Ready report industrial practice scientific research work. Research work during the period of practice

In the process of passing educational and clinical practice in the 4th year and medical and industrial in the 5th year, each student is given an assignment for research work by the departments. The subject of NIRS is the production testing of new devices, tools, medicines, vaccines, sera, disinfectants, etc., proposed by university scientists or other scientific institutions and universities, improving the diagnosis, prevention and therapy for certain infectious, non-contagious animal diseases at agricultural enterprises.

Summarizing the experience of veterinary care and developing measures to improve it

Students perform research work in teams or individually, in accordance with the comprehensive plans for research work at the Institute of Veterinary Medicine and Biotechnology, designed for the entire period of study, the subject of research departments.

The implementation of NIRS during the period of medical and industrial practice is reduced to setting up scientific and industrial experiments, collecting the necessary materials on the chosen topic and pre-processing them.

NIRS materials are further subjected to individual processing and used for the preparation of reports (thesis).

IV. REQUIREMENTS FOR PREPARATION OF DOCUMENTS ON

MEDICAL AND INDUSTRIAL PRACTICE AND THEIR PROTECTION

For students in practice, the following forms of educational and reporting documents are established:

Diary about work;

Report on medical and industrial practice.

The student, along with the report, submits a travel certificate with a note of arrival and departure from the place of practice to the dean's office. During the period of practice, the student keeps a daily diary according to the form (see Appendix). Diaries and reports are checked by members of the commission, created from the teachers of the departments. After defending the report, the commission makes an assessment of the practice.

V. PROCEDURE FOR KEEPING A DIARY

In the first column, the date and place of the activities are recorded, in the second - all types of work performed (in the form of a diary). When sick animals are admitted, an entry in the diary is kept in the following order (agricultural accounting, form No. 1-vst): type of animal, inventory number, owner of the animal, date of illness, history, clinical signs, diagnosis, treatment (prescribed medicinal substances are given in the prescription) , the outcome of the disease (recorded later with the date).

Data on diagnostic studies, preventive vaccinations, deworming are recorded in the form of a brief act (name of studies, vaccinations, deworming, type of animals, method of conducting, drugs used, their doses, number of animals treated, result).

During the clinical examination of animals, the results are recorded in the form of clinical examination logs (clinically examined, examined, blood samples, serum, urine, feed, etc.) were examined. Pathological anatomical autopsy of animal corpses is recorded in the form of a brief autopsy protocol: type, number, age of the animal, pathological diagnosis, conclusion. The results of the veterinary sanitary examination of livestock products are recorded in the form of journals (agricultural accounting, forms No. 23-vet, No. 24-vet, No. 25-vet, No. 26-vet). Work on the economy, organization and management of agricultural production, in animal industries, is recorded in the form of registration of each work. Work in the veterinary laboratory is recorded according to the forms of agricultural accounting journals (forms No. 12-vet, No. 14-vet, No. 15-vet, No. 16-vet, No. 17-vet, No. 18-vet, No. 19-vet, No. 20-vet , No. 21-vet, No. 22-vet).

The head of the practice checks the diary once every 10 days and certifies it with the seal of the institution or enterprise; At the end, the work is signed by the student.

VI. PROCEDURE FOR PREPARING THE REPORT

A report on medical and industrial practice is written on the basis of an analysis of the factual material presented in the diary, as well as data collected from reports on the state of animal husbandry and veterinary services on farms. Starting to draw up a report, the student prepares tables, drawings, photographs, epizootic survey maps, autopsy protocols, processing reports, and other illustrated materials in advance.

The report is compiled in the following sequence: introduction, state of animal husbandry, veterinary medicine, zootechnical work and conclusion. In the introduction, a brief description of the place of practice in geographical, soil-climatic, production and economic relations is given. In the section "The state of animal husbandry" the production and economic indicators of the development of animal husbandry are given based on the materials for the implementation of the relevant tasks, in the section "Veterinary and zootechnical work" - all the material collected in the process of completing tasks for the program of each discipline in the sequence in which they are presented in this comprehensive program. First, they characterize the veterinary and zootechnical work on the farm, give the number of specialists, their qualifications, workload, the availability of the material and technical base of the veterinary service (veterinary, veterinary and sanitary facilities, their placement, use of equipment, tools, medicines, biological products). It is necessary to show how the work of veterinary institutions is organized, the procedure for receiving sick animals, the daily routine; provide statistical data on the incidence and mortality of animals for various groups of diseases, then give a detailed analysis of the tasks performed. At the end of this section, provide a summary of the work performed during the period of industrial practice, in form 7 (see appendix).

In conclusion, one should summarize the main results of the practice, draw conclusions about the positive results of the program, outline the shortcomings in individual sections of the practice, shortcomings in the treatment and prevention of diseases, criticisms and suggestions for improving the organization of industrial practice.

During practice, when preparing a diary and a report, a student-trainee is obliged to constantly use textbooks and teaching aids, educational and methodological and reference literature.

Attach to the practice report:

Travel certificate with a note of arrival and departure from the place of practice;

Production characteristics signed by the head of the practice and certified by the seal of the institution;

Internship plan with a mark of completion;

A copy of the operational plan of work of the veterinary service of the farm or veterinary institution for a month;

Map of the epizootic survey of the farm;

Protocol for complete or incomplete helminthological dissection of one animal corpse;

A copy of the plan for the prevention of surgical animal diseases;

A copy of the action plan for the prevention of infertility in cattle;

Two autopsy protocols for animals.

