Municipal educational institution

additional education for children

"Valuisk City Station for Young Technicians"

Belgorod region

MONITORING ORGANIZATION

IN CREATIVE ASSOCIATIONS VGSUT

for additional education teachers)

PREPARED BY:

Butorina S.V.,

Deputy Director for HR

Valuyki, 2008

Subject of monitoring.

Methodology for determining the results of educational activities.

Monitoring the personal development of students.

Conclusion

Application.

Subject of monitoring

Monitoring is a word that has entered the pedagogical lexicon relatively recently. Modern dictionary foreign words defines this concept as the constant observation of a process in order to determine its compliance with the desired result or initial assumptions.

Monitoring is necessary to track the effectiveness of educational and educational activities teacher

The purpose of monitoring is to find out to what extent the process of teaching and upbringing organized in a creative association contributes to positive changes in the child’s personality. Find out, first of all, in order to discover and solve the most pressing problems in organizing the process of teaching and upbringing, in order to analyze, generalize and draw conclusions about the result of the teacher’s work.

The subject of monitoring (what is being studied) in a creative association can be divided into three areas:

Training pupils in an additional educational program. The effectiveness of teaching techniques and methods used by the teacher. To diagnose learning, observation, testing, quizzes and assignments, interviews, and research are used.

The student’s personality is an indicator of the effectiveness of the education process. In what direction does the child’s personality develop? What values ​​does he focus on? What kind of relationship does he develop with the world around him, with other people, and with himself in the process of upbringing? The positive changes occurring in the student’s personality can be characterized by such an integral concept as personal growth. Personal growth(as opposed to, say, personal regression) is expressed in the development of humanistic value relations of a person to the world, to people and to himself.

Children's team of a creative association. The influence of the collective on the child is multifaceted: due to its properties alone, it can generate processes of leveling the personality, its averaging; at the expense of others - to develop a person’s individuality, his creative potential.

Methodology for determining the results of educational activities.

The main indicator of the effectiveness of any activity is, as we know, its result. Therefore, in order to monitor the quality of students’ training in the educational program, it is necessary to organize a system of tasks aimed at identifying the degree of training in various parameters of the program. To monitor learning outcomes in an additional educational program, you can use the methodology of N.V. Klenova and L.N. Builova, who suggest using two tables (Appendix 1). They allow you to imagine:

a set of knowledge, skills and abilities that a child must acquire as a result of mastering a specific educational program;

a system of the most important personal qualities that it is desirable to develop in a child during the period of his education in this program, and the time of communication with the teacher and peers;

Using criteria, determine the possible levels of expression of each measured indicator in different children, and therefore the degree of compliance of these indicators with the requirements.

Table 1 demonstrates the technology for determining educational results in an additional educational program

Column “Indicators (evaluated parameters)” records what what is being assessed. These are, in essence, the requirements that are presented to the student in the process of mastering the educational program. The content of the indicators can be those expectedresults, which are included in the program by the teacher. As Z.A. rightly notes. Kargin, the expected results “can become a kind of “standard” for us in identifying the real achievements of the children’s association students at the end of the school year”*.

Moreover, these indicators can be given either for the main sections of the curriculum (expanded version), or based on the results of each academic year (generalized version). Enter theseindicators in the table - the task of the teacher, who knows well the goals, objectives, and features of the content of his program. Presented in a systematized form, they will help the teacher visualize what he wants to get from his students at one or another stage of mastering the program.

The set of measured indicators is divided into several groups in the table:

theoretical preparation of the child;

practical training of the child;

general educational skills of the child.

Column "Criteria"(criterion = measure) contains a set of characteristics on the basis of which the required indicators (phenomena, qualities) are assessed and the degree of compliance of the child’s real knowledge, skills and abilities with the requirements specified by the program is established.

Column “Degree of expression of the assessed quality” includes a list of possible levels of a child’s mastery of program material and general educational skills - from minimum to maximum. At the same time, the table provides a brief description of each level in terms of content.

For convenience, the selected levels can be designated by the corresponding test scores. For this purpose, it was introduced column "Cart"possible number of points" which must be carefully thought out and filled out by the teacher himself before starting to track results. To do this, opposite each level it is necessary to put down the point that, in the opinion of the teacher, best corresponds to one or another degree of expression of the quality being measured (for example: the minimum level can correspond to 1 point, the average - 5 points, the maximum - 10 points). The process of “ascent” from one level to another can be reflected by adding a certain number of points for specific achievements in mastering the program. For example, in order to “advance” from the average level to the maximum and get the coveted 10 points, a child needs to go through several intermediate steps, each of which can also be indicated in points from 6 to 9 (it is quite clear that these steps are not highlighted in the table, since they can only be determined by the teacher himself).

When determining the child’s level of mastery of the program, you can use other scales (the only recommendation is not to use the traditional 5-point system adopted in secondary schools in additional education). For example, you can assign “creative titles” to children: instructor, craftsman, master, etc. or based on the results of training, award special signs, certificates, medals.

In the column “Diagnostic methods” opposite each of the assessed indicators, it is advisable to write down the method by which the teacher will determine the compliance of the child’s learning outcomes with program requirements. Among such methods you can use: observation, testing, control survey (oral and written), analysis of the test task, interview (individual, group), analysis of the student’s research work, etc.). This list of methods does not exhaust the entire possible range of diagnostic tools; it can be supplemented depending on the profile and specific content of the educational program.

The total result, determined by calculating the test score, makes it possible to determine the level of measured quality in a particular student and track the real degree of compliance with what the child has learned, as well as make appropriate adjustments to the process of his subsequent learning.

Monitoring the personal development of students.

To monitor the personal development of students, you can use Table 2. Taken together, the personal properties shown in the table reflect the multidimensionality of personality; make it possible to identify the main individual characteristics of a child, are easily observed and controlled, are available for analysis by any teacher and do not require the involvement of other specialists. At the same time, the list of qualities proposed in the table can be supplemented by the teacher in accordance with the goals of his program.

Working with the proposed technology makes it possible to promote the personal growth of a child, to reveal how he came, what he learned, and what he became after some time.

As diagnostic methods To determine the child’s personal changes, you can use observation, questioning, testing, diagnostic conversation, reflection method, unfinished sentence method and others.

For clarification, I will explain some of the personality traits listed in the table.

Igroup of indicators - organizational and volitional qualities

Patience although it is given to the child to a large extent by nature, it is amenable to directed formation and change, it can be developed in children from 1.5-2 years old. When assessing its level in a particular child, the highest score is assigned for a kind of conscious endurance: if the child has the strength to complete tasks throughout the entire lesson, without external additional encouragement.

Will It is also possible to purposefully shape it from an early age. At the same time, there is a noticeable dependence of the degree of development of the volitional sphere of the individual on the level of physical and mental activity - if the latter is reduced, then, as a rule, the will is also weak. The optimal level for the development of will is the average level of psychophysical activity of the child. The highest score is recommended to evaluate the child’s ability to perform certain activities through his own volitional efforts, without outside encouragement from the teacher or parents. The development of such qualities in a child as patience and will is the most important condition for his controllability, and therefore self-organization.

Patience and will are developed, as is known, only by the child’s constant monitoring of his own behavior. However, this requires appropriate motivation. It may be associated with the student’s desire to show a higher degree of maturity, independence and thereby achieve self-affirmation among the people around him. Therefore, the development of patience and will must go simultaneously with the formation of high self-esteem in the child (this will be discussed in more detail below).

Another condition for cultivating the qualities under discussion is to develop in students confidence in their own abilities and rid them of the fear of failure. Also great importance rewards the child for the most minor successes in showing patience and will.

Completes the first block of personal qualities self-control. This characteristic allows us to identify the degree of self-organization of children; it shows whether the child is able to obey the demand addressed to him; to do one's own will; achieve the intended results.

Forms of self-control can be very different: control over one’s own attention, over one’s memory, over one’s own actions, etc.

Thus, self-control is an integrative characteristic, indicating the child’s ability to regulate his natural gifts and acquired skills.

Table 2 distinguishes three levels of self-control development: low - when the child is almost constantly controlled from the outside; average - when he himself periodically manages to control his intentions and actions; high - when the child is able to constantly control himself. For carrying out activities based on interests, the last of these options is optimal; it gives the highest score.

A few words about how a teacher can encourage a child to self-organize if the family has not developed the necessary skills for this (and this is what school teachers and additional education teachers most often face).

1. First of all, children need to be shown the meaning of those personal qualities that they have to develop in themselves. Each child must be explained which qualities are given to him by nature, and which he can develop himself. It is important to convince children (preferably with specific examples) that the development of human qualities (patience, will, self-organization, goodwill in relationships with other people, etc.) will lead to a more complete manifestation of natural abilities and improved learning outcomes.

2. Another incentive for self-organization can be a public summing up after each lesson, including the manifestation of organizational, strong-willed and other qualities. However, when highlighting those who have distinguished themselves, one should not name those who have not yet been able to demonstrate these qualities; silence will be perceived as giving these children a chance to catch up with others.

3. Another factor that consolidates self-organization skills in children can be fairly strict control over students’ fulfillment of both the teacher’s instructions and the promises given to him. The consistency and perseverance of the teacher himself is extremely important here.

4.Parents can play an important role in teaching children self-control. The family should be an environment that can encourage children to consciously develop personal qualities. However, for parents, the primary value, as a rule, is either the grades of their children, if we are talking about school, or the level of practical skills acquired in additional education institutions (the ability to sing, dance, design, sculpt from clay, etc.). Unfortunately, adults are least of all focused on developing human qualities in children - kindness, patience, attention, perseverance, the ability to obey, etc., which make it possible to form a universal system of adaptation for the child. Therefore, a teacher who wants to involve parents in the process of personal growth of their children must carry out preliminary work with parents to explain the importance of the development of human qualities both for the adaptation of the child in general, and for greater effectiveness of basic and additional education in particular.

IIgroup of indicators - orientation qualities

Self-esteem- this is a child’s idea of ​​his strengths and weaknesses and at the same time a characteristic of the level of his aspirations. The significance of this phenomenon is that self-esteem seems to trigger or inhibit the mechanism of personal self-development; Self-esteem is the key to understanding the pace of a child's development. It largely depends on adults what level of self-esteem a child will develop: low, normally developed, or high.

Low self-esteem means underdevelopment of a positive self-image, lack of faith in one’s own strengths, and therefore a lack of internal incentive for development, since the child does not see his own merits on the basis of which he can improve. Such children require special attention and constant praise for the most minimal achievements.

Normal self-esteem means that the child has formed an adequate idea of ​​his strengths and weaknesses, combining the individual’s positive ideas about himself with a sufficient measure of self-criticism. It is this level that is an effective incentive for personal self-development.

Inflated self-esteem can appear both as a result of excessive praise of the child, and as a result of his inadequate assessment of his own talent, which he perceives as superiority over others. This type of self-esteem is the most difficult from the point of view of personal development, since it either deprives the child of an incentive to develop (because it creates in his mind the illusion of reaching a positive limit), or gives rise to his desire to achieve leadership in the group at any cost, including at the expense of others children. Such children, as a rule, are difficult to control, often aggressive, and almost incapable of working on themselves. The role of an external stimulus for their self-development can be played by the presence of a worthy competitor in the group.

It is very important for the teacher to identify students with one or another level of self-esteem, since this forms the basis for individually oriented work in a group.

Interest in classes. It is well known that children begin to study in a circle, section, or studio, as a rule, under the influence of their parents and are not always interested in it themselves. Therefore, it was quite natural to highlight in the table three levels of interest in children’s activities:

interest is imposed from the outside;

interest is periodically stimulated from the outside;

interest is maintained independently.

This differentiation means that in the process of classes the child is given opportunities to develop his own interest in the chosen activity. It is easier to do this if you have natural inclinations to specific species activities. But even if the child does not have any, then with the help of will, patience and the achievement of certain results (successes), interest can be formed and developed further. The highest score is given when the child’s interest is maintained independently.

What is it teacher's method of work in this direction?

Whatever initially caused the child’s interest in a particular matter - his natural inclinations, attitudes coming from his parents, etc., at first it is of a general and not specific nature (for example, a child wants to speak French well or dance beautifully, without thinking about what systematic efforts the desired result will require from him).

Regular activities that involve overcoming difficulties for a child lead some children to a decline and then a loss of interest (such children, as a rule, drop out of studios and sections and leave electives); other children - on the contrary - to its deepening, the transition from general interest to specific interest, associated with the desire to more deeply and fully master the chosen type of activity. It is on the basis of the movement from general interest to specific interest that it is possible to increase the level of interest, its transition to the stage when interest is supported independently.

