The results of research work carried out in practice. Research work of students in practice

In the process of their studies, undergraduates take part in two practices: pedagogical and research.

Research Master's Practice is designed to help conduct scientific research, preparation and registration of dissertation work. This practice should be preceded by a methodological scientific seminar, for the preparation of which the material of the first chapter of this manual will be very useful. This seminar should end with the formulation of the topic of scientific research (or at least the direction of scientific research) and the construction of its methodological scheme. This is the starting point for research practice. Without specifying a research topic, without a methodology, there is no point in starting a research practice.

Throughout the practice, the undergraduate must actively consult with his supervisor. These consultations should not be spontaneous (as is often the case) - they should be meaningfully ordered. They are ordered in the sense that, within a certain time frame, a graduate of the master's program must present to his supervisor for verification the agreed material of his developments. Thus, if classes at a methodological seminar are conducted in a group and are ordered in their conduct as thematic seminars, then classes in research practice are individual in nature and it is proposed to organize them in the form of thematic consultations. This manual provides only an ordered list of possible consultations, without specifying the time boundaries between each previous and subsequent. This is hardly possible, since the consultations are individualized. In addition, some undergraduates may need additional meetings to solve the problems identified in some of the consultations. Therefore, it is advisable for the supervisor to determine the time boundaries between consultations himself, guided by the situation with the preparation of the dissertation for the master's degree student.

Consultation N2 1. Clarification of the topic of dissertation work and methodology of scientific research

The first consultation is a kind of continuation of the last thematic seminar (semester methodological seminar). If, at the end of the seminar, the master student formulated the topic of his research (even in general terms, as it happens most often) and built its methodological scheme, the first consultation will be very short. At it, the supervisor and the undergraduate must once again discuss the upcoming work for the period of preparation of the dissertation, clarify and finally establish its main positions. But if, after holding a methodological seminar, the master student did not have a clear idea of ​​the topic of his dissertation, its content, possible elements of scientific novelty, then the first consultation should be long and serious. It is quite possible that one meeting will not be enough, and during the first consultation, the head will consider it necessary to conduct an additional consultation, and in order for the conversation to be substantive, he will give the master's student a certain assignment that he must fulfill. Thus, the main result of the first consultation should be the final formulated topic of the dissertation work and the methodological scheme of the research.

Consultation N2 2. Drawing up a plan of work on a dissertation

The next step in research practice is to draw up a plan for conducting research and documenting its results. This can be aided by an orderly list of advice offered, starting with the third. However, such a beginning of the plan is possible only if the master's student has already formulated the topic of the dissertation work and a methodological scheme for conducting the research has been built. If this is not the case, then, of course, one should start by defining the topic and methodology.

Consultation N2 3. Drawing up a bibliographic list. Working with literature. Writing the first chapter of the dissertation

One of the first points of the plan should be the work of a master's student with scientific literature. Section 2.2 describes in detail the procedures and methods of such work, the requirements for it, etc. The first thing a master student should do, if he has already formulated a topic, is to select scientific literature on the selected topic. There are no special quantitative requirements for the literary sources of the research, but it is unlikely that a master's thesis will be considered good if there are less than 80 titles in the list of literature used in it. Having prepared a bibliographic list of literature, the undergraduate at the third consultation must submit it to his supervisor. The contents of this list will certainly constitute a very interesting and useful subject of conversation between the manager and the applicant. Perhaps the manager will advise to include something else in the list, and to remove something (for example, educational literature).

The undergraduate must come to this consultation not only with a list of references, but also with specific proposals regarding its reflection in his work. Since scientific literature in dissertations is mainly involved in the first chapter, then on this, third, consultation it is necessary to present an unfinished version of this first chapter, its individual fragments. It is necessary to show the supervisor how the selected literature is used in the text of the thesis, and, if necessary, give him to read individual fragments of the first chapter. The most important thing in the implementation of this part of the dissertation work is the demonstration by the applicant of his knowledge about the subject of research and his abilities to supplement this aggregate knowledge with new knowledge produced by him personally and constituting the elements of his scientific novelty. research work.

Some undergraduates will compile the first version of the bibliographic list of their research during the methodological seminar. In this case, for the third consultation, they may submit an updated or expanded list of scientific literature, as well as a more or less complete version of the first chapter of their dissertation work.

Consultation number 4. Working with empirical data. Writing the second chapter of the dissertation

A very important point in the work plan of a master's student on a dissertation is the collection, processing and analysis of empirical data on the topic of the dissertation. When designing the methodology of scientific research, the object of observation is determined along with the subject. It can be a separate enterprise, an industry, a complex of industries (or enterprises), a market, etc. On this object, it is necessary to collect data in order, using the methods of scientific research included in the methodological scheme, to ensure the possibility of revealing new truths that have not yet been discovered by anyone. The methods included in the methodology of the dissertation research can (and should!) Be applied at the stage of collecting empirical data: observations, polls, questionnaires, etc. We must not forget about the methods of processing: analysis and synthesis, deduction and induction, abstraction and generalization, mathematical modeling, forecasting, etc.

The collection, processing and analysis of empirical data are devoted to paragraphs 1.10, 1.11 and 2.3. Of course, when performing this part of the work, one should not be limited only to this material of this manual. After all, a lot is determined by the specifics of the topic, the subject and object of research, and other factors. So the fourth consultation is very important because the knowledge and experience of the leader can very significantly supplement the theoretical material received by the undergraduate.

It is obvious that the empirical material initially collected by the master's student has a very disordered form. In it, two contradictory principles often coexist: excessive redundancy of information with an obvious inadequacy of what is needed to solve the problems outlined in the dissertation. Therefore, the first advice of the supervisor should relate to this particular circumstance, i.e. determining what is probably not useful from the information brought by the undergraduate (represents elementary information noise), and what still needs to be collected (obtained) in one way or another. The second group of advice can relate to the interpretation of the data brought to the fourth consultation: how, how they can be presented, what derived information can be obtained on their basis and how to use it in solving scientific research problems. At this consultation, it is necessary to determine the direction of using the data brought in to obtain elements of scientific novelty in the dissertation. This will allow the undergraduate and supervisor to map out the transition from the second chapter to the third.