A properly executed report, illustrated with diagrams, tables, drawings, photographs and drawings, in a bound form, should be submitted to the head of the practice (chief veterinarian of the district, state farm, collective farm, livestock complex), who checks the diary and report, endorses it, indicating the position, last name, check date. The signature should be certified by the seal of the veterinary institution or enterprise.

VII. PROCEDURE FOR SUBMISSION, VERIFICATION AND PROTECTION

REPORTS ON MEDICAL AND INDUSTRIAL PRACTICE

After checking the diary and report by a veterinarian, the student submits them to the commission for the protection of reports (no later than 10 days after the end of the practice period). The teacher notes the positive aspects, shortcomings in the performance of tasks and the design of work. After checking the diary and the report, the members of the commission listen to the student's report on the practice and put an assessment in the statement and the record book.

If the internship program is not completed, a negative review or an unsatisfactory mark on the defense is received, and the deadline for submitting the report is not met, the student can be sent to practice again during the student holidays. In some cases, the rector may consider the issue of the student's further stay at the university as not fulfilling the curriculum.

Attachment 1

TITLE PAGE

Department _____________________

medical practice

Place of practice

Date of arrival at the place _____________________________________

Date of departure from the place of practice ________________________________

Annex 2

DIARY FORM

* the diary is filled in on the spread of the notebook

Appendix 3

TITLE PAGE

Bryansk State Agrarian University

Department ____________________________

about medical and industrial practice of a student

Full Name ________________________________

Institute of Veterinary Medicine and Biotechnology

Course _________________________ group

Place of practice

(name of institution, enterprise)

Production Practice Manager

Head of practice at the department

BRYANSK 201_

Appendix 4

about the work performed in medical and industrial practice

5th year student of the Institute of Veterinary Medicine

___________________________________________________________

(Full Name)

After completing a research practice, each student needs not only to fill out a diary and prepare the collected materials, but also an important part of this work is the creation of a report on research practice. This is quite painstaking work, which differs from writing a regular practice report, as it has a number of basic requirements and specific rules.

Main Criteria for Writing a Research Practice Report

So, before you start writing a report, you need to not only study the basic requirements, select the necessary and appropriate literary sources, but also prepare and correct your diary. Having made all the necessary preparations, it is worth starting the preparation of the report itself, which must necessarily include approximately 30 pages without taking into account the additional materials attached to it. It is worth noting that the requirements for the list of references, which refers to the final part of your work, are quite strict, so it is recommended that you responsibly create a list of used books, including at least thirty sources in it and arrange it in accordance with the requirements provided by the standards. It is very important to keep in touch with your practice leader so that you do not make unnecessary mistakes when writing your report.

Structure of the scientific practice report

In order for your report on the research practice of a master's student to be written concisely and correctly, it is very important to structure it. By dividing it into certain parts, you will be able to correctly present all the necessary information about the practice you have completed. You can structure the report on the example of such a plan:

• Title page.
• Summary.
• Epithets and designations.
• Introductory part.
• The main part is divided into several sections.
• Final part.
• List of used literature.
• Additional documents (applications).

Having structured your report in this way, you can start writing it.

What should be the first and introductory part of the report on the research practice of a master student?

It is quite difficult to draw up a detailed structure for the sections of this report, since each specialty and educational institution has its own individual requirements for writing this kind of work. However, there are a number of recommendations that will certainly help in writing a research report on the practice of a master student.

• Constant communication with the practice leader is very important. It will help in solving many of the questions that arise when writing this work.
• This type of practice also implies appearing in various conferences that are suitable for the topic. This should be mentioned in your report, indicating the time, subject and number of visits.
• It is recommended to describe in detail the process of studying and analyzing very important information from literary and informational sources.
• After conducting at least two experiments, you can begin to prove and describe the actions performed.

Learn more about writing report text

In the report on the research practice of the undergraduate, you should state your personal data such as: full name of the undergraduate, type, place and period of internship, as well as the topic of the qualification work. After presenting the general data, you can start writing the main text. First of all, it should reflect the work carried out by the undergraduate in research practice. It is important to remember that the text of your report should highlight:

• The object that is selected for research.
• Primary goal.
• The methods by which the work was carried out.
• The results of the implemented scientific research.

Using these recommendations, you will certainly be able to write a correct and informative report on scientific research practice (an example can be found on our website). However, if you have any difficulties or you are not confident in your abilities, our specialists are ready at any time to write a report for you that will meet all standards.

Research practice undergraduates (hereinafter referred to as practice) is an integral part of the main educational program of higher professional education and a preparatory stage for the development and writing of a master's thesis. In this regard, the content of the report on the completion of research practice and the level of its protection should be taken into account as one of the main criteria when assessing the quality of the implementation of professional educational programs.

The goals of research practice are the formation of creative professional thinking skills by mastering scientific methods of cognition and research, ensuring the unity of educational (educational and educational), scientific and practical processes, as well as creating and developing conditions (legal, economic, organizational, resource, etc.) providing an opportunity for each student to exercise their right to creative development of the individual, participation in scientific research and scientific and technical creativity - full, equal and accessible to everyone in accordance with their needs, goals and abilities. As a result of practice, the student must master the technologies of scientific research, develop the ability to think outside the box, prepare and set up an experiment, draw up and evaluate the results of scientific research, define a problem, form a research plan, modify existing and develop new methods, based on the objectives of a particular study, and also present the results of the work done in the form of reports, abstracts, articles, designed in accordance with the existing requirements, with the involvement of modern editing and printing tools.