It is advisable to take two points into account here. First, it is advisable to celebrate and support the child’s smallest successes. Secondly, since most children need reinforcement of their efforts in the form of a positive assessment at each lesson, there is a need to plan the pace and expected results of the child’s activity (this could be microgroups of two or three children with approximately the same level of mastery of skills). After assessing a particular lesson, the teacher must set appropriate tasks for different children for the next lesson: what exactly is important for a particular child to master by the next time.

Step-by-step planning of the expected result - a kind of “ladder” - will concretize the child’s development in terms of his level of interest in the matter. The child will have a personal guideline that stimulates his own efforts. Thus, the traditional process of developing certain skills through systematic training, mastering a skill until it becomes automatic, will be strengthened by “connecting” the child’s consciousness, his own desire to rise one step higher. This will be the transition from interest stimulated from the outside to self-supported interest, from development conditioned by external factors to self-development

Illgroup of indicators - behavioral qualities

Here are the highlights: child's attitude to conflicts in the group And type of cooperation. These characteristics are the fruit of upbringing and are very slightly determined by natural factors. They record the child’s authority in the group, his communicative competence, the degree of his controllability and discipline.

Problems of communicating with peers are included in the table because any individual development is in some way a competition. In their peers, children feel equal to themselves by nature and it is with them that they compare their successes in working on themselves. This orientation is especially significant in adolescence. In other words, communication with peers acts as an additional social incentive for turning on the child’s self-development mechanism.

The nature of communication largely depends on the type of self-affirmation of the individual, which, in turn, is derived from the level of self-esteem inherent in the child. Inflated self-esteem often leads to self-affirmation through the desire to subjugate other children and dominate them. Being understated is itself an obstacle to normal communication, because such children often experience a feeling of self-doubt, constraint, and anxiety when surrounded by their peers.

The criteria for this block highlighted in the table can be differentiated by the degree of controllability on the part of the child himself and expressed in corresponding scores.

The essence of a teacher's work in this case, it is to minimize the possibility of conflicts in the group and to maximize the desire and ability of children to participate in joint activities.

In case of conflict In a group, the teacher must follow several rules, following which will help in resolving the conflict.

You cannot push the conflict deeper (ignore it, limit yourself to lecturing the conflicting parties, immediately take the side of one child).

When looking for the cause of a conflict, try to be objective and unbiased, and not initially look for someone to blame.

Remember that with all the variety of causes of conflict, its “organizer” (source) is the one who claims superiority over others. A completely different child can directly provoke a conflict and end up being its victim.

Overcoming conflict is, first of all, overcoming the desire of individual children to subjugate others, no matter in what forms this may manifest itself.

Conflict prevention involves identifying power-oriented children and limiting their attempts to dominate others.

Cooperation- this is the child’s ability to take part in a common cause. Joint activity is associated with the distribution of functions between its participants, and therefore presupposes a certain ability of the child to both obey circumstances, take into account the opinions of others, limit himself in some way, and also show initiative and improve the common cause. Accordingly, the table identifies several levels of cooperation - from the desire to avoid inclusion in joint activities to a creative attitude towards it.

The initial determination of a particular level of cooperation among students can be done with the help of general tasks aimed at carrying out a certain type of activity. Already in the process of this common undertaking, the differentiation of its participants in their ability to cooperate will be quite clearly visible. Further work of the teacher in this regard should be related to the clarification of the individual reasons that determined the appropriate level of cooperation (for some it is elementary laziness, for others it is the fear of appearing inept, awkward, etc.). Understanding the reasons will make it easier for the teacher to find specific ways to develop an orientation towards cooperation in different children.

The described technology for monitoring a child’s personal development, as in the case of tracking subject learning outcomes, requires documentation of the results obtained for each child.

An individual card recording the dynamics of a child’s personal development can serve this purpose (Table 5).

The card is filled out by the teacher twice a year - at the beginning and at the end of the school year. If necessary, this can be done more often - up to 3-4 times a year; For this purpose, you can enter additional columns.

To reflect in detail the dynamics of changes, it is better to give points in tenths.

The resulting sections make it possible to consistently record the step-by-step process of change in the personality of each child, as well as plan the pace of individual development, focusing on the problems identified using Table 5 and this card. The student himself can be involved in assessing the qualities listed in the card. This will allow, firstly, to correlate his opinion of himself with the ideas that people around him have about him; secondly, to clearly show the child what reserves she has for self-improvement.

Conclusion.

The significance of the proposed technology is that it makes it possible to make the educational work of the teacher measurable, as well as to include the student in the process of development of his own personality, which is consciously controlled by him.

Thus, a reasonably organized system of monitoring and assessing the educational results of children in the system of additional education makes it possible not only to determine the degree to which each child has mastered the program and to identify the most capable and gifted students, but also to monitor the development of students’ personal qualities and provide them with timely help and support.

Wherein it is important to differentiate between assessment of training resultsindividual child And assessment of the general level of training of allpupils one or another children's association. These two aspects make up the overall assessment of the results of the work of the children's association (club, club, studio, etc.).

Summing up the general results, i.e. When assessing the effectiveness of the joint creative activity of students of a particular children's association, the teacher must determine the following:

what is the extent to which children complete the educational program, i.e. how many children completed the program completely, how many - partially, how many - did not master it at all;

how many children became winners of competitions, festivals, competitions, and olympiads during the current academic year;

how many children wish to continue their studies in this educational program;

What is the number of pupils transferred to the next stage of education;

what is the level of organization, self-discipline, responsibility of children studying in a group;

what is the nature of the relationships in the group (level of conflict, type of cooperation).

Application

Table 1.

Monitoring the child’s learning outcomes in additional

educational program

(Table 2)

Monitoring the child’s personality development in the process of mastering an additional educational program

The wording of statements should be clear to schoolchildren and be perceived unambiguously;

The abstracts of the questionnaire must be formulated so that one or another answer does not appear obviously socially approved in the eyes of the student;

In order to avoid comfortable behavior, attempts to guess the answer, or to have the correct attitude towards a particular thesis, teenagers must be given the right to fill out anonymously.

This questionnaire can be used to assess the current state of a teenager’s value relations. And also to identify the dynamics of the student’s personality development, his personal growth or regression.

Methodology for studying the level of development of children's groups. In educational work, it is important to study the level of development of the children's team, as well as the nature of the relationships between adolescents in the children's team. The school uses the well-proven diagnostic method “What kind of team we have” by A.N. Lutoshkina. The purpose of this diagnostic technique is the degree of cohesion of the children's team. After all, the personal development of a student entering a particular team largely depends on this. The children's team is one of the most important conditions for this development. The methodology allows us to study the children's team, determine how satisfied schoolchildren are with their team, how strong and united they consider it. The essence of diagnosis is this. The teacher explains to students that any team goes through a number of stages in its development, and invites them to familiarize themselves with a figurative description of the various stages of development of the team. Next, the teacher asks to determine what stage of development their team is at. Based on the answers, the teacher can determine the degree of satisfaction with his class team, find out how schoolchildren evaluate his unity in achieving socially significant goals. At the same time, it is possible to identify those teenagers who underestimate or overestimate the level of development of the team.

Sociometry. The sociometry technique is aimed at studying interpersonal relationships in a group. It allows you to determine the informal structure of the children's community, the system of internal likes and dislikes, identify leaders, types of leadership and rejected members of the group. Sociometry allows us to understand how much the community surrounding a student is conducive to his personal development, how much the members of the team are disposed towards him, and how much the student himself is disposed towards the members of the team. Sociometry allows us to identify a holistic picture of relationships, mutual and unilateral choices and deviations. As well as existing groups within a group of students and connections between them.

Methodology for determining the group cohesion index. K. Seashore's method is used in school to determine group cohesion, which is an important parameter. This parameter shows the degree of integration of the group, its cohesion into a single whole. This technique consists of 5 questions and is easy to process.

Expert methodology for monitoring the quality of educational opportunities. Monitoring the quality of educational opportunities is based on expert methodology (V.A. Yasvin). Expertise as a research method is focused primarily on the competence and experience of expert specialists. At the same time, the examination process also uses a number of diagnostic techniques, with the help of which structured quantitative information necessary for system analysis (comparison, ranking, identifying the dynamics of certain processes, etc.) can be obtained. The entire set of various information obtained from a variety of sources is summarized and interpreted by the expert group, characteristics are given and models of the various components of the educational, organizational and social subsystems of the school are built.

Building a model of such a complex and multidimensional reality as a school organization makes it possible to display it in a visual and structured form, as well as to discover a number of hidden internal properties in it, which is extremely important for the effective management of its quality. Initial examination school organization carried out as part of monitoring the quality of educational opportunities, includes the construction of the following models: models of the management and pedagogical system; models of the content of the school educational plan; models of the school environment with an analysis of its perception by various members of the educational community (managers, teachers, students and parents); models of organizational culture of the teaching staff. A psychological diagnosis of the subjective attitude of various categories of members of the educational community towards the school and an analysis of the ideas of the director and his deputies about the state and development of the school are also carried out.

Personal growth is self-discovery and realization. This is moving forward, towards your destiny. This is constant self-improvement and personal development. These are daily victories over yourself, over your fears and other negative emotions. Personal growth is the path to happiness and success.

Monitoring and assessing the level of students’ mastery of educational content is an integral part of the educational process. During inspection and assessment educational activities students is carried out " Feedback", the teacher receives information about the status of this learning activity. Experience in creative activities is also assessed. However, using only this approach, the teacher cannot always fully assess the level of students’ competencies and their personal potential. A rating system of assessment comes to the rescue, which is carried out according to four indicators: study and creative achievements; responsibility and initiative in educational work. But she is also unable to show the abilities and possibilities that often lie dormant in the student. In the conditions of the educational process of our gymnasium No. 73 “Lomonosov Gymnasium”, teachers primary classes turned to such a current form of assessing personal results as a portfolio. This form of student assessment helps not only to complement traditional assessment, but also to become a stimulus for the child’s personal development. As you know, there are two types of achievement motivation - motivation to achieve success and motivation to avoid failure. Each student has one or another type of motivation. A portfolio of achievements allows you to adjust your attitude towards your achievements and set your child up for motivation for success, because records and presents only the best results of his activities.

Any work children do is a lot of work, and students know well the price of its result in the form of portfolio documents.

Filling out a portfolio has not become an end in itself for the children; with its help, children become more self-confident and receive support from their classmates.

Personal growth is a kind of going beyond what has already been achieved. Personal growth is the development of a person’s value attitude towards those objects of reality that are recognized as valuable within the framework of the civilization with which the person identifies himself. Tasks for the teacher:

1.Create optimal conditions.

2. Stimulate logical mechanisms, intuition, insight.

3.Build independence.

4.Be emotionally flexible.

We especially note that when assessing the results through the category of personal growth, we emphasize the importance for the education of the positive dynamics of personality development (that is, the development of the child’s value-based attitude towards people, his homeland, work, etc.), and not its compliance with any standard, standard, norm (to be a humanist, patriot, creator, etc.). This approach allows us to evaluate the efforts of even a poorly raised child to become a little better, without classifying him as an “abnormal” or “deviant” child.

By identifying the positive in a student and relying on it, relying on trust, the teacher, as it were, anticipates the process of formation and elevation of the individual. Education based on the positive is most fully and consistently revealed in the formula of A. S. Makarenko: a person must be approached with an optimistic hypothesis, even with some risk of making a mistake.

One of the main tasks of teaching and upbringing in primary school as part of the implementation of the new educational standard is to identify and develop the child’s individual creative abilities:

— creating a situation of success for each student, increasing self-esteem and confidence in their own capabilities;

— maximum disclosure of the individual abilities of each child;

— development of students’ cognitive interests and formation of readiness for independent learning;

— formation of an attitude towards creative activity and creative activity skills, development of motivation for further creative growth;

— formation of positive moral and moral qualities of the individual;

— acquiring reflection skills, developing the ability to analyze one’s own interests, inclinations, needs and correlate them with available opportunities (“I am real”, “I am ideal”);

— formation of life ideals, stimulation of the desire for self-improvement.

The undoubted value of a portfolio is that it helps to increase the student’s self-esteem, maximize the individual capabilities of each child, and develop motivation for further creative growth. Therefore, it is extremely important to learn for yourself and explain to your child that compiling a portfolio is not a race for diplomas and all kinds of certificates! What is important is the process of participation in educational activities or creative work, and not its result.

Goals of portfolio formation:

The portfolio is introduced with the aim of objectively recording the individual achievements of schoolchildren. A portfolio is a collection of a student's work and results that demonstrates his or her efforts, progress, and achievements in various areas.

Individual cumulative assessment (portfolio) - a set of documents, assessment of subject, meta-subject and personal results, individual achievements, which is the basis for determining the educational rating of a graduate primary school.

The main direction of new educational standards is the formation of universal educational activities both subject and meta-subject.

