The role of feelings and emotions in the educational activities of schoolchildren. Coursework: Emotions in the educational activities of schoolchildren
Emotions play a huge role in the development of interpersonal contacts of people, optimization of their activities and communication. Emotions influence the choice of communication partners and determine the ways of interacting with them. The role of emotional anticipation can be decisive in the development of sympathy, love, and friendship. Emotions allow you to shorten or increase the distance in communication, achieve fulfillment of your needs, and win someone over.
Emotions are also ways to influence a partner’s personality. With their help, you can manipulate other people and subordinate them to your goals. For example, a child gets his way from his parents by crying loudly; the teacher, wanting to appear strict, “puts on” an impenetrable mask and looks gloomily at the children, etc. Such ways of using emotions are quite conscious for a person and are chosen by him in a given situation. However, often in communication a person reacts emotionally according to a stereotype developed over the course of his life, which he cannot always recognize.
Stereotype of emotional behavior- this is a set of stable characteristics of emotions (reactions and states) characteristic of a given person, with which he most often responds to external and internal influences that are significant for him. A negative manifestation of an individual’s emotional response in communication is emotional rigidity, which is expressed in the fact that the personality reacts with emotions to various influences weakly, very selectively, inflexibly and in a limited range.
Emotional insufficiency significantly impoverishes the personality, depriving it of the wealth of emotional response. Moreover, notes V.V. It is clear that this is more often the case: if an individual’s emotional repertoire is limited, then negative emotions predominate in it. This is especially important in the work of a teacher. In the studies of A.O. Prokhorov has proven that frequent negative emotions of a teacher reduce the effectiveness of teaching and education, increase conflict, and also deform his own personality, leading to emotional burnout in the profession, destroy health. In this situation, schoolchildren’s anxiety increases, a state of emotional discomfort develops, and learning motivation decreases. In the course of constant negative assessments, a syndrome of learned helplessness is formed - recognition of oneself as incompetent.
It is important to learn to be aware of your stereotypes and change them in accordance with the situation, the nature of relationships with others, and the emotional state of your communication partner. Breadth of the individual’s emotional repertoire in communication - an indicator of the diversity of her interests, active life position.
An indispensable condition for the success of a teacher’s professional activity is emotional flexibility - optimal (harmonious) combination of emotional expressiveness and emotional stability of the individual. A teacher’s emotional flexibility is defined in the teacher’s ability to “revive” genuine emotions in the educational process, evoke positive emotions, control negative ones, i.e. show flexibility of behavior, originality, creativity.
An important quality in communication is emotional responsiveness, which is interpreted as a stable property of an individual to easily and quickly, in a wide range of emotions, react to various influences. It indicates the fullness of the perception of the surrounding reality, the active expression of emotions.
A specific system of reflection of communication partners, which allows one to penetrate into the emotional state of another person, is called empathy. The affective component of this multifaceted phenomenon is emotional responsiveness and intuition, emotional understanding and participation in the experiences of other people, an emotional response to their experiences, therefore one of the important components of effective communication is empathic listening to another person.
In the humanistic tradition, the emotional component of communication is considered as: 1) openness of communication partners, 2) psychological attitude towards each other’s current state; 3) non-judgmental and trusting, sincerity in expressing feelings.
The problem of emotional self-regulation of the teacher is very important. In this regard, the term “ emotional stability» the activities of a teacher as a set of properties and qualities of his personality, allowing him to carry out professional activities in various conditions (Mitina L.M.). It is characterized by: the teacher’s self-confidence; lack of fear of children; self-control; lack of emotional tension, irritability, imbalance; satisfaction with one’s activities, etc. For a beginning teacher, the development of these characteristics will make it easier to master the profession, be effective in it and receive satisfaction from it.
Introduction
Educators, teachers, social educators in their educational work often encounter factors that cause them difficulties and bewilderment when communicating with students and when observing them.
Some of these factors relate to the characteristics of the emotional sphere of an individual student.
Let me give you an example:
The student, always disciplined, cheerful, smart, for some reason began to cry often, she can barely hold back her tears when she is reprimanded.
Teachers are often faced with evidence of “disruptions” in the behavior of one or another student. It happens that a student “seems to have been replaced,” his behavior changes, he was previously calm, he comes into conflict with his classmates, he can become insolent to the teacher, and begins to have a different attitude towards school and learning.
Where are the roots of these emerging changes? Behind all this, it seems to me, lie certain changes in the individual’s psyche, which manifest themselves very clearly in the emotional sphere of the child.
But serious thoughts arise for teachers not only when observing individual students, but also when observing their actions, the actions of entire groups of students. Teachers are concerned about why students appear indifferent where they need to show emotional responsiveness and a certain emotional attitude.
In order to find ways for educational influence on schoolchildren, teachers need to know a lot about the emotional sphere of the student.
The problem arises - learning to understand the emotional life of a student in such a way as to find the most fruitful ways to influence it.
What most often determines the effectiveness of a teacher’s educational influence? Because he did not understand the emotional response that arose in the student in connection with his influence. And the response could be different, despite the external similarity of its manifestation. The teacher's influence could leave the student simply indifferent; it could only cause him annoyance, irritation, masked by an expression of incomprehension; it gives rise to both feeling for one’s action and a willingness to change, although outwardly this may look like indifference.
All of these are possible types of emotional responses that are not always “read” correctly by teachers.
"Sometimes correct understanding hampered by the insufficient ability to “transport” to the sphere of the child’s feelings and emotional states. We notice in a schoolchild a sign of some kind of emotional state and feeling being experienced - in them this can be seen quite clearly - but we are not always aware of the meaning of these experiences of such intensity and severity.”
What determines the specific content of a schoolchild’s emotional life?
It is determined by the objective life relationships in which the child is with others. Therefore, it is important to find out what the student's position in the family is; observe and find out what his position is in the class, what his relationships are with his friends, etc. The nature of these objective relationships, depending on their essence, creates in the student a corresponding feeling of well-being, which is the cause of various emotional reactions and experiences.
However, this is not enough, because We do not yet know the next, very essential element: how the student himself subjectively perceives the emerging relationships, i.e. how he evaluates them, to what extent they satisfy him, how much he strives and in what way to modify them. Finding out this, based on individual statements of the student, from a conversation with him, observation, from a conversation with peers, parents is very important.
But taking this into account is still not enough. After all, every schoolchild - child or teenager - has gone through a certain path in life.
He already has relatively stable personality traits that are based on emotional reactions. The child also developed more or less stable attitudes towards people.
Thus, a more in-depth understanding of the child’s emotions and feelings will help to more effectively raise the child and influence their emotional sphere in each specific case.
Research hypothesis: the characteristics of the relationship with the teacher influence the specifics of the emotional reactions of schoolchildren in educational activities.
Purpose of the study: to find the relationship between schoolchildren’s relationship with the teacher and emotional reactions.
To study the problem of the emotional life of a schoolchild.
Identify factors influencing the emotional life of a student.
Identify the levels of relationships with the teacher and the specific emotional reactions of the student.
Pupils are the object of research orphanage mixed type - students with whom the experiment of this thesis was conducted.
The subject of the study is the emotional sphere of school-age children.
Chapter 1. The problem of emotions in the psychology of education
The word emotion comes from the Latin emovere, which means to excite or excite. Over time, the meaning of this word has changed somewhat, and now we can say that emotions are generalized sensory reactions that arise in response to exogenous signals of various types (emanating from one’s own organs and tissues), which necessarily entail certain changes in the physiological state of the body.
Emotions, like thoughts, are an objectively existing phenomenon; - characterizes an extremely wide range of different shapes and shades. Joy and sadness, pleasure and disgust, anger and fear, melancholy and satisfaction, anxiety and disappointment - all these are different emotional states. These and other emotions, many of which are so unique that the name can only partially reveal their true essence and depth, are well known to everyone.
Emotions are closely related to motivation (attraction, motivation), or, as I.P. said. Pavlov with the “goal reflex”.
Higher motivation in people, thanks to highly developed intelligence and ability to abstract thinking, are extremely diverse. This is not only the desire to satisfy the needs necessary for existence in given conditions, but also the thirst for knowledge, as well as motives of a social, aesthetic and moral nature.
Elementary emotions are characteristic of humans early childhood. In essence, a baby's first cry can be seen as the beginning of his emotional life.
If during the first year of life a child is characterized only by simple emotions, then later his emotional reactions begin to acquire a certain relationship with the norms of social behavior. The child’s emotional world is gradually enriched. The stability and strength of emotions increases, their nature becomes more complex. Over time, complex, higher, social emotions or feelings that are unique to humans are formed.
Without downplaying the significance of the works on the psychology of emotions currently available, one cannot help but admit that their number is undeservedly small.
Emotions, like a number of other phenomena, become the subject of a person’s attention, primarily when he is hindered in some way. Striving to control the world around him more and more effectively, a person does not want to accept the fact that there may be something in himself that nullifies the efforts made. And when emotions take over, very often this is exactly what happens.
Emotions are not only the protagonists of great dramas; they are a person’s everyday companion, exerting a constant influence on all his affairs and thoughts.
But, despite daily communication with them, we do not know when they will appear, and when they will leave us, whether they will help us or become a hindrance.
And how often do we see factors of an emotional nature as the reasons for the difficulties in establishing normal relationships between a disabled person and a group.
When teachers or parents are dissatisfied with the behavior or learning of their children, sometimes it also turns out that the difficulties are caused by the fact that the child has not learned to control his emotions (anger, resentment, fear) or is not able to experience the same emotions that are expected of him (shame, pride , sympathy).
Analyzing the reasons for our failures or mistakes, we often come to the conclusion that it was our emotions that prevented us from completing the task.
Emotional problems manifest themselves with particular intensity or clarity in people with impaired or weakened ability to effectively self-control.
In modern civilized society, the number of people suffering from neuroses is constantly growing. Having escaped the control of consciousness, these people’s emotions interfere with the implementation of intentions and violate interpersonal relationships, do not allow you to properly follow the teacher’s instructions, make it difficult to rest and impair your health. Neurotic disorders can have varying degrees of severity.
What can a person do to overcome this kind of difficulty? First of all, to understand the phenomena that cause difficulties, to establish the laws of their development. These problems have such great practical and social significance, that the work to resolve them is justified even if it requires significant effort.