At the preparatory stage, the goals, place and procedure for the internship are determined, individual tasks are formed, a list and sequence of work are established for the implementation of an individual task (formation of a research plan). An individual task for research practice includes the formulation of the direction of research, the goals and objectives of the research, a general overview of the ways and methods for solving such problems that exist in the theory and practice of personnel management, recommendations on sources of information in accordance with a given aspect of research work.

The main (research) stage involves conducting bibliographic work with the involvement of modern information technologies, summarizing information in order to identify the problem and its clear formulation, choosing, justifying the research method, planning actions, collecting theoretical and factual materials for research, processing the results, their analysis , systematization and comprehension, taking into account the data available in the literature, preparation for publication of a scientific and practical article (a series of publications), designed in accordance with the existing requirements, using modern editing and printing tools, as well as formulating conclusions and recommendations.

At the final stage, the student prepares a report on research practice and defends it.

During the practice, the undergraduate, together with the supervisor, corrects the topic of the master's thesis, draws up a task (a detailed work plan with deadlines). For this purpose, the undergraduate:

Conducts information search on the topic of dissertation research;

Carries out the systematization and analysis of the collected information;

Identifies the area and object of consideration, plans possible problems and builds models for their solution;

Masters the elements of professional activity necessary to complete a master's thesis;

Considers the methods of scientific research in relation to the topic of the dissertation work;

Uses modern means of computer technology and information technology in the processing of information for a master's thesis;

Carries out the construction of methodological schemes for dissertation research.

The following basic requirements are imposed on the report on the passage of research practice:

Independence and consistency in the implementation of research on a specific problem;

Reflection of knowledge of legislative acts, regulations, instructions, standards, etc.;

Application of various methods, including economic and mathematical methods, for writing a report on the passage of a research practice;

Competent and logical presentation of the results of the study.

At the same time, uniform requirements for work do not exclude, but require initiative and a creative approach to the development of each topic. The originality of the formulation and solution of specific questions in accordance with the characteristics of the study is one of the main criteria for evaluating the report on research practice.

The research practice of undergraduates is carried out in the second year in accordance with the schedule of the educational process. Its implementation is different for two groups of undergraduates: in specialized and non-core areas of the master's program.

Undergraduates of the first category undergo internships at their workplaces, undergraduates of the second category - at the practice sites with which the university has agreements. Undergraduates who do not work in the direction undergo internship during the four-month vacation provided to them in accordance with the Labor Code of the Russian Federation.

Educational and methodological management of research practice is carried out by the graduating department.

In November, undergraduates are required to submit applications for the choice of research objects to the graduating department. The graduating department prepares draft orders on the practice of undergraduates at the relevant objects of study until December 10.

The draft orders shall indicate: F.I.O. undergraduate, objects of research, which must be at least two (the choice of one object of research is allowed only if it is a financial and industrial group, a holding, a corporation, etc., i.e. those companies in which participation of several organizations is expected); scientific supervisors of practice from the university and organization.

The working time of a master student during internship in organizations is no more than 40 hours per week (Article 91 of the Labor Code of the Russian Federation).

Since the enrollment of undergraduates during the period of practice as interns, they are subject to labor protection rules and internal regulations in force in the organization.

Before the internship, the undergraduate, together with the supervisor, clarifies the topic of the study and approves the research plan with the supervisor. Depending on the proposed topic of the dissertation research, the program of research practice includes separate questions from the following list: construction of methodological schemes in the dissertation research; use of private and general methods of scientific research; study and use of objective economic laws and patterns; application of mathematical modeling methods and models in economic research; study of the structure of the enterprise, the main functions of production, economic and management units; study and analysis of planning and management processes at the enterprise; study of the material, technical and personnel support of the enterprise; assessment of the nomenclature, assortment and quality of products; study of the mechanism of formation of efficiency and costs of pricing, as well as issues related to the sale of products; determination of the financial results of the enterprise; analysis of information support for enterprise management; development of options, evaluation and adoption of managerial decisions to improve the management of the enterprise and personnel; analysis of the organization of the implementation of management decisions and control over their implementation; analysis of management from the standpoint of the efficiency of the enterprise; assessment of the social efficiency of production and management activities.

At the final stage of the research practice, the undergraduate must summarize the material collected during the internship, determine its representativeness and reliability in order to complete the development of the topic of the dissertation research, draw up a report on the practice.

Scientific supervisor of the practice from the university:

Ensures the implementation of all organizational activities before the release of undergraduates for practice (instructs in the order of internship, etc.);

Establishes communication with practice leaders from organizations;

Develops the subject of individual tasks;

Responsible together with the head of practice from the organization for the observance of safety rules by undergraduates;

Controls the implementation by undergraduates of the internal labor regulations of the organization;

Monitors compliance with the terms of the practice and its content;

Provides methodological assistance to undergraduates in the implementation of their practice program;

Helps undergraduates in choosing methods and approaches of scientific research;

Evaluates the results of the undergraduates' implementation of the internship program, gives feedback on their work and submits to the head of the department a written report on the organization of the internship, along with recommendations for improving the practical training of undergraduates.