For the successful formation of UUD for elementary school students, it is necessary to monitor, make the necessary adjustments, and plan further work to develop students’ actions. For this purpose, primary school teachers at gymnasium No. 73 “Lomonosov Gymnasium” collect materials such as:

1) monitoring the formation of the UUD of the class as a whole;

2) student observation cards, which have the following pages:

· survey of parents;

· study of the developmental features of a preschooler;

· his readiness to study at school;

· diagnosis of the child’s primary adaptation at school;

· diagnostics of the formation of the UUD.

We will dwell in more detail on the diagnosis of personal LUDs.

Personal UUDs provide value-semantic orientation for students:

Knowledge of moral standards;

The ability to correlate actions and events with accepted ethical standards;

The ability to highlight the moral aspect of behavior.

Main characteristics of personal development of primary school students:

1) self-determination

2) meaning formation

3) moral and ethical orientation

For diagnosis, the primary school teachers of our gymnasium selected the following methods and techniques:

Questioning,

Observation method.

Let us consider in more detail the specifics of the survey methodology.

Goal: to identify the development of the student’s internal position and his motivation for learning.

Evaluated UUDs:

Actions aimed at determining your attitude towards school

Actions that establish the meaning of the teaching

Assessment method: individual conversation.

Based on the criteria, we evaluate the level of formation of self-determination and meaning formation.

Evaluation criteria:

1. A positive attitude towards school, a sense of the need to study.

2. Showing special interest in the new school content of assignments.

3. Preference for classroom lessons to individual lessons at home, a social way of assessing knowledge (marks)

Grading levels:

0. Negative attitude towards school.

1. A positive attitude towards school, but also maintaining a preschool orientation.

2. The emergence of an orientation towards the meaningful aspects of school reality.

3. A combination of orientation towards social and personal aspects of school life.

The diagnostic results are entered into a general table for the class and separately into the development chart of each student. The next diagnosis is at the end of the school year (see Appendix No. 1-4).

During the year, a lot of intermediate work is being done to form the UUD.

Meeting the requirements of the Federal State Educational Standard, each teacher plans the results of the formation of the UUD, analyzes the results and draws up a work plan for the next year.

Naturally, when conducting this or that survey, some difficulties may arise. Our teachers also met with them:

1. The diagnostic results were not always accurate and objective, because they are influenced by many factors: the child’s mood, well-being, his desire to cooperate at the moment, the purely individual characteristics of each.

2. It can be very difficult for one teacher to conduct an individual conversation with each of 30 students, within the time frame of the lesson.

Now let’s move on to the observation method, as the most accessible and widespread method of studying students in teaching practice.

Goal: identifying the personal characteristics of children in the process of educational activities.

Evaluated UUDs:

· internal position of the student;

· development of cooperation skills with adults and peers;

· awareness of human responsibility for general well-being;

· development of ethical feelings as regulators of moral behavior;

· orientation in the moral content and meaning of both one’s own actions and the actions of those around them;

· empathy as understanding the feelings of other people and empathizing with them.

Evaluation method: observation according to a given observation chart (see Appendix No. 5, 6, 10).

Evaluation criteria:

1. Attitude to school and motivation to study.

2. Assessment of one’s own activities and level of cooperation with adults and peers.

3. Attitude to a common cause, way of communication in a team.

4. Moral and aesthetic attitude towards one’s work and the activities of others.

Grading levels:

1. Negative attitude towards school, towards the results of the common cause, etc.

2. Mainly indifferent attitude, but sometimes shows interest in the common cause.

3. In half of the cases he shows interest in the common cause, a positive attitude towards school, in half - a negative attitude, without interest in the common cause.

4. Mostly positive attitude towards school, towards the common cause, only sometimes a negative attitude appears.

5. In all cases, only a positive attitude towards school, interest in the common cause.

The results of the observation are entered into the observation card, the results are summarized three times during the school year: in November, February and May. Then, based on the results of assessing personal AUDs obtained during questioning, observation, and self-assessment, the level of formation of personal AUDs is summed up.

The advantages of observation include:

· It is possible to judge many details of the “living” pedagogical process in their dynamics.

· Allows you to record events and manifestations directly at the moment of their occurrence.

· We receive factual information, not the opinions of others.

The disadvantages of this method are:

· The presence of elements of subjectivity in the analysis and assessment of facts on the part of the observer.

· Inaccessibility of certain aspects of activity - motives, emotional state.

· Monitoring a small number of children to obtain high-quality results.

Therefore, in order to fill in the data that cannot be obtained during observation, we supplemented them with a diagnosis of learning motivation and a diagnosis of the student’s self-esteem after completing the work (see Appendix No. 7,8,9).

Thus, through observation in the process of teaching and educational activities and the parallel use of questionnaires of parents and students, we obtain a picture of each child’s personal LUD that is as close to reality as possible.

We bring to your attention a system for assessing personal UUDs, which were described in detail above, presented sequentially in a number of applications No. 1-10.

Methodology for diagnosing personal growth of schoolchildren

(Stepanov's method)

As practice has shown, for high school students, working with the questionnaire will not cause any particular difficulties and will only take the time of one lesson. But it will be difficult for schoolchildren in grades 5–8 to work with a large amount of information. Therefore, in these classes it is recommended to conduct diagnostics over two days, dividing the questionnaire in half accordingly.

Two versions of the diagnostic questionnaire are offered - for students in grades 5-8 and for students in grades 9-11. The structure of these two questionnaires, the methods of processing them and interpreting the results are not fundamentally different from each other - only some of the wording of the questions differs.

Each of the questionnaires consists of 91 statements to which adolescents can express their attitude. To do this, they must decide for themselves how much they agree (or disagree) with the statements contained in the questionnaire, and rate the degree of their agreement (or disagreement) in points from “+4” to “–4”. The number of statements - 91 - is explained as follows: for each of the 13 values ​​(more precisely, objects of value relations) presented in the table, we have developed 7 statements that reveal the attitude of schoolchildren to these values.

Below are the texts of the questionnaires, answer forms and the general technique for processing and interpreting the results.

Questionnaire for students in grades 5–8

Here are several different statements. Please read them and think whether you agree with these statements or not. If you agree, then put a positive rating (+1, +2, +3 or +4) in a special form next to the number of this statement. If you do not agree with any statement, then put a negative mark on the form (-1, -2, -3, or –4).

“0” - neither yes nor no;

Try to be honest. There can be no “right” or “wrong” assessments here. It is only important that they express only your personal opinion. Thank you in advance!

1. Stray dogs must be destroyed because they can be dangerous.
2. Any quarrels can be resolved without resorting to fights.
3. What adults call cultural treasures of the past are, in fact, often old junk.
4. Even if I don’t understand something in class, I won’t ask the teacher clarifying questions - after all, it’s not that important.
5. A person who has committed a crime can never become good in the future.
6. It's stupid to take risks for another person.
7. Even the strangest people with the strangest hobbies should have the right to defend themselves and their views.
8. Sports activities are a necessity for the health of every person.
9. When I become an adult, I will be able to live happily without creating my own family.
10. I am lucky that I live in Russia.
11. People who oppose war are probably just cowards.
12. Only losers do physical labor.
13. I love learning the meaning of words I don't know.
14. Our country will be a better place if we get rid of all the mentally ill people.
15. There are peoples who do not deserve to be treated well.
16. I think that smoking and alcohol help people relax and relieve tension after hard work.
17. I am often dissatisfied with the way I live.
18. I'm not afraid to make a mistake when I choose something in my life.
19. It’s good when a person doesn’t have a family and children - that way he feels more free.
20. When I grow up, I will try to defend my Motherland from enemies.
21. Action films with shooting and blood help children become brave and courageous.
22. The work of a janitor is no less important than any other job.
23. Studying is an activity for nerds.
24. If for the sake of justice you need to kill a person, that’s normal.
25. I like to give gifts to my friends, relatives, and acquaintances.
26. Most of the crimes in our city are committed by people who come to us from other places.
27. I believe that one dose of drugs cannot make you a drug addict.
28. I feel very strongly about any of my failures, even the smallest ones.
29. I'm proud of my last name.
30. Victory Day (May 9) is not a holiday for everyone, but only for veterans and elderly people.
31. Trading animals listed in the Red Book is a good way to make money.
32. Prisoners of war can be treated cruelly, because they are our enemies.
33. If a child abruptly interrupts the conversation of adults, there is nothing wrong with that - the child also has the right to speak out.
34. A person can't know everything, so I don't worry about not knowing many important things.
35. It is better to release 10 criminals than to execute one innocent person.
36. People who beg are most likely lazy and deceitful.
37. All famous, famous people try to maintain good physical shape.
38. It’s hard for me to meet new people; I often feel shy and embarrassed.
39. I want to know why and for what I live.
40. I don’t like it when our anthem is played – it’s boring and you have to get up all the time.
41. To give in in an argument means to show your weakness.
42. Good study is also important and serious work.
43. You can draw and write whatever you want on the walls of the entrance.
44. I feel bad when people around me are upset about something.
45. I will help another person, even if I am very busy.
46. I like outdoor games, sports or fishing more than sitting in front of a computer or TV.
47. My actions often depend not on myself, but on other people.
48. A person does not need to know anything about his ancestors or relatives.
49. It happens that I feel strong excitement, a sense of pride when I hear songs about my Motherland.
50. There is nothing to worry about if, after washing your hands, you do not close the tap behind you in the school cafeteria, because our country has the largest reserves of water in the world.
51. A strong military power, including Russia, should be respected and feared by other countries.
52. Cleaning up the territory of a house or school is a useless exercise.
53. If an adult swears, there is nothing wrong with that - after all, he is already an adult.
54. I think that even without obtaining good knowledge I will be able to get a good job in the future.
55. It is necessary to ban refugees from Asia and Africa from entering our country, as their influx increases the crime rate.
56. I think that health is not the most important thing for a person today.
57. I don't feel sad or sad when I'm alone.
58. I most often agree with the majority opinion.
59. I would like to travel to other countries, but I want to live in my own country.
60. I believe that it is imperative to feed stray animals and wintering birds.
61. It seems to me that our country has too many weapons and this is bad - their number could be reduced.
62. If necessary, I can even do the work that I don’t like.
63. I can insult a person if I don’t like him in some way.
64. TV is needed for entertainment and relaxation, and not for learning something new from it - that's what school is for.
65. All homeless people and beggars must be caught and forced to work.
66. A person will never do anything if it is not profitable for him.
67. People of a different race or nationality may be normal people, but I would prefer not to take them as friends.
68. The taste of food is more important than its usefulness.
69. It seems to me that there is more bad in me than good.
70. When I do wrong, my conscience torments me.

Answer form

Last name, first name (you can specify if you wish)_______________

___________________________________________________________

Questionnaire for students in grades 9 – 11

You will be offered a series of statements. Please read them and determine how much you agree or disagree with them. You can rate the degree of your agreement or disagreement in points (from “+4” to “–4”):

“+4” - ​​undoubtedly yes (very strong agreement);

“+3” - yes, of course (strong agreement);

“+2” - in general, yes (average agreement);

“+1” - more likely yes than no (weak agreement);

“0” - neither yes nor no;

“–1” - rather no than yes (weak disagreement);

“–2” - in general, no (average disagreement);

“–3” - no, of course (strong disagreement);

“–4” - no, absolutely wrong (very strong disagreement).

Try to be sincere. There can be no “right” or “wrong” assessments here. It is only important that they reflect your personal opinion. You can enter your ratings on a special form next to the serial number of the questionnaire approval. Thank you!