When it comes to emotions, we are faced with a special case: these are deeply human, deeply intimate phenomena. Is it even possible to study them systematically?
Today, after several years of research, discussions about whether emotions are accessible to scientific study do not have any practical significance. “Doubts have been dispelled by many successful attempts made in this field. However, this does not mean that these doubts were dispelled in the consciousness of man, for whom evolutionary phenomena represent a world of internal experiences, and not a subject of systematic study.” Therefore, discussions about the value of scientific methods in relation to the study of emotions continue to be relevant.
Chapter 2. The role of feelings and emotions in the educational and cognitive activity of a schoolchild
Understanding the emotional sphere will be incomplete without revealing the types of relationships that exist between it and the personality as a complex and holistic entity.
We cannot lose sight of this essential point: it is not just the emotional sphere that is being brought up, but the feelings inherent in a real personality are being brought up.
As new qualities are formed in the personality, the emotional sphere also acquires new features, and the process of changing feelings is certainly associated with changes in the personality itself.
Feelings, like all human psychological processes, are a reflection of reality. However, this reflection differs from reflection in the processes of perception, thinking, etc.
The reflection of reality in feelings is subjective. A bad grade plunges one student into long-term despondency, while another becomes ready to achieve success.
In the specific features of experiences and emotional states, a peculiar “individuality” of reflection or reality is preserved, which gives it the quality of subjectivity. That is why in the feelings that arise in different people about events and life circumstances that equally acutely affect them, at the same time there are significant differences and shades. This happens because a person perceives external influences that affect him emotionally through the “prism” of his own personality.
A person perceives relationships with people, people’s behavior through the system of his existing beliefs, attitudes, and his usual approaches to the phenomena and events of life. It would be a mistake to think that this applies only to an adult, already fully formed person. And a child who has just arrived at school has already, to a certain extent, been formed as a person. This also applies to some emotional traits of his character: He may be characterized by responsiveness, good emotional sensitivity or, conversely, indifference to peers and insufficient emotional sensitivity.
Just as a person can characterize his personal qualities, he can evaluate his feelings. A person always takes a certain position in relation to his feelings. In some cases, the feeling that appears does not cause any resistance in a person: without hesitation, he surrenders to the experience of such a feeling. In other cases, a person takes a different position in relation to his feelings. He does not approve of the feeling that has arisen and begins to counteract it.
A person can not only disapprove of the feeling that has arisen in him and resist it, he can acutely experience the very fact that such a feeling is inherent in him; he experiences anger at himself, a feeling of dissatisfaction due to the fact that he experienced it.
A feeling of shame and indignation at oneself helps a person overcome feelings that he considers unworthy.
It is very important for the teacher to know what feelings the experiences of satisfaction and self-satisfaction evoke in the student and what feelings the experiences of shame evoke in him. And at the same time, it’s not what he can say about himself, wanting to “show off,” but what he really experiences: whether he is ashamed of what evokes pity, compassion, tenderness, or that he has shown cruelty, callousness, fear, selfishness.
The importance of the emotional sphere in the structure of personality is also reflected in the fact that different emotions occupy different places in it.
There are feelings, especially episodic experiences, which, figuratively speaking, are on the periphery of a person’s inner world.
Episodic experiences little affect the essence of a person, do not force his conscience to speak, do not cause a crisis or tense state of health, although at the same time they are sometimes experienced with quite great force. Such feelings pass without a trace.
But a person also experiences deep feelings associated with the essential aspirations of the individual, his beliefs, a circle of ideals, and dreams for the future. These may also be experiences that come into conflict with the basic aspirations of the individual, causing acute moral conflicts and reproaches of conscience. They leave a serious memory of themselves and lead to a change in personal attitudes.
If the feelings experienced by a person deeply affected him, then they affect not only his well-being, but change his behavior. The shame experienced over the demonstrated cowardice forces a person in the future, under similar circumstances, to behave differently.
The transformation of a feeling into a motivating force leading to action, the transition of experience into action, acquires a new quality - it is consolidated in behavior.
Frequent experiences of antisocial feelings also change the moral character of an individual for the worse. If the experience of anger, anger, irritation, envy has led a person more than once to rude manifestations of behavior, then he himself becomes more rude, cruel, and less accessible to good impulses.
Feelings play big role in human self-knowledge. Self-knowledge as an understanding of one’s own qualities, as the formation of an idea about one’s character traits and the properties of one’s nature arises not only on the basis of comprehension of experienced feelings. And the process of such self-knowledge occurs the more intensely, the more significant a person’s emotional life is.
The fact that feelings often arise unexpectedly for the person himself makes their role for self-knowledge especially noticeable.
Thus, thanks to the experienced emotional states and feelings, a person is revealed not only the opportunity to experience the corresponding experiences, but also some aspects of himself are revealed as capable of having such feelings.
That is why we say that the character and content of a person’s emotional life reveals his personal appearance. This explains the importance in the education of a schoolchild of the task of forming his higher feelings.
Ethical feelings constantly correct a person’s behavior and, if he behaves in accordance with his existing ideas about the norms of behavior, he experiences satisfaction with himself. Ethical feelings include: feelings of camaraderie, friendship, repentance, duty, etc. Ethical feelings force a person to strive to coordinate his actions with the morality of society.
Cognitive senses can be considered as the engine of progress in human society.
The first stage of cognition is the desire for sensory research in order to identify what is pleasant or unpleasant. Over time, cognitive feelings become more complex, among them there appear such as a feeling of guesswork, bewilderment, doubt, surprise, a feeling of thirst, knowledge, search, including scientific search.
Feelings as motives for a schoolchild’s behavior occupy a large place in his life and at the same time take a different form than in preschoolers. The experience of anger, embitterment, and irritation can cause a schoolchild to act aggressively towards a friend who has offended him, but fights in children of this age arise only when the experience reaches such great strength that the restraining moments caused by the perceived rules of behavior are discarded.
Motives for action based on positive experiences: sympathy, affection, affection, which have acquired a more stable character in school-age children, become more effective and manifest themselves in more and more diverse forms.
In social aspirations, which are consolidated in actions, moral feelings are formed that acquire a more persistent character.
But this takes place if such activities are carried out by schoolchildren with the appropriate emotional attitude, i.e. as actions motivated by social experiences. If these actions are carried out by schoolchildren without a clearly expressed emotional attitude, then their implementation does not make changes in the inner world of the student and turns into an action that is only formally good, good, but essentially indifferent, and then it does not affect the spiritual appearance student.
Chapter 3. Factors influencing changes in the emotional life of a student
The teacher should notice signs of changes in the student’s emotional life. They will give him an idea of the extent to which the educational influences planned and carried out by him lead to the corresponding result. But education will be more effective if those conditions that influence changes in the child’s emotions and feelings are taken into account.
The content of emotions and feelings is formed as a result of those shifts that are associated with the age stages of a child’s development, as well as as a result of the attitudes he creates towards people, towards communicating with them, towards himself. This is how a “landscape” of a person’s emotional sphere arises at a certain period of his life; on it one can notice traces of the peculiarities of his individual development with his character and temperament, and the imprint of those typical social feelings that are characteristic of our society.
Sometimes they say that in order to ensure the necessary educational impact of school, it is necessary to change the situation of the student at home, in his family.
As observations show, the emotional life of a schoolchild does not seriously change just because, for example, some events happened at home, in his family. They may affect changes in the child’s mood, but do not immediately affect the structure of his emotional life.
It must be taken into account, however, that a radical change in the student’s way of life, and consequently the emergence new system relationships with people around him noticeably changes his emotional responses to the influence. But this change does not occur immediately, and the old emotional attitude may appear more than once, even if there is no basis for it in the new conditions.
A child at school has already developed some features of his emotional life. He developed primary emotional reactions to forms of communication with elders, and an expectation of satisfaction of his requests during communication with them appeared in the form of encouraging a positive assessment.
A schoolchild has developed more or less stable life attitudes regarding what he can afford in relation to others and what to expect from them. All this leaves its mark on the nature of his emotional life. Therefore, it is not so easy to carry out restructuring.
To a certain extent, the student himself, the parents, and visiting the student at home can help the teacher study well the living conditions of the child in the family, which influence the formation of his feelings, nourish his emotional attitudes and forms of emotional behavior. All this data must be compared to find out where the main thing is and where the secondary one is.
It is necessary to find out what the relationship between the parents is. It is important to identify the situation in the family.
Thus, the teacher gets an idea of what the student “lives” with: the interests of the family or whether he is completely indifferent to them, and if he is indifferent, then where does he then look for an “outlet”. However, not every positive environment and not every negative environment directly influences the child’s moral foundations and moral feelings.
This is connected only with how certain objective conditions of the student’s life, i.e. requests, expectations, aspirations were refracted through his personality. And depending on how they affect him and to what extent, whether they enter his life as something significant or very insignificant, they have either a greater or a small influence on his emotional world. Everything is determined by what is basic and what is secondary in the aspirations, demands, and expectations of the student.
Adult relationships affect children differently. A child is often scolded at home and treated with disdain, but he may have a favorite activity, a favorite subject, to which he strives to devote his energy and time.
It's a completely different matter if he has nothing that really attracts him, and therefore is especially susceptible to how his family treats him.
It follows from this that among the conditions influencing changes in the emotional life of a student in the process of education, we must first of all talk about such moments that are quite complex in nature and affect the emotions and feelings of the individual in such a way as his general well-being, attitude towards himself and their capabilities, attitude towards others.
When a teacher sets himself the task of making changes in the emotional sphere of a student, then the question is not about changing his emotional attitude to a certain specific phenomenon, but about changing the complex of his feelings, the nature of his emotional attitudes towards significant aspects of life. For a schoolchild, this is his emotional attitude to learning, to work, to connections with the team and its demands, to people, to moral commandments as the future in his life, i.e. this is something that significantly influences the determination of the entire moral character of a person.
Changing the emotional life of a schoolchild means changing the essential tendencies of the developing personality.
A change in life position, a restructuring of the level of aspirations, a change in life perspective - can be a “lever” for changing the emotional life of a student in the process of education.
We must not forget that the restructuring of feelings is a long process, since it involves both the established forms of emotional regulation and the emotional attitudes and predilections characteristic of the child, which are not always clearly recognized by the child. But the important thing is that in the process of education, feelings and emotions change. Sometimes such shifts appear in a more convex, and sometimes in a more “blurred” form.
