title: ÐÐ·Ð°Ð¸Ð¼Ð¾ÑÐ²ÑÐ·Ñ ÑÑÐ¾Ð²Ð½Ñ ÑÑÐ±ÑÐµÐºÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ ÐºÐ¾Ð½ÑÑÐ¾Ð»Ñ Ð¸ Ð¿Ð°ÑÐ°Ð¼ÐµÑÑÐ¾Ð² ÑÐµÐ¼Ð¿ÐµÑÐ°Ð¼ÐµÐ½ÑÐ° Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð²
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¼Ð°Ð³Ð¸ÑÑÑÐ°
titleType: Subtitle
title: The relationship between the level of subjective control and temperament parameters in students
Creators: name: Ð­Ð¿Ð¾Ð²Ð°, ÐÐ°ÑÑÑ
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2023
Subjects: ÑÑÐ¾Ð²ÐµÐ½Ñ ÑÑÐ±ÑÐµÐºÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ ÐºÐ¾Ð½ÑÑÐ¾Ð»Ñ
Ð¸Ð½ÑÐµÑÐ½Ð°Ð»ÑÐ½Ð¾ÑÑÑ
Ð¾ÑÐ²ÐµÑÑÑÐ²ÐµÐ½Ð½Ð¾ÑÑÑ
ÑÐµÐ¼Ð¿ÐµÑÐ°Ð¼ÐµÐ½Ñ
level of subjective control
internality
responsibility
temperament

description: ÐÐ°Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð¿ÑÐµÐ´Ð¿Ð¾Ð»Ð°Ð³Ð°ÐµÐ¼Ð¾Ð¹ Ð²Ð·Ð°Ð¸Ð¼Ð¾ÑÐ²ÑÐ·Ð¸ ÑÑÐ¾Ð²Ð½Ñ ÑÑÐ±ÑÐµÐºÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ ÐºÐ¾Ð½ÑÑÐ¾Ð»Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ñ Ð¿Ð°ÑÐ°Ð¼ÐµÑÑÐ°Ð¼Ð¸ Ð¸Ñ ÑÐµÐ¼Ð¿ÐµÑÐ°Ð¼ÐµÐ½ÑÐ¾Ð¼. Ð ÑÐ°Ð±Ð¾ÑÐµ Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½ Ð¾Ð±Ð·Ð¾Ñ ÐºÐ¾Ð½ÑÐµÐ¿ÑÐ¸Ð¹ Ð¸ Ð¿Ð¾Ð´ÑÐ¾Ð´Ð¾Ð² Ðº Ð¾Ð¿ÑÐµÐ´ÐµÐ»ÐµÐ½Ð¸Ñ Ð»Ð¾ÐºÑÑÐ° ÐºÐ¾Ð½ÑÑÐ¾Ð»Ñ Ð¸ ÑÐµÐ¼Ð¿ÐµÑÐ°Ð¼ÐµÐ½ÑÐ°, Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð° Ð´Ð¸Ð°Ð³Ð½Ð¾ÑÑÐ¸ÐºÐ° Ð¸ Ð¾Ð±ÑÐ°Ð±Ð¾ÑÐºÐ° Ð¿Ð¾Ð»ÑÑÐµÐ½Ð½ÑÑ Ð´Ð°Ð½Ð½ÑÑ Ð¼ÐµÑÐ¾Ð´Ð°Ð¼Ð¸ Ð¼Ð°ÑÐµÐ¼Ð°ÑÐ¸ÑÐµÑÐºÐ¾Ð¹ ÑÑÐ°ÑÐ¸ÑÑÐ¸ÐºÐ¸, Ð° ÑÐ°ÐºÐ¶Ðµ Ð¾Ð¿ÑÐµÐ´ÐµÐ»ÐµÐ½Ñ Ð²Ð·Ð°Ð¸Ð¼Ð¾ÑÐ²ÑÐ·Ð¸ ÑÑÐ¾Ð²Ð½Ñ ÑÑÐ±ÑÐµÐºÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ ÐºÐ¾Ð½ÑÑÐ¾Ð»Ñ Ð¸ Ð¿Ð°ÑÐ°Ð¼ÐµÑÑÐ¾Ð² ÑÐµÐ¼Ð¿ÐµÑÐ°Ð¼ÐµÐ½ÑÐ° Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð². ÐÑÐ±Ð¾ÑÐºÐ° â 82 ÑÐµÑÐ¿Ð¾Ð½Ð´ÐµÐ½ÑÐ° (54 Ð¶ÐµÐ½ÑÐ¸Ð½Ñ Ð¸ 28 Ð¼ÑÐ¶ÑÐ¸Ð½). Ð ÐµÐ·ÑÐ»ÑÑÐ°ÑÑ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð±ÑÐ»Ð¸ ÐºÐ°ÑÐµÑÑÐ²ÐµÐ½Ð½Ð¾ Ð¸ ÐºÐ¾Ð»Ð¸ÑÐµÑÑÐ²ÐµÐ½Ð½Ð¾ Ð¿ÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ñ Ñ Ð¿Ð¾Ð¼Ð¾ÑÑÑ Ð¼ÐµÑÐ¾Ð´Ð¾Ð² Ð¼Ð°ÑÐµÐ¼Ð°ÑÐ¸ÑÐµÑÐºÐ¾Ð¹ ÑÑÐ°ÑÐ¸ÑÑÐ¸ÐºÐ¸: Ð¾Ð¿Ð¸ÑÐ°ÑÐµÐ»ÑÐ½ÑÐµ ÑÑÐ°ÑÐ¸ÑÑÐ¸ÐºÐ¸, U-ÐºÑÐ¸ÑÐµÑÐ¸Ð¹ ÐÐ°Ð½Ð½Ð°-Ð£Ð¸ÑÐ½Ð¸, ÐºÑÐ¸ÑÐµÑÐ¸Ð¹ ÐÑÐ°ÑÐºÐµÐ»Ð°-Ð£Ð¾Ð»Ð»Ð¸ÑÐ°, ÐºÐ¾ÑÑÐµÐ»ÑÑÐ¸Ñ Ð¡Ð¿Ð¸ÑÐ¼ÐµÐ½Ð°. Ð ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐµ Ð±ÑÐ»Ð° Ð¿ÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ð° Ð¸ Ð¾Ð¿Ð¸ÑÐ°Ð½Ð° Ð²ÑÐ±Ð¾ÑÐºÐ° Ð¿Ð¾Ð»Ð½Ð¾ÑÑÑÑ, Ñ Ð´ÐµÐ»ÐµÐ½Ð¸ÐµÐ¼ Ð¿Ð¾ Ð¿Ð¾Ð»Ñ, Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ñ Ð¸ ÑÑÐ¾Ð²Ð½Ñ ÑÑÐ¿ÐµÐ²Ð°ÐµÐ¼Ð¾ÑÑÐ¸. ÐÑÐ»Ð¸ Ð²ÑÑÐ²Ð»ÐµÐ½Ñ ÑÐ°Ð·Ð»Ð¸ÑÐ½ÑÐµ ÐºÐ¾ÑÑÐµÐ»ÑÑÐ¸Ð¾Ð½Ð½ÑÐµ ÑÐ²ÑÐ·Ð¸ Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² ÑÐ°Ð·Ð½Ð¾Ð³Ð¾ Ð¿Ð¾Ð»Ð°, Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ñ Ð¸ ÑÑÐ¿ÐµÐ²Ð°ÐµÐ¼Ð¾ÑÑÐ¸. ÐÐ¾Ð»ÑÑÐµÐ