During the period of internship, a graduate student must collect the necessary information, identify the problematic issues of the organization on the topic of scientific research, choose methods and methodological approaches to research.

As the program progresses, the undergraduate collects material and draws up a report on the internship. Within ten days after the end of the internship, the undergraduate is obliged to submit a report to the department to his supervisor for verification. Together with the report, it is also necessary to submit a certificate confirming the place and time of the research practice, certified by the seal of the enterprise (organization).

After the end of the practice, its head from the university submits a report to the head of the program in the prescribed form. The results of the practice are discussed at a meeting of the department and the faculty council of the university.

Based on the results of the practice, the undergraduate draws up a report no later than two weeks before its defense. In writing a report on research practice, the level of theoretical preparation of the undergraduate, his ability to analyze and generalize information, the skills gained in solving actual practical problems in a particular area of ​​\u200b\u200beconomics, planning and managing enterprises (organizations), mastering the methods and approaches of scientific knowledge and scientific research in the framework of writing a master's thesis, the skill of building methodological schemes in dissertation research. In the report on the completion of research practice, it is required to show knowledge of general and special methods of scientific research, expert assessments in conducting research, the technique of conducting sociological research, as well as knowledge of current laws, regulations, methodological and instructive materials, and main literary sources.

The report is typewritten on A4 sheets, Times New Roman font, size 14, line spacing one and a half, left margin - 3 cm, right margin - 1 cm, top and bottom margins - 2 cm each. The report must have a standard title page.

Various kinds of text inserts and additions placed on separate pages or on the reverse side of the sheet are not allowed.

All footnotes and footnotes are printed on the same page to which they refer, but in a smaller size - 12th.

All pages are numbered starting from the title page (the page number is not put on the title page). The number indicating the serial number of the page is placed in the upper right corner without a dot.

The following structural parts of the work begin on a new page: introduction, general characteristics of the object of study, conclusion, list of references, applications. The distance between the title of the chapter and the following text should be equal to one missing line. The same distance is maintained between the headings of chapters and paragraphs. The intervals between the bases of the heading lines are taken the same as in the text. Do not put a dot at the end of a heading located in the middle of a line. Underline headings and word wrapping in the heading are not allowed. The first letter of the heading is uppercase, the rest are lowercase. Only headings should be in bold.

For example:

Chapters, paragraphs, paragraphs and subparagraphs (except for the introduction, conclusion, list of references and appendices) are numbered in Arabic numerals (chapter - 1, paragraph - 2.1, paragraph - 2.1.1, subparagraph - 3.2.1.1), after which thematic headings are given . The words Chapter, Paragraph, Paragraph, Subparagraph are not written. Headings should reflect the content of the headings.

For example:

1. Theoretical aspects of system research
personnel management

1.1. The essence of personnel management
in a modern organization

1.2. Trends in the organization of personnel management

1.2.1. Problem-Based Approach to System Development
personnel management in service organizations

1.2.2. Features of the application of the competency-based approach
to the modernization of the personnel management system in the service sector

All text, except for headings, must be the same. Bold, italics, or underlining is not allowed. Phrases starting with a new (red) line are printed with a paragraph indent equal to 1.25 cm.

Conventional abbreviations must be correctly formatted. After listing write etc.(and so on), etc.(etc), and etc. (and others), etc.(and others); with references: see (see), cf. (compare); with the digital designation of centuries and years: c. (century), c. (century), year (year), years (years).

Illustrations are placed immediately after the reference to them in the text. It is desirable to place illustrations so that they can be viewed without turning the work. If a turn is unavoidable, then the illustrations are placed in a clockwise direction. All illustrations must have titles and numbers. For example: Fig. one.; Rice. 2. etc. References to previously mentioned illustrations are abbreviated. look, for example: (see Fig. 2).

Internship

The internship program contains the formulation of the goals and objectives of the practice, arising from the goals of the BEP HPE for the master's program, aimed at consolidating and deepening the theoretical training of students, acquiring practical skills and competencies, as well as experience in independent professional activity. Thus, the purpose of the internship is the acquisition by students of such professional competencies as the skills of solving organizational, economic and managerial tasks for the formation, development and use of the organization's personnel; deepening theoretical knowledge and consolidating practical skills in developing documents for regulatory and methodological support of the organization's personnel management system, etc.

To achieve the goals set for internship, the place of internship is important. According to the practice program, practice bases can be industrial enterprises, research and design institutes, banks, insurance, trade and other companies, employment and social protection services, personnel recruiting agencies, state and municipal authorities and administrations, higher educational institutions and others. organizations (regardless of their organizational and legal form and form of ownership), which include personnel management services or divisions that perform personnel management functions.

The internship program includes: collection of information about the object of internship - the organization, including its brief description, indicators of production, economic, financial and commercial activities and their analysis, analysis of the personnel management system and its functions; personnel, methodological, informational and other support of the personnel management system; study and analysis of the main regulatory documents of the personnel management system: Regulations on personnel, Internal labor regulations, Regulations on the personnel management service and its other divisions, job descriptions, provisions on hiring personnel, on certification, incentives for personnel, etc. An important part of the practice is more in-depth study and analysis of the performance of that function or process of personnel management that are associated with the topic of the final qualification work chosen by the student. The practice ends with the preparation and defense of a practice report.

