questionnaires) O. - these are questionnaires used by researchers to collect various kinds of information. from the people who answer them. As a rule, they involve independent work of the respondent, in connection with which they are called "self-report" schemes. As such they are similar to interviews. The advantages of O. include the relatively low cost of data collection, freedom from bias on the part of the interviewer, the ability to interview a large number of people at the same time, the respondents experience (under certain conditions) a sense of anonymity, the freedom provided to the respondent in the distribution of time for answers, the ability to directly link research questions . and the results of the survey, as well as the ease of data coding and analysis in order to interpret the results. Main O.'s disadvantage is associated with "return coefficients": often only a small part of those who were intended to be interviewed end up filling in O., and these latter may not be representative of the population of interest. In addition, respondents may not be completely honest in answering questions or make inadvertent distortions in their answers. Dr. the disadvantage of the O. part is that people can write down answers that are not really related to resp. question. In addition, many Americans can't read and write well enough to fill in the O. O. are used in both fundamental and applied psychology. research In applied research. O. are often used in program evaluations, vocational analysis, needs assessments, and marketing research. Most descriptions of behavior contained in O. reflect "typical behavior." Besides, as issled., in to-rykh O. are used, yav-Xia mainly correlation, they do not allow to reveal relationships of cause and effect. Questionnaire types. Most O. consist of many questions or statements. Statements are often used to determine the degree of agreement / disagreement of respondents with a given thought, concept, or so on. Questions m. b. two main types: suggesting a free answer or choosing an answer from the proposed ones. The main advantage of choosing an answer is that such answers can be easily transferred to computer files using a keyboard or an optical scanner for subsequent data analysis. Free responses, in turn, must first be classified, processed and coded. In addition, respondents may feel that this work may require excessive effort from them, and therefore refuse to answer or give short and inadequate answers. Designing a questionnaire. Conducting research. using O. involves a certain sequence of steps: 1. Determination of the objectives of research. 2. Designing O. 3. Drafting O. 4. Editing O. 5. Designing O. instructions for applying O. 6. Pre-check O. 7. Correction and re-editing O. 8. Design. Sampling plan using O. 9. Interviewing/collecting data. 10. Data analysis. 11. Description of results. Only the first six of these steps are briefly commented below. An extremely important task is a thorough specification of the objectives of the research.; such work makes it possible to eliminate superfluous points from O. and thereby increase the coefficient of return. These goals are then operationalized during the design and development process. text O. T. J. Buchard speaks of the presence of a number of "rules of thumb", osn. both research data and experience to improve decision making at this stage. These rules are related to the following actions: if possible, use groups of respondents in the maximum number of development steps. O.; avoid ambiguity and uncertainty at all costs; limit the wording of questions to a single idea; to achieve the maximum brevity of paragraphs; formulate questions at the level of language proficiency in the target population of respondents; if possible, use questions that involve a choice, rather than a free answer; implement procedures to reduce the impact of social. desirability and other types of reactions. Editing should involve both O. design specialists and representatives of the respondent population. In addition to this, O.'s "readability" checks make it possible to make sure that the wording in the text corresponds to the educational level of the respondents. The order of questions in O. (or in oral examinations) is of great importance and must be carefully considered. O. it is desirable to provide not only instructions, but also an introduction. If it is planned to conduct a survey by mail, an empty envelope with stamps and an inscribed return address should be included in the individual set of O.. Preliminary verification of O. is an extremely important step in the development procedure. Interviews or written comments from respondents may reveal potential difficulties that can be avoided in the future. Issues related to data analysis cannot be covered in detail in a short article. However, the methods of analysis used for other psychol. measurements (correlations between items, reliability and validity) are often appropriate for O. Ensuring an adequate and unbiased sample is probably the biggest challenge in research. using O. The problem of non-response has two sides. First, pl. respondents do not answer O. However, respondents who do not answer questions often differ from those who do. Here, some strategies to increase the rate of return can help, for example, thoughtful wording of requests and offers of small rewards. Dr. the strategy is to interview a random sample of respondents who did not respond to the survey. K. F. Geisinger

Methods, the material of which is questions that the client must answer, or statements with which he must agree or disagree. There are such types of questionnaires: 1) questionnaires are open; 2) questionnaires are closed; 3) questionnaires; 4) personal questionnaires. One of the problems faced by compilers and users of questionnaires is the following. addressed to self-esteem, self-awareness of the subject; but the subject may give unreliable information - either from inadequacy of self-esteem, or from insincerity - out of a desire to please or being afraid to answer "not so." In part, this can be removed by the anonymity of the examination, which is not always possible, or by a special agreement between the psychologist and the client, which requires mutual trust; but these conditions are not sufficient to remove the inadequacy of the client's self-representation. Therefore, the compilers of some questionnaires provide for special questions, according to the answers to which one can judge the reliability of the results. Usually,< это - вопросы, связанные с "мелкими слабостями" и их проявлениями: предполагается, что большинство людей им подвержено, и отрицательные ответы говорят о недостоверности результатов. Это - распространенный, но не единственный способ.