Of course, at the fourth consultation, the undergraduate must show his supervisor the first fragments of the second chapter of the dissertation work. Perhaps it is better to do this with the introduction of the text of the first chapter - even if it is still unfinished. The leader must make sure that there is a substantial continuity between the content of the first and second chapters, that these are two dissimilar fragments, that the chapters are logically connected and the second chapter naturally follows from the first, that, and this is the most important thing, there is no contradiction between them. All this is necessary because the dissertation is a monolith. scientific ideas that are of practical importance, and it must be whole and unified. And the requirement for the dissertation to be monolithic must be ensured already when writing the fragments of the first and second chapters.

Consultation N2 5. Generation of ideas and proposals. Writing the third chapter of the dissertation

In many dissertations, the essence of scientific novelty lies in generating proposals for improving certain aspects of the subject of research. This is perfectly acceptable. However, that dissertation looks better, in which elements of scientific novelty are present already in the first chapter. It is obvious that immediately after studying the literature on the topic under study, new ideas are unlikely to appear. But after analyzing the empirical data, it is quite possible. And it is likely that they will touch upon some meaningful, possibly theoretical, aspects of the topic. It is likely that the undergraduate, having analyzed the definitions of the subject of research in the first chapter, and then, having made an analysis of empirical data, will formulate his definition, which will constitute an increase in knowledge in the studied area. This will undoubtedly be an element of the scientific novelty of the first chapter of the work. But such an idea, we emphasize again, can be generated by a master student only after in-depth analysis both literary sources and a large amount of empirical data.

Another group of elements of scientific novelty can be made up of proposals for improving the subject of research on the object under study, generated by the master's student on the basis of again comparing the theoretical provisions set forth in scientific literature and described by him (albeit only fragmentarily) in the first chapter, with real practice. Such proposals, as a rule, have not only scientific novelty, but also practical significance, which gives them special value.

Thus, a master student must come to his fifth consultation with ideas and proposals that can make up the scientific novelty of his work. Perhaps, by this consultation, the ideas and proposals of the master's student will not yet have a finished form. They may not yet look convincing, mature. But for this and consultations, in conversations with a more experienced colleague to bring their ideas and suggestions to the required level.

In each educational institution held their own scientific and practical conferences. They always form a section for undergraduates. It will be very useful for an applicant for a master's degree to present their achievements publicly - through a speech at a scientific conference. Such a presentation, firstly, will allow him to gain the first experience of participating in discussions of communication with the scientific community. Secondly, to verify the results of your research with the audience. Learn, feel how the scientific audience of the university in which he studies relates to his work, to the results he has obtained. If the attitude is positive, it will give him confidence. If critical, it will allow him to correct the situation: to make some adjustments either to the research methodology or to the empirical material, and there is still time for this. In addition, from the scientific community of the university, the undergraduate can receive an approbation of his report, which he will submit for defense in front of the State attestation commission... In any case, it is difficult to overestimate the benefits of the participation of a master student in the work of conferences. Speaking at them is the essence of his "implicit" defense (see Fig. 2.2).

At the sixth consultation, the undergraduate presents to his supervisor the text of his speech at the conference. The leader can read it, or he can just listen. Moreover, the second is preferable to the first, because after listening, the leader will have the opportunity to give some advice to the novice scientist on the manner of speech, intonation expressiveness, etc., and not only on its content. Recommendations on how to prepare conference speeches are presented in paragraph 2.5.

Consultation N2 7. The content of the thesis and the design of its text

By the seventh consultation, the undergraduate prepares an almost completed text of his dissertation work. For how it should look, see paragraphs 2.9-2.13.

By the time of the seventh consultation, the undergraduate should have everything ready: the introduction, and three chapters, and the conclusion, and a correctly formatted bibliographic list, and appendices (if any). Of course, the text may still be imperfect in some way. The supervisor must read the dissertation and formulate his comments to it, which the master student must take into account. Comments can relate to both substantive aspects and the design of the work. This, in fact, is the meaning of the seventh consultation. Perhaps, if there are a lot of comments on the dissertation after the first reading by the supervisor, then there will be a need for an additional meeting on the program of this consultation.

Consultation N2 8. Preparation of documents for the defense of a master's thesis

As indicated in paragraph 2.14, the thesis itself, as well as the opinion of the supervisor and the reviewer review, are presented for defense. These are the documents that need to be prepared for the master's student and his supervisor for defense. The leader, of course, prepares a response to his ward himself. As for the review, the master's student meets with the reviewer assigned to him, gives him a thesis for reviewing, then, after reading the work by the reviewer, meets with him again, talks, answers the reviewer's questions, if necessary, defends his point of view (see Fig. 2.2), listens to the comments of the reviewer on the work, etc. and receives a ready-made review from him. After that, he comes to his supervisor for the eighth consultation. There is a joint discussion of the review, responses to the comments of the reviewer are being prepared. Of course, it will be better if the master's student himself, without the help of his supervisor, prepares answers to the comments of the reviewer, and only discusses them with his supervisor during the consultation. However, the first option is by no means considered unacceptable.

Consultation No. 9. Preparation of a master's thesis for defense

This is the last consultation of the undergraduate student with his supervisor. To it, he must prepare the final version of his report for the defense. In it, the applicant for a master's degree in a short (report should not exceed 10-12 minutes), but in a very capacious and expressive form must present the results of his research.

At the ninth consultation, the undergraduate must submit to his supervisor the dissertation, review, and the text of the report. It is like a "general review" on the eve of an outstanding event in the life of a master's student - the defense of a dissertation. It is very useful at this review to arrange a good training for the master's student, the essence of which is to rehearse his report (speaking with him to the head), demonstration of illustrative material. You should also train him in answering questions. At the same time, the head tries to ask those questions that members of the SJSC may have on this dissertation. It is hardly possible to predict all the questions, but in the course of such training, the candidate gains confidence that he has prepared a completely acceptable work, knows its content well, and the questions of the SAC members will not confuse him.

The work on the dissertation, as has been emphasized more than once on the pages of this manual, is a creative process. And the work on it, its writing can hardly be formalized in the form of a specific instruction, following which everyone can get a finished scientific product. Therefore, the proposed methodology for organizing the research practice of undergraduates, within the framework of which a master's thesis should appear, can be considered only an approximate scheme, starting from which, each master's student and his supervisor can choose their own unique path in solving the problems outlined in the thesis. In other words, when conducting research practice in each specific case, the proposed scheme can be slightly adjusted. In particular, some consultations may change their order. For example, consultation number 6, dedicated to testing the results of the study, can be done earlier. This is determined by when, in which months of the year conferences are held at the university and how this relates to the time of research practice. A slightly different system of counseling can also be applied, expressed in a decrease in the number of consultations, which may be due to business trips or illness of the applicant or his supervisor. The increase in the number of consultations is hardly justified. However, an increase in the number of meetings within one consultation topic is quite possible, but the number of consulting topics suggested in the consultation program presented here is quite acceptable.