3.5. Teaching practice

Pedagogical practice is the most important component and an integral part of the educational process of master's students. This type of practice performs the functions of general professional preparation of students for teaching in higher education. Pedagogical practice is based on the study of the courses "Organization of research and teaching activities in the field of personnel management", "Psychology", "Culture of speech and business communication".

Pedagogical practice reveals the level of scientific training of a master's student in all the most important areas of professional specialization and acts as a link between theoretical preparation for professional activity and the formation of practical experience in its implementation.

The program takes into account the requirements of the Federal Educational Standard of Higher Professional Education in the direction of a master's degree.

The purpose of pedagogical practice is the formation and development of the competencies of a teacher (teacher) of HPE and FVE, who owns modern educational technologies.

Pedagogical practice solves the following tasks:

Development of the ability to improve one's general cultural and professional level and independently master new methods of work;

Development of skills in the development of educational programs and teaching materials to ensure the learning process;

Participation in the organization of the educational process in the implementation of the content of educational programs of HPE and FVE, which form the professional competencies of personnel management specialists;

Practical development of methods, techniques, means of pedagogical activity in higher education, corporate universities, business schools, etc.

The general methodological guidance of the practice is carried out by the department of personnel management. Direct supervision is assigned to professors, associate professors and teachers of the department. The main regulatory and methodological documents regulating the work of a master's student in practice include an internship program and a diary of a master's student in practice.

The implementation of pedagogical work involves attending classes of teachers of the department in various academic disciplines, conducting observation and analysis of classes in agreement with the teacher of the academic discipline, independently conducting fragments of classes in agreement with the supervisor and (or) teacher of the academic discipline, independently conducting classes according to the plan of the academic discipline with the use of multimedia and projection technology, the development of lecture notes and presentations on individual academic disciplines, the formation of a methodological package for the chosen academic discipline, the preparation of publications on the topic of the academic discipline, participation in the work of the department, the formation of a report on pedagogical practice.

Thus, the program of pedagogical practice contributes to the process of socialization of the student's personality, switching him to a completely new type of activity - pedagogical, assimilation of social norms and values ​​of the teaching profession, as well as the formation of a personal business culture of the future master.

Similar information.

Non-state educational institution of higher professional education

"Eastern Economic and Legal Humanitarian Academy"

INSTITUTE OF MODERN EDUCATIONAL TECHNOLOGIES

REPORT ON RESEARCH PRACTICE

Completed: Lopatinsky D.V.

Ufa 2015

TABLE OF CONTENTS

INTRODUCTION……………………………………………………………………..…3

INTERNSHIP DIARY………………………………………4

RESULTS OF THE RESEARCH...……………….…..…………………….....5

CONCLUSIONS……..……………………………………………………………….....36

REFERENCES………...………………………………………….….40

INTRODUCTION

The purpose of the research and qualifying practice: the formation of professional competence in the field of psychology, conducting research for the VRC.

During the practice, the following tasks were set:

Selection of diagnostic methods of research and the method of mathematical statistics;

Conducting a diagnostic study;

Processing the results of a diagnostic study and a qualitative analysis of the results of the study.

Statistical confirmation of the proposed hypothesis by the method of mathematical statistics.

Formulating research findings and making recommendations.

Registration of the final qualifying work in accordance with the methodological requirements.

The study did not have a definite basis. The respondents were people working in various institutions - 96 people (40 men and 56 women) aged 24 to 45 years. The average age of the subjects was 36.5 years.

PRACTICE DIARY

03.03-06.03

Preparation for the study: drawing up a study plan, selection of psychodiagnostic tools

09.03

Studying the level of envy of respondents

10.03

Studying the level of personal characteristics of respondents

11.03

Studying the level of self-attitude of respondents

12.03

Study of LSS, locus of control of respondents

13.03

Conducting a survey of respondents

16.03

The study of value orientations of factors

17.03-20.03

Processing of research results.

24.03-29.03

Statistical processing of research results

02.04-04.04

Development of a psycho-correction program

04.04-07.04

Summing up the practice.

Reporting preparation.

RESULTS OF THE STUDY

The object of the research is envy as a psychological phenomenon.

Subject of study: socio-psychological determinants of envy as a characteristic of interpersonal relationships.

As a hypothesis of this study, the statement was adopted that envy, considered as a characteristic of interpersonal relations, is determined by the individual psychological properties of the individual, as well as a number of socio-psychological factors.

The purpose of the study: to study the socio-psychological determinants of envy in the plane of interpersonal relationships.

Research objectives:

1. Conduct a theoretical analysis of the problem under study based on the available scientific psychological and pedagogical literature.

2. Conduct an empirical study of the socio-psychological determinants of envy as a characteristic of interpersonal relationships.

3. Give a quantitative and qualitative analysis of the results of your own research.

4. Based on the data obtained, develop practical recommendations for the psychological correction of feelings of envy.

The results of the study of subject areas of envy

First of all, with the help of the methodology “Manifestations of envy and its self-esteem” T.V. Beskova (an integrative indicator of propensity to envy), respondents with a higher level of envy were identified.

The first group included respondents with indicators of 7-10 points - 28 people (13 men and 15 women).

The second group included respondents with indicators of 1-4 points - 32 people. According to the interpretation of the methodology of T.V. Beskova, these indicators indicate both the disinclination of the individual to envy, and the unformedness of envy as a personal property.