1. I like it when our whole family goes to visit, celebrates some holiday, or just gathers around the common table.
2. Those who criticize what is happening in the country cannot be considered true patriots.
3. Stray dogs must be destroyed, as they can be dangerous.
4. Any conflict can be resolved without resorting to force.
5. I am able to do a variety of jobs with joy.
6. What many call cultural treasures of the past often turn out to be primitive old junk.
7. You should not ask the teacher questions during class: they distract from the main thing.
8. A person who has committed a crime can never change for the better.
9. It is foolish to take risks for the benefit of another person.
10. Even the strangest people with the strangest hobbies and interests should have the right to defend themselves and their views.
11. Sports activities are a vital necessity for every person.
12. Most of my peers prefer to communicate with beautiful people.
13. I strive to solve my problems independently, on my own.
14. I can live happily without creating my own family.
15. I owe a lot to my country.
16. It’s better to go to the forest for a Christmas tree, because there you can choose the fluffiest one.
17. People who oppose war are actually cowardly.
18. Physical labor is for losers.
19. Appearance– an indicator of respect not only for oneself, but also for others.
20. I strive to find out the meaning of words I don't know.
21. The country will feel better if we get rid of mentally ill people.
22. I feel sorry for helpless people and want to help them.
23. There are nations and peoples who do not deserve to be treated well.
24. I believe that smoking or alcohol can help me relax and relieve tension.
25. I often feel disappointed in life.
26. When choosing, people often make mistakes, but I am not afraid to make a mistake when making a choice.
27. Without family and children, a person feels freer.
28. I am ready to defend my Motherland in case of serious danger.
29. Keeping animals in mobile menageries is inhumane.
30. Action films with shooting and blood instill courage.
31. A housewife can also be a creative person.
32. Obscene expressions in communication are a sign of lack of culture.
33. Studying is an activity for nerds.
34. If for the sake of justice it is necessary to kill a person, then this is normal.
35. I experience strong positive emotions when I give someone a gift.
36. Most of the crimes in our city are committed by visitors.
37. One dose of drugs will not make me a drug addict.
38. I feel very strongly about any, even minor, failures.
39. I am ready to argue with the teacher if I think he is wrong.
40. I'm proud of my last name.
41. Victory Day (May 9) is a holiday only for veterans and elderly people.
42. Importing rare exotic animals from abroad is a normal way to make money.
43. Prisoners of war should not be subject to human rights.
44. I would like to work part-time in my free time if it does not interfere with my studies.
45. What communication would be without a bottle of Klinsky!
46. A person cannot know everything, so I am not worried about my ignorance of some important things.
47. It is better to acquit 10 criminals than to execute one innocent person.
48. People who beg for alms are most likely lazy and deceitful.
49. Judging “ours” at international competitions is often unfair, because no one likes Russians.
50. All successful people in life try to maintain good physical shape.
51. I have a hard time meeting new people.
52. It is important for me to find the meaning of my own life.
53. Looking at old family photographs is an activity for eccentrics.
54. Once abroad, I will try not to be perceived as a Russian.
55. Cleaning up other people's trash at tourist sites is a stupid thing to do.
56. Making concessions means showing weakness.
57. Good study is also serious work.
58. Vandalism is one of the forms of youth protest.
59. I like to delve into encyclopedias, magazines, and dictionaries: you can find a lot of interesting things there.
60. I can't feel good when people around me are depressed about something.
61. I can sacrifice my well-being to help a stranger.
62. It is unfair to place people of color in leadership over white people.
63. I prefer active recreation to sitting in front of the TV or computer.
64. I feel awkward in unfamiliar company.
65. My actions often depend on external circumstances.
66. A person does not need to know his ancestry.
67. It happens that I feel very excited when I hear songs about my Motherland.
68. If we take into account all the pros and cons, then storing foreign nuclear waste in Russia will bring more financial benefit than environmental harm.
69. We are a strong military power, and that is why we should be respected.
70. Cleaning up the territory of a house or school is a relic of the past.
71. I can’t imagine Russian colloquial speech without swearing.
72. I think that even without acquiring good knowledge I will be able to make a good career in the future.
73. Even notorious criminals do not deserve torture and abuse, because they are people too.
74. I am ready to help an elderly person only for a reward.
75. The authorities should prohibit refugees from economically backward countries from entering our country, since their influx increases the crime rate.
76. I think that health is not the most important thing in life today.
77. Temporary loneliness does not depress me.
78. I most often follow the majority opinion.
79. It upsets me that I don't do everything I could for my parents.
80. I would like to travel to other countries, but I prefer to live in my own.
81. I believe that wearing natural fur coats is immoral.
82. I think there are too many guns in our country.
83. I can force myself to do work that I don't like.
84. I can be rude to a person if I don’t like him for some reason.
85. Television, first of all, should be a means of entertainment and relaxation, and only secondarily, a source of information about events in the country and the world.
86. All homeless people must be caught and forced to work.
87. It is human nature to never do anything without regard for one’s own benefit.
88. There can only be one true religion.
89. The taste of food, in my opinion, is more important than its usefulness.
90. Deep down I know that I rate myself low.
91. When I do wrong, my conscience torments me.

Answer form

Last name, first name (you can specify it if you wish)_________________

________________________________________________________

Processing the results

Schoolchildren's answers are distributed across 13 scales: they correspond to 13 lines in the answer form filled out by the respondent. The results are obtained by adding the scores on each scale.

1. The nature of the student’s relationship with his family is shown by his assessments of statements No. 1, 14, 27, 40, 53, 66, 79. At the same time, in the answers to questions No. 1, 40, 79 the sign does not change. In the answers to questions No. 14, 27, 53, 66, the sign changes to the opposite.

2. The nature of the student’s relationship to the fatherland is shown by his assessments of statements No. 2, 15, 28, 41, 54, 67, 80. At the same time, in the answers to questions No. 15, 28, 67, 80 the sign does not change. In the answers to questions No. 2, 41, 54, the sign changes to the opposite.

3. The nature of the student’s relationship to the Earth is shown by his assessments of statements Nos. 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions Nos. 29, 81 the sign does not change. In answers to questions Nos. 3, 16, 42, 55, 68, the sign changes to the opposite.

4. The nature of the student’s relationship to the world is shown by his assessments of statements No. 4, 17, 30, 43, 56, 69, 82. At the same time, in the answers to questions No. 4, 82 the sign does not change. In the answers to questions No. 17, 30, 43, 56, 69, the sign changes to the opposite.

5. The nature of the student’s attitude towards work is shown by his assessments of statements Nos. 5, 18, 31, 44, 57, 70, 83. At the same time, in the answers to questions Nos. 5, 31, 44, 57, 83 the sign does not change. In the answers to questions No. 18, 70, the sign changes to the opposite.

6. The nature of the student’s relationship to culture is shown by his assessments of statements Nos. 6, 19, 32, 45, 58, 71, 84. At the same time, in the answers to questions Nos. 19, 32 the sign does not change. In answers to questions Nos. 6, 45, 58, 71, 84, the sign changes to the opposite.

7. The nature of the student’s relationship to knowledge is shown by his assessments of statements Nos. 7, 20, 33, 46, 59, 72, 85. At the same time, in the answers to questions Nos. 20, 59 the sign does not change. In the answers to questions No. 7, 33, 46, 72, 85, the sign changes to the opposite.

8. The nature of the student’s relationship to a person as such is shown by his assessments of statements Nos. 8, 21, 34, 47, 60, 73, 86. At the same time, in answers to questions Nos. 47, 60, 73 the sign does not change. In the answers to questions No. 8, 21, 34, 86, the sign changes to the opposite.

9. The nature of the student’s relationship to a person as an Other is shown by his assessments of statements Nos. 9, 22, 35, 48, 61, 74, 87. At the same time, in answers to questions No. 22, 35, 61, the sign does not change. In the answers to questions No. 9, 48, 74, 87, the sign changes to the opposite.

10. The nature of the student’s relationship to a person as an Other, as a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements Nos. 10, 23, 36, 49, 62, 75, 88. At the same time, in the answer to question No. 10 the sign does not change. In answers to questions Nos. 23, 36, 49, 62, 75, 88, the sign changes to the opposite.

11. The nature of the student’s relationship to his bodily self is shown by his assessments of statements Nos. 11, 24, 37, 50, 63, 76, 89. At the same time, in answers to questions Nos. 11, 50, 63 the sign does not change. In the answers to questions Nos. 24, 37, 76, 89, the sign changes to the opposite.

12. The nature of the student’s relationship to his inner world, his spiritual self is shown by his assessments of statements Nos. 12, 25, 38, 51, 64, 77, 90. At the same time, in the answer to question No. 77, the sign does not change. In answers to questions No. 12, 25, 38, 51, 64, 90, the sign changes to the opposite.

13. The nature of the student’s relationship to his spiritual self is shown by his assessments of statements No. 13, 26, 39, 52, 65, 78, 91. At the same time, in the answers to questions No. 13, 26, 39, 52, 91, the sign does not change. In the answers to questions No. 65, 78, the sign changes to the opposite.

Interpretation of results

The proposed description of the levels of development of a child’s attitude towards a particular value gives an approximate, typified picture of what lies behind the student’s answers to the corresponding group of questions. This is not an accurate diagnosis, it is a trend, a reason for your pedagogical reflection.

In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of responses across the four levels. Make the overall picture multi-faceted and multi-colored, and note especially outstanding results.

In case of individual diagnosis, be extremely attentive to the teenager’s answers. When carrying out factor analysis, pay attention to which of his answers “fall out” from his own individual “norm”. Perhaps this is where the point of his personal growth (or regression) is.

In both variants of diagnostics, even if there is a negative trend, try to emphasize all the existing positive aspects.

If you need to make survey results public, please be extremely tactful. Remember: you are not judging, you are reflecting!

1. The teenager’s attitude towards the family

From +15 to +28 points (stable positive attitude) –The value of family is highly significant for a teenager. He values ​​family traditions and foundations, remembers various little things that are pleasant to one of the family members. Family holidays always take place with his participation and assistance in preparation. In the future he wants to create a happy family.

– For a teenager, family is of a certain value, but the very fact of having a family and family traditions is perceived by him as natural (“how could it be otherwise?”). The teenager takes part in family holidays, but without a reminder he will not always remember the birthday of someone close to him. Takes parents' care for granted. He assumes that the family he will create in the future will not be too similar to the one in which he lives now.

– A teenager's attitude towards family is usually consumerist. He “should” be given money for small expenses and forgiven for his pranks. But if something serious is needed from the parents, the teenager will achieve this by any means - flattery, lies, obedience. He himself most likely believes that he owes nothing to anyone.

– the family does not represent any value for the child. This attitude is manifested in a feeling of shame for one’s last name, a conscious rejection of the norms of behavior accepted in the family, and ideas about life. All this in the future may negatively affect his ability and desire to create his own happy family.

2. The teenager’s attitude towards the Fatherland

– A teenager has fully developed feelings of citizenship and patriotism. For him, homeland is not an abstract category, but a specific country where he is going to live, of which he is proud. He feels his personal responsibility for the fate of the country. Moreover, such feelings are not caused by the situation, not by the fashion for patriotism, but are deeply personal and experienced.

From +1 to +14 points (situational positive attitude) – the teenager experiences the feeling of the Motherland as a feeling of home, village, city. However, it seems to him that what is happening in the country and in his “small homeland” has little in common with each other. He stands up when the anthem plays, rather not out of spiritual impulse, but because it is customary. If necessary, the teenager will not refuse to help veterans, although he may not offer his own help.

From -1 to -14 points (situational negative attitude) – the teenager tries not to openly show his attitude towards the country. He is basically indifferent to talk about her “wretchedness.” He can speak “correctly” on the topic of citizenship and patriotism, but depending on the situation, place emphasis differently. A teenager knows how to guess at what point what is “patriotic” and what is not. It seems to him that what is happening to the country and to himself has little in common.

From -15 to -28 points (stable-negative) – it can be assumed that the teenager is distinguished by a philistine attitude towards his country. For him, his homeland is simply a place where he lives, and which can easily be changed to any other. All successes are his own successes, and the country is to blame for failures (“but is it really possible in this country...”). Maybe he himself will not participate in the desecration of monuments, but he certainly will not condemn others, because memory is not something for which one can receive dividends.

3. The teenager’s attitude towards the Earth (nature)

From +15 to +28 points (stable positive attitude) – The teenager has a fully developed environmental awareness. It is natural for him to feel pity and empathy for any animal; he is ready to clear forests and clean water bodies, finding these activities fascinating and important for himself personally. And he will certainly pick up and feed an abandoned puppy, and will not forget to water the flowers (not at all out of a desire to receive praise from an adult, but out of the need to feel the harmony of the world in which he lives).

From +1 to +14 points (situational positive attitude)– the teenager cares about animals, flowers, but mainly about those that belong directly to him. He perceives environmental problems as objectively important, but at the same time beyond his personal control. He will not litter in the forest if others do not do so. He will take part in the cleanup event with the class, but if there is an opportunity to refuse, he will most likely take advantage of it.

From -1 to -14 points (situational negative attitude) – A teenager’s own opinion about environmental problems depends on the situation. He prefers not to pay attention to such trifles as the garbage he threw, the trash can that was set on fire. Breaking branches in the forest, chasing cats and dogs in the yard, he doesn’t think about what he’s doing. And even more so, he will not react if others do the same. He divides all animals into useful and useless, pleasing to his eyes and causing disgust.

From -15 to -28 points (stable negative attitude) – nature is perceived by a teenager as a commodity. A teenager’s attitude towards the forest, animals, and bodies of water is dictated by the need for his own comfort, and if possible, then for his own benefit. He is capable of causing pain to an animal for simple fun. He ridicules those who show respect and love for “our smaller brothers.”

4. A teenager’s attitude towards the world

From +15 to +28 points (stable positive attitude)– y The teenager has a clearly expressed pacifist position. He believes that only weak people and states resort to violence. He has an emphatically negative attitude towards manifestations of brute force. I am sure that it is always possible to resolve a conflict without infringing on the rights of other people. Not afraid to make concessions.