Definitions, meanings of the word in other dictionaries:

Psychological Encyclopedia

A personality assessment questionnaire developed by Raymond Cattell based on 16 personality factors or core traits identified in his factor analysis of a large number of superficial traits. The test itself consists of self-reported statements about personality traits, such as...

Psychological Encyclopedia

Personality Questionnaires(standardized self-reports) - it is a set of methodological tools used to identify and evaluate individual properties and manifestations of personality.

To date, a huge number of personality questionnaires of various types have been created. When developing personality questionnaires, differences in approaches are manifested in the wording, layout, selection and grouping of questions.

The whole variety of personality questionnaires can be classified as follows:

1) typological questionnaires;

2) personality trait questionnaires;

3) questionnaires of motives;

4) interest questionnaires;

5) value questionnaires;

6) questionnaires of installations (attitudes).

Typological personality questionnaires.

In different theories of personality, a different number of its specific characteristics are postulated, which have individual severity. For their designation, the concept of "feature" is often used. Larger in volume and more heterogeneous than the trait is the concept of "type". The personality type is considered as a holistic formation, not reducible to a set of features. The concept of "type" is distinguished by a higher level of generalization and performs the function of categorizing personality properties into more voluminous units that are directly related to the observed patterns of human behavior. Types- these are combinations of meaningful personality characteristics, between which there are regular and necessary connections, "complexes"(G. Murray), "consistent patterns".

Minnesota Multidisciplinary personal questionnaire - MMPI .

The content of the tasks (statements) of the MMPI questionnaire covers such areas as health, social, political, religious, sexual relations, education, work, family and marriage, as well as the most famous neurotic and psychotic types of behavior, such as manic states, hallucinations. , phobias, as well as sadistic and masochistic tendencies.

The MMPI consists of 550 affirmative statements, to which the subject answers "true", "false" or "can't say". When conducting the methodology individually, these statements are presented on separate cards, and the subject distributes them according to the three types of answers. Later, a form of a questionnaire for group diagnostics was created, the statements began to be presented in a test notebook, and the subjects began to write down the answers on a special form.

In the classical form of MMPI, 13 scales are used: 3 control and 10 clinical.

Control scales are designed to identify the attitudes of the subjects in relation to the survey. The MMPI has the following scales:

♦ lie scale (L);

♦ confidence scale (F);

♦ correction scale (K).

Hypochondria Scale, Depression Scale, Hysteria Scale, Psychopathy Scale, Masculinity-Femininity Scale, Paranoia Scale, Psychasthenia Scale, Schizoid Scale, Hypomania Scale, Social Introversion Scale.

Disadvantages: MMPI, representing a classic example of a typological personality questionnaire, has proven itself as a tool for a practical psychologist. However, he needed modernization, which is carried out by the MMPI Restandardization Committee specially created in the USA.

In domestic psychological practice, two variants of MMPI are most often used - in the adaptation of F. B. Berezin and M. P. Miroshnikov (1967, 1994) and L. N. Sobchik (1971).

Questionnaire H. Shmishek.

Close to the MMPI in terms of content is the X. Shmishek Questionnaire, designed to diagnose accentuated personality types. It is based on the concept of "accentuated personalities" K. Leonhard.

Personalities whose main features are highly pronounced are called accentuated by K. Leonhard. Accentuated personalities are not pathological. “With a different interpretation,” K. Leonhard believes, “we would be forced to come to the conclusion that only the average person should be considered normal, and any deviation from such a middle (average norm) should be recognized as pathology. This would force us to transcend the norm of those individuals who, by their originality, clearly stand out against the background of the average level. However, at the same time, that category of people about whom they say “personality” in a positive sense, emphasizing that “they have a pronounced original mental warehouse” would also fall into this rubric.

Based on his concept, K. Leonhard identified 10 main types of accentuated personalities, mainly corresponding to the systematics of psychopathy in borderline psychiatry.

Demonstrative type. The central feature of a demonstrative personality is the need for self-expression, the constant desire to impress, attract interest, and be in the center of everyone's attention.