Thus, the proposed scheme for passing the research practice of undergraduates is by no means something obligatory. It simply represents one of the possible options for organizing the work of a master's student on a dissertation.

Requirements for the organization of research practice

Research practice is one of the types of practice for undergraduates of 1 year of study.

The purpose of the research practice is to prepare the student for solving problems of a research nature in production and for completing the final qualifying work.

Practice location:

Graduating departments, their branches

Industrial enterprises

· Research organizations and institutions where it is possible to study materials related to the topic of the final qualifying work.

Research practice provides for:

· Preparation of thematic scientific and technical reviews of published works for the selected master's program.

· Carrying out experimental (or calculated) research.

· Preparation of a master's thesis.

Otherwise, it should be related to the scientific topic of the department, with the topic of the master's thesis and be a work on the collection, analysis and systematization of the materials necessary for this.

The internship program is presented to each student by the head of the research internship at the organizational meeting before the start of the internship.

Attestation is carried out in the form of a written report of the undergraduate on the results of practice and its assessment (defense) at a meeting of the department.

Basic concepts about research work

The entire course of scientific research can be represented in the form of the following logical diagram:

1. Justification of the relevance of the selected topic.

2. Statement of the goal and specific objectives of the study.

3. Determination of the object and subject of research.

4. The choice of the method (technique) of the study.

5. Description of the research process.

6. Discussion of research results.

7. Formulation of conclusions and assessment of the results obtained.

Justification of the relevance of the selected topic - First stage any research. When applied to a dissertation, the concept of "relevance" has one peculiarity. A dissertation, as already indicated, is a qualifying work, and the way its author is able to choose a topic and how correctly he understands and evaluates this topic in terms of timeliness and social significance characterizes his scientific maturity and professional preparedness.

Coverage of relevance should not be verbose. There is no particular need to start describing it from afar. It is enough to show the main thing within one typewritten page - the essence of the problem situation, from which the relevance of the topic will be visible. Thus, the formulation of the problem situation is a very important part of the introduction. Therefore, it makes sense to dwell on the concept of "problem" in more detail.

Any scientific research is carried out in order to overcome certain difficulties in the process of learning new phenomena, explain earlier unknown facts or to reveal the incompleteness of old ways of explaining known facts. These difficulties manifest themselves in the most distinct form in the so-called problem situations, when the existing scientific knowledge turns out to be insufficient for solving new problems of cognition.

The problem always arises when the old knowledge has already revealed its inconsistency, and the new knowledge has not yet taken a developed form. Thus, a problem in science is a controversial situation that needs to be resolved. This situation most often arises as a result of the discovery of new facts that clearly do not fit into the framework of previous theoretical concepts, i.e. when none of the theories can explain the newly discovered facts.

Correct setting and articulating emerging issues clearly is essential. They, if not entirely, then to a very large extent determine the strategy of research in general and the direction of scientific research in particular. It is no coincidence that it is generally accepted that to formulate a scientific problem means to show the ability to separate the main from the secondary, to find out what is already known and what is still unknown to science about the subject of research.

Thus, if the undergraduate manages to show where the border lies between knowledge and ignorance about the subject of research, then it is not difficult for him to clearly and unambiguously define a scientific problem, and, consequently, to formulate its essence.

Separate dissertation research aims to develop the provisions put forward by one or another scientific school. The topics of such dissertations can be very narrow, which does not diminish their relevance. The purpose of such works is to solve particular problems within the framework of one or another already sufficiently tested concept. Thus, the relevance of such scientific works as a whole should be assessed from the point of view of the conceptual attitude that the dissertation student adheres to, or the scientific contribution he makes to the development of the general concept.

Meanwhile, undergraduates often avoid taking on narrow topics. It is not right. The fact is that works on broad topics are often superficial and not very independent. A narrow topic is being worked out in more depth and in detail. In the beginning, it seems that it is so narrow that there is nothing to write about. But as one becomes familiar with the material, this fear disappears, the researcher is exposed to such sides of the problem that he did not even suspect before.

It is logical to move from proving the relevance of the chosen topic to the formulation of the purpose of the research being undertaken, and also indicate the specific tasks to be solved in accordance with this goal. This is usually done in the form of an enumeration (study, describe, establish, find out, derive a formula, etc.).

The formulation of these tasks must be done as carefully as possible, since the description of their solution should constitute the content of the chapters of the dissertation work. This is also important because the titles of such chapters are born precisely from the formulations of the tasks of the research being undertaken.

The object and subject of research as a category of the scientific process are related to each other as general and particular. The part that serves as the subject of research is highlighted in the object. It is to him that the main attention of the master student is directed, it is the subject of research that determines the topic of the dissertation work, which is indicated on the title page as its title.

Choice of research methods is a very important stage of scientific research, which serve as a tool in obtaining factual material, being necessary condition achieving the goal set in such work.

Description of the research process- the main part of the thesis, which covers the methodology and technique of research using logical laws and rules.

Discussion of research results is also a very important stage of scientific research, which is conducted at meetings of the profiling departments, where a preliminary assessment of the theoretical and practical value of the dissertation and collective feedback is given.

conclusions are the final stage of scientific research, which contain something new and significant, which is the scientific and practical results of the dissertation work.

The success of the dissertation is most dependent on the ability to choose the most effective research methods, since it is they that allow you to achieve the goal set in the dissertation.

Completing the master's degree, the student is required to undergo research practice. This is an opportunity to consolidate all the knowledge accumulated in theory and develop practical skills in their application, which are so necessary in future profession... Based on the results of his activities, the student draws up a report and presents it to his curator.

Research practice (R&D) of undergraduates

Practice for undergraduates is an obligatory stage of the educational process in all areas - economics, jurisprudence, pedagogy, etc. Each undergraduate must pass it at the end of the academic semester. The scope and schedule of research work is agreed with the scientific advisor. The master student also coordinates the place for his temporary work with the educational department.

Goals and objectives of research

The purpose of the practice can be called the systematization of the theoretical base accumulated during the period of study, as well as the formation of skills in conducting scientific research by setting and solving problems on the topic of the dissertation.