From +1 to +14 points (situational positive attitude)– The teenager generally shares the ideas of peace and non-violence, but at the same time believes that in some cases the use of force is justified. He treats manifestations of brute force with a mixed feeling of rejection and fear. The teenager believes that in a complex modern world one must always be prepared for confrontation, therefore, unfortunately, one cannot do without weapons. He tries not to make concessions because he does not want to appear weak in the eyes of others.

From -1 to -14 points (situational negative attitude) – the teenager is confident that peace can be maintained mainly by force, threats, and ultimatums. He views war as one of the natural ways of resolving conflicts. In his opinion, the strong are those who are feared. Believes that there are enough potentially hostile people and states around. It is unlikely that he himself will be the initiator of a violent act, but most likely he will not refuse to play a “supporting” role.

From -15 to -28 points (stable negative attitude)– it can be assumed that there is no alternative for a teenager– negotiations or military operation. War can be a value for him - with its help it is possible to solve the problems of overpopulation and lack of food for everyone. He is entirely on the side of power, and everyone who tries to resist this is “weak” for him. Most likely, this applies to both local (classroom, yard, school) and major conflicts, where nothing depends on it yet.

5. Teenager’s attitude towards work

From +15 to +28 points (stable positive attitude) – The teenager is distinguished by hard work in everything: from cleaning the classroom to reading a difficult book. He enjoys complex, time-consuming, even tedious work. He does not consider it shameful to help his parents with the housework; he can offer to do something himself. Is he working somewhere or not yet?– in any case, the teenager is not ashamed of it.

From +1 to +14 points (situational positive attitude)– Most likely, only a prestigious job earns the respect of a teenager. Although, if everyone around you is busy with something not prestigious (for example, cleaning the area during a cleanup day), then they can participate “for the company.” He will also help with household chores, but he will be annoyed that it takes so much time.

From -1 to -14 points (situational negative attitude) – If possible, the teenager will shift part of his work to someone else. If he finds out that one of his classmates works after school, he will most likely react like this: “Don’t you have anything to do?!” In his opinion, “dirty” work– the lot of second-class people or those who have not managed to get a job in life. He himself will certainly never take it up.

From -15 to -28 points (stable negative attitude) – more or less difficult work disgusts a teenager. He comes up with a lot of reasons why he shouldn’t take it on. A teenager will gladly take advantage of the fruits of someone else’s labor, passing them off as his own if possible. For him there is no connection between hard work and well-being in life.

6. Teenager’s attitude to culture

From +15 to +28 points (stable positive attitude) – cultural forms of behavior are, of course, personally significant for a teenager and are actively implemented by him in everyday life. He is alien to rudeness and “decorating” his speech with obscene phrases; he is attentive and tactful towards other people. He understands the need to preserve the cultural heritage that we inherited from the past, and categorically does not accept vandalism.

From +1 to +14 points (situational positive attitude)– the teenager recognizes the objective value of cultural forms of behavior, but is by no means always guided by them in his everyday life. He would probably like to look like a “cultured person”, but is not ready to put daily effort into this. He finds justification for occasional manifestations of rudeness on his part (“I’m only rude in response”), sloppiness (“well, let them greet you based on their clothes, but they see you off based on their intelligence”), obscene language (“strong emotions are difficult to express in another way”) and etc. Vandals are antipathetic to him.

From -1 to -14 points (situational negative attitude) – cultural forms of behavior are considered by a teenager as something dogmatic, coming from the world of adults, and therefore burdening his daily life. He is a supporter of the natural expression of his thoughts, feelings, desires and believes that cultural cutting will only prevent him from being who he is. The word “culture” probably associates him with the TV channel “Culture” and evokes insurmountable boredom. It is unlikely that he himself is capable of an act of vandalism, but most likely he will not condemn vandals of his peers.

From -15 to -28 points (stable negative attitude) – the word “culture” in all its forms causes rejection in a teenager and is seen as a manifestation of the deceitfulness of the adult world. He probably knows what cultural forms of behavior are, but in his everyday life he implements them exactly the opposite. Tactfulness seems to him a manifestation of weakness, rudeness and obscene language– strength, “sipping beer” to the accompaniment of swearing– the best way to spend your time. Monuments of the past are perceived by him, most likely, as ordinary old junk, so he is not at all against “throwing them off the ship of modernity.”

7. A teenager’s attitude towards knowledge

From +15 to +28 points (stable positive attitude)- in front of you - an inquisitive person who has a strong desire to learn new things. A teenager may be “inconvenient” for the teacher because he asks a lot during class and doubts seemingly obvious things. He believes that the success of professional growth and career is directly related to the depth of knowledge, and strives to obtain it.

From +1 to +14 points (situational positive attitude)– a teenager can study well, but on his own initiative he is unlikely to delve into books for a long time to find the meaning of a term or fact that he does not understand. In his mind, knowledge and a future career are, of course, connected, but he shouldn’t put so much effort into it!

From -1 to -14 points (situational negative attitude) – a teenager will never ask an adult if he doesn’t understand something. He frankly doesn’t understand how you can watch popular science programs on TV. Knowledge is of a purely utilitarian nature for him (learned, answered– it means he didn't get into trouble).

From -15 to -28 points (stable negative attitude) – Obviously, a teenager has virtually no need to acquire knowledge. He openly despises those who study, considers them “nerds” - people living unfulfilling lives. He is confident that the level and quality of his education will not have any impact on his future life.

8. The teenager’s attitude towards the person as such

From +15 to +28 points (stable positive attitude) – the value of a person, as he is in all his manifestations, is certainly significant for a teenager. Human life is priceless to him. No considerations of justice can justify the “tears of the innocent.” “The forest is being cut down, the chips are flying”– This is unacceptable for our hero. He is merciful, capable of empathy, compassion, and forgiveness.

From +1 to +14 points (situational positive attitude)– The value of a person may be comprehended by a teenager, but not fully felt. He can demonstrate his humanism, but deep down separate categories people (for example, the mentally ill, beggars, homeless people) appear to him as those who prevent him from feeling the joy of life. The teenager allows the death penalty for the most serious crimes. When the triumph of justice and “mercy for the fallen” are on different scales, he will most likely choose the first.

From -1 to -14 points (situational negative attitude) – Most likely, the teenager is inclined to divide people into normal and abnormal. He treats the former quite respectfully, maybe even mercifully towards them; he considers the latter “subhuman” and would like to encounter them as little as possible. A great goal, in his opinion, cannot be achieved without getting your hands dirty. The principle “the forest is cut down, the chips fly” is quite acceptable for a teenager. At the same time, he equally does not want to be either a “lumberjack” or a “chip”,– rather, a “gatherer” or “binder of firewood.”

From -15 to -28 points (stable negative attitude) – a person as a value is most likely an empty phrase for a teenager. He is prone to displays of cruelty towards other people and is contemptuous of any acts of mercy. “Weaklings” and “abnormal” people, in his opinion, worsen our lives, slow down the growth of well-being, and therefore should be completely isolated from society. Surely he believes that justice, order, stability are worth eliminating the mentally ill and homeless. The most dangerous thing is that he can move from words to actions.

9. A teenager’s attitude towards a person as an Other

From +15 to +28 points (stable positive attitude)- teenager - a true altruist. He is always ready to help other people, even strangers, without waiting for a request from them. He is selfless in his actions for the benefit of others. Always ready to help the weak and those in need. For the sake of such help, I am ready to risk my own well-being. Likes to give gifts “just because.”

From +1 to +14 points (situational positive attitude)– the teenager is not averse to helping those in need, but prefers to do it when asked. He is careful in his actions for the benefit of others, trying not to put his own well-being at risk. He does not trust the sincerity of those asking for alms, and if they are near him, he tries to pretend that he does not notice them. He feels pleasure when giving gifts, but at the same time, deep down, he expects a gift in return. If this doesn't happen, he gets upset.

From -1 to -14 points (situational negative attitude) – The teenager only occasionally thinks about the needs and feelings of other people. For the most part, these are those on whom he depends to one degree or another. Selflessness seems wasteful to him; he prefers to do everything for his own benefit, skillfully disguising it. He is confident that every good deed should be adequately rewarded, therefore, before doing anything good, he does not hesitate to find out “what will happen to him for it.”

From -15 to -28 points (stable negative attitude) – the teenager is focused exclusively on himself, sincerely believes in himself"the center of the universe." Not just doing, but even thinking about others is not part of his plans. He seeks profit in everything, not really hiding it. Selflessness seems to him absurdity, utter stupidity. He is prone to slander, a cynical attitude towards those who need something, who need help. All are beggars for him– lazy people and liars. Much more than giving, he likes to receive gifts, preferably expensive and useful ones.

10. A teenager’s attitude towards a person as an Other

From +15 to +28 points (stable positive attitude)– the teenager recognizes the rights of people to a way of life different from his own and to freely express his views. He certainly accepts other cultures, has a positive attitude towards cultural differences, and is receptive to any manifestations of cultural discrimination. He strives for understanding, insight into the essence of other cultures, and is able to avoid cultural prejudices and stereotypes in their assessment. There is also a palpable desire to consider other cultures not from one’s own “bell tower,” but through the prism of the values ​​and priorities of these cultures themselves.

From +1 to +14 points (situational positive attitude)– a teenager is inclined to recognize and accept cultural pluralism, respect for a wide variety of sociocultural groups, but at the same time shares (often unconsciously) some cultural prejudices and uses stereotypes regarding representatives of certain cultures. He cannot independently see many, especially hidden, manifestations of cultural discrimination in everyday life. He finds it difficult to imagine what problems cultural minorities, migrants or refugees might face. This is explained by a lack of understanding of the Other, an inability to see him from the inside, to look at the world from his point of view.

From -1 to -14 points (situational negative attitude) – the teenager verbally recognizes the rights of others to cultural differences, declares the principle of equality of people, but at the same time experiences personal rejection of certain sociocultural groups. The teenager tries to justify such dissonance between the declared humanistic principles and the real manifestation of intolerance by reference to public opinion (“everyone thinks so”), immoral behavior allegedly characteristic of representatives of these groups (“they are all like this”), personal unsuccessful experience of interacting with them (“I I have met such people and I am sure that..."). This position is based on cultural centrism, xenophobia, and the presumption of the guilt of another. Denying such blatant manifestations of intolerance as fascism, genocide, segregation, a person can easily label people of other cultures as “unworthy of respect,” “dangerous.”

From -15 to -28 points (stable negative attitude) – the teenager consciously refuses to recognize, accept and understand representatives of other cultures. He tends to characterize cultural differences as deviance and does not want to recognize the equal rights to existence of those who have a different physical appearance or share different values. Often he is demonstratively hostile and contemptuous of such people, eager to “cleanse” the space of his own life from them. The teenager does not feel the slightest desire to look at certain life situations from the point of view of another culture.

11. A teenager’s attitude towards his bodily “I”

From +15 to +28 points (stable positive attitude) – For a teenager, the value of health is a priority. He understands what a healthy lifestyle is, consciously cultivates it and associates his future successes in life with it. He is able to resist attempts to involve him in the process of using tobacco, alcohol, and drugs and will try to prevent this from happening to others.

From +1 to +14 points (situational positive attitude)– the value of health is significant for a teenager. Objectively, he understands the importance of a healthy lifestyle, but subjectively he does not place it too highly. Health for him - natural state, a self-evident “thing”, and not something that requires special effort. Addiction to bad habits is an excusable weakness, and not a manifestation of lack of will. Perhaps deep down he believes that he can achieve success in life without paying close attention to his physical form.

From -1 to -14 points (situational negative attitude) – the value of health is low in the minds of a teenager. He considers thoughts and conversations about health and a healthy lifestyle a waste of time, the lot of pensioners. He wants to look good, sportily, in the eyes of others, but he is frankly too lazy to do anything for this. Bad habits don’t seem so bad to him; on the contrary,– they have a certain pleasantness and charm. He will probably smile approvingly when he hears the phrase “he who does not smoke or drink will die healthy.”

From -15 to -28 points (stable negative attitude) – Your own health, much less the health of those around you, does not represent any significant value for a teenager. He either doesn’t care at all about his physical condition, or he hates everything that is connected with his physical life (the latter case is real given the teenager’s low self-acceptance). He despises those who care about their health. Their bad habits considers the matter absolutely natural and, perhaps, is even proud of them. On occasion, he will not fail to ridicule everything related to the topic of health, physical culture and sports.

12. A teenager’s attitude towards his spiritual “I”

From +15 to +28 points (stable positive attitude) – the teenager accepts himself as he is. He believes in his strengths and capabilities, treats himself honestly, and is sincere in expressing his feelings. Feels comfortable even in unfamiliar company. He is not afraid of loneliness; moments of solitude are important and fruitful for him. He bravely endures personal troubles and is not afraid to appear funny.