Children who, for whatever reason, no longer feel like members of the class team, do not find meaning in school activities, and are looking for a different team for themselves, a different content of life and activity.
The necessary changes in the features of the emotional life of a schoolchild arise with wisely carried out changes in the organization of his life - at home, at school, in the class team, as well as in those groups with which he is associated.
A big role in restructuring the formed emotional attitude towards some aspects of life is played by the student’s involvement in activities that meet the social approval of the group that he values, and at the same time his success in this activity.
If a student becomes interested in some activity, a certain area of knowledge and begins to achieve success in it, he develops a calmer and more confident emotional well-being. True, this happens if he does not “get carried away” and does not develop unreasonable and exaggerated claims to success, which “gnaw” at him and create the wrong emotional attitude towards comrades who have achieved more success than him.
Always the appearance of an activity that is socially valuable and seriously engages the student becomes a fact favorable for the development of his emotional life in the right direction. Finding an activity that will captivate the student, bring him awareness of moving forward, and the experience of success is the teacher’s primary task.
Chapter 4. Features of the emotional life of a schoolchild
.1 Changes occurring in general development
Junior school age covers the period of a child’s life from 7-8 to 11-12 years. These are the years of a child's education primary school. At this time, intensive biological development of the child’s body occurs. The shifts that occur during this period are changes in the central nervous system, in the development of the skeletal and muscular systems, as well as in activity internal organs.
The student is very active. Student mobility is normal. If such activity is restrained in every possible way, this causes changes in the child’s emotional well-being, sometimes leading to “explosive” emotional reactions. If you organize such activity correctly, when quiet activity alternates with a variety of games, walks, physical exercise, then this leads to an improvement in the emotional tone of the student, making his emotional well-being and behavior more even. We must remember that from a school-age child you can demand restraint in movements, achieve their proportionality and dexterity. And such actions (cause a positive emotional reaction in him.
Significant changes occur throughout the child’s mental life.
The development of the processes of perception, thinking, memory, attention, and improvement of speech allows a school-age child to perform more complex mental operations. And the most important thing is that a school-age child begins to energetically carry out this type of activity, moreover, in a systematic form that the preschooler did not perform - he learns!
A preschool child can already control his behavior - he can sometimes hold back tears, not get into a fight, but most often he shows great impulsiveness and lack of restraint.
A child of school age masters his behavior differently. All this is due to the fact that the student more accurately and differentiatedly comprehends the norms of behavior developed by society. The child learns what can be said to others and what is unacceptable, what actions to take at home, in in public places, in relation to comrades are permitted and prohibited, etc.
The student also learns such norms of behavior that, in some part, turn into his internal requirement for himself.
Significant changes caused by the course of the student’s general development, changes in his lifestyle, and certain goals that arise before him, lead to the fact that his emotional life becomes different. New experiences appear, new tasks and goals arise that attract them, a new emotional attitude is born to a number of phenomena and aspects of reality that left the preschooler completely indifferent.
4.2 Dynamics of mental experiences of schoolchildren in educational activities
Of course, there are serious differences in the mental appearance of a first- and fourth-grade student. If there are differences between them, one can see with sufficient clarity what is generally characteristic of the child’s emotional life.
For a first-grader child, new, very significant social connections: first of all with the teacher, and then with the class staff. The emergence of new requirements for his behavior in the classroom, during breaks, the emergence of requirements for his educational activities - to study, complete assignments together with the whole class, prepare homework, be attentive to the teacher’s explanations and the answers of his comrades, changes his well-being and becomes a powerful factor. influencing his experiences.
These new responsibilities - good performance, poor performance, failure to complete the teacher’s assignments, entailing an appropriate assessment of the teacher, the class staff, as well as assessment of the family - cause a number of experiences:
satisfaction, joy from praise, from the consciousness that everything turned out well for him and feelings of grief, dissatisfaction with himself, the experience of his inferiority in comparison with successfully working comrades. Failures arising from poor performance of one's duties can give rise to a feeling of irritation towards others who make demands on him, feelings of envy and ill will towards comrades who have earned praise, and can give rise to a desire to annoy the teacher or class. However, usually, if such failures are not long-term and the child does not shy away from the team, they lead to a strong desire to take a worthy place in the classroom and at home, and motivate his desire to study better in order to achieve success.
In this case, any progress during execution educational assignments becomes the basis of acute experiences, anxiety, self-doubt, a feeling of joy at the emerging success, anxiety that nothing will work out further, satisfaction and reassurance that we managed to complete the task.
If the learning process and failures arising from poor performance of duties do not cause any particular distress in the child, then the teacher should as quickly as possible find out the reason for such an attitude towards learning.
An indifferent attitude towards learning can be caused by temporary circumstances, severe discord in the family, which traumatize him, etc. and so on. But it can be caused by more stable circumstances.
Thus, constant failures in studies, the condemnation of adults that have become habitual, reconciliation with the fact that “nothing will work out anyway” - all this creates, as a defensive reaction from expected troubles, failures in studies, indifference to grades. However, this indifference is largely apparent: it can be easily shaken by success in performing work, unexpected praise and a good assessment, which gives rise to a strong desire to have it again and again.
A schoolchild, especially in primary school, largely retains the ability to react violently to individual phenomena that affect him.
The ability to control one's feelings becomes better year from year. The student shows his anger and irritation not so much in motor form - he starts to fight, pulls him out of his hands, etc., but rather in verbal form by swearing, teasing, and being rude.
Thus, throughout school age, organization in the child’s emotional behavior increases.
The development of expressiveness in a student goes hand in hand with his growing understanding of the feelings of other people and the ability to empathize with the emotional state of peers and adults. However, at the level of such emotional understanding, there is a clear difference between first and third graders and especially fourth graders.
The liveliness of a student’s immediate manifestation of feelings - social and asocial - is for the teacher not only a sign characterizing the student’s emotional sphere, but also symptoms that indicate which qualities of the student’s emotional sphere need to be developed and which ones need to be eradicated.
However, we must not forget that the range of emotional sensitivity and scope of empathy of a child of this age is limited. A number of emotional states and experiences of people are uninteresting to him, inaccessible not only to empathy, but also to understanding.
Interesting material is provided by experiments that determine the degree to which children of different ages understand a fairly clearly expressed emotion of one nature or another, depicted in a photograph. If the expression of laughter is correctly grasped by children already at 3-4 years old, then surprise and contempt are not correctly grasped by children even at 5-6 years old. As Gates's research has shown, children at seven years old correctly categorize anger, and at 9-10 years old - fear and horror. But it should be noted that all this concerns mainly “accepted” forms of expression of emotion.
A characteristic feature of school-age children is their impressionability, their emotional responsiveness to everything bright, large, and colorful. Monotonous, boring lessons quickly reduce the cognitive interest of a first-grader and lead to the emergence of a negative, emotional attitude towards learning.
During this period of development, moral feelings are intensively formed: a sense of camaraderie, responsibility for the class, sympathy for the grief of others, indignation at injustice, etc. At the same time, they are formed under the influence of the specific influence of the example seen and one’s own actions when carrying out an assignment, the impression of the teacher’s words. But it is important to remember that when a student learns about the norms of behavior, he perceives the teacher’s words only when they emotionally touch him, when he directly feels the need to act one way and not another.
4.3 Dynamics of emotional reactions of schoolchildren in a team
A new moment that leads to the emergence of various experiences in a school-age student is not only the teaching, but also the class team, with which new social connections arise. These connections are formed on the basis of various types of communication that are caused by business relations when carrying out class assignments, general responsibility for actions carried out by the class, mutual sympathy, etc.
It is necessary to pay serious attention to the differences that arise in this regard between first-graders and fourth-graders. Formally, first-grade students are a group of children connected by common tasks, but in essence this is not yet a team, especially at the beginning of the year, since it is not characterized by unity of moods, aspirations, presence public opinion. Of course, first-grade students experience sincere indignation if the teacher talks about how badly their friend did, but their indignation is not an experience characteristic of the class as a collective. It is typical that a first-grader can say that his neighbor is not doing a good job in class, and none of the students will perceive his words as bad or not meeting any rules.
But if this happens in 4th grade, then his words will be perceived as sneaking, as a violation of the principles of class life.
By the fourth grade, the child becomes a truly member of the class team, with its rules of life, with its emerging traditions. And it is very important to direct this team to specific goals in time and form necessary traditions, which turn into emotionally charged impulses. A fourth-grader’s connections with the class not only become richer than those of a first-grader, but he is also very concerned about the public opinion of the class or its most active group. A departure from the principles of behavior accepted in the class is already perceived and experienced by a fourth-grader as apostasy.
By participating in experiences common to the entire class, when a group of children condemns, approves, or welcomes something, the fourth grader begins to experience a new connection with the group, as well as dependence on it. For example, a feeling of mutual support is born in a good and bad sense, a feeling of pride in the team, or opposition of one team to another - fights with guys from another school. All this causes a new type of experience.
The nature of these experiences depends on the spirit of the team, which is sometimes created under the skillful influence of the teacher, and sometimes, against his will and aspirations.
The so-called “emotional contagion” also happens in a group of schoolchildren, but it is largely determined by the nature of the formed public opinion of the class as a certain type of emotional attitude to the facts of school life, quite persistent and not indifferent to its participants.
4.4 Aesthetic and moral experiences
The impression from poems and stories performed in an expressive artistic form can be deep and lasting in children 8-10 years of age. Feelings of pity, sympathy, indignation, and worry for the well-being of a beloved character can reach great intensity.
A 10-11 year old child in his fantasies “completes” individual pictures from the life of his favorite hero. Basically, primary school students love poetry to a greater extent than students of other classes, and this applied to poems that children memorized at school.
It is characteristic that in stories-essays dedicated to the hero of the story read, children of both second and fourth grades strive to develop best qualities hero and often correct his shortcomings.
All this suggests what a big role works of fiction can play in schoolchildren’s perception of the moral side of people’s actions.
The love of beauty is also manifested in children’s desire to decorate their home, decorate notebooks, make albums for postcards, embroider bookmarks, etc.