Pedantic type. Pronounced external manifestations of people of this type of personality are increased accuracy, craving to order, indecisiveness and caution.

stuck type. This type of personality is characterized by high stability of affect, duration of emotional experiences. Insulting personal interests and dignity, as a rule, is not forgotten for a long time and is never easily forgiven.

Excitable type. A feature of people of this type of personality is an extremely pronounced impulsive behavior. The manner of their communication and interaction with people largely depends not on logic, not on the rational assessment of other people and their actions and actions, but is due to impulse, attraction, instinct or uncontrollable impulses.

Hyperthymic type. The main pronounced feature of people of this type of personality is a constant stay in an elevated emotional mood, even despite the absence of any external reasons for this.

Dysthymic type. Dystimics usually focus on the dark, sad side of life and its negative outcomes. Usually these people are serious by nature. Activity, and even more so hyperactivity, is completely uncharacteristic of them.

Anxious type. The main feature of this type of personality is increased anxiety, anxiety about possible failures, a negatively manifested experience for one's own fate and the fate of one's loved ones.

Cyclothymic type. In the hyperthymic phase, the behavior of these people is typical - joyful events cause not only positive emotions, but also a thirst for activity, increased activity, and talkativeness. Sad events cause these people not only grief, but also depression.

exalted type. The main feature of the personality of this type is a bright exalted reaction. People of this type easily come into rapture from joyful events and into the deepest despair from sad events.

Emotive type. The most important feature of an emotive personality is high sensitivity and the depth of experiences in the field of subtle emotions generated in the sphere of a person's spiritual life.

The personality questionnaire of X. Shmishek itself includes a list of questions addressed to various attitudes and characteristics of a person's relationship to the world, other people, and himself.

Pathocharacterological diagnostic questionnaire (PDO) A. E. Lichko

This technique uses a typological approach to describing and diagnosing the personality of a healthy person. PDO is designed to diagnose the type of psychopathy and character accentuation in adolescents aged 14 to 18 years.

The questionnaire includes phrases divided into 25 topics. The topics included: assessment of one's own vital functions (well-being, mood, sleep, sexual problems and etc.), attitude towards relatives and others (parents, friends, school, etc.) and to some abstract categories (to criticism, instructions, rules and laws and etc.).

Hyperthymic type. It corresponds to the hyperthymic type in the X. Shmishek questionnaire and gynomanic type in MMPI.

Cycloidtype. It corresponds to the cyclothymic personality type in the X. Shmishek questionnaire.

Labile type. A distinctive feature of this personality type in adolescence is the extreme variability of mood.

Astheno-neurotic type. With this type, various signs of neuropathy appear early: capriciousness, soreness, fears, stuttering. The main features of this type in adolescence are asthenia, increased fatigue, poor tolerance to stress and stress, fixation on the state of somatic health.

sensitive type. The main features of this type are increased impressionability and a sense of inferiority. In childhood, this is expressed in various fears (darkness, animals, loneliness, etc.), in avoiding the company of lively and active children, shyness, stiffness, fear of any kind of checks and tests. The sensitive type in this typology is close to the anxious type in the X. Shmishek questionnaire.

psychasthenic type. The main features of the psychasthenic type are increased anxiety, suspiciousness, and a tendency to doubt.

Schizoid type. In adolescence, all schizoid personality traits are exacerbated. Particularly noticeable are isolation, closeness from the influence of others, spiritual loneliness, originality and unusualness in the choice of occupations and hobbies.

epileptoid type. The main feature of this type is the tendency to develop periods of wickedly dreary mood.

hysteroid type. Pronounced features are boundless selfishness and a thirst for recognition. Adolescents of this type of personality are usually very sensitive to the reactions of other people, they are easily rebuilt, easily get used to any role, strive to get attention at any cost.

unstable type. Persons of an unstable type are weak-willed, suggestible, easily amenable to other people's influence, especially negative. Suggestible and weak-willed, they do not have any positive goals and aspirations of their own, and all their actions are determined by random external circumstances.

Conformaltype. The main feature of this type is a constant and stable orientation to the norms and values ​​of the immediate environment. Persons of the conformal type are completely subject to the pressure of the environment, do not have their own opinions and interests, they hardly perceive the new, unusual, and have a negative attitude towards any changes in life.

A number of psychologists do not recognize or do not consider necessary the concept of "personality type" (D. McClelland, G. Allport, G. Eysenck, R. Cattell). Some of them believe that this concept is useless, since it does not bring anything new to the explanation of behavior and the prediction of empirical facts; others consider this concept to a certain extent contradictory to the direction of psychodiagnostics and differential psychology to identify the uniqueness of human individuality.

Questionnaires of personality traits.