By ranking the average scores of the objects of envy, it was possible to identify the most significant of them (see Table 1 and Fig. 1).

Table 1. Significance of areas that are objects of envy in groups of men and women

For women, according to the results of the study, the main objects of envy are external attractiveness, youth, material wealth, leisure, success with the opposite sex, and career growth.

Figure 1. Significance of areas that are objects of envy in groups of men and women

Based on the study, we can talk about both invariant and variant objects of envy determined by gender.

The former include material wealth, career growth and leisure; and the second for men - social status and professional (educational) success, and for women - external attractiveness and intelligence, i.e. we can talk about the different structure of objects of envy in men and women.

Thus, the study showed that for both men and women the most desirable objects of envy are those areas in which both men and women, according to social expectations, should take place. These expectations, in turn, are determined by gender roles.

In this regard, we can recall the statement of D. Bass that "... men react to the appearance of a woman, and women react to the economic and career achievements of men, since these variables represent the sources necessary for themselves and their offspring." Both external attractiveness and expensive (fashionable) things form the external image of a woman, allowing her to feel at her best.

Statistically significant differences in the intensity of envy in the selected seventeen subject areas were identified only in five subject areas: praise of a significant person, popularity, material wealth, youth, family well-being, success with the opposite sex (see Fig. 2).

Table 2 - Results of a comparative analysis of the significance of spheres as objects of envy in groups of men and women

Average rank

empirical U Mann-Whitney

confidence level

Women

N=13

Men

N=15

Praise of a significant person, popularity

27,55

14,76

79,000

p≤0,01

Material wealth

24,78

17,40

134,500

p≤0,01

Youth

26,05

16,19

109,000

p≤0,01

family well-being

24,20

17,95

146,000

p≤0,05

25,80

16,43

114,000

p≤0,01

The results of the study of individual psychological characteristics, self-attitude, locus of control, characteristics of the respondents' life orientations, social factors as a derminant of envy

The second step of the empirical study was to identify, with the help of a comparative analysis, the characteristics of personal characteristics, meaningful life orientations, self-relationship, locus of control, life satisfaction in respondents with higher and lower levels of envy.

First of all, with the help of the ITO questionnaire, the individual-personal characteristics of men were studied. The results are presented in table 3 and graphically displayed in fig. 2.

Table 3 - Results of a comparative analysis of the individual psychological characteristics of respondents G1 and G2

Average rank

empirical U Mann-Whitney

confidence level

1 group

2 group

extraversion

22,53

19,55

179,500

spontaneity

1 3 ,15

22,76

173,000

aggression

30,63

11,83

17,500

p≤0,01

rigidity

25,93

16,31

111,500

p≤0,01

introversion

16,85

24,95

127,000

p≤0,01

sensitivity

15,50

26,24

100,000

p≤0,01

anxiety

25,98

16,26

110,500

p≤0,01

lability

26,88

15,40

92,500

p≤0,01

conflict

28,08

14,26

68,500

p≤0,01

individualism

23,30

18,81

164,000

addiction

14,88

26,83

87,500

p≤0,01

compromise

1 2,48

19,60

180,500

conformity

26,63

15,64

97,500

p≤0,01

The personality profile of respondents in both groups is reliable (indicators of lies and aggravation are within the normative values). Comparative analysis revealed that respondents with a high level of envy are more aggressive (p ≤0.01), rigidity (p ≤0.01), sensitivity (p ≤0.01), anxiety (p ≤0.01), lability ( p ≤0.01), conflict (p ≤0.01), conformity (p ≤0.01), dependence (p ≤0.01), as well as less introversion (p ≤0.01).

Notes : 1 - aggression, 2 - rigidity, 3 - introversion, 4 - sensitivity, 5 - anxiety, 6 - lability, 7 - conflict, 8 - dependence, 9 - conformity

Figure 2. Individual characteristics of the respondents

Thus, the characterological typology of respondents who are characterized by envy is represented by a hyposthenic type of response that combines sensitive and anxious features. The prevailing socio-psychological characteristics determine such qualities as a tendency to escape into the world of illusions, the desire to limit the circle of direct contacts and avoid confrontation with the environment, selectivity in communication while striving to maintain a few contacts. Impressionability, pessimism in assessing prospects, in case of failures, guilt easily arises, the need for warm relations and understanding, caution in making decisions, increased concern about problems and one's own failures - this is what characterizes a person prone to envy.

Table 4 - Results of a comparative analysis of the characteristics of self-attitude of respondents

Average rank

empirical U Mann-Whitney

confidence level

1 group

2 group

closeness

26,25

16,00

105,000

p≤0,05

self-acceptance

18,28

23,60

155,500

self-attachment

26,98

15,31

90,500

p≤0,05

reflected

self-attitude

18,48

23,40

159,500

internal conflict

27,38

14,93

82,500

p≤0,01

self-confidence

19,48

22,45

179,500

self-guidance

18,15

23,71

153,000

p≤0,05

intrinsic value

17,75

24,10

145,000

p≤0,05

self-accusation

27,43

14,88

81,500

p≤0,01

Notes : 1 - closeness, 2 - self-acceptance, 3 - self-attachment, 4 - internal conflict, 5 - self-guidance, 6 - self-worth, 7 - self-accusation.