The social experiences that arise in schoolchildren as they become more aware of the moral requirements for the actions of people and their behavior can be quite strong, causing impulses in children to do a good deed:
“At the same time, antisocial actions of children may also appear during these years. If a preschooler is disobedient, pugnacious, can be mischievous, does not know how to take care of toys, etc., then a child of 10-11 years old, with improper upbringing and harmful environmental influences, can commit even more serious actions. So he can, driven by ill will, an evil mood, commit serious offenses.”
At the same time, there are known facts when, under the influence of the school community, a student’s unfavorable life attitudes change, and fairly strong moral aspirations arise, which are manifested and reinforced in actions by great moral force.
We have reason to say that in conditions of normal upbringing, the moral feelings of schoolchildren are quite moral and can determine his actions. However, one more thing should be noted characteristic feature feelings of children of this age.
A schoolchild can do a good deed, show sympathy for someone’s grief, feel pity for a sick animal, show a willingness to give something dear to someone else. When an offense is caused to his comrade, he can rush to help, despite the threat of older children.
And at the same time, in similar situations, he may not show these feelings, but, on the contrary, laugh at the failure of a comrade, not feel a feeling of pity, treat misfortune with indifference, etc. Of course, having heard the condemnation of adults, perhaps he will quickly change his attitude and at the same time, not formally, but in essence, and again turn out to be good.
“The instability of a schoolchild’s moral character, expressed in the inconstancy of his moral experiences, an inconsistent attitude towards the same events, depends on various reasons:
Firstly, moral actions, the provisions that determine the actions of a child, do not have a sufficiently generalized nature.
Secondly, the moral principles that have entered the consciousness of a small schoolchild have not yet sufficiently become his stable property, consolidated in the sense that they immediately begin to be expressed and involuntarily applied as soon as a situation arises that requires a moral attitude.
At primary school age, moral feelings are characterized by the fact that the child does not always clearly understand the moral principle by which he should act, but at the same time his immediate experience tells him what is good and what is bad.
Chapter 5. Description of the experiment
Starting an experimental study of the dynamic features of the student's emotional reactions in educational activities, we put forward the following hypothesis: the characteristics of the relationship with the teacher influence the specifics of the student's emotional reactions in educational activities.
In our study, we used the most common methods. It is mainly a conversational method and (partially) an observational method.
The purpose of our study is to find the relationship between schoolchildren's relationship with the teacher and emotional reactions and preparation. In preparation for the study, we selected a situation for a conversation with children with the following content:
Situation - “The holiday is coming. There will be a concert in the class. The guys decorate the hall and prepare the performances. Do you think the teacher will give you the role of leader?”
Situation - “Imagine: a teacher enters the classroom and holds a carnival bunny mask in his hand. Do you think he would give it to you or someone else?
Situation - “The lesson is starting, and the children have left scattered notebooks and books on the table. The teacher was angry with the children, he was dissatisfied with them. Do you think the teacher would be angry with you for this?”
Then comes the research. Situations are offered to children. Conduct individual conversations with children.
Data processing. The children's answers are recorded.
And, based on data processing, we came to the conclusion that schoolchildren can be divided into 3 groups according to the nature of their emotional focus on the educator (teacher).
Characteristics of groups.
group - emotionally sensitive children. This is the group that answered in the affirmative. The biggest. They are characterized by a clearly expressed positive focus on the teacher and confidence in the teacher’s love. They adequately assess his attitude towards themselves and are very sensitive to changes in his behavior. The teacher's tone, gesture, and posture serve as a source of emotional experiences.
group - emotionally unresponsive children. These are the ones who answered negatively. They are characterized by a negative attitude towards the pedagogical influence of the teacher. These schoolchildren often violate discipline and order and do not comply with established standards. Having adopted a disapproving attitude towards themselves, children respond to it with negativism and indifference.
They do not experience and do not expect pleasure from communicating with the teacher.
group - children with an indifferent attitude towards the teacher and his demands. They do not show activity and initiative in communicating with the teacher, and play a passive role in the life of the class. It is difficult to determine the nature of the experiences by their external manifestations. When the teacher praises them, they do not express joy, just as when they are condemned, they do not express grief or embarrassment. This indicates their lack of experience in externally expressing their emotions. Thus, based on this conversation and data processing, we can say that the class was divided into:
a group with trust in the teacher, and therefore with a stable emotional life. Such children quickly get to know each other, get comfortable in a new team, and work together;
a group with distrust of the teacher, and therefore with an unstable emotional life. Such children cannot get close to their classmates for a long time, feel lonely, uncomfortable, play on the sidelines during recess or, on the contrary, interfere with other children’s play.
But it seems to us that division into groups largely depends on the personality of the teacher himself, because very often we have to deal with a loud, irritable teacher who does not want to restrain himself. Such a teacher provides bad influence on the mental well-being and performance of children, causing them emotionally negative experiences, a state of anxiety, expectation, uncertainty, a feeling of fear and insecurity. With such a teacher, children are intimidated, depressed, loud and rude to each other. Hence, here the students complain about headache, feeling unwell, tired. And here the student develops a reciprocal feeling of antipathy, fear, and often leads to the development of neurosis.
Children perceive information differently, analyze it differently, they have different performance, attention, and memory.
Different children require different approaches to learning, i.e. individual, differentiated approach.
From the first days of teaching, the teacher needs to identify the so-called “risk contingent”, those children with whom it will be most difficult and pay special attention to them. With these students, it is important not to be late and not to miss time for pedagogical correction, not to hope for a miracle, because... difficulties will not go away on their own. The task of the teacher, according to the famous hygienist M.S. Grombach’s goal is to make “difficult things familiar, familiar things easy, easy things pleasant” and then studying at school will bring joy to children.”
Conclusion
schoolchild experience learning
It is necessary to know the peculiarities of emotional reactions of schoolchildren in order to correctly form their emotional world from the very beginning of communication. To do this, you need to solve the following problems:
as a result of educational activities in general, the student must learn to react emotionally correctly to the influences that he experiences at school during educational work.
It is important that in the process of education the student develops good emotional responsiveness to significant and important phenomena in our life. There should be one emotional response to positive phenomena, and another to negative ones, but it is a lively response, and not indifference and indifference.
It is important that students develop the correct balance of different feelings and emotions so that they grow up with a harmoniously developing system of emotional responses. In this regard, the correct joint influence of school and family, the ability to build unified system influence on the child.
And finally, when it comes to the full moral development of the individual, it is very important to ensure that the student becomes a person with emotional maturity and emotional culture. Emotional culture involves a lot. First of all, it is responsive to a fairly wide range of objects. A person’s emotional culture is characterized by: the ability to appreciate and respect the feelings of another person, to treat them with attention, as well as the ability to empathize with the feelings of other people.
Bibliography
1. Bozhovich L.I. The student’s attitude to learning as a psychological problem//Questions in the psychology of schoolchildren. - M., 1981.
Breslav G.M. Emotional features of personality formation in childhood M., 1990.
Breslav G.M. Emotional processes. Riga, 1994.
Bezrukikh M.M., Efimova S.P. Do you know your student? Ed." Enlightenment", M., 1991.
Vilyunas V.K. Psychology of emotional phenomena. M., 1996.
The question of the psychology of schoolchildren’s personality / Ed. L.I. Bozhovich, L.V. Blagonadezhina. M., 1991.
Zaporozhets A.V. Selected psychological works. M., 1996.
Zaporozhets A.V., Niverovich Ya.Z. On the question of the genesis, function and structure of emotional processes in a child // Questions of psychology, 1974 No. 6.
Leontyev A.N. Activity, consciousness, personality. M., 1985.
Lyublinskaya A.A. Child psychology. M., 1991.
Nikiforov A. S. Emotions in our lives. M., 1998.
Petrovsky V. A. Towards an understanding of personality in psychology // Questions of psychology. 1981, no. 2.
Introduction
“Man, as a subject of practical and theoretical activity who cognizes and changes the world, is neither a dispassionate contemplator of what is happening around him, nor an equally dispassionate automaton performing certain actions like a well-oiled machine. By acting, he not only produces certain changes in nature, in the objective world, but also influences other people and himself experiences influences coming from them and from his own actions and deeds, changing his relationships with others; he experiences what happens to him and is done by him; he relates in a certain way to what surrounds him. The experience of this relationship of a person to the environment constitutes the sphere of feelings or emotions.”
We call emotions a person’s experiences, accompanied by feelings of pleasant and unpleasant, pleasure and displeasure, as well as their various shades and combinations. Pleasure and displeasure are the simplest emotions. The class of emotions includes moods, feelings, affects, passions, and stress. More complex versions of them are represented by such feelings as joy, sadness, sadness, fear, anger.
Emotions reflect the physical and psychological states of a person and his body. Healthy man A person whose basic needs in life are satisfied feels satisfied; a sick person, as well as a person whose needs are chronically not met, experiences dissatisfaction. A successfully completed action, a job well done, generates pleasant emotions, while failures are accompanied by unpleasant emotional experiences. Whatever mental or organic process, whatever behavioral act is considered, its close connection with emotions can be found everywhere. Therefore, emotions are a necessary attribute of any manifestations of life.
Emotions
Emotions are a special class of subjective psychological states that reflect, in the form of direct experiences, feelings of pleasant or unpleasant, a person’s relationship to the world and people, the process and results of his practical activity. The class of emotions includes moods, feelings, affects, passions, and stress. They are included in all mental processes and human states. Any manifestations of his activity are accompanied by emotional experiences. In humans, the main function of emotions is that thanks to emotions we understand each other better, we can, without using speech, judge each other’s states and better tune in to joint activities and communication.
Feelings and emotions are interrelated but distinct phenomena in the emotional sphere of the individual. A feeling is more complex than emotions, a constant, established attitude of a person to what he knows and does, to the object of his needs. Feelings are characterized by stability and duration, measured in months and years of life of their subject. The complexity of a feeling is manifested in the fact that it includes a whole range of emotions and is often difficult to describe verbally. Feeling determines the dynamics and content of emotions that are situational in nature. Often, only a specific form of the flow of an experienced feeling is called an emotion.
Some types of emotions are similar in humans and animals. Feelings are peculiar only to humans, they are socially conditioned and represent superior product cultural and emotional development of a person. A sense of duty, self-esteem, shame, pride are exclusively human feelings.
Emotions differ from sensations in that sensations are usually not accompanied by any specific subjective experiences such as pleasure or displeasure, pleasant or unpleasant. They give a person objective information about what is happening inside and outside of him. Emotions express the subjective states of a person associated with his needs and motives.