The main task of the student's research work (R&D) is to gain experience in the study of the problem posed, the selection of analytical materials for writing the final work.

During the research work, the student studies:

• information sources on the topic of their dissertation research;
• methods of modeling, data collection;
• modern software products;
• rules for the preparation of scientific and technical reports.

Based on the results of the research work, the master student must finally formulate the topic of his dissertation, prove the relevance and practical value of this topic, develop a program for its study and independently implement scientific research.

Place and features of passing research practice

Research practice, can be carried out on the basis of the organization of any field of activity and form of ownership, the institution of the system higher education, in a state or municipal government.

Research practice for a master's degree student consists of the following stages:

1. Preliminary stage (preparation of a work plan)
2. Main research phase
3. Compilation of a report

Attestation of a master's student according to the results of his work is carried out on the basis of the defense of the submitted report.

To organize research, it is necessary:

1. Choose a place for future practice, coordinating it with the head;
2. Conclude an agreement between the chosen practice base and the university;
3. Sending students to practice, the master's curator organizes a meeting at the department of the university and provides students with an internship program, diary, direction, individual assignment and other necessary documents.

Head of research work from the university:

• helps to write individual plan for the student;
• examines and evaluates analytical materials collected in the course of work and the diary;
• carries out general management of the research process.

For the entire period of practice, the organization provides the master student workplace... The head of the practice from the organization is responsible for the current management of the student's research work (R&D).

Vits tasks include:

• drawing up a plan for the implementation of the program together with the undergraduate;
• monitoring the student's activities and providing him with assistance if necessary;
• monitoring the progress of the compiled program;
• verification of analytical materials selected in the course of research work;
• writing a review (characteristics);
• assistance in reporting.

During the period of practice, the student's work should be organized based on the logic of work on a master's thesis. In accordance with the chosen topic, a research program is drawn up. Undergraduates are required to regularly make entries in their diaries about all stages of the work carried out. Upon completion of research activities, it is required to write a report on the passage of the research practice of the undergraduate and submit the finished report to the head of the department of his university.

Research Practice Report

All materials and diary entries collected as a result of practice are systematized and analyzed. On their basis, the undergraduate must make a report, which in the established curriculum the time frame is transferred to the supervisor for verification. The last step is to defend the report before your supervisor and the commission. Based on the results of the defense, an assessment is given and admission to the next semester is issued.

The practice is assessed on the basis of the reporting documentation drawn up by the master student and his defense. It includes: a ready-made report on the passage of practice and a diary.

Research report structure

The practice report contains 25-30 pages and should be structured as follows:

1. Title page.

2. Introduction, including:

2.1. The purpose of the research work, the place and period of its passage.

2.2. List of completed tasks.

3. The main part.

4. Conclusion including:

4.1. Description of acquired practical skills.

4.2. Individual conclusions about the value of the study.

5. List of sources.

6. Applications.

Also, the main substantive part of the research report includes:

• a list of bibliographic sources on the topic of the dissertation;
• review of existing scientific schools on the research topic. Usually drawn up in the form of a table;
• a review of a relevant scientific publication;
• the results of the development of a theoretical basis for scientific research on its topic and an abstract review (relevance, degree of development of the direction in various studies, general characteristics subject, goals and objectives of their own scientific research, etc.). If the results of the research were presented by the undergraduate at conferences or articles were published in journals, then their copies are attached to the report.

The main evaluation criteria for the report are:

• the logic and structure of the presentation of the research material, the completeness of the disclosure of the topic, goals and objectives of the research;
• creative approach to the synthesis and analysis of data using the latest scientific methods;
• the skills of a clear and consistent presentation of the material, the presentation of the results of their work, the skills of mastering modern research methods, the selection of demonstration materials;

The final assessment depends on the correctness of the report, so it is worth treating its preparation with due attention. You can even contact your supervisor and ask for an example of a report on the research practice of a master's student. Such an example will help to avoid mistakes in the preparation and execution of the document, and therefore the need to redo the work.

The passage of research practice is an important stage in preparation for writing a master's thesis. On the basis of the data obtained, a well-written report and the records of the trainee's diary, the graduation work is formed in the future.

Research practice is included in the training cycle "Practice and Research Work" and is a logical continuation theoretical teaching, aimed at mastering the methods and skills of scientific research in accordance with the profile of the master's thesis. It is based on the development of theoretical academic disciplines the basic and variable parts of the general scientific and professional cycles, as well as the disciplines of the variable (profile) part, directly aimed at deepening knowledge, skills and the formation of competencies for successful work in the chosen type of professional activity. Research practice is also based on the results of industrial practice, meaningfully and methodically interconnected with research work and scientific and pedagogical practice.

The main the goals of research practice are to develop students' research culture, skills in the methodology and methodology of research work, organization and conduct of independent research activities, work as part of a research team.

Tasks research practices are:

familiarizing students with various stages of research work (setting the research task, carrying out bibliographic work using modern electronic technologies, accumulating and analyzing experimental (theoretical) material, preparing and preparing a report on the work done, etc.);

mastering various methods of scientific research, the choice of optimal research methods that correspond to the tasks of the research;

the formation of the ability to proactively select (modify existing, develop new) research methods that correspond to its goals, form a research methodology;

the acquisition of collective skills scientific work, productive interaction with other scientific groups (departments) and researchers;

the formation of the ability to analyze and present the results obtained in the course of research in the form of completed research developments (report on research work, scientific articles, abstracts of scientific conferences, master's thesis).

As a result of passing research practice, the student must:

know:

levels, forms, types of scientific knowledge, basic concepts and categories, patterns of development and functioning, principles legal science;

levels, main components, methods, classifications, forms and types of organization of scientific research in the field of law;

object, subject, sources, principles, trends in the development of comparative jurisprudence, its role and place in legal theory and practice;

be able to:

apply the methods of scientific knowledge in research and professional activities;

formulate goals, objectives, determine the object and subject of research;

determine the most optimal and effective research methods that correspond to its goals, form a research methodology;

independently carry out research activities, interact with other researchers, scientific groups and departments, participate in collective research;

implement results scientific activities v studying proccess, legal practice, work of legal institutions;

own:

methodology and methodology for organizing and conducting scientific research in the field of law;

the skills of collecting, analyzing and generalizing empirical material necessary for conducting scientific research, performing a master's thesis.

Research practice is carried out in the third and fourth semesters in accordance with calendar schedule educational process.