Rice. 3. - Features of respondents' self-attitude

Comparative analysis showed that the respondents of group 1 statistically significantly differ in greatercloseness (p≤0,05), self-attachment (p≤0,05), internal conflict (p≤0.01), tendency toself-blame (p≤0.01), smallerself-guided (p≤0.05), less feelingself-values ​​(p≤0.05). It should also be noted lower scores on the scales of "selfacceptance” and “reflected self-attitude” among the respondents of this group.

Thus, the study revealed that people with a high level of envy experience more negative feelings towards themselves, are characterized by internal conflict and regard the attitude of others towards themselves as negative.

It is known that the attitude of a person towards himself is to a certain extent determined by the quality of the attitude of significant people towards him. On the other hand, a person is inclined to project his own attitude towards himself onto others, to perceive his tendency to self-condemnation as a censure from the outside. In our opinion, both of these phenomena take place here.

Interestingly, individuals with a high level of envy have a more negative attitude towards themselves and the perceived negative attitude of others, combined with weak reflection. During the conversation, it was revealed that the reason for the negative attitude on the part of those around the respondents of this group is considered not so much by their life as such (their failures, mistakes, etc.), but by public opinion in relation to what should be "accomplished" human. At the same time, high scores on the “self-attachment” and “rigidity” (ITO) scales indicate unwillingness or unwillingness to change one's life. Thus, the study showed that envious respondents less than non-envious ones solve one of the main life tasks - awareness of the concept of life and "I" - the concept. It is important to note that the respondents from group 1 assess their professional activity as meaningful and useful to a much lesser extent. It is known that the development of the human psyche occurs only in the process of activity, as well as playing a social role.

We are no longer talking about the fact that a person has needs, say, the need for self-actualization, the need to maintain one's self-esteem, etc., the point is that these needs themselves can be formed only in the process of carrying out activities (most often, professional), as well as in the process of playing some kind of social role.

The main mechanism and structure of the personality is its role essence, when an individual forms his behavior plans in accordance with the roles he plays and the statuses he holds in the groups with which he identifies himself, i.e. in his reference groups. In accordance with the accepted social roles (and with their priority), there are guidelines by which a person evaluates himself.

It is significant that in conversations with “envious” respondents, the suggestion to tell about oneself (that is, the question “Who am I?” Perceived by the respondents) was often replaced by the questions “What do I like?” and “What am I?”, i.e. there was an active self-identification or identification by personal characteristics.

Respondents with a high level of envy spoke about themselves from a position from family and professional roles, after which only a few of them mentioned their personal characteristics and favorite activities. This indicates the narrowing and impoverishment of the sphere of self-attitude of the respondents of this group.

Self-attitude is a complex polymodal psychological phenomenon determined by emotional attitude to the perceived components of the self-concept, ideas about the value and meaningfulness of one's existence. The influence of these components on the quality of self-relationship was supposed to be clarified in the future with the help of correlation analysis, the next step in the study was the study of the respondents' life-meaning orientations.

The meaningfulness of a person's life is not an internally homogeneous structure. In the field of meaningful life orientations, the average values ​​for the factors that determine the meaningfulness of life, according to the results of the study, of the control group exceed the average values ​​of the factors of the experimental group (see Table 5 and Fig. 4).

Table 5 - Results of a comparative analysis of the respondents' life orientations

Average rank

empirical U Mann-Whitney

confidence level

Group 1

Group 2

meaning of life

12,48

29,12

39,500

p≤0,01

goals in life

12,43

29,17

38,500

p≤0,01

life process

13,35

28,29

57,000

p≤0,01

life effectiveness

13,75

27,90

65,000

p≤0,01

locus of control - I

13,75

27,90

65,000

p≤0,01

locus of control - life

12,70

28,90

44,000

p≤0,01

The study showed that respondents with a high level of envy assess their lives as less meaningful. A lower indicator of the “life process” indicates dissatisfaction with one’s life in the present, a lack of feeling that life is an interesting, emotionally rich and meaningful process, as well as a lack of satisfaction from activities (not necessarily professional), from the process of applying and improving one’s own skill.

Notes : 1 - meaning of life, 2 - goals in life, 3 - process of life, 4 - effectiveness of life, 5 - locus of control - I, 6 - locus of control - life.

Figure 4. Meaningful orientations of the respondents

The indicator of the sub-sphere "life effectiveness or satisfaction with self-realization" is also relatively lower in the group with a high level of envy than in the group with a low level of envy. . The scores on this scale reflect the assessment of the passed segment of life, the feeling of how productive and meaningful the lived part of it was. Low scores of the subsphere characterize dissatisfaction with the lived part of life.

For respondents with a low level of envy, high indicators of these sub-spheres mean that the process of life is perceived by them as interesting, emotionally rich, and the lived part of life is assessed as productive and meaningful.

Table 6 - Results of comparative analysis of respondents' locus of control

Average rank

empirical U Mann-Whitney

confidence level

Group 1

Group 2

Internality is general

1 2,53

2 9,55

179,500

p≤0,01

Internality of achievements

1 9 ,15

2 8 ,76

173,000

Internality of failures

11,83

30,63

17,500

p≤0,01

Internality of family relations

1 5,93

2 6,31

111,500

p≤0,01

Internality of industrial relations

16,85

24,95

127,000

p≤0,01

The internality of health

1 9 ,50

20 ,24

65 ,000

Internality of the disease

21,4

20,6

62,000

Analyzing the results of this test, as well as the indicators of the scales "Locus of control - I" and "Locus of control - life", reflecting, respectively, the idea and their ability to control themselves and their own lives, one can notice that envious individuals are more inclined to attribute the causes of what is happening to external factors (other people, environment, fate, chance, luck), rather than their efforts, their own positive and negative qualities, the presence or absence of the necessary knowledge, skills and abilities.