From +1 to +14 points (situational positive attitude)– While accepting himself as a whole, a teenager may still feel embarrassed about some of his features. He thinks of himself as a person who is attractive to others, but a certain worm of doubt and uncertainty still eats away at him. He would like, now and in the future, to guarantee himself from getting into ridiculous positions and situations. He is somewhat burdened by a solitary position and, if possible, tries to replace it with something (listening to music, watching videos, etc.).

From -1 to -14 points (situational negative attitude) – a teenager accepts himself as he is only in certain moments of his daily life. He always wants to “jump out” of his “skin” and immediately find himself handsome, rich and famous. His idols, as a rule, are just like that. Deep down, he hopes that he is attractive to others, but he is sure that they first of all see his shortcomings. Loneliness is both painful and saving for him. In the company of his peers, he prefers to be on the sidelines.

From -15 to -28 points (stable negative attitude) – the teenager does not accept himself, considers himself ordinary and unworthy of the attention of others. He hates his reflection in the mirror (his speech, his clothes, etc.). He perceives any change in the situation as potentially catastrophic for him in terms of consequences. Finding himself alone, he begins to engage in “masochistic soul-searching” and “self-criticism.” His own inferiority is his obsession. He experiences an acute sense of guilt for existing at all, which in the future may turn into a painful desire to dominate others.

13. A teenager’s attitude towards his spiritual “I”

From +15 to +28 points (stable positive attitude) – the teenager views himself as the author and manager of his own life. The feeling of personal freedom is extremely important to him, and for the sake of this feeling he is ready to resist external pressure. He is capable of independent and responsible choice. It is very important for him to find the meaning of his own life, which he wants to live “according to his conscience.”

From +1 to +14 points (situational positive attitude)– the teenager feels within himself the opportunity to be the master of his own life, but believes this to be real only in the case of favorable external circumstances. He likes to feel free, but he is not ready to risk his own well-being for the sake of freedom. The choice is attractive to him, but he approaches it with caution: the possibility of error and responsibility make him wary. He recognizes the objective significance of the categories of conscience and the meaning of life, but in his everyday life he prefers to be guided by other, more pragmatic regulators.

From -1 to -14 points (situational negative attitude) – The teenager is more impressed by the role of a follower than by the author and manager of his own life. He is looking for a company of people whose spiritual strength could “cover up” his indecision and self-doubt. Tries to avoid choice as much as possible; under noticeable external pressure, he is ready to give up personal freedom in favor of a feeling of peace and spiritual comfort. He is inclined to explain his failures by an unfavorable combination of circumstances. The pangs of conscience weigh on him, so he prefers not to think about his conscience.

From -15 to -28 points (stable negative attitude) – the teenager feels like a “pawn” in the elements of life around him, a hostage to powerful external forces beyond his control. He is afraid and avoids any free action. He seeks the protection of the powers that be and is ready to trust them without looking back. He prefers complete certainty and unambiguity in everything and does not want choice. He believes in the strength and infallibility of the majority, because this saves him from personal responsibility for himself and his life. The principle of his life is to keep a low profile.

Methodology for diagnosing personal growth

Questionnaire for students in grades 5 - 8

Here are several different statements. Please read them and think about it - do you agree with with these statements

or not. If you agree, then give it a positive rating(+1, +2, +3 or +4) in a special form nearby With the number of this statement. If you don't agree With some statement, then put a negative mark on the form(-1, -2, ~3, or -4).

"+4" -

"+3" -

"+2" -

"+1" -

“O” - neither yes nor no;

"-1" -

"-2" -

"-3" -

"-4" - no, absolutely wrong (very strong disagreement). Try to be honest. There can be no “right” ones here. AND "wrong" assessments. It is only important that they express only your personal opinion. Thank you in advance!

3. Stray dogs must be destroyed because they can be dangerous.

4. Any quarrels can be resolved without resorting to fights.

6. What adults call cultural values ​​of the past are, in fact, often old junk.

7. Even if I don’t understand something in class, I won’t ask the teacher clarifying questions - after all, it’s not that important.

8. A person who has committed a crime will never be able to become good in the future.

9. It’s stupid to take risks for another person. .

10. Even the strangest people with the most unusual hobbies should have the right to defend themselves and their views.

11. Sports activities are a necessity for the health of every person.

14. When I become an adult, I will be able to live happily without creating my own family.

15. I am lucky that I live in Russia.

17. People who oppose war are probably just cowards.

18. Only losers do physical labor.

19. Appearance is an indicator of respect not only for yourself, but also for others.

20. I like to find out the meanings of words I don’t know.

21. Our country will be a better place if we get rid of all mentally ill people.

22. I feel sorry for helpless people and want to help them. 23. There are peoples who do not deserve to be treated well.

24. I think that smoking and alcohol help people relax and relieve stress after hard work.

25. I am often dissatisfied with the way I live.

26. I am not afraid to make mistakes when I choose something in my life.

27. It’s good when a person does not have a family and children - this way he feels more free.

28. When I grow up, I will try to defend my Homeland from enemies.

30. Action films with shooting and blood help children become brave and courageous.

31. The work of a janitor is no less important than any other job.

33. Studying is an activity for abstruse “nerds.”

34. If for the sake of justice you need to kill a person, that’s normal.

35. I like to give gifts to my friends, relatives, and acquaintances.

36. Most crimes in our city are committed by people who come to us from other places.

37. I believe that one dose of drugs cannot make you a drug addict.

38. I feel very strongly about any of my failures, even the smallest ones.

41. Victory Day (May 9) is not a holiday for everyone, but only for veterans and the elderly.

42. Trading animals listed in the Red Book is a good way to make money.

43. Prisoners of war can be treated cruelly, because they are our enemies.

44. I wanted I would like to earn extra money in my free time if it does not interfere with my studies.

45. If a child abruptly interrupts the conversation of adults, there is nothing wrong with that - the child also has the right to speak out.

46. ​​A person cannot know everything, so I am not worried about the fact that I do not know many important things.

47. It is better to release 10 criminals than to execute one innocent person.

48. People who beg are most likely lazy and deceitful.

50. All famous, famous people try to maintain good physical shape.

51. It’s hard for me to meet new people; I often feel shy and embarrassed.

52. I want to know why and for what I live.

54. I don’t like it when our anthem is performed - it’s boring and I have to get up all the time.

56. To give in in a dispute means to show your weakness.

57. Good study is also important and serious work. 58. You can draw and write whatever you want on the walls of the entrance.

60. I feel bad when people around me are upset about something.

61. I will help another person, even if I am very busy.

63. I like outdoor games, sports or fishing more than sitting in front of a computer or TV.

65. My actions often depend not on myself, but on other people.

66. A person does not need to know anything about his ancestors or relatives.

67. It happens that I experience strong excitement, a feeling of pride when I hear songs about my Motherland.

68. There is nothing wrong if after washing your hands you do not close the tap behind you in the school cafeteria, because our country has the largest reserves of water in the world.

69. A strong military power, including Russia, should be respected and feared by other countries.

70. Cleaning up the territory of a house or school is a useless activity.

71. If an adult swears, there is nothing wrong with that - after all, he is already an adult.

72. I think that even without obtaining good knowledge I will be able to get a good job in the future.

7Z. Even notorious criminals do not deserve torture and abuse, because they are people too.

75. It is necessary to ban refugees from Asia and Africa from entering our country, since their influx increases the crime rate.

76. I think that health is not the most important thing for a person today.

77. I don’t feel sad or sad when I’m alone.

78. I most often agree with the opinion of the majority.

80. I would like to travel to other countries, but I want to live in my own country.

81. I believe that it is imperative to feed stray animals and wintering birds.

82. It seems to me that our country has too many weapons and this is bad - their number could be reduced.

8Z. If necessary, I can even do the work that I don’t like.

84. I can insult a person if I don’t like him in some way.

85. TV is necessary for entertainment and relaxation, and not for learning something new from it - there is a school for that.

86. All homeless people and beggars must be caught and forced to work.

87. A person will never do anything if it is not beneficial to him.

88. People of a different race or nationality may be normal people, but I would prefer not to take them as friends.

89. The taste of food is more important than its usefulness.

90. It seems to me that there is more bad in me than good.

91. When I act badly, my conscience torments me.

Answer form

Last name, first name

Questionnaire FOR students 9 - 11th grades

You will be offered a series of statements. Please read them And determine how much you agree or disagree With them. You can evaluate the degree of your agreement or disagreement in points (from"+4" to "-4"):

"+4" - undoubtedly yes (very strong agreement);

"+3" - yes, of course (strong agreement);

"+2" - in general, yes (medium agreement);

"+1" - more likely yes than no (weak agreement);

“O” - neither yes nor no;

"-1" - rather no than yes (weak disagreement);

"-2" - in general, no (moderate disagreement);

"-3" - no, of course (strong disagreement);

"-4" - no, absolutely wrong (very strong disagreement).

Try to be sincere. Here Not may be "correct" AND "wrong" assessments. It is only important that they reflect your personal opinion. You can enter your ratings in a special form next to With serial number of approval of the questionnaire. Thank you!

1. I like it when our whole family goes to visit, celebrates some holiday, or just gathers around the common table.

2. Those who criticize what is happening in the country cannot be considered true patriots.

3. Stray dogs must be destroyed, as they can be dangerous.

4. Any conflict can be resolved without resorting to force.

5. I am able to do a variety of jobs with joy.

6. What many call the cultural values ​​of the past, in reality often turns out to be primitive old junk.

7. You should not ask the teacher questions during class: they are distracting. from the main one.

8. A person who has committed a crime can never change for the better.

9. It is foolish to take risks for the benefit of another person.

10. Even the strangest people with the most unusual hobbies and interests should have the right to defend themselves and their views.

11. Sports activities are a vital necessity for every person.

12. Most of my peers prefer to communicate with beautiful people.

13. I strive to solve my problems independently, on my own.

14. I can live happily without creating my own family.

15. I owe a lot to my country.

16. It’s better to go to the forest to get a Christmas tree, because there you can choose the fluffiest one.

17. People who oppose war are actually cowardly.

18. Physical labor is for losers.

19. Appearance is an indicator of respect not only for yourself, but also for others. .

20. I strive to find out the meaning of words I don’t know.

21. The country will feel better if we get rid of from mentally ill people.

22. I feel sorry for helpless people and want to help them.

23. There are nations and peoples who do not deserve to be treated well.

24. I believe that smoking or alcohol can help me relax and relieve tension.

25. I often feel frustrated from life.

26. When choosing, people often make mistakes, but I am not afraid to make a mistake when making a choice.

27. Without family and children, a person feels freer.

28. I am ready to defend my Motherland in case of serious danger.

29. Keeping animals in mobile menageries is inhumane.

30. Action films with shooting and blood instill courage.

31. A housewife can also be a creative person.

32. Obscene expressions in communication are a sign of lack of culture.

33. Studying is an activity for “nerds.”

34. If for the sake of justice you need to kill a person, then that's normal.

35. I experience strong positive emotions when I give someone a gift.

36. Most crimes in our city are committed by visitors.

37. One dose of drugs will not make me a drug addict.

38. I feel very strongly about any, even minor, failures.

39. I am ready to argue with the teacher if I think he is wrong.

40. I am proud of my last name.

42. Importing rare exotic animals from abroad is a normal way to make money.

43. Prisoners of war should not be subject to human rights.

44. I would like to work part-time in my free time if it does not interfere with my studies.

45. What communication would be without a bottle of Klinsky!

46. ​​A person cannot know everything, so I am not worried about my ignorance of some important things.

47. It is better to acquit 10 criminals than to execute one innocent person.

48. People who beg for alms are most likely lazy and deceitful.

49. Judging against “ours” at international competitions is often unfair, because no one likes Russians.

50. All successful people in life try to maintain good physical shape.

51. It’s hard for me to meet new people.

52. It is important for me to find the meaning of my own life.

53. Looking at old family photographs is an activity for eccentrics.

54. Once abroad, I will try not to be perceived as a Russian.

55. Cleaning up other people's trash at tourist sites is a stupid thing to do.

56. Making concessions means showing weakness.

57. Good study is also serious work.

58. Vandalism is one of the forms of youth protest.

59. I like to delve into encyclopedias, magazines, and dictionaries: you can find a lot of interesting things there.

60. I cannot feel good when people around me are depressed about something.

61. I can sacrifice my well-being to help a stranger.

62. It is unfair to place dark-skinned people in leadership over white people.

63. I prefer active recreation to sitting in front of the TV or computer.

64. I feel awkward in unfamiliar company.

65. My actions often depend on external circumstances.

66. A person does not need to know his ancestry.

67. It happens that I experience great excitement when I hear songs about my Motherland.

68. If we take into account all the pros and cons, then storing foreign nuclear waste in Russia will bring more financial benefits than environmental harm.