Nature and theories of emotions
emotion motivation yerkes dodson
The fact of the close connection of emotions with life processes indicates the natural origin of at least the simplest emotions. In all those cases when the life of a living being freezes, is partially or completely lost, it is first of all discovered that its external, emotional manifestations have disappeared. An area of skin temporarily deprived of blood supply ceases to be sensitive, a physically ill person becomes apathetic, indifferent to what is happening around him, i.e. insensitive. He loses the ability to respond emotionally to external influences in the same way as during the normal course of life.
This is explained by the fact that all higher animals and humans have structures in the brain that are closely related to emotional life. This is the so-called limbic system, which includes clusters of nerve cells located under the cerebral cortex, in close proximity to its center, which controls the main organic processes: blood circulation, digestion, endocrine glands. Hence the close connection of emotions both with the consciousness of a person and with the states of his body.
Bearing in mind the important life significance of emotions, Charles Darwin proposed a theory explaining the origin and purpose of those organic changes and movements that usually accompany pronounced emotions. This theory is called evolutionary. In it, the great naturalist drew attention to the fact that pleasure and displeasure, joy, fear, anger, sadness manifest themselves in approximately the same way in both humans and apes. Charles Darwin was interested in the vital meaning of those changes in the body that accompany corresponding emotions. Comparing the facts, Darwin came to the following conclusions about the nature and role of emotions in life:
1. Internal (organic) and external (motor) manifestations of emotions play an important adaptive role in a person’s life. They set him up for certain actions and, in addition, this is a signal for him about how another living creature is configured and what he intends to do.
2. Once upon a time, in the process of evolution of living beings, those organic and motor reactions that they currently have were components of full-fledged, developed practical adaptive actions. Subsequently, their external components decreased, but their vital function remained the same. For example, a person or animal in anger bares their teeth, tenses their muscles, as if preparing for an attack, their breathing and pulse quicken. This is a signal: a living creature is ready to commit an act of aggression.
The physiological basis of emotions and feelings are primarily the processes occurring in the cerebral cortex. The cerebral cortex regulates the strength and stability of feelings. Experiences cause excitation processes that, spreading across the cerebral cortex, capture the subcortical centers. In the parts of the brain lying below the cerebral cortex, there are various centers of physiological activity of the body: respiratory, cardiovascular, digestive and secretory. That is why excitation of the subcortical centers causes increased activity of a number of internal organs. In this regard, the experience of feelings is accompanied by a change in the rhythm of breathing and cardiac activity, the functioning of the secretory glands is disrupted (tears from grief, sweat from excitement). Thus, when experiencing feelings, during emotional states, there is either an increase or decrease in intensity different sides human life activity. In some emotional states we experience a surge of energy, we feel cheerful and efficient, while in others we experience a loss of strength and stiffness in muscle movements. When studying functional asymmetry of the brain, it turned out that left hemisphere is more associated with the emergence and maintenance of positive emotions, and the right - with negative emotions. The inextricable connection between the cerebral cortex and the subcortical region allows a person to control the physiological processes occurring in the body and consciously manage their emotions.
All studies of the physiological foundations of emotions clearly show their polar nature: pleasure - displeasure, pleasure - suffering, pleasant - unpleasant, and so on.
The role of peripheral reactions in the emotional process was of particular interest to W. James and K. Lange, who as a result built their psychological theory emotions, which is also called the James-Lange theory. James voices his theory as follows: “Bodily arousal follows directly from the perception of the fact that caused it: our awareness of this arousal is emotion.” The essence of the theory is that emotions are the perception of sensations caused by changes in the body due to external irritation. External irritation, which causes affect, causes reflex changes in the activity of the heart, breathing, blood circulation, and muscle tone. As a result, different sensations are experienced throughout the body during emotions, which make up the experience of emotions. According to the James-Lange theory, we experience fear because we tremble, and we do not tremble because we are afraid; we are sad because tears come to our eyes, and we do not cry because we are sad. If bodily manifestations did not immediately follow perception, then, in their opinion, there would be no emotion. If we imagine some emotion and mentally subtract from it one by one all the bodily sensations associated with it, then in the end there will be nothing left of it. So, if from the emotion of fear you eliminate heartbeat, difficulty breathing, trembling in the arms and legs, weakness in the body, etc., then there will be no fear. Those. human emotion, devoid of any bodily lining, is nothing more than an empty sound.
The James-Lange theory correctly noted the significant role that these organic changes of a peripheral nature play in emotions, but it was a mistake to reduce emotions exclusively to peripheral reactions and, in connection with this, turn conscious processes of a central nature only into secondary ones, following the emotion, but not included in her and her non-defining act. Modern physiology has shown that emotions are not reducible to peripheral reactions alone. In emotional processes, both peripheral and central factors participate in close interaction.
The sources of emotions are, on the one hand, the surrounding reality displayed in our consciousness, and on the other, our needs. Those objects and phenomena that are not related to our needs and interests do not evoke noticeable emotions in us. This view of the nature and origin of emotions is called the information concept of emotions (P.V. Simonov). Consciously or unconsciously, a person compares information about what is required to satisfy a need with what he has at the time of its occurrence.
Emotion = Information that is needed to satisfy a need – – Information that can be used (what is known)
This formula allows us to understand that negative emotions arise when the subject has insufficient information, and positive emotions when there is too much information. Negative emotions are generated by a more or less realized by the subject real or imagined impossibility of satisfying a need or a drop in its probability compared to the forecast that the subject gave earlier.
The information concept of emotions has undoubted evidence, although it does not cover the entire diverse and rich emotional sphere of the individual. Not all emotions in their origin fit into this scheme. For example, the emotion of surprise cannot be attributed to either positive or negative emotional states.
Classification of emotions
There are three pairs of the simplest emotional experiences (W. Wundt).
"Pleasure - displeasure." Satisfaction of a person’s physiological, spiritual and intellectual needs is reflected as pleasure, and dissatisfaction is reflected as displeasure. These simplest emotions are based on unconditioned reflexes. More complex experiences of “pleasant” and “unpleasant” develop in humans through the mechanism of conditioned reflexes, i.e. already like feelings.
"Voltage - Resolution." The emotion of tension is associated with creating a new or breaking an old way of life and activity. The completion of this process is experienced as an emotion of resolution (relief).
"Excitement - calmness." The emotion of excitement is determined by impulses going to the cerebral cortex from the subcortex. The emotional centers located here activate the activity of the cortex. Inhibition by the cortex of impulses coming from the subcortex is experienced as calming.
American researcher of emotions K. Izard separates fundamental and derivative emotions. The fundamental ones include:
1) interest, excitement
2) joy
3) surprise
4) grief, suffering
5) anger, rage
6) disgust, disgust
7) contempt, disdain
The rest are derivatives. From the combination of fundamental emotions arise, for example, such complex emotional states as anxiety, which can combine fear, anger, guilt, and interest. Complex (complex) emotional experiences also include love and hostility.
There are also sthenic (Greek “stenos” - strength) and asthenic (Greek “asthenos” - weakness, powerlessness) emotions (Kant). Stenic emotions increase activity, energy and cause uplift, excitement, vigor (joy, combative excitement, anger, hatred). With sthenic emotions, it is difficult for a person to remain silent, it is difficult not to act actively. Feeling sympathy for a friend, a person looks for a way to help him. Asthenic emotions reduce a person’s activity and energy, and reduce vital activity (sadness, melancholy, despondency, depression). Asthenic emotions are characterized by passivity, contemplation, and relax a person. Sympathy remains a good but sterile emotional experience.
Depending on the combination of speed, strength and duration of feelings, types of emotional states are distinguished, the main ones being mood, passion, affect, inspiration, stress and frustration.
Mood is an emotional state that is characterized by weak or medium strength and significant stability. This or that mood can last for days, weeks, months. This is not a special experience about any specific event, but a “spilled” one. general state. Mood usually “colors” all other emotional experiences of a person and is reflected in his activity and aspirations. actions and behavior. Usually, based on the prevailing mood of a given person, we call him cheerful, cheerful, or, conversely, sad, apathetic. This kind of prevailing mood is a character trait. The cause of a certain mood may be any significant event in personal or public life, the state of the human nervous system and the general state of his health.
Passion is also a long-lasting and stable emotional state. But, unlike mood, passion is characterized by strong emotional intensity. Passion arises when there is a strong desire for certain actions, to achieve a goal and helps this achievement. Positive passions serve as a stimulus for great creative human activity. Passion is a long-lasting, stable and deep feeling that has become a characteristic of a person.
Affects are extremely strong, quickly arising and rapidly occurring short-term emotional states (affects of despair, rage, horror). A person’s actions when affected occur in the form of an “explosion.” Strong emotional arousal manifests itself in violent movements and disordered speech. Sometimes affect manifests itself in tense stiffness of movements, posture or speech (for example, it may be confusion at pleasant but unexpected news). Affects negatively affect human activity, sharply reducing the level of its organization. In a state of passion, a person may experience a temporary loss of volitional control over his behavior, and he may commit rash acts. Any feeling can be experienced in an affective form. Affect is no longer joy, but delight, not grief, but despair, not fear, but horror, not anger, but rage. Affects arise when the will is weakened and are indicators of incontinence, a person’s inability to self-control.
Inspiration as an emotional state manifests itself in various types activities. It is characterized by great strength and striving for a certain activity. Inspiration occurs in cases where the goal of an activity is clear and the results are clearly presented, and at the same time as necessary and valuable. Inspiration is often experienced as a collective feeling, while more people captured by a feeling of inspiration, the more strongly this feeling is experienced by each person individually. This emotional state manifests itself especially often and most vividly in creative activity of people. Inspiration is a kind of mobilization of all the best mental forces of a person.