Traits are understood as a sequence of behavior, habits or tendencies to repeat behavioral manifestations. They are hierarchically organized, their upper level is formed by factors. Factors have a wide variety of behavioral manifestations, are relatively stable (constant over time with the same usual living conditions), are reproduced in various studies and are socially significant. The factors are sometimes called basic, or universal, features.

In order to be able to predict human behavior in a wide class of possible situations, psychologists seek to measure basic or universal traits. These features are, as a rule, the most general structural and dynamic characteristics of the style of activity.

Sixteen personality factors by R. Cattell (1949), consisting of a large number of items (187) relating to life situations. For each, one of three answers should be given - “yes”, “no”, “I don’t know”. The questionnaire is intended for persons aged 16 and over. .

With the help of this questionnaire, each subject can be assessed for each of the 16 factors. Each of them is indicated by the letters of the Latin alphabet and has a household and technical name. Both everyday and technical names of factors are given in bipolar form and are accompanied by a list of the most significant behavioral manifestations. In addition, for each factor, its interpretation is given.

In addition to the listed first-order factors, R. Cattell, as a result of further factorization, singled out more general second-order factors. R. Cattell's approach to personality diagnostics has been criticized for its pronounced empiricism, neglect of any initial theoretical ideas about the content of personality traits being determined, the small size and unrepresentativeness of the standardization sample. Claims to the questionnaire, first of all, are reduced to indications of low retest reliability and homogeneity of individual scales, as well as low reproducibility of factors.

Domestic practice knows several adaptations of the 16 PF questionnaire. The psychologists of Moscow State University carry out the most consistent work on his psychometric qualification.

In the 90s. 20th century A. G. Shmelev et al., based on the 16 PF questionnaire and the Atlas of Personality Traits for the Russian Language, developed the Sixteen Russian-speaking Factors (16 RF) questionnaire, which is the first universal multi-factor domestic technique that allows assessing a personality profile taking into account the specifics of the Russian-speaking culture.

W. Norman and his followers, begun in the 60s. and led to the selection of the so-called "big five". Their approach was similar to that of R. Cattell, who started with a complete list of personality trait names and then shortened it through various procedures. The development of the 5-factor approach can be traced back to the early works of L. Thurstone (1934), D. Faisk (1949), but V. Norman is usually considered the father of the Big Five.

The original model contained the following traits: extraversion, neuroticism, accommodating, conscientiousness, and culture. Later, "culture" was replaced by "openness to experience" (or "intellectual freedom"). These 5 factors have not always been replicated in studies.

According to G. Eysenka, this is due to the fact that the “big five” mixes the factors of the first (accommodating, conscientious and open to experience) and the second order.

Therefore, he proposed a 3-factor model, represented by the factors of the highest level. These are extraversion, neuroticism and psychotism. Example (adapted by V. M. Rusalov).

When interpreting the results, G. Eysenck considered the measured characteristics as temperamental traits that are closely related to the physiological characteristics of a person. He interpreted the main content of the factor extraversion - introversion as openness - closeness of the subject to external influences. At the same time, its behavioral manifestations were described quite broadly: for extraversion characterized by a craving for new experiences, for uninhibited forms of behavior, increased impulsivity, high motor and speech activity, sociability, optimism; for introversion characteristic focus on oneself, inhibition of movements and speech, isolation, weak craving for new impressions, the predominance of a bad mood.

The EPI questionnaire was first adapted at the Institute of Psychoneurology. V. M. Bekhterev in 1970-1974 A later modification was undertaken by V. M. Rusalov (1992) at the Institute of Psychology of the Russian Academy of Sciences. He made an attempt to improve the psychometric properties of the questionnaire by reformulating or replacing individual items, and also obtained norms on a fairly representative sample.

Personal questionnaires of motivation.

Until now, the theoretical certainty and unambiguity of views on the phenomenon of motivation have not yet been achieved. The term "motivation" explains a wide range of ambiguously interpreted phenomena, such as need, need, motive, motivation, etc.

In the broadest sense motivation determines the partiality, selectivity and ultimate purposefulness of mental reflection and the activity regulated by it, and in everyday understanding explains why a living being prefers to do one thing, and not another.

In domestic literature, the motive is understood both as a conscious need (A. G. Kovalev), and as an object of need (A. N. Leontiev), and is identified with need (P. S. Simonov).

The ambiguity of motivational manifestations has also determined the variety of different methods used for their psychological diagnosis. Among these various methods, an important place belongs to personality questionnaires for measuring motives.

In such questionnaires, subjects must respond to verbal incentives(words), which are statements concerning some behavioral characteristics that do not directly correspond to motives, but are empirically related to them. The main problem of measuring motivation using questionnaires is associated with a decrease in the correctness of the answers of the subject due to the influence of the factor of social desirability or protective motivation.