69. We are a strong military power, and that is why we should be respected.

70. Cleaning up the territory of a house or school is a relic of the past.

71. I can’t imagine Russian colloquial speech without swearing.

72. I think that even without acquiring good knowledge I will be able to make a good career in the future.

73. Even notorious criminals do not deserve torture and abuse, because they are people too.

74. I am ready to help an elderly person only for a reward.

75. The authorities should prohibit refugees from economically backward countries from entering our country, since their influx increases the crime rate.

76. I think that health is not the most important thing in life today.

77. Temporary loneliness does not depress me.

78. I most often follow the opinion of the majority.

79. It upsets me that I don’t do everything I could for my parents.

80. I would like to travel to other countries, but I prefer to live in my own.

81. I believe that wearing natural fur coats is immoral.

82. It seems to me that there are too many weapons in our country.

83. I can force myself to do work that I don’t like.

84. I can be rude to a person if I don’t like him in some way.

85. Television, first of all, should be a means of entertainment and recreation, and only secondarily, a source of information about events in the country and the world.

86. All homeless people must be caught and forced to work.

87. It is human nature to never do anything without regard for one’s own benefit.

88. There can only be one true religion.

89. The taste of food, in my opinion, is more important than its usefulness.

90. Deep down, I know that I rate myself low.

91. When I do wrong, my conscience torments me.

Last name, first name

Answer form

Answer form

Processing the results

Schoolchildren's answers are distributed across 13 scales: they correspond to 13 lines in the answer form filled out by the respondent. The results are obtained by adding the scores on each scale.

1. The nature of the student’s relationship with his family is shown by his assessments of statements Nos. 1, 14, 27, 40, 53, 66, 79. At the same time, the sign does not change in the answers to questions No. 1, 40, 79. In answers to questions 1, 14, 27, 53, 66, the sign changes to the opposite.
2. The nature of the student’s relationship to the Fatherland is shown by his assessments of statements No. 2, 15, 28, 41, 54, 67, 80. At the same time, in answers to questions No. 15, 28, 67, 80 the sign does not change. In the answers to questions No. 2, 41, 54, the sign changes to the opposite.
3. The nature of the student’s relationship to the Earth is shown by his assessments of statements Nos. 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions Nos. 29 and 81, the sign does not change. In answers to questions Nos. 3, 16, 42, 55, 68, the sign changes to the opposite.
4. The nature of the student’s relationship to the world is shown by his assessments of statements No. 4, 17, 30,43,56, 69, 82. At the same time, in the answers to questions No. 4, 82 the sign does not change. In the answers to questions No. 17, 30, 43, 56, 69, the sign changes to the opposite.
5. The nature of the student’s attitude towards work is shown by his assessments of statements Nos. 5, 18, 31,44,57,70,83. At the same time, in the answers to questions No. 5, 31, 44, 57, 83, the sign does not change. In the answers to questions No. 18, 70, the sign changes to the opposite.
6. The nature of the student’s relationship to culture is shown by his assessments of statements Nos. 6, 19, 32, 45, 58, 71, 84. At the same time, in the answers to questions Nos. 19, 32 the sign does not change. In the answers to questions Nos. 6,45, 58, 71, 84, the sign changes to the opposite. .
7. The nature of the student’s relationship to knowledge is shown by his assessments of statements Nos. 7, 20, 33, 46, 59, 72, 85. At the same time, in the answers to questions Nos. 20, 59 the sign does not change. In the answers to questions No. 7, 33, 46, 72, 85, the sign changes to the opposite.
8. The nature of the student’s relationship to a person as such is shown by his assessments of statements Nos. 8, 21, 34,47,60, 73, 86. At the same time, in answers to questions Nos. 47, 60, the sign does not change. In the answers to questions No. 8, 21, 34, 86, the sign changes to the opposite.
9. The nature of the student’s relationship to a person as another is shown by his assessments of statements Nos. 9,22,35,48,61,74, 87. At the same time, in the answers to questions Nos. 22, 35, 61, the sign does not change. In the answers to questions No. 9, 48, 74, 87, the sign changes to the opposite. .
10. The nature of the student’s relationship to a person as different, as a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements Nos. 10, 23, 36, 49, 62, 75, 88. At the same time, in the answer to question No. 10 the sign does not change . In answers to questions Nos. 23, 36, 49, 62, 75, 88, the sign changes to the opposite.
11. The nature of the student’s relationship to his bodily self is shown by his assessments of statements Nos. 11, 24, 37, 50, 63, 76, 89. At the same time, in answers to questions Nos. 11, 50, 63 the sign does not change. In the answers to questions Nos. 24, 37, 76, 89, the sign changes to the opposite.
12. The nature of the student’s relationship to his inner world, his spiritual self is shown by his assessments of statements Nos. 12, 25, 38, 51, 64, 77, 90. At the same time, in the answer to question No. 77, the sign does not change. In the answers to questions No. 12, 25, 38,51,64,90, the sign changes to the opposite.
13. The nature of the student’s relationship to his spiritual self is shown by his assessments of statements No. 13, 26, 39, 52, 65, 78, 91. At the same time, in the answers to questions No. 13, 26, 39, 52, 91, the sign does not change. In the answers to questions No. 65, 78, the sign changes to the opposite.

Interpretation of results

The description offered to your attention of the levels of development of a child’s attitude to a particular value gives an approximate, typified picture of what lies behind the student’s answers to the corresponding group of questions. This is not an exact diagnosis, it is a trend, a reason for your pedagogical reflection.

In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of responses across the four levels. Make the overall picture multi-faceted and multi-colored, and note especially outstanding results.

In case of individual diagnosis, be extremely attentive to the teenager’s answers. When carrying out factor analysis, pay attention to which of his answers “fall out” from his own individual “norm”. Perhaps this is where the point of his personal growth (or regression) is.

In both variants of diagnostics, even if there is a negative trend, try to emphasize all the existing positive aspects.

If you need to make survey results public, please be extremely tactful. Remember: You don't judge, you reflect!

Teenager's attitude towards family

From + 15 to +28 - the value of family is highly significant for a teenager. He values ​​family traditions and foundations, remembers various little things that are pleasant to one of the family members. Family holidays always take place with his participation and assistance in preparation. In the future he wants to create a happy family.

+1 to +14 - the family is of a certain value for a teenager, but the very fact of having a family, family traditions is perceived by him as natural (“how could it be otherwise?”). A teenager takes part in family holidays, but without a reminder he will not always remember the birthday of someone close to him. Takes parents' care for granted. He assumes that the family he will create in the future will not be too similar to the one in which he lives now.

-1 to -14 - A teenager’s attitude towards family is, as a rule, consumerist. He “should” be given money for small expenses and forgiven for his pranks. But if something serious is needed from the parents, the teenager will achieve this by any means - flattery, lies, obedience. He himself most likely believes that he owes nothing to anyone.

-15 to -28 - the family does not represent any value for the child. This attitude is manifested in a feeling of shame for one’s last name, a conscious rejection of the norms of behavior accepted in the family, and ideas about life. All this in the future may negatively affect his ability and desire to create his own happy family.

The teenager's attitude towards the Fatherland

From +15 to +28 points (stable positive attitude)- a teenager has fully developed feelings of citizenship and patriotism. For him, homeland is not an abstract category, but a specific country where he is going to live, of which HE is proud. He feels his personal responsibility for the fate of the country. Moreover, such feelings are not caused by the situation, not by the fashion for patriotism, but are deeply personal and experienced.

+1 to +14 points (situational positive attitude)- the teenager experiences the feeling of the Motherland as a feeling of his home, village, city. However, it seems to him that what is happening in the country and in his “small homeland” has little in common with each other. He stands up when the anthem plays, rather not out of spiritual impulse, but because it is customary. If necessary, the teenager will not refuse to help veterans, although he may not offer his own help.

-1 to -14 points (situational negative attitude)- the teenager tries not to openly show his attitude towards the country. He is basically indifferent to talk about her “wretchedness.” He can speak “correctly” on the topic of citizenship and patriotism, but depending on the situation, place emphasis differently. A teenager knows how to guess at what point what is “patriotic” and what is not. It seems to him that what is happening to the country and to himself has little in common.

-15 to -28 points (stable-negative)- it can be assumed that the teenager is distinguished by a philistine attitude towards his country. For him, his homeland is simply a place where he lives, and which can easily be changed to any other. All successes are his own successes, and the country is to blame for failures (“but is it possible in this country...”). Maybe he himself will not participate in the desecration of monuments, but he certainly will not condemn others, because memory is not something for which one can receive dividends.

Attitude of a teenager to the Earth (nature)

From +15 to +28 points (stable positive attitude)- the teenager has a fully developed environmental awareness. It is natural for him to feel pity and empathy for any animal; he is ready to clear forests and clean water bodies, finding these activities fascinating and important for himself personally. And he will certainly pick up and feed an abandoned puppy, and will not forget to water the flowers (not at all out of a desire to receive praise from an adult, but out of the need to feel the harmony of the world in which he lives).

+1 to +14 points (situational positive attitude)- a teenager cares about animals, flowers, but mainly about those that belong directly to him. He perceives environmental problems as objectively important, but at the same time beyond his personal control. He will not litter in the forest if others do not do so. He will take part in the cleanup event with the class, but if there is an opportunity to refuse, he will most likely take advantage of it.

-1 to -14 points (situational negative attitude)- a teenager’s own opinion about environmental problems depends on the situation. He prefers not to pay attention to such trifles as the garbage he threw, the trash can that was set on fire. Breaking branches in the forest, chasing cats and dogs in the yard, he doesn’t think about what he’s doing. And even more so, he will not react if others do the same. He divides all animals into useful and useless, pleasing to his eyes and causing disgust.

-15 to -28 points (persistently negative attitude)- nature is perceived by a teenager as a commodity. A teenager’s attitude towards the forest, animals, and bodies of water is dictated by the need for his own comfort, and if possible, then for his own benefit. He is capable of causing pain to an animal for simple fun. HE treats with ridicule those who show respect and love for “our smaller brothers.”

Teenager's attitude to the world

From + 15 TO +28 points (stable positive attitude)- the teenager has a clearly expressed pacifist position. He believes that only weak people and states resort to violence. He has an emphatically negative attitude towards manifestations of brute force. I am sure that it is always possible to resolve a conflict without infringing on the rights of other people. Not afraid to make concessions.

+1 to +14 points (situational positive attitude)- the teenager generally shares the ideas of peace and non-violence, but at the same time believes that in some cases the use of force is justified. He treats manifestations of brute force with a mixed feeling of rejection and fear. The teenager believes that in the complex modern world one must always be prepared for confrontation, therefore, unfortunately, one cannot do without weapons. He tries not to make concessions because he does not want to appear weak in the eyes of others.

-1 to -14 points (situational negative attitude)- the teenager is confident that peace can be maintained mainly by force, threats, and ultimatums. He views war as one of the natural ways of resolving conflicts. In his opinion, the strong are those who are feared. Believes that there are enough potentially hostile people and states around. It is unlikely that he himself will be the initiator of a violent act, but most likely he will not refuse to play a “supporting” role.

-15 to -28 points (persistently negative attitude)- it can be assumed that for a teenager there is no alternative: negotiations or a military operation. War can be a value for him - with its help it is possible to solve the problems of overpopulation and lack of food for everyone. He is entirely on the side of power, and everyone who tries to resist this is “weak” for him. Most likely, this applies to both local (classroom, yard, school) and major conflicts, where nothing depends on it yet.

Teenager's attitude towards work

From + 15 to +28 points (stable positive attitude)- a teenager is distinguished by hard work in everything: from cleaning the classroom to reading a difficult book. He enjoys complex, time-consuming, even tedious work. He does not consider it shameful to help his parents with the housework; he can offer to do something himself. Whether he works part-time somewhere or not yet - in any case, the teenager is not ashamed of it.

+1 to +14 points (situational positive attitude)- most likely, only a prestigious job earns the respect of a teenager. Although, if everyone around you is busy with something unprestigious (for example, cleaning the area during a cleanup day), then they may participate “for the company.” He will also help with household chores, but he will be annoyed that it takes so much time.

FROM -1 to -14 points (situational negative attitude)- the teenager, if possible, will shift part of his work to someone else. If he finds out that one of his classmates works after school, he will most likely react like this: “Don’t you have anything to do?!” In his view, “dirty” work is the lot of second-class people or those who have not managed to get a job in life. He himself will certainly never take it up.

-15 to -28 points (persistently negative attitude)more or less difficult work disgusts a teenager. He comes up with a lot of reasons why he shouldn’t take it on. A teenager will gladly take advantage of the fruits of someone else’s labor, passing them off as his own if possible. For him there is no connection between hard work and well-being in life.