Stress is a state of excessively strong and prolonged psychological tension that occurs in a person when his nervous system receives emotional overload. The word “stress” was first used by the Canadian biologist G. Selye. He also introduced the concept of “stress phase”, highlighting the stages of anxiety (mobilization of defenses), resistance (adaptation to a difficult situation) and exhaustion (consequences of prolonged exposure to stress). Stress is caused by extreme conditions for a given individual and is experienced with great internal tension. Stress can be caused by dangerous conditions for life and health, great physical and mental overload, and the need to make quick and responsible decisions. With severe stress, the heartbeat and breathing become more frequent, blood pressure rises, a general reaction of excitation occurs, expressed in varying degrees of disorganization of behavior (erratic, uncoordinated movements and gestures, confused, incoherent speech), confusion, difficulties in switching attention, and perception errors are possible , memory, thinking. Stress disorganizes a person’s activities and disrupts the normal course of his behavior. Frequent and prolonged stress has negative impact on a person’s physical and mental health. However, with mild stress, general physical composure, increased activity, clarity and precision of thought, and quick wits appear. Behavior in stressful conditions significantly depends on the type of human nervous system, the strength or weakness of its nervous processes. The exam situation usually reveals a person’s resistance to stressful influences well. Some of the examinees get lost, have memory lapses, and cannot concentrate on the content of the question; others turn out to be more focused and active during the exam than in everyday circumstances.
Frustration is mental condition disorganization of consciousness and personal activity, caused by objectively insurmountable (or subjectively understood and experienced) obstacles on the way to a very desirable goal. This is an internal conflict between the direction of the individual and objective possibilities with which the individual does not agree. Frustration occurs when the degree of dissatisfaction is greater than what a person can bear, i.e. above the threshold of frustration. In a state of frustration, a person experiences a particularly strong neuropsychic shock. It can manifest itself as extreme annoyance, embitterment, depression, complete indifference to the environment, unlimited self-flagellation.
A feeling is more complex than an emotion, a constant, established attitude of a person to what he knows and does, to the object of his needs. Feelings are characterized by stability and duration, measured in months and years of life of their subject. A feeling includes a whole range of emotions; a feeling determines the dynamics and content of emotions.
Feelings are usually classified by content. It is customary to distinguish the following types of feelings: moral, intellectual and aesthetic.
Moral or ethical feelings are feelings in which a person’s attitude to the behavior of people and his own is manifested (feelings of sympathy and antipathy, respect and contempt, as well as feelings of camaraderie, duty, conscience and patriotism). Moral feelings are experienced by people in connection with the fulfillment or violation of the principles of morality accepted in a given society, which determine what should be considered good and bad, fair and unfair in relationships between people.
Intellectual feelings arise in the process of mental activity and are associated with cognitive processes. They reflect and express a person’s attitude to his thoughts, to the process of cognition, its success and failure, to the results of intellectual activity. Intellectual feelings include curiosity, inquisitiveness, surprise, confidence, uncertainty, doubt, bewilderment, and a sense of something new.
Aesthetic feelings are experienced in connection with the perception of objects, phenomena and attitudes towards the surrounding world and reflect the subject’s attitude towards various facts of life and their reflection in art. In aesthetic feelings, a person experiences beauty and harmony (or, conversely, disharmony) in nature, in works of art, in relationships between people. These feelings are manifested in corresponding assessments and are experienced as emotions of aesthetic pleasure, delight or contempt, disgust. This is a feeling of the beautiful and ugly, rough, a feeling of greatness or, conversely, baseness, vulgarity, a feeling of the tragic and comic.
Functions of emotions and feelings, their meaning in human life
Emotions and feelings perform the following functions:
– The signaling (communicative) function is expressed in the fact that emotions and feelings are accompanied by expressive movements: facial (movement of facial muscles), pantomimic (movement of body muscles, gestures), voice changes, vegetative changes (sweating, redness or paleness of the skin). These displays of emotions and feelings signal to other people what emotions and feelings a person is experiencing. They allow him to convey his experiences to other people, inform them about his attitude to objects and phenomena of the surrounding reality.
– The regulatory function is expressed in the fact that persistent experiences guide our behavior, support it, and force us to overcome obstacles encountered along the way. Regulatory mechanisms of emotions relieve excess emotional arousal. When emotions reach extreme tension, they are transformed into processes such as the release of tear fluid, contraction of facial and respiratory muscles (crying).
– The reflective (evaluative) function is expressed in a generalized assessment of phenomena and events. The senses cover the entire body and allow one to determine the usefulness or harmfulness of the factors affecting them and react before the harmful effect itself is determined.
– Incentive (stimulating) function. Feelings, as it were, determine the direction of the search that can provide a solution to the problem. Emotional experience contains the image of an object that satisfies needs, and its biased attitude towards it, which prompts a person to act.
– The reinforcing function is expressed in the fact that significant events that cause a strong emotional reaction are quickly and permanently imprinted in memory. Thus, emotions of “success - failure” have the ability to instill love for any type of activity or extinguish it.
– The switching function is detected when there is a competition of motives, as a result of which a dominant need is determined (the struggle between fear and a sense of duty). The attractiveness of the motive, its closeness to personal attitudes, directs the individual’s activity in one direction or another.
– Adaptive function. Emotions arise as a means by which living beings establish the significance of certain conditions in order to satisfy the needs that are relevant to them. Thanks to the feeling that arises in time, the body has the opportunity to effectively adapt to environmental conditions.
Motivation and emotions
The highest emotions of a person are the motives of behavior, i.e. they are able to motivate and guide a person, stimulate him to perform certain actions and deeds.
There are similarities and differences between motivation and emotion. In order for adaptation to the challenges that arise before us to occur, sufficient motivation is necessary. However, if the motivation is too strong, we lose some of our capabilities, and adaptation becomes less adequate to reality. Then signs of emotions appear in activity and sometimes adaptive behavior is disrupted, completely replaced by emotional reactions.
There is an optimum of motivation, beyond which emotional behavior occurs. The concept of optimal motivation is associated with the adequacy or inadequacy of reactions to the situation. This connection corresponds to the relationship between the intensity of motivation and the real capabilities of the subject in a specific situation.
Optimal motivation
Psychologists different countries recognized that intense stimulation has a negative impact on our effectiveness, or more precisely, on adaptation to the tasks that the environment constantly poses to us. Lindsley showed that when activation becomes excessive, a person's performance deteriorates, and signs of disorganization and loss of control appear. However, experimental proof of the existence of optimal motivation was obtained much later due to the difficulties of experimentally studying emotions. The first works in which this optimum was identified did not concern emotion itself, but they established a relationship between the activation indicator and the quality of performance. Yerkes and Dodson were the first to discover optimal motivation in animals. However, their work did not immediately receive recognition.
Yerkes–Dodson laws
Yerkes's and Dodson's laws are empirical patterns connecting motivation and quality of activity. The first law determines that the relationship between motivation and quality of activity is expressed by a bell-shaped graph: when motivation increases to a certain level, the quality of activity also increases, but a further increase in motivation, after reaching a plateau, leads to a decrease in productivity. The second law states that when a task is more complex, a lower level of motivation is more optimal.
Emotions and learning activities
The condition for successful educational activity is a combination of optimal motivation and an appropriate level of emotional arousal.
Emotions can facilitate or, conversely, hinder the learning process. For example, positive emotions contribute to better memorization of educational material and improved attention. Emotional and mental outbursts, as a rule, cause an increase in speech motor activity.
The success of studies is influenced by the emotional properties of the individual: what he loves, what he hates, what he is indifferent to.
Emotional and moral development of the individual is a long process that depends on external and internal factors. Emotional and moral relationships are created on the basis of interaction between a teacher and a student, where the most important component is understanding the emotional state of the partner. In a learning situation, there is psychological comfort for its participants when the teacher reacts flexibly to the student’s behavior, tries to respect his and his interests, and stimulates the processes of independent activity.
In a learning situation, three states of the student appear:
– the task is solved easily, the person feels comfortable
– the proposed task is resolved with some help from the teacher or other participants in the situation, the person is in relative balance
– there is a situational inability to cope with the demands of a specific task, as the person exhibits an imbalance in interaction.
At the same time, emotional and moral development and the behavior corresponding to it are the result of the student’s personal assessment of external and internal factors. The most vivid emotional reactions are observed in critical situations.
Today, ethical or emotional culture is not yet a core element of the student’s personal culture. The moral and ethical attitude in reality must be universal and projected onto the entire system of relationships. When designing learning situations, the teacher must structure educational material in such a way that communication becomes socially, professionally and personally significant for the student. Interesting built training session leads to the rapid development of thinking and creative potential of the individual, therefore educational situations of a creative nature should be more actively introduced into the educational process. Such situational learning models contribute to the harmonious development of the individual and provide emotional release in the classroom, as well as emotional stimulation.
Conclusion
A person's behavior is largely influenced by his emotions, and different emotions have different effects on behavior. The totality of a person’s moods, affects, feelings and passions form his emotional life and such an individual quality as emotionality.
This quality can be defined as a person’s tendency to react emotionally to various life circumstances affecting him, as his ability to experience emotions of varying strength and quality, from moods to passions. Emotionality also refers to the power of influence of emotions on thinking and behavior.
Feelings occupy a special place in our mental life. Various emotional moments are included in the content of all mental processes - perception, memory, thinking, etc.
Feelings and emotions determine the brightness and completeness of our perceptions, they influence the speed and strength of memorization. Emotionally charged facts are remembered faster and more firmly. Feelings and emotions involuntarily activate or, conversely, inhibit thinking processes. They stimulate the activity of our imagination, give our speech persuasiveness, brightness and liveliness. Feelings trigger and stimulate our actions. The strength and persistence of volitional actions is largely determined by feelings. They enrich the content of human life. People with poor and weak emotional experiences become dry, petty pedants. Positive emotions and feelings increase our energy and productivity.
Unique individual manifestations of a person’s emotional appearance develop throughout his life and are associated with the development of the personality as a whole. At different stages of development, a person’s needs and motives change repeatedly.
The most important directions in the development of emotions and feelings are the formation of higher positive, moral, intellectual and aesthetic feelings and the formation of the ability to control one’s emotions.
The ability to control your emotions requires a culture of feelings. Any person has the power to regulate his emotional state, to be the master of his emotions.
Of significant importance in the education of emotions is also the increase in the general level of development and its breadth that occurs in the process of mental, moral and aesthetic education.
Practical part: Psychological personality map
The manifestation of emotions depends on the characteristics of temperament, Rubinstein said: “The emotional sphere in the personality structure of different people can have a different specific weight. It will be greater or less depending partly on the person’s temperament and especially on how deep his experiences are...” Therefore, the first thing I will do is determine my temperament.