Figure 5 - Results of a comparative analysis of the respondents' locus of control

However, this pattern does not appear in all areas, but in the field of failures, industrial and family relations.

Discussing the results obtained, we note that the subject's internality is always interpreted as the expectation of the effectiveness of one's own actions. In other words, different events of the internals are due to their own active actions. Unlike internality, the externality of the subject is not so unambiguous.

So, J. Rotter highlights

a) protective-external behavior (at a low level of interpersonal trust), characterized by distrust, ambition, aggression;

b) passive-external (with a high level of interpersonal trust), the main thing in which is trust in people and an appeal to chance. H. Levenson distinguishes between externality associated with a sense of helplessness and dependence on others, and externality associated with a sense of unstructured surrounding world and fatalism.

To interpret the results obtained, we used the types of externality identified by I. M. Kondakov and M. N. Nilopets. The authors highlight:

a) externality, due to the case, in which unpredictability and the inability to manipulate events come to the fore;

b) externality, conditioned by others, but in which there is no question of the impotence of the individual.

In our opinion, the envy of the subject can be determined both by externality, due to chance, manifested in the envious person's tendency to exaggerate the role of circumstances or fate, and by externality, due to the help and assistance of others.

Analyzing the differences in the general tendency to envy in relation to different areas of external attribution, we can say that the subject of envy tends to believe that both emotionally positive and emotionally negative events and situations that happened to him (mainly in the production sphere) , are certainly determined by a happy / unfortunate set of circumstances or the assistance / non-assistance of significant people, and not by their own efforts or mistakes.

Thus, the following conclusions can be formulated: subjects with external subjective control are more envious than internals. Statistically significant differences are manifested both in the general level of subjective control, in the field of failures, as well as in the field of production and family relations.

A person's assessment of the effectiveness of life, its fullness is associated with the realization of the degree of realization and significance on a universal scale of priority values ​​for the individual. Therefore, the next stage of the study was the study of the value orientations of respondents from groups with high and low levels of envy (see Table 7 and Fig. 6).

Table 7 - Results of a comparative analysis of the value orientations of the respondents

Average rank

empirical

Manna Whitney

confidence level

Group 1

Group 1

own prestige

20,53

21,45

200,500

mother is high

26,50

15,76

100,000

p≤0,01

creativity

13,18

28,45

53,500

p≤0,01

social contacts

14,88

26,83

87,500

p≤0,01

self development

11,38

30,17

17,500

p≤0,01

achievements

14,30

27,38

76,000

p≤0,01

spiritual satisfaction

12,45

29,14

39,000

p≤0,01

save your own individual

14,60

27,10

82,000

p≤0,01

sf professional life

20,08

21,88

191,500

sf trained and images

15,58

26,17

101,500

p≤0,01

sf family life

18,30

23,57

15 4 ,000

p≤0,01

sf of life societies

13,38

28,26

57,500

p≤0,01

sf hobbies

15,88

25,88

107,500

p≤0,01

Notes : 1 - high financial position, 2 - creativity, 3 - social contacts, 4 - self-development, 5 - achievements, 6 - spiritual satisfaction, 7 - preservation of one's own individuality, 8 - training and education sphere, 9 - family life sphere, 10 - SF of social life, 11 - SF of hobbies

Figure 6. - Value orientations of the respondents

A comparative analysis of the value respondents of groups 1 and 2 revealed the following:

the priority value for respondents from group 1 is a high financial position - the indicators on this scale in this group of subjects are significantly higher (p≤0.01);

for respondents with a high level of envy, such values ​​as creativity, social contacts, self-development, spiritual satisfaction and the preservation of one's own individuality are of little importance, as evidenced by low scores on the corresponding scales;

for respondents from this group, creativity, social contacts, self-development, achievements, spiritual satisfaction and preservation of one's own individuality are statistically significantly less significant than for respondents of the 2nd group (p≤0.01);

for respondents with a high level of envy, the values ​​that are relevant in the present are more significant, as opposed to the values ​​that are aimed at, should be implemented or will be more relevant in the future.

indicators of the significance of all spheres of life among respondents with a high level of envy are statistically significantly lower than among respondents with a low level of envy (p≤0.01), which can be explained by the vagueness and lack of expression of value priorities in this group.

Respondents with a low level of envy tend to realize themselves in all spheres of life (p≤0.01).

Thus, a comparative analysis revealed a depletion of the value sphere in men from the experimental group.

The structure of values ​​of respondents with a high level of envy, the system of their relationships and relations in the social environment have a certain specificity, which manifests itself in the focus on achieving not so much socially significant as narrow personal goals and values, which allows us to conclude that this group is more utilitarian, as well as about her some social immaturity.

When comparing the results of this technique with the results obtained by the method of self-assessment of envy, it can be found that envy arises when values ​​disagree, when needs are frustrated in certain areas (“I want, but I don’t have”).

Next, the level of subjective well-being of the respondents was revealed.

Table 8 -