Teenager's attitude to culture

FROM + 15 to +28 points (stable positive attitude)- cultural forms of behavior are, of course, personally significant for a teenager and are actively implemented by him in everyday life. He is alien to rudeness and “decorating” his speech with obscene phrases; he is attentive and tactful towards other people. He understands the need to preserve the cultural heritage that the Axis inherited from the past, and categorically does not accept vandalism.

+1 to +14 points (situational positive attitude)- a teenager recognizes the objective value of cultural forms of behavior, but is by no means always guided by them in his everyday life. He would probably like to look like a “cultured person”, but is not ready to put daily effort into this. He finds justification for occasional manifestations of rudeness on his part (“I’m only rude in response”), sloppiness (“well, let them greet you based on their clothes, but they see you off based on their intelligence”), obscene language (“strong emotions are difficult to express in another way”) and etc. Vandals are antipathetic to him.

-1 to -14 points (situational negative attitude)- cultural forms of behavior are considered by a teenager as something dogmatic, coming from the world of adults, and therefore burdening his daily life. He is a supporter of the natural expression of his thoughts, feelings, desires and believes that cultural cutting will only prevent him from being who he is. The word “culture” probably associates him with the TV channel “Culture” and evokes insurmountable boredom. It is unlikely that he himself is capable of an act of vandalism, but most likely he will not condemn the vandals of his peers.

-15 to -28 points (persistently negative attitude)- the word “culture” in all its forms causes rejection in a teenager and is seen as a manifestation of the deceitfulness of the adult world. He probably knows what cultural forms of behavior are, but in his everyday life he implements them exactly the opposite. Tactfulness seems to him a manifestation of weakness, rudeness and obscene language - strength, “sipping beer” to the accompaniment of swearing - the best pastime. Monuments of the past are perceived by him, most likely, as ordinary old junk, so he is not at all against “throwing them off the ship of modernity.”

Teenager's attitude to knowledge

From +15 to +28 points (stable positive attitude)- in front of you is an inquisitive person who has a steady desire to learn new things. A teenager may be “inconvenient” for the teacher because he asks a lot during class and doubts seemingly obvious things. He believes that the success of professional growth and career is directly related to the depth of knowledge and strives to obtain it.

+1 to +14 points (situational positive attitude)- a teenager can study well, but on his own initiative he is unlikely to delve into books for a long time to find the meaning of a term or fact that he does not understand. In his mind, knowledge and a future career are, of course, connected, but he shouldn’t put so much effort into it!

-1 to -14 points (situational negative attitude)- a teenager will never ask an adult if he doesn’t understand something. He frankly doesn’t understand how you can watch popular science programs on TV. Knowledge is of a purely utilitarian nature for him (learned it, answered it - that means he didn’t get into trouble).

-15 to -28 points (persistently negative attitude)- obviously, a teenager has practically no need to acquire knowledge. He openly despises those who study, considers them “nerds” - people living unfulfilling lives. He is confident that the level and quality of his education will not have any impact on his future life.

The attitude of a teenager to a person as such

From + 15 to +28 points (stable positive attitude)- the value of a person, as he is in all his manifestations, is certainly significant for a teenager. Human life is priceless to him. No considerations of justice can justify the “tears of the innocent.” “The forest is being cut down, the chips are flying” - this is unacceptable for our hero. He is merciful and capable of empathy. compassion, forgiveness.

+1 to +14 points (situational positive attitude)- the value of a person can be comprehended by a teenager, but not fully felt. He can demonstrate his humanism, but deep down, certain categories of people (for example, the mentally ill, beggars, homeless people) seem to him to be those who prevent him from feeling the joy of life. The teenager allows the death penalty for the most serious crimes. When the triumph of justice and “mercy for the fallen” are on different scales, he will most likely choose the first.

-1 to -14 points (situational negative attitude)- more likely. a teenager tends to divide people into normal and abnormal. He treats the former quite respectfully. maybe even merciful to them; he considers the latter to be “subhuman” and would like to encounter them as little as possible. A great goal, in his opinion, cannot be achieved without getting your hands dirty. The principle “the forest is cut down, the chips fly” is quite acceptable for a teenager. At the same time, he equally does not want to be either a “lumberjack” or a “chip.” - rather, a “collector” or “binder of firewood.”

-15 to -28 points (persistently negative attitude)- a person as a value is most likely an empty phrase for a teenager. He is prone to displays of cruelty towards other people and is contemptuous of any acts of mercy. “Weaklings” and “abnormal” people, in his opinion, worsen our lives, slow down the growth of well-being, and therefore should be completely isolated from society. Surely he believes that justice, order, stability are worth eliminating the mentally ill and homeless. The most dangerous thing is that he can move from words to actions.

A teenager's attitude towards a person as an Other

From +15 to +28 points (stable positive attitude)- a teenager is a true altruist. He is always ready to help other people, even strangers, without waiting for a request from them. He is selfless in his actions for the benefit of others. Always ready to help the weak and those in need. For the sake of such help, I am ready to risk my own well-being. Likes to give gifts “just because.”

+1 to +14 points (situational positive attitude)- the teenager is not averse to helping those in need, but prefers to do it when asked. He is careful in his actions for the benefit of others, trying not to put his own well-being at risk. He does not trust the sincerity of those asking for alms, and if they are near him, he tries to pretend that he does not notice them. He feels pleasure when giving gifts, but at the same time, deep down, he expects a gift in return. If this doesn't happen, he gets upset.

-1 to -14 points (situational negative attitude)- a teenager only occasionally thinks about the needs and feelings of other people. For the most part, these are those on whom he depends to one degree or another. Selflessness seems wasteful to him; he prefers to do everything for his own benefit, skillfully disguising it. He is confident that every good deed should be adequately rewarded, therefore, before doing anything good, he does not hesitate to find out “what will happen to him for it.”

-15 to -28 points (persistently negative attitude)- the teenager is focused exclusively on himself, sincerely believing himself to be the “center of the universe.” Not just doing, but even thinking about others is not part of his plans. He seeks profit in everything, not really hiding it. Selflessness seems to him absurdity, utter stupidity. He is prone to slander, a cynical attitude towards those who need something, who need help. For him, all beggars are lazy and liars. Much more than giving, he likes to receive gifts, preferably expensive and useful ones.

The attitude of a teenager to a person as an Other

From +15 to +28 points (stable positive attitude)- the teenager recognizes the rights of people to a way of life different from his own and to freely express his views. He certainly accepts other cultures, has a positive attitude towards cultural differences, and is receptive to any manifestations of cultural discrimination. He strives for understanding, insight into the essence of other cultures, and is able to avoid cultural prejudices and stereotypes in their assessment. There is also a palpable desire to consider other cultures not from one’s own “bell tower,” but through the prism of the values ​​and priorities of these cultures themselves.

+1 to +14 points (situational positive attitude)- a teenager is inclined to recognize and accept cultural pluralism, respect for a wide variety of sociocultural groups, but at the same time shares (often unconsciously) some cultural prejudices and uses stereotypes regarding representatives of certain cultures. He cannot independently see many, especially hidden, manifestations of cultural discrimination in everyday life. He finds it difficult to imagine what problems cultural minorities, migrants or refugees might face. This is explained by a lack of understanding of the Other, an inability to see him from the inside, to look at the world from his point of view.

-1 to -14 points (situational negative attitude)- the teenager verbally recognizes the rights of others to cultural differences, declares the principle of equality of people, but at the same time experiences personal rejection of certain sociocultural groups. The teenager tries to justify such dissonance between the declared humanistic principles and the real manifestation of intolerance by reference to public opinion (

-15 to -28 points (persistently negative attitude)- a teenager deliberately refuses to recognize, accept and understand representatives of other cultures. He tends to characterize cultural differences as deviance and does not want to recognize the equal rights to existence of those who have a different physical appearance or share different values. Often he is demonstratively hostile and contemptuous of such people, eager to “cleanse” the space of his own life from them. The teenager does not feel the slightest desire to look at certain life situations from the point of view of another culture.

The teenager's attitude towards his bodily self

From + 15 to +28 points (stable positive attitude)- for a teenager, the value of health is a priority. He understands what a healthy lifestyle is, consciously cultivates it and associates his future successes in life with it. He is able to resist attempts to involve him in the process of using tobacco, alcohol, and drugs and will try to prevent this from happening to others.

+1 to +14 points (situational positive attitude)- the value of health is significant for a teenager. Objectively, he understands the importance of a healthy lifestyle, but subjectively he does not place it too highly. Health for him is a natural state, a self-evident “thing”, and not something that requires special effort. Addiction to bad habits is an excusable weakness, and not a manifestation of lack of will. Perhaps deep down he believes that he can achieve success in life without paying close attention to his physical form.

-1 to -14 points (situational negative attitude)- the value of health is low in the minds of a teenager. He considers thoughts and conversations about health and a healthy lifestyle a waste of time, the lot of pensioners. He wants to look good, sportily, in the eyes of others, but he is frankly too lazy to do anything for this. Bad habits do not seem so harmful to him; on the contrary, they have a certain pleasantness and charm. He will probably smile approvingly when he hears the phrase “he who does not smoke or drink will die healthy.”

-15 to -28 points (persistently negative attitude)- one’s own health, much less the health of those around him, does not represent any significant value for a teenager. He either doesn’t care at all about his physical condition, or he hates everything that is connected with his physical life (the latter case is real given the teenager’s low self-acceptance). He despises those who care about their health. He considers his bad habits to be absolutely natural and, perhaps, even proud of them. On occasion, he will not fail to ridicule everything related to the topic of health, physical education and sports.

A teenager’s attitude towards his mental self

From +15 to +28 points (stable positive attitude)- a teenager accepts himself as he is. He believes in his strengths and capabilities, treats himself honestly, and is sincere in expressing his feelings. Feels comfortable even in unfamiliar company. He is not afraid of loneliness; moments of solitude are important and fruitful for him. He bravely endures personal troubles and is not afraid to appear funny.

FROM +1 to +14 points (situational positive attitude)- Accepting himself as a whole, a teenager may still feel awkward about some of his features. He thinks of himself as a person who is attractive to others, but a certain worm of doubt and uncertainty still eats away at him. He would like, now and in the future, to guarantee himself from getting into ridiculous positions and situations. He is somewhat burdened by a solitary position and, if possible, tries to replace it with something (listening to music, watching videos, etc.).

-1 to -14 points (situational negative attitude)- a teenager accepts himself as he is only in certain moments of his daily life. He always wants to “jump out” of his “skin” and immediately find himself handsome, rich and famous. His idols, as a rule, are just like that. Deep down, he hopes that he is attractive to others, but he is sure that they primarily see his shortcomings. Loneliness is both painful and saving for him. In the company of his peers, he prefers to be on the sidelines.

-15 to -28 points (persistently negative attitude)- the teenager does not accept himself, considers himself ordinary and unworthy of the attention of others. He hates his reflection in the mirror (his speech, his clothes, etc.). He perceives any change in the situation as potentially catastrophic for him in terms of consequences. Finding himself alone, he begins to engage in “masochistic soul-searching” and “self-criticism.” His own inferiority is his obsession. He experiences an acute sense of guilt for existing at all, which in the future may turn into a painful desire to dominate others.

A teenager's attitude towards his spiritual self

From + 15 to +28 points (stable positive attitude)- a teenager views himself as the author and manager of his own life. The feeling of personal freedom is extremely important to him, and for the sake of this feeling he is ready to resist external pressure. He is capable of independent and responsible choice. It is very important for him to find the meaning of his own life, which he wants to live “according to his conscience.”

+1 to +14 points (situational positive attitude)- the teenager feels within himself the opportunity to be the master of his own life, but believes this to be real only in the case of favorable external circumstances. He likes to feel free, but he is not ready to risk his own well-being for the sake of freedom. The choice is attractive to him, but he approaches it with caution: the possibility of error and responsibility make him wary. HE recognizes the objective significance of the categories of conscience and the meaning of life, but in his everyday life he prefers to be guided by other, more pragmatic regulators.

-1 to -14 points (situational negative attitude)

The teenager is more impressed by the role of a follower than by the author and manager of his own life. He is looking for a company of people whose spiritual strength could “cover up” his indecision and self-doubt. Tries to avoid choice as much as possible; under noticeable external pressure, he is ready to give up personal freedom in favor of a feeling of peace and spiritual comfort. He is inclined to explain his failures by an unfavorable combination of circumstances. The pangs of conscience weigh on him, so he prefers not to think about his conscience.

-15 to -28 points (persistently negative attitude)- a teenager feels like a “pawn” in the elements of life around him, a hostage of powerful external forces beyond his control. He is afraid and avoids any free action. He seeks the protection of the powers that be and is ready to trust them without looking back. He prefers complete certainty and unambiguity in everything and does not want choice. He believes in the strength and infallibility of the majority, because this saves him from personal responsibility for himself and his life. The principle of his life is to keep a low profile.