Features of temperament (Eysenck method)
1. Do you often feel a craving for new experiences, to shake yourself up, to experience excitement? (No)
2. Do you often need friends who understand you and can encourage and console you? (Yes 1
3. Are you a carefree person? (No)
4. Do you find it difficult to answer “no”? (Yes 1
5. Do you think before you do anything? (Yes)
6. If you promised to do something, will you always keep your word? (Yes 1
7. Do you often have ups and downs in your mood? (Yes 1
8. Do you usually act and speak quickly, without thinking? (No)
9. Do you often feel like an unhappy person without sufficient reasons? (Yes 1
10. Would you do anything for a dare? (No)
11. Do you feel shy or embarrassed when you want to start a conversation with an attractive stranger? (Yes 1
12. Do you sometimes lose your temper and get angry? (Yes)
13. Do you often act under the influence of a momentary mood? (Yes 1
14. Do you often worry because you have done or said something that you should not have done or said? (Yes 1
15. Do you prefer books to meeting people? (Yes)
16. Are you easily offended? (Yes 1
17. Do you often like to be in companies? (No)
18. Do you have thoughts that you would like to hide from others? (Yes)
19. Is it true that sometimes you are so full of energy that everything burns in your hands, and sometimes you are completely lethargic? (Yes 1
20. Do you prefer to have fewer friends, but especially close ones? (Yes)
21. Do you often dream? (Yes 1
22. When people shout at you, do you respond in kind? (No)
23. Do you often worry about feelings of guilt? (Yes 1
24. Are all your habits good and desirable? (No)
25. Are you able to give free rein to your feelings and have fun in company? (No)
26. Do you consider yourself an excitable and sensitive person? (Yes 1
27. Do they consider you a nice and cheerful person? (No)
28. Do you often, after doing something important, feel that you could have done it better? (Yes 1
29. Do you often remain silent when you are in the company of other people? (Yes)
30. Do you sometimes gossip? (Yes)
31. Does it happen that you can’t sleep because different thoughts come into your head? (Yes 1
32. If you want to know about something, would you rather read about it in a book than ask? (Yes)
33. Do you have palpitations? (Yes 1
34. Do you like work that requires constant attention? (Yes 1
35. Do you have tremors? (Yes 1
36. Would you always pay for luggage transportation if you weren’t afraid of being checked? (Yes 1
37. Do you find it unpleasant to be in a society where they make fun of each other? (Yes)
38. Are you irritated? (Yes 1
39. Do you like work that requires quick action? (Yes 1
40. Are you worried about any unpleasant events that might happen? (Yes 1
41. Do you walk slowly and leisurely? (no) 1
42. Have you ever been late for work or a date? (Yes)
43. Do you often have nightmares? (No)
44. Is it true that you love to talk so much that you never miss an opportunity to talk with a stranger? (No)
45. Do you have any pain? (Yes 1
46. You would feel like an unhappy person if long time was deprived of wide communication with people? (Yes 1
47. Would you call yourself a nervous person? (Yes 1
48. If among your friends there are people you clearly don’t like? (Yes)
49. Would you say that you are a very confident person? (No)
50. Are you easily offended when people point out your mistakes in your work or your mistakes? (No)
51. Do you think it is difficult to truly enjoy a party? (no) 1
52. Does the feeling that you are somehow worse than others bother you? (Yes 1
53. Is it easy for you to bring some life into a rather boring company? (No)
54. Does it happen that you talk about things you don’t understand? (Yes)
55. Are you worried about your health? (Yes 1
56. Do you like to make fun of others? (Yes 1
57. Do you suffer from insomnia? (Yes 1
Results:
Corrective scale “secrecy-frankness” (L): 2 points
Introversion-extroversion scale (E): 7 points
Scale “emotional stability-neuroticism” (N): 22 points
Neuroticism
Melancholic Choleric
Introversion Extroversion
Phlegmatic Sanguine
Emotional stability
According to the test results, my temperament corresponds to a melancholic person, respectively, I am an introvert and a neurotic.
Introversion means that I am one of the people for whom the greatest interest is in the phenomena of their own world. I am prone to introspection, uncommunicative, and withdrawn. I am experiencing difficulties in social adaptation. Neat, pedantic.
Neurotics include people who are emotionally unstable. This means that I am very sensitive, anxious, can worry about little things for a very long time and experience failures painfully.
Since I am melancholic, I am characterized by emotional sensitivity, but restraint in expressing my feelings. In stressful situations, such as an exam, I can get confused. I get tired easily and need long rest.
Scale for assessing the significance of emotions
To determine those emotions and states that can give pleasure, a scale for assessing the significance of emotions is used. This is determined by ranking emotional preferences, i.e. by arranging what you like first, secondly...tenth.
Results in the table:
| Description of feelings | Rank |
| 1. A feeling of the unusual, mysterious, unknown, appearing in an unfamiliar area or setting | 9 |
| 2. Joyful excitement, impatience when acquiring new things, collectibles, pleasure from the thought that there will soon be even more of them | 8 |
| 3. Joyful excitement, elation, passion, when work is going well, when you see that you are achieving good results | 1 |
| 4. Satisfaction, pride, uplifting spirit when you can prove your worth or superiority over your rivals, when you are sincerely admired | 3 |
| 5. Fun, carefree, good physical well-being, enjoyment of delicious food, relaxation, relaxed atmosphere, safety and serenity of life | 4 |
| 6. A feeling of joy and satisfaction when you manage to do something good for people you care about. | 7 |
| 7. Ardent interest, pleasure in learning new things, when getting acquainted with amazing scientific facts. Joy and deep satisfaction when understanding the essence of phenomena, confirmation of your guesses and proposals | 5 |
| 8. Combat excitement, a sense of risk, rapture, excitement, thrills in the moment of struggle, danger | 10 |
| 9. Joy, good mood, sympathy, gratitude, when you communicate with people you respect and love, when you see friendship and mutual understanding, when you yourself receive help and approval from other people | 2 |
| 10. A peculiar sweet and beautiful feeling that arises when perceiving nature or music, paintings, poems and other works of art | 6 |
Based on these results, we can conclude that the greatest pleasure is given to me by those emotions and states when my work is going well, everything works out, when I and everyone are happy with me and my activities. Lower in rank are emotions and states associated with something new, with some changes in life. And what gives me the least pleasure is the feeling of risk, excitement, the state of danger.
Bibliography
1. Psychology and pedagogy: Tutorial/ Nikolaenko V.M., Zalesov G.M. and others - M.: Infra-M, 1998.
2. Rubinshtein S.L. Basics general psychology. – St. Petersburg: Peter, 2006.
3. General psychology: Textbook. for pedagogical students int-ov/A.V. Petrovsky, V.P. Zinchenko and others - M.: Education, 1986.
4. Nemov R.S. Psychology: A manual for students: 10–11 grades. – M.: Education, 1995.
5. Personality psychology / J. Caprara, D. Servon. – St. Petersburg: Peter, 2003.
6. Workshop in psychology for 1st year students of the Faculty of General Economics correspondence form training for students studying the discipline “Psychology and Pedagogy”. – St. Petersburg: St. Petersburg State University of Economics and Economics, 1999.
7. Large encyclopedia of psychological tests. – M.: Eksmo, 2005.
Rubinshtein S.L. Fundamentals of general psychology. – St. Petersburg: Peter, 2006. – P.551.
Nemov R.S. Psychology: A manual for students: 10-11 grades. – M.: Education, 1995. – P.76-77.
Rubinshtein S.L. Fundamentals of general psychology. – St. Petersburg: Peter, 2006. – P.565.
Rubinshtein S.L. Fundamentals of general psychology. – St. Petersburg: Peter, 2006. – P.572.
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Emotions play a great motivating role in the learning process. Meanwhile, in school practice, the role of emotions as an important aspect motivational sphere teachings is often underestimated.
The specificity of emotions, noted the prominent Soviet psychologist A. N. Leontyev, is that they reflect the relationship between motives and the possibility of success in activities to realize these motives. The regulatory role of emotions increases if they not only accompany this or that activity, but also precede it, anticipate it, which prepares a person for inclusion in this activity. Thus, emotions themselves depend on activity and exert their influence on it.
All aspects of schoolchildren’s educational work are accompanied by certain emotions. Most often in the psychological and pedagogical literature the following are noted:
- 1. emotions associated with the school as a whole and being there. They are a consequence of the work of the entire teaching staff, as well as the attitude towards school in the family;
- 2. emotions caused by the student’s relationships with teachers and friends, the absence of conflicts with them, and participation in the life of the class and school community.
- 3. emotions associated with each student’s awareness of their capabilities in achieving success in academic work, in overcoming difficulties, in solving complex problems. This may include emotions from the results of one’s student work, emotions from the grade given.
- 4. emotions from encountering new educational material. In this regard, they talk about emotional educational material. However, the features of educational material without including the student in meaningful active learning activities only briefly hold the student’s attention and do not provide his internal motivation to learn.
The presence of an atmosphere of emotional comfort is necessary for the successful implementation of the learning process.
However, it is important to take into account that emotional well-being, the predominance of self-satisfaction among schoolchildren, in extreme cases, can lead to stagnation in academic work, to the cessation of student growth, to their “closedness” to development.
Therefore, emotions with a negative modality must also be present in the learning process. For example, such a negative emotion as dissatisfaction is a source of searching for new ways of working, self-education and self-improvement. The state of emotional comfort of students, natural in a situation of successful completion of a task, should be replaced by a state of relative discomfort characteristic of the emergence of new tasks and the search for still unfamiliar ways to solve them. Consequently, negative emotions must be included in the learning process, but they must certainly be replaced by positive emotions. If this does not happen, then a long-term feeling of dissatisfaction in academic work makes the student passive and unsure of his abilities. The feeling of encountering a difficulty, which has not received a way out in resolving this difficulty, also reduces the independence and initiative of schoolchildren and does not stimulate them to further complicate their goals and objectives in academic work.
Emotions associated with various difficulties in academic work should not turn into emotional tension, and especially into emotional stress, which leads to disorganization of educational activities. motivational emotion learning competence
Thus, the complex dialectical relationship of positive and negative emotions provides the necessary motivational tone for the student in learning. .