List of Personal Preferences by A. Edwards is a questionnaire that measures the strength of needs, borrowed from the list proposed by G. Murray for the TAT. This list has been reduced to 15 and included the following needs: achievement, respect, order, manifestation of oneself, autonomy, assistance, internal analysis, help, leadership, humiliation, care, change, patience, an individual of the opposite sex, aggressiveness. For each of the 15 scales of the questionnaire, indicators of needs were identified, which are formulated in the form of statements (a total of 210 pairs of statements). The questionnaire is built on the basis of a forced choice of one of a pair of statements. The final demand index does not express the absolute strength of the need, but the strength of this need relative to other needs from the list. A. Edwards used the method of forced choice in order to reduce the influence of the factor of social desirability. The indicators of each of the scales are evaluated both in percentiles and in norms according to T-scores.

Achievement Motivation Questionnaire RAM BUT. Mehrabian It has two forms: for men and for women. The questionnaire is based on the theory of achievement motivation by J. Atkinson. When selecting his points, individual differences of people with the motive of striving for success and avoiding failure in behavior determined by achievement motivation were taken into account. The features of the level of claims, emotional reaction to success and failure, differences in orientation to the future, the factor of dependence-independence in interpersonal relations were considered.

Affiliative Tendency and Rejection Sensitivity Questionnaire the same author. Here, affiliation is understood as a certain class of social interactions that are both everyday and fundamental: establishing and maintaining relationships with other people pursuing different goals (how to impress, how to dominate others, how to receive and provide assistance, etc.). This technique measures two generalized motives: the desire for acceptance (the author calls this desire the affiliative tendency) and the fear of rejection (sensitivity to rejection). The questionnaire consists of two scales. Russian-language versions of both A. Mekhrabian's questionnaires were developed at Moscow State University by M. Sh. Magomed-Eminov.

Personal questionnaires of interests.

Interests in psychology are a form of manifestation of a cognitive need that ensures the orientation of the individual to the realization of the goals of activity and thereby contributing to the orientation, familiarization of the individual with new facts, a deeper and more complete reflection of reality.

The measurement of interests began with relatively narrow and very specific tasks of studying personality. The first interest questionnaires were primarily focused on predicting whether an individual would take or refuse a particular job. A comparative study of individual groups of subjects differing in their behavior revealed a significant discrepancy between professional interests and other aspects of personality.

An analysis of the results of applying this direct method led to two important conclusions:

1) most people have limited information about various activities and therefore are not able to judge whether they will like the activity offered in the direct questionnaire;

2) the individual is rarely deeply aware of his interests in various fields of activity.

This ignorance of him exists until he gets the opportunity to try himself in this or that kind of activity. It may turn out that this opportunity has come so late that it is no longer possible to draw a positive conclusion from it. Let's take a look at some of the more interesting interest questionnaires.

Cuder's Occupational Preference Protocol consists of items requiring a forced choice of three activities that the subject likes the most or least of all. The indicators reflect interests not in specific professions, but in 10 broad areas of activity. These are outdoor work, work with machines and mechanisms, calculations and calculations, scientific work, fine arts, literature, music, social services, clerical work, and educational activities.

As a result of processing and expanding the age range, Overview of Cuder's General Interests, designed for students VI- XII classes.

The described interest questionnaires are not used in our country. In domestic practice, for the purpose of career guidance are widely used

Table for tentative determination of the preferred type of future specialty E. A. Klimova

Approximate diagnostic questionnaire of interests S. Ya. Karpilovskaya (ODANI).

The first of these questionnaires was developed on the basis of a typology of professions based on the principle of a person's attitude to various objects of the surrounding world. Five types of professions are distinguished: man-nature, man-technology, man-sign system, man-artistic image, man-man. The points of the table reflect the occupations corresponding to these professions, as well as the success of these occupations according to the assessment of the individual himself and those around him. The indicators provide an assessment of the severity of interest in each of the five types of professions.

ODANI includes questions corresponding to 15 groups of interests in different areas of knowledge and activity that the student could get acquainted with at school and in everyday life. Among them are physics, mathematics, biology, art, pedagogy, consumer services, etc. The questionnaire allows not only to assess the relative severity of interests, but also to establish the level and depth of interest.

Questionnaires of personal values.

Methods designed to diagnose values ​​and value orientations differ greatly in their methodology, content, and specific goals, but they are very similar to measures for assessing interests and attitudes. Some value questionnaires also overlap with questionnaires for measuring other personality traits.