Research practice is carried out according to a certain system, includes four stages (preparatory, methodological, practical, final) and the corresponding types of activities.

At the first stage students receive primary practical information about the rules of internal labor regulations, safety measures, norms and rules of labor protection, goals, objectives and organization of scientific activities of departments and other scientific departments.

In the second stage organized in-depth study methods of scientific research, corresponding to the profile of the chosen topic of the master's thesis, technologies for their application, methods of collecting, processing and interpreting scientific information, etc.

In the third stage the direct participation of the intern in the research work of the department, scientific divisions (research groups), educational and other institutions is organized.

At the fourth stage reporting documents are drawn up based on the results of research practice and protection of its results is carried out.

During the period of research practice student is obliged comply with labor laws, labor protection rules and internal regulations in force at the university; carry out the tasks provided by the practice program in deadlines and in in full; keep a diary of research practice, record in it the daily work performed; to carry out all their activities under the guidance and in close cooperation with scientific leaders, to regularly report to them on the work done at each stage.

General guidance and control over the passage of practice carried out by the head master's program... Direct management of the student's practice and ensuring control over the implementation of the plan for passing the practice is carried out by his supervisor.

The scientific supervisor agrees the program and the calendar plan for passing the internship with the program manager (the schedule reflects the content of the work and the timing of its implementation); formulates tasks for the organization independent work student, develops individual tasks, provides consulting assistance to a trainee; monitors compliance with the deadlines, the order of passage, the student's implementation of the internship program; provides methodological assistance to the student in fulfilling individual tasks, collecting empirical material, drawing up a report on practice; evaluates the results of the student's implementation of the internship program, checks the report on the internship and submits a written opinion on its results; makes comments and comments on the procedure for organizing and passing the practice, formulates proposals for its improvement.

Summing up the results of research practice includes registration of accounting documents and delivery of credit.

The work performed during the research practice is kept by each trainee in the practice diary. Diary practice is filled in for each section (stage) of research practice. Diary entries should contain short description performed work with analysis and conclusions, as well as statistical data characterizing its volume. The diaries are checked and signed by the practice leaders. At the end of each section (stage) of practice, the master's student submits the appropriate types of reporting, the content and nature of which must correspond to the program of research practice.

The final report based on the results of research practice should contain information and analytical material collected and worked out by the student, analysis of practice and conclusions.

The total volume of the report should not exceed 30 pages of typewritten text (excluding attachments). All attached materials must be designed in accordance with the accepted standard. The practice report should have a title page, content, introduction, body, list of references and attachments.

Title page drawn up according to the established model and not numbered. The content includes the names of the sections of the practice program and questions with the indication of the number of pages on which the beginning of the material of the section or question is placed. In administered the student substantiates the relevance of the choice of the object and subject of research, goals and objectives, information base, practical significance and achieved research results, structure and scope of work. Main part should reflect a logical description of the issues of the program of practice, generalizations, results of the work done and conclusions. List of used literature includes only those sources that were analyzed or used in the text. Applications are drawn up as a continuation of the work on the pages following the main part. Each appendix should start on a new sheet, have a meaningful heading and be numbered sequentially in Arabic numerals. The number of applications is determined by the undergraduate and the supervisor in accordance with the needs and nature of the work.

Intermediate certification based on the results of research practice, it is carried out in the form of a defense of the report with the assignment of marks "passed", "not credited". The corresponding entries are made about this in the transcript (examination) sheet, transcript and in the student's work card.

Based on the results of the defense of the report, the volume and quality of the implementation of the practice program (see Appendix No. 7), individual assignments, the level of acquired practical skills and abilities, the correctness and quality of the submitted reporting documents are assessed.

Non-state educational institution higher vocational education

"Eastern Economic and Legal Humanitarian Academy"

INSTITUTE OF MODERN EDUCATIONAL TECHNOLOGIES

RESEARCH PRACTICE REPORT

Completed: D.V. Lopatinsky

Ufa 2015

TABLE OF CONTENTS

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

PRACTICE DIARY…. ………………………………… 4

RESULTS OF THE STUDY ... ……………….… .. ……………………………………………………………………………………………………… ..... 5

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

REFERENCES ……… ... ………………………………………….… .40

INTRODUCTION

The purpose of research and qualification practice: the formation of professional competence in the field of psychology, research for FQP.

During the practice, the following tasks were set:

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

Carrying out diagnostic research;

Processing of the results of diagnostic research and a qualitative analysis of the obtained research results.

Statistical confirmation of the hypothesis put forward by the method of mathematical statistics.

Formulation of research conclusions and making recommendations.

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

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

PRACTICE DIARY

The content of the work

03.03-06.03

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

09.03

Studying the level of envy of respondents

10.03

Study of the level of personal characteristics of respondents

11.03

Study of the level of self-attitude of respondents

12.03

Study of LSS, the locus of control of respondents

13.03

Conducting a survey of respondents

16.03

Study of value orientations of factors

17.03-20.03

Processing of research results.

24.03-29.03

Statistical processing of research results

02.04-04.04

Development of a psychocorrectional program

04.04-07.04

Summing up the results of the practice.

Reporting preparation.

RESULTS OF THE STUDY

The object of research is envy as a psychological phenomenon.

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

The hypothesis of this study was the statement that envy, considered as a characteristic of interpersonal relations, is determined by the individual psychological properties of the individual, as well as by a number of social and psychological factors.

Purpose of the research: to study the socio-psychological determinants of envy in the plane of interpersonal relations.

Research objectives:

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

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

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

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

Results of studying the subject areas of envy

First of all, using the methodology "Manifestations of envy and its self-esteem" T.V. Beskovaya (an integrative indicator of the propensity to envy), respondents with more high level envy.

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

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

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

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

For men, these, as the significance decreases, are career growth, material wealth, social status, leisure and professional (educational) success.

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

Figure 1. - The importance of areas that are objects of envy in groups of men and women

Based on the research carried out, we can talk about both invariant and variable objects of envy, determined by gender.

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

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

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

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

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

scales

Middle rank

empirical U Mann-Whitney

confidence level

Women

N = 13

Men

N = 15

Praise of a significant person, popularity

27,55

14,76

79,000

p≤0,01

Material wealth

24,78

17,40

134,500

p≤0,01

Youth

26,05

16,19

109,000

p≤0,01

Family well-being

24,20

17,95

146,000

p≤0,05

25,80

16,43

114,000

p≤0,01

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

The second step of the empirical study was to identify, using a comparative analysis, the characteristics of personal properties, life-meaning orientations, self-attitude, locus of control, life satisfaction among respondents with higher and more low level envy.