Concluding the analysis of the motivational sphere of teaching, it should be noted that motivation is a developing, dynamic phenomenon. Depending on the situation, the same student may be dominated either by social or cognitive motives, or by an orientation toward immediate or long-term goals. It is also important to note that educational activity, taking place in a complex interweaving of socially determined processes and conditions, is always multimotivated. If different motives are unidirectional, there is an increase in motivation. When motives are diverse, a struggle of motives arises and the choice of the most significant, which determines the course of subsequent activities.
Also, there is a constant mutual influence motivational and emotional moments of learning. The teacher needs to study and take into account (when organizing educational activities) the dynamics of each child’s learning motivation.
Emotions, their role in teaching and upbringing.
Emotions (from the Latin emovere - to excite, excite) are states associated with assessing the significance for an individual of the factors acting on him and expressed primarily in the form of direct experiences of satisfaction or dissatisfaction of his current needs.
Emotion is understood as either an internal feeling of a person or a manifestation of this feeling. Often the strongest, but short-term emotions are called affect (a relatively short-term, strong and violent emotional experience: rage, horror, despair, anger, etc.), and deep and stable ones are called feelings (the experience of one’s relationship to the surrounding reality (to people, their actions) , to any phenomena) and to oneself.
Emotions arose as a result of evolution for better adaptation of the body.
There are two types of emotional manifestations:
Long-term states (general emotional background);
Short-term reactions associated with certain situations and ongoing activities (emotional reactions).
By sign they distinguish:
Positive emotions (satisfaction, joy)
Negative (dissatisfaction, grief, anger, fear).
Certain vital properties of objects and situations, causing emotions, tune the body to appropriate behavior. This is a mechanism for directly assessing the level of well-being of the organism’s interaction with the environment. With the help of emotions, a person’s personal attitude to the world around him and to himself is determined. Emotional states are realized in certain behavioral reactions. Emotions arise at the stage of assessing the likelihood of satisfaction or dissatisfaction of emerging needs, as well as when satisfying these needs.
Biological meaning of emotions consists in their performance of signaling and regulatory functions.
Signaling function of emotions lies in the fact that they signal the usefulness or harmfulness of a given influence, the success or failure of the action being performed.
The adaptive role of this mechanism consists of an immediate reaction to the sudden impact of external irritation, since the emotional state instantly leads to the rapid mobilization of all body systems. The occurrence of emotional experiences gives a general qualitative characteristic to the influencing factor, ahead of its more complete, detailed perception.
Regulatory function of emotions manifests itself in the formation of activity aimed at strengthening or stopping the action of stimuli. Unmet needs are usually accompanied by negative emotions. Satisfaction of a need, as a rule, is accompanied by a pleasant emotional experience and leads to the cessation of further search activity.
Emotions are also divided into lower and higher. Inferior are associated with organic needs and are divided into two types:
Homeostatic, aimed at maintaining homeostasis,
Instinctive, associated with the sexual instinct, the instinct of preserving the race and other behavioral reactions.
Higher emotions arise only in humans in connection with the satisfaction of social and ideal needs (intellectual, moral, aesthetic, etc.). These more complex emotions have developed on the basis of consciousness and have a controlling and inhibitory effect on lower emotions.
It is now generally accepted that the nervous substrate of emotions is the limbic-hypothalamic complex. The inclusion of the hypothalamus in this system is due to the fact that multiple connections of the hypothalamus with various structures of the brain create the physiological and anatomical basis for the emergence of emotions. The neocortex, through interaction with other structures, especially the hypothalamus, limbic and reticular systems, plays an important role in the subjective assessment of emotional states.
The essence of the biological theory of emotions (P.K. Anokhin) is that positive emotions when satisfying any need arise only if the parameters of the actually obtained result coincide with the parameters of the intended result programmed in the action results acceptor. In this case, a feeling of satisfaction and positive emotions arises. If the parameters of the obtained result do not coincide with the programmed ones, this is accompanied by negative emotions, which leads to the formation of a new combination of excitations necessary for the organization of a new behavioral act, which will ensure the receipt of a result whose parameters coincide with those programmed in the action results acceptor.
Emotions are associated with the activity of the cerebral cortex, primarily with the function of the right hemisphere. Impulses from external influences enter the brain in two streams. One of them is sent to the corresponding zones of the cerebral cortex, where the meaning and significance of these impulses are realized and they are deciphered in the form of sensations and perceptions. Another flow comes to the subcortical formations (hypothalamus, etc.), where a direct relationship of these influences to the needs of the body, subjectively experienced in the form of emotions, is established. It has been discovered that in the subcortical area (in the hypothalamus) there are special nervous structures that are centers of suffering, pleasure, aggression, and calm.
Being directly related to the endocrine and autonomic systems, emotions can include energetic mechanisms of behavior. Thus, the emotion of fear, arising in a dangerous situation for the body, provides a reaction aimed at overcoming the danger - the orienting reflex is activated, the activity of all, currently secondary, systems is inhibited: the muscles necessary for the fight tense, breathing quickens, the heartbeat increases, the composition of the blood changes and so on.
Emotions are directly related to instincts. Thus, in a state of anger, a person appears to grin his teeth, narrow his eyelids, clench his fists, have a rush of blood to his face, take threatening poses, etc. All basic emotions are innate in nature. Proof of this is the fact that all peoples, regardless of their cultural development, have the same facial expressions when expressing certain emotions. Even in higher animals (primates, cats, dogs and others) we can observe the same facial expressions as in humans. However, not all outward manifestations of emotion are innate; some are acquired as a result of training and upbringing (for example, special gestures as a sign of a particular emotion).
Any manifestations of human activity are accompanied by emotional experiences. Thanks to them, a person can feel the state of another person and empathize with him. Even other higher animals can assess each other's emotional states.
The more complex a living being is organized, the richer the range of emotional states experienced. But some smoothing of the manifestations of emotions in humans is observed as a result of the increasing role of volitional regulation.
All living organisms initially strive for what meets their needs and for what these needs can be satisfied. A person acts only when his actions make sense. Emotions are innate, spontaneous signalers of these meanings. Cognitive processes form a mental image, ideas, and emotional processes ensure selectivity of behavior. A person strives to do things that evoke positive emotions. Positive emotions, constantly combined with the satisfaction of needs, themselves become a need. A person begins to need positive emotions and seeks them. Then, replacing needs, emotions themselves become an incentive to action.
In many emotional manifestations, several basic emotions are distinguished: joy (pleasure), sadness (displeasure), fear, anger, surprise, disgust. The same need in different situations can cause different emotions. Thus, the need for self-preservation when threatened by the strong can cause fear, and from the weak - anger.
The basic emotional states that a person experiences are divided into actual emotions and feelings.
Feelings- experiencing your relationship to the surrounding reality (to people, their actions, to any phenomena) and to yourself.
Short-term experiences (joy, sadness, etc.) are sometimes called emotions in the narrow sense of the word, in contrast to feelings - as more stable, long-term experiences (love, hatred, etc.).
Mood- the longest lasting emotional state that colors human behavior. Mood determines the overall tone of a person’s life. The mood depends on those influences that affect the personal aspects of the subject, his basic values. The reason for a particular mood is not always realized, but it is always there. Mood, like all other emotional states, can be positive and negative, have a certain intensity, severity, tension, stability. The highest level of mental activity is called inspiration, the lowest - apathy.
If a person knows self-regulation techniques, then he can block a bad mood and consciously make it better. Low mood can be caused by even the simplest biochemical processes in our body, unfavorable atmospheric phenomena, etc.
A person’s emotional stability in various situations is manifested in the stability of his behavior. Resistance to difficulties and tolerance of other people's behavior is called tolerance. Depending on the predominance of positive or negative emotions in a person’s experience, the corresponding mood becomes stable and characteristic of him. Good mood can be cultivated.
The main points in the development of feelings at school age are that: feelings become more and more conscious and motivated; there is an evolution in the content of feelings, due to both a change in the student’s lifestyle and the nature of the student’s activities; the form of manifestations of emotions and feelings, their expression in behavior, in the inner life of the student changes; The importance of the emerging system of feelings and experiences in the development of the student’s personality increases.
During the learning period, the cognitive activity of students, carried out day after day, is a source of development of cognitive feelings and cognitive interests. The formation of a student’s moral feelings is determined by his life in the classroom.
The experience of moral behavior becomes a determining factor in the formation of moral feelings.
A student’s aesthetic senses develop through lessons and outside of them - during excursions, hiking trips, visiting museums, concerts, and watching performances.
The school student is very energetic, his energy is not completely absorbed academic work. Excess energy manifests itself in the child’s games and various activities.
The student’s activities, varied in content, give rise to a whole range of feelings and experiences that enrich him, and are a prerequisite for the formation of inclinations and abilities on its basis.
Basic age characteristics emotional reactions, states and feelings of a schoolchild are reduced to the following:
a) compared to preschoolers, emotional excitability decreases, and this does not occur to the detriment of the meaningful side of emotions and feelings;
b) a feeling such as a sense of duty begins to form;
c) the range of ideas and good knowledge expands, and a corresponding shift occurs in the content of feelings - they are caused not only by the immediate environment;
d) interest in the objective world and in certain types of activities increases.
It is typical for adolescent children that with puberty their emotional excitability, emotional instability, and impulsivity significantly increase.
A characteristic feature of a teenager is that he often performs actions and deeds under the direct influence of feelings and experiences that completely captivate him.
Typical of adolescence is the teenager’s desire for acute experiences and dangerous situations. It is no coincidence that they are so drawn to adventure literature and books about heroes, reading which they empathize. This empathy is also an essential manifestation of a teenager’s emotions and feelings: empathy contributes to their further development.
During adolescence, a sense of camaraderie intensively develops, often developing into a feeling of friendship, expressed in a system of relationships in which everything - joys and sorrows, successes and failures - is experienced together.
The uniqueness of the development of feelings in adolescence is represented by the following aspects and manifestations:
a) especially intensive development of moral, ethical and aesthetic feelings;
b) strengthening the meaning of feelings and experiences in the formation of beliefs;
c) the formation of feelings in conditions of socially useful and productive work;
d) stability and depth of feelings, principled relationships and assessments.
The formation of feelings and their education is one of the most difficult educational tasks.
A child’s healthy, full-blooded life is the basis for the formation of his feelings and emotions, which is one of the very strong internal incentives-motives of his volitional activity.
The formation of feelings occurs in inextricable connection with the development of personality, which is improved in the process of activity.
