can be restored, although much will have to be experienced all over again. However, knowing that willpower makes a person stronger, an individual should overcome himself and take responsibility for his goals and ways to achieve them.

A broken will can be restored

Willpower determines the personality, strength of character, and level of responsibility of the individual. The volitional qualities of a person have a certain structure, the elements of which are individual character traits. The latter are positive and negative. However, willpower can be trained and consolidated into habit.

Methods for developing volitional qualities

A person’s will is trained in the process of life while overcoming various obstacles. It is the ability to overcome obstacles along the way that shapes a person’s volitional sphere. The survival instinct, which is a stimulus to action, helps train the will. But as you grow older, a social stimulus is added to the survival instinct - the praise of parents, colleagues, teachers. That is, education and its requirements come into play. Education begins to form moral qualities, on the basis of which the systemic will is trained.

Methods of strengthening volitional qualities:

visiting the sports section;
visiting interest groups (art, photography);
increasing the complexity of the process;
analysis of failures and success.

It is necessary to strengthen the will from childhood. It will be useful for a child to attend a sports section, since collective overcoming of obstacles is a huge incentive to action. Children love to copy each other, so the results and achievements of others will encourage their own achievements.

Interest groups also cultivate strong-willed qualities. For example, when drawing a picture, you need to be patient and persistent. Even a hobby contributes to the development of will, because many hobbies require the same patient participation in the process as the sports section.

Note! To prevent your child from giving up drawing or other activities, praise him more often and do not set too difficult tasks.

An adult can strengthen his willpower through exercise on sports equipment. Strengthens the will and decision to lead a healthy lifestyle or get rid of any bad habit.

Remember that burdening yourself with difficult, impossible tasks is a recipe for failure. You should set small achievable goals and implement them. Completing a task brings pleasure, and pleasure is an incentive to complete the next task. From simple to complex - the best advice for strengthening strong-willed qualities.

Debriefing is an important milestone on the path to strengthening your will. You need to calmly analyze why you couldn’t do something. It is also necessary to record positive results so that they are stored in memory. Re-reading the achievements written in a notebook (or a photo/video report) helps to recharge with positivity if something doesn’t work out.