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

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

scales

Middle rank

empirical U Mann-Whitney

confidence level

1st group

2nd group

extraversion

22,53

19,55

179,500

spontaneity

1 3 ,15

22,76

173,000

aggression

30,63

11,83

17,500

p≤0,01

rigidity

25,93

16,31

111,500

p≤0,01

introversion

16,85

24,95

127,000

p≤0,01

sensitivity

15,50

26,24

100,000

p≤0,01

anxiety

25,98

16,26

110,500

p≤0,01

lability

26,88

15,40

92,500

p≤0,01

conflicts

28,08

14,26

68,500

p≤0,01

individualism

23,30

18,81

164,000

addiction

14,88

26,83

87,500

p≤0,01

compromise

1 2,48

19,60

180,500

conformity

26,63

15,64

97,500

p≤0,01

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

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

Figure 2. - Individual and personal characteristics of respondents

Thus, the characterological typology of the respondents, who are characterized by envy, is represented by a hyposthenic type of response, which combines sensitive and anxious traits. The prevailing socio-psychological characteristics determine such qualities as a tendency to go into the world of illusions, a desire to limit the range of direct contacts and avoid confrontation with the environment, selectivity in communication while striving to maintain few contacts. Impressiveness, pessimism in assessing prospects, in case of failures, a feeling of guilt easily arises, the need for warm relationships and understanding, caution in decision-making, increased concern with problems and their own failures - this is what characterizes a personality prone to envy.

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

scales

Middle rank

empirical U Mann-Whitney

confidence level

1st group

2nd group

closeness

26,25

16,00

105,000

p≤0,05

self-acceptance

18,28

23,60

155,500

self-attachment

26,98

15,31

90,500

p≤0,05

reflected

self-attitude

18,48

23,40

159,500

internal conflict

27,38

14,93

82,500

p≤0,01

self-confidence

19,48

22,45

179,500

self-guidance

18,15

23,71

153,000

p≤0,05

intrinsic value

17,75

24,10

145,000

p≤0,05

self-accusation

27,43

14,88

81,500

p≤0,01

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

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

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

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

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

Interestingly, individuals with a high level of envy combine a more negative attitude towards themselves and the perceived negative attitude of others with weak reflection. During the conversation, it was revealed that the reason for the negative attitude on the part of those around them, the respondents of this group consider not so much their life as such (their failures, blunders, etc.), but public opinion about what should be "held" Human. At the same time, high indicators on the scales "self-attachment" and "rigidity" (ITO) indicate unwillingness or unwillingness to change their lives. Thus, the study has shown that less envious respondents than non-envious respondents solve one of the main life tasks - understanding the concept of life and "I" - the concept. It is important to note that respondents from group 1 rate their own professional activity as meaningful and beneficial. It is known that the development of the human psyche of the human occurs only in the process of activity, as well as playing out a social role.

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

The main mechanism and structure of personality is its role-playing essence, when an individual forms his plans of behavior in accordance with the roles he plays and the status he occupies in the groups with which he identifies himself, i.e. in his reference groups. According to the accepted social roles(and with their priority), landmarks appear according to which a person evaluates himself.

It is significant that in a conversation with “envious” respondents, the offer to tell about themselves (that is, the question “Who am I?” Perceived by the respondents) was often replaced by the questions “What do I love?” and "What am I?" there was an active self-identification or identification according to personal characteristics.

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

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

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

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

scales

Middle rank

empirical U Mann-Whitney

confidence level

Group 1

Group 2

meaningfulness of life

12,48

29,12

39,500

p≤0,01

goals in life

12,43

29,17

38,500

p≤0,01

life process

13,35

28,29

57,000

p≤0,01

life performance

13,75

27,90

65,000

p≤0,01

locus of control - I

13,75

27,90

65,000

p≤0,01

locus of control - life

12,70

28,90

44,000

p≤0,01

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

Notes (edit) : 1 - meaningfulness of life, 2 - goals in life, 3 - process of life, 4 - productivity of life, 5 - locus of control - I, 6 - locus of control - life.

Figure 4. - Life-meaning orientations of respondents

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

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

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

scales

Middle rank

empirical U Mann-Whitney

confidence level

Group 1

Group 2

General internality

1 2,53

2 9,55

179,500

p≤0,01

Internality of achievements

1 9 ,15

2 8 ,76

173,000

Internality of failures

11,83

30,63

17,500

p≤0,01

Internality of family relations

1 5,93

2 6,31

111,500

p≤0,01

Internality of industrial relations

16,85

24,95

127,000

p≤0,01

Internality of health

1 9 ,50

20 ,24

65 ,000

Internality of the disease

21,4

20,6

62,000

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

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

However, this pattern is manifested not in all areas, but in the area of ​​failures, industrial and family relations.

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

So, J. Rotter singles out

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

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

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

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

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

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

Analyzing the differences in the general propensity to envy in relation to various areas of external attribution, we can say that the subject of envy is inclined to believe that both emotionally positive and emotionally negative events and situations that happened to him (mainly in the production sphere) are certainly determined by a happy / unhappy coincidence or the assistance / non-cooperation of significant people, and not by their own efforts or failures.

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

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

Table 7- The results of a comparative analysis of the value orientations of the respondents

scales

Middle rank

empirical

Mann-Whitney

confidence level

Group 1

Group 1

own prestige

20,53

21,45

200,500

high mater is laid

26,50

15,76

100,000

p≤0,01

creativity

13,18

28,45

53,500

p≤0,01

social contacts

14,88

26,83

87,500

p≤0,01

self development

11,38

30,17

17,500

p≤0,01

achievements

14,30

27,38

76,000

p≤0,01

spiritual satisfaction

12,45

29,14

39,000

p≤0,01

keep your own individual

14,60

27,10

82,000

p≤0,01

sf professors of life

20,08

21,88

191,500

SF trained and images

15,58

26,17

101,500

p≤0,01

family life

18,30

23,57

15 4 ,000

p≤0,01

sp of societies of life

13,38

28,26

57,500

p≤0,01

hobbies

15,88

25,88

107,500

p≤0,01

Notes (edit) : 1 - high financial position, 2 - creativity, 3 - social contacts, 4 - self development, 5 - achievements, 6 - spiritual satisfaction, 7 - preservation of their own individuality, 8 - the sphere of training and education, 9 - the sphere of family life, 10 - sf public life, 11 - sphere of hobbies

Figure 6. - Value orientations respondents

Comparative analysis of value respondents in groups 1 and 2 revealed the following:

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

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

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

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

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

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

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

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

When comparing the results of this methodology with the results obtained according to the method of self-assessment of envy, one can find that envy arises when values ​​are mismatched, when needs are frustrated in certain areas (“I want but don’t have”).