Method of value orientations by M. Rokeach , quite widely used in domestic psychodiagnostic practice. Its adaptation for the domestic sample of adults was performed by A. G. Goshtautas, N. A. Semenov and V. A. Yadov. The author of the methodology distinguishes two classes of values:

♦ terminal values ​​- beliefs that the ultimate goal of individual existence is worth striving for;

♦ instrumental values ​​- beliefs that some course of action or personality trait is preferable in any situation.

This division corresponds to the division traditional in Russian psychology into values-goals and values-means.

The advantage of this technique is its versatility, convenience and economy in conducting the survey and processing the results, flexibility in its use. A significant drawback of the technique is the influence of social desirability, the possibility of insincerity in the answers of the subject. Therefore, a special role in the use of the technique is played by the motivation of the subject, the voluntary nature of his participation in the survey and the presence of contact between the diagnostician and the subject. All this places special demands on the professional competence of a diagnostic psychologist.

In domestic practice, a modified version of the Rokeach methodology is used, proposed B. S. Kruglov and intended for the diagnosis of high school students.

Meaningful Orientation Test (SJO).

The original methodology, developed on the basis of the theory of striving for meaning and logotherapy by V. Frankl, consisted of three parts (A, B, C). The first of them (A) was taken as the basis of the LSS. In this questionnaire, subjects are offered 20 pairs of opposite statements, in each they should choose one and mark one of the numbers 1, 2, 3, depending on the confidence in their choice. A score of 0 is used if none of the statements can be preferred by the subject.

Personal attitude questionnaires.

The concept of "attitude" in psychology is often defined as the expressed orientation of the individual to respond positively or negatively to a certain class of stimuli, situations, events.

Attitude scales and opinion polls can be valid on a variety of criteria, such as:

♦ the attitude of the individual to opposite social groups;

♦ its assessment by close acquaintances;

♦ biographical data obtained during a conversation with the subject;

♦ medical history, etc.

But because of the practical difficulties of obtaining such criteria data, researchers and method developers often turn to more familiar methods as palliative measures, such as internal consistency validity or correlation with other scales of attitudes and opinions.

Personal maturity questionnaire - aimed at identifying various attitudes and attitudes of a person to the world, other people, to himself, developed by Moscow State University M. Crozom under the direction of L. Ya. Gozman.

The category of personal maturity is revealed in this questionnaire using a diagnostic assessment of a number of personal characteristics of the subject, such as competence in time, value orientations, flexibility of behavior, sensitivity, self-esteem, self-acceptance, creativity, etc., considered as characteristics of personal maturity.

The questionnaire itself consists of a list containing 126 items, each from which includes two alternative propositions valuable or behavioral character, describing various attitudes and features of a person's relationship to the world, other people and to himself. The task of the subject is to choose from two judgments the one that is more in line with his ideas or his usual way of behavior.

Questionnaires of attitudes include methods aimed at diagnosing self-awareness and self-relationship. The attitude towards oneself, towards one's own personality is one of the most important relations of the social psychological existence of a person.

The most developed in domestic psychology is the concept of self-consciousness, proposed by V. V. Stalin . Considering self-consciousness as any self-description, self-knowledge or a complex of self-assessments, he defines self-attitude as a directly phenomenological expression of the personal meaning of the Self for the subject himself within the framework of his concept.

Self-Attitude Questionnaire (OSA) V.V. Stolin and S.R. Pantileev.

The Self Attitude Questionnaire (OSA) consists of 57 statements that you either agree with or disagree with. The analysis of the results is carried out on 5 generalized scales and 7 additional ones. Additional ones are aimed at measuring the severity of the installation for certain internal actions addressed to the Self of the subject.

Methodology for the study of self-relationship (MIS) S.R. Pantileev .

Methodology for the study of self-attitude (MIS) , consists of 110 statements with which you need to agree or disagree. Along with highlighting two of the five general factors (aspects) of self-attitude discussed above - Self-esteem and Autosympathy - it introduces another factor - Self-abasement, reflecting self-blame and internal conflict. In addition to general factors, processing is also carried out according to additional (private) ones. There are nine of them.

Psychosemantic methods of personality diagnostics.

The processes of perception, thinking, memory and others are mediated by a system of meanings that exist in the individual consciousness in various forms (in the form of signs, symbols, images, verbal formulations).

Psychosemantic diagnostics is aimed to assess the categorical structures of individual consciousness, to reconstruct the system of individual meanings and personal meanings, to identify individual differences in the processes of categorization.

The semantic approach is also applicable to the diagnosis of personality traits. During its implementation, methods are designed and used, the stimulus material of which is the verbal designations of personality traits. Diagnostics with their help is a self-description (self-characterization) of a subject or other persons using a system of meanings that reflect specific features.