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

Table 8 -

scales

Middle rank

empirical

U

Mann-Whitney

confidence level

Group 1

Group 2

subjective well-being

1 6 ,76

2 5 ,50

100,000

p≤0,01

28,45

13,18

53,500

p≤0,05

psychoemotion symptoms

26,6

14,88

87,500

p≤0,05

self-reported health

1 8 ,30

2 4 ,38

76,000

p≤0,05

satisfaction with activity

12,45

29,14

39,000

p≤0,01

The respondents in the group with a higher level of envy are distinguished by a greater severity of psychosomatic disorders, tension (p> 0.05), they assess their health state lower (p> 0.01) and assess their well-being much lower (p> 0.01).

This group is characterized by less neuropsychic stability (p> 0.05) and is more susceptible to the influence of traumatic circumstances (p> 0.01).

Figure 7 -Features of the subjective well-being of the respondents

Thus, on the basis of the conducted research, it can be concluded that persons with a high level of envy are more autistic, more superficial and unstable, more pronounced suspicion, aggressiveness and a certain degree of social maladjustment, dissatisfaction with life, frustration of significant needs and value, blurred value orientations.

Such people are characterized by anxiety, doubts, obsessive thoughts. The severity of asthenoneurotic manifestations, indicating a feeling of hopelessness, hopelessness and fatigue, indicates a tendency of persons prone to envy when faced with problems and stressful situations avoid attempts to resolve them directly with the help of psychological defense mechanisms (for example, denial, the severity of which is evidenced by high scores on the “closeness” scale of the “MIS” questionnaire).

The next stage of the study was to study the features of the emotional attitude to the success of another person (the results of the comparative analysis are presented in Table 9 and graphically displayed in Fig. 8).

Table 9 - Features of the emotional attitude to the success of another

scales

Middle rank

empirical U Mann-Whitney

Confidence level

Group 1

Group 2

interest

36,37

40,63

541,000

joy

24,42

52,58

187,000

p≤0,05

astonishment

29,92

47,08

396,000

sorrow

53,34

23,66

158,000

p≤0,01

anger

51,82

25,18

216,000

p≤0,05

disgust

43,57

33,43

529,500

contempt

43,25

33,75

541,500

fear

45,80

30,20

196,500

p≤0,05

shame

45,62

30,38

181,500

p≤0,05

guilt

50,47

26,53

267,000

Figure 8 - Features of the emotional attitude to the success of another

Comparative analysis showed that respondents inclined to envy at the news of the success of another person, the level of such emotions as grief (p ≤ 0.01), anger (p ≤ 0.05), fear (p ≤ 0.05), shame (p ≤ 0.05) is statistically significantly higher, and the emotions "joy" (p ≤ 0.05) - lower. This indicates that the success of others for the respondents from group 1 is the reason for the feeling of their own inferiority.

Further, to identify the level and characteristics of the object of envy, due to age, the selected age groups were investigated. The first group consisted of respondents aged 24 to 30 years old, the second - respondents aged 38 to 45 years old.

Presumably, differences in the level and subject areas of envy may be due to the peculiarities of the socio-psychological situation, the life tasks of the selected age groups and, accordingly, with the assessment of their own achievements at a significant stage of the life cycle.

The comparative analysis did not statistically significant results, although in different age intervals there are some fluctuations in envy

Table 10. - The level of envy, the significance of the spheres that are objects of envy in the groups identified by age

Spheres

24-30 years old

38-45 years old

5,8

5

External attractiveness

5,2

4,6

Health

3,8

4,8

Youth

4

5,5

Career growth

8,1

7,2

social status

7,8

7

Praise of a significant person

popularity

5,8

6,5

Material wealth

7,8

7,4

Expensive or fashionable items

3,6

4

6,6

5,7

Intelligence, ability

5,3

5,6

Personal qualities

4,5

5,4

Ability to communicate

4,2

4,2

Success with the opposite sex

5,5

5

Having loyal friends

4

4

Family well-being

4,9

5,8

4,8

4,6

Leisure

7

7,4

Figure 9. - The level of envy, the significance of the spheres that are objects of envy in the groups identified on the basis of age

Further, the level of envy, the significance of the areas that are objects of envy in the groups identified on the basis of professional status, as well as the level of income were studied. Initially, it was assumed that the division of the subjects according to the specified criteria would be carried out separately, however, the analysis of the initial data showed that the division of the respondents into groups according to the specified criteria has the same grouping result, therefore it was possible to combine both criteria.

Group 1 included respondents with an income of up to 25,000 rubles holding subordinate positions (19 people). Group 2 included respondents with an income of 45,000 rubles or more, occupying various leadership positions, military personnel, people who have their own or partner businesses (15 people).

Based on the research conducted, we can talk about different levels envy, as well as variable objects of envy, determined by professional status and income level, i.e. we can talk about a different structure of objects of envy.

According to our results, respondents with a lower professional status and income level showed higher indicators in the following parameters:

Envy index (p≤0,01)

Career growth (p≤0,01)

Social status (p≤0,05)

Material wealth (p≤0,05)

Expensive or fashionable things (p≤0,01)

Success with the opposite sex (p≤0,05)

These results may indicate frustration in their respective subject areas.

The respondents with a higher professional status and income level showed higher indicators in the following parameters:

Intelligence, abilities (p≤0,01)

Personal qualities (p≤0,01)

It can be assumed that in this group of respondents, these are the areas that are significant for achieving professional success.