The psychosemantic approach to personality diagnostics is sometimes recognized as different from diagnostics using traditional questionnaires, in which descriptions of behavioral or emotional manifestations are given and, depending on their choice, the meanings of certain traits are interpreted. However, the differences are not significant.

A. G. Shmelev sees the similarity of these methods also in the fact that they reproduce the same universal personality traits (factors), thus evaluating the similar aspects of personal knowledge.

K. M. Gurevich combined them into one group of formalized methods, called questionnaires.

Among the psychosemantic methods, two groups can be distinguished. The first is a list of descriptors (descriptions of traits), with which the subject must describe himself or other persons. The second group is scale techniques designed to evaluate oneself or others on certain scales, the poles of which are indicated by some short or extended names.

Adjective checklist. This technique was created specifically to assess a person's ideas about himself. Developed in the USA at the Institute for the Study and Assessment of Personality G. Gohom, it is a list of 300 adjectives in alphabetical order from adventurous to furious. The subject marks all the adjectives that, as he believes, describe himself.

The “checklist of adjectives” is used very widely in practice - in the clinic, when choosing a profession, to assess effectiveness in political and economic activities, etc. Psychologists see the main disadvantages of this technique as follows:

♦ it imposes on the subject those parameters (features) by which the object (oneself or another person) should be assessed, even though these parameters may be insignificant for him;

♦ assigning certain parameters to an object can cause difficulties for a number of reasons (because of the unclear understanding of the parameters or the conditions for their manifestation in the object, etc.).

Semantic differential Ch.Osgood. It was first developed as a means of studying the psychological aspects of understanding concepts, this technique very quickly began to be considered a personality assessment technique, suitable primarily for measuring personal attitudes and attitudes towards a certain range of objects.

"Semantic differential" is a standardized technique in which the subject is presented with several seven-point scales plotted horizontally on one form (answer sheet). The ends of the scales are given by words (adjectives) that have opposite meanings. Seven gradations are most often also indicated verbally, although numerical and graphic (in the form of segments) designations are possible. Each object (concept) must be evaluated on at least 15 such bipolar scales. Evaluation consists in referring to a certain pole of the scale with a certain gradation. The selected gradation should either be underlined or circled on the response form.

"Semantic differential" is used to solve various practical problems:

♦ in the clinic;

♦ in counseling;

♦ to identify a variety of social attitudes;

♦ to study attitudes towards different academic subjects studied, attitudes towards different goods and trademarks, etc.

Q-sorting by W. Stephenson. To study the individual's ideas about himself. The individual is given a set of cards containing statements or names of personality traits. He must classify them into groups from "most characteristic" to "least characteristic" of him. The number of groups into which the subject should divide the cards, as well as the number of cards in each of them, is set by the psychologist.

Q-sorting is used to solve a variety of psychological problems. Depending on them, the subject is offered to classify the cards according to the following criteria:

♦ in relation to oneself in various situations (for example, at home, at work, in communication with other people);

♦ what he really is from his point of view (real I);

♦ how it appears to other people (social self);

♦ what he would like to be (ideal self).

The main difficulty in the development of semantic diagnostic methods lies in the selection and unification of the meanings of words and expressions included in the lists of features, in the inevitability of their subjective interpretation by different individuals, when even a slight shift in emphasis when choosing vocabulary in one direction or another can lead to a change and even distortion ideas about the personal knowledge inherent in the individual.

Repertory personal techniques. They allow the individual to construct his own individual experience, reveal those subjective scales that the individual uses in the perception, understanding and evaluation of the world around him. Their author is the American psychologist J. Kelly.

Questionnaires are such a group of psychodiagnostic methods, where tasks are presented in the form of questions and statements and are intended to obtain data from the words of the subject.

Questionnaires are among the most common diagnostic tools and can be divided into personality questionnaires and questionnaires. Unlike tests, there are no right or wrong answers in questionnaires. They only reflect the attitude of a person to certain statements, the extent of his agreement or disagreement.

Personal Questionnaires can be considered as standardized self-reports, which are group and individual in form, most often written, blank or computer. According to the nature of the answers, they are divided into questionnaires with prescribed answers (closed questionnaires) and with free answers (open questionnaires).

AT closed Questionnaires pre-provisioned options for answers to the question. The subject must choose one of them.