Table 11. - The level of envy, the significance of the areas that are objects of envy in the groups identified on the basis of professional status and income level

Spheres

Group 1

Group 2

7,6

5,8

External attractiveness

6,2

7,6

Health

4

3,8

Youth

6

7,5

Career growth

8,1

6,2

social status

8,9

7

Praise of a significant person

popularity

3,8

5,5

Material wealth

8,8

7,2

Expensive or fashionable items

8,6

6

Professional (educational) success

6,6

6,7

Intelligence, ability

4,5

7,6

Personal qualities

4,5

6,4

Ability to communicate

4,2

5,2

Success with the opposite sex

7,5

5,2

Having loyal friends

4

4

Family well-being

4

5,8

Children (their presence or their success)

3,8

4,6

Leisure

7

7,2

Figure 10 - The results of a comparative analysis of the level of envy, the significance of the spheres that are objects of envy in the groups distinguished by professional status and level of income

Table 12 - Results of a comparative analysis of the level of envy, the significance of the spheres that are objects of envy in the groups distinguished by professional status and level of income

scales

Middle rank

empirical U Mann-Whitney

confidence level

D1

G2

22,53

19,55

179,500

p≤0,01

Career growth

22,76

1 3 ,15

173,000

p≤0,01

social status

2 0,63

11,83

17,500

p≤0,05

Material wealth

24,95

16,85

127,000

p≤0,5

Expensive or fashionable items

26,24

15,50

100,000

p≤0,01

Intelligence, ability

16,26

2 3 ,98

110,500

p≤0,01

Personal qualities

15,40

26,88

92,500

p≤0,01

Success with the opposite sex

2 0 ,08

14,26

68,500

p≤0,05

Correlation analysis results

Correlation analysis was used to identify the relationships in group 1 between the characteristics studied in the study (see Fig. 11).

Figure 11. - Correlation relationships of envy

Note: the straight line denotes positive correlations, the dashed line - negative. (* Correlations are significant at the 0.05 level ** Correlations are significant at the 0.01 level).

Thus, it can be summarized that envy has a negative correlation with the meaningfulness of life, highlighting the lack of faith of the person himself in the ability to control his life, as well as with self-acceptance and self-respect, that is, factors reflecting self-attitude.

CONCLUSIONS

1. Based on the research carried out, we can speak about both invariant and variable objects of envy, determined by gender. The former include material wealth, career growth and leisure; and to the second, for men - social status and professional (educational) success, and for women - external attractiveness and intelligence, i.e. we can talk about a different structure of objects of envy in men and women. Thus, the study showed that for both men and women, the most desirable objects of envy are those areas in which both men and women, according to social expectations, should take place. These expectations, in turn, are determined by gender roles.

2. Respondents with a high level of envy are more aggressive (p≤0.01), rigidity (p≤0.01), sensitivity (p≤0.01), anxiety (p≤0.01), lability (p≤0 , 01), conflict (p≤0.01), conformity (p≤0.01), dependence (p≤0.01), as well as less introversion (p≤0.01). The characterological typology of respondents, who are characterized by envy, is represented by a hyposthenic type of response, which combines sensitive and anxious traits. The prevailing socio-psychological characteristics determine such qualities as a tendency to go into the world of illusions, a desire to limit the range of direct contacts and avoid confrontation with the environment, selectivity in communication while striving to maintain few contacts. Impressiveness, pessimism in assessing prospects, in case of failures, a feeling of guilt easily arises, the need for warm relationships and understanding, caution in decision-making, increased concern with problems and their own failures - this is what characterizes a personality prone to envy.

3. The respondents of group 1 are statistically significantly more closed (p≤0.05), self-attachment (p≤0.05), internal conflicts (p≤0.01), a tendency to self-blame (p≤0.01), less self-leadership (p≤0.05), less sense of self-worth (p≤0.05). It should also be noted that the respondents in this group have lower indicators on the scales of “self-acceptance” and “reflected self-attitude”. That is, persons with a high level of envy experience more negative feelings towards themselves, are distinguished by internal conflicts and regard the attitude of others towards themselves as negative.

4. Respondents with a high level of envy rate their life as less meaningful. A lower indicator of the "life process" indicates dissatisfaction with one's life in the present, the lack of a feeling that life is an interesting, emotionally rich and meaningful process, as well as a lack of satisfaction from activities (not necessarily professional), from the process of applying and improving one's skill.

5. Envious individuals are more inclined to attribute the reasons for what is happening to external factors (other people, the environment, fate, chance, luck), rather than their efforts, their own positive and negative qualities, the presence or absence of the necessary knowledge, skills and abilities. However, this pattern is manifested not in all areas, but in the area of ​​failures, industrial and family relations.

6. Respondents with a low level of envy are more eager to realize themselves in all spheres of life (p≤0.01). Thus, the comparative analysis revealed the impoverishment of the value sphere in men from the experimental group. The structure of values ​​of respondents with a high level of envy, the system of their relationships and relationships in the social environment have a certain specificity, which manifests itself in the focus on achieving not so much socially significant as narrowly personal goals and values, which allows us to conclude that this group is more utilitarian, as well as about her certain social immaturity. When comparing the results of this methodology with the results obtained according to the method of self-assessment of envy, one can find that envy arises when values ​​are mismatched, when needs are frustrated in certain areas (“I want but don’t have”).

7. The respondents of the group with a higher level of envy are distinguished by a greater severity of psychosomatic disorders, tension (p> 0.05), they assess their health state lower (p> 0.01) and assess their well-being much lower (p> 0.01 ).

8. The respondents inclined to envy at the news of the success of another person, the level of such emotions as grief (p≤0.01), anger (p≤0.05), fear (p≤0.05), shame (p≤ 0.05) is statistically significantly higher, and emotions “joy” (p≤0.05) are lower. This indicates that the success of others for the respondents from group 1 is the reason for the feeling of their own inferiority.

9. A comparative analysis of the respondents in the groups identified by the age principle did not give statistically significant results, although there are some fluctuations in envy in different age intervals.

The respondents with a lower professional status and income level showed higher indicators in the following parameters: envy index (p≤0.01), career growth (p≤0.01), social status (p≤0.05), material wealth (p≤0.05), expensive or fashionable things (p≤0.01), success with the opposite sex (p≤0.05). These results may indicate frustration in their respective subject areas. The respondents with a higher professional status and income level showed higher indicators in the following parameters: intelligence, abilities (p≤0.01), personal qualities (p≤0.01). It can be assumed that in this group of respondents, these are the areas that are significant for achieving professional success.

10. Thus, it can be summarized that envy has a negative correlation with the meaningfulness of life, highlighting the lack of faith of the person himself in the ability to control his life, as well as with self-acceptance and self-respect, that is, factors reflecting self-attitude.

Envy is highly negatively correlated with internality, which also characterizes the passivity of a person.

Internal conflict, rigidity, internal conflict, aggressiveness, anxiety, and conformity positively correlate with envy.

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