The most common is a two- or three-alternative choice of answers (for example, “yes, no”; “yes, no, I find it difficult to answer”). The advantage of closed questionnaires is the simplicity of the procedure for registering and processing data, a clear formalization of the assessment, which is important in a mass survey. At the same time, this form of answer “coarsens” the information. Often, subjects have difficulties when it is necessary to make a categorical decision.

open questionnaires provide free answers without any special restrictions. Subjects give their own answer. Standardization of processing is achieved by assigning arbitrary responses to standard categories. Open questionnaires, along with advantages (obtaining detailed information about the subject, conducting a qualitative analysis of the answers) also have certain disadvantages: the difficulty of formalizing the answers and their assessments, the difficulty of interpreting the results, the cumbersome procedure and the large time costs.

The form of answers in personality questionnaires can also be presented in the form of a measurement scale. In this case, it is supposed to evaluate certain statements according to the severity of the quality in them, represented by a scale in the form of a straight line segment (for example, a two-pole scale: difficult-easy, good-bad). Usually scales with three, five or seven subdivisions are used, indicated on a straight line segment. The subject must take revenge on the degree of severity of the assessed quality.

Questionnaires serve to obtain information about a person that is not directly related to his psychological characteristics (for example, to obtain data about his life history). They imply a rigidly fixed order, content and form of questions, a clear indication of the form of answers. Answers can be given by the respondents alone with themselves (correspondence survey) or in the presence of the experimenter (direct survey). Questionnaires are classified primarily by the content and design of the questions asked. There are the following types of questionnaires:

1. with open-ended questions (the respondent gives his own answer);
2. with closed questions (the respondent can choose an answer from those given);
3. with semi-closed “polls (respondent can choose an answer from those given or give their own).

Questionnaires often combine all options: open, closed, semi-closed. This increases the validity and completeness of information.

Among questionnaires for psychodiagnostic purposes, biographical questionnaires are widely used to obtain information about a person's life history. Most often, these questions relate to age, health, marital status, level and nature of education, special skills, career advancement, and other relatively objective indicators. They help to collect the information necessary for a reliable interpretation of test scores.

Psychology is a subtle science. Even on seemingly elementary questions, she does not give an unambiguous answer. When studying the differences between the questionnaire and the test, you immediately come across different interpretations of the term questionnaire. And so I want these concepts to eventually get one meaning and not confuse a simple person who studies himself with the help of tests.

But let's try to figure it out How is a questionnaire different from a test?

Questionnaire - a kind of psychological tests?

AT "Encyclopedic Dictionary: Labor Psychology, Management, Engineering Psychology and Ergonomics", published in 2005, read:

Questionnaire one of the varieties of psychological tests.

And here is the textbook "Introduction to Psychological and Pedagogical Activities" reports that the questionnaire is a type of questionnaire that is designed to study and evaluate various manifestations and personality traits. That is, it turns out that the questionnaire is similar to both the test and the questionnaire.

Questionnaires differ from the questionnaire in their purpose (the questionnaire does not study personality), as well as in the presence of pre-prepared answers to each question (which brings the questionnaire closer to the test).

The questionnaire can give an idea of ​​both a separate personality trait and tell about their complex. In the latter case, questions diagnosing different traits are distributed in a random order, and in the process of processing they are grouped so as to characterize each personality trait of the respondent.

Each group of questions is called scale. The results of the questionnaires are most often translated into standardized scores, so the respondents can be compared either with a predetermined norm or with each other.

To increase the credibility of the responses, some questionnaires offer answers to such questions, the meaning and purpose of which is veiled.

Who cares?

Now that we have an idea of ​​what the questionnaires are, let's deal with the tests. Reading the definition, we will immediately see the difference. If the questionnaire is compared with a test and a questionnaire, then there is nothing to compare the test with, because it is a system of tasks that measure the level of development of various psychological qualities.

That is, the main difference of the questionnaire is the following:

The questionnaire examines character traits.

The test examines psychological qualities, that is, attention, memory, imagination, and so on and so forth.

In addition, unlike standardized questionnaires, tests in conducting and processing are rather laborious, are carried out individually with each person and are very rarely used in a team or group.

And the last very important difference between the questionnaire and the test:

The result of the questionnaire is a quantitative expression of a particular personality trait.

The result of the test is a comparison of the result with some established norm, which is inherent in a particular type of people. That is, each test has a so-called scale of values, which allows you to immediately get a very definite result that will tell enough about a person.

Examples of questionnaires include the following:

• questionnaire of the need to achieve Yu.M. Orlova;
• Shmishek's questionnaire, which allows you to determine the type of personality accentuations;
• questionnaire E.A. Klimov, which determines the direction of the personality, to help determine the preferred type of profession, and many others.

To better understand how a questionnaire differs from a test, you just need to study yourself with the help of one of them. Then you can fully experience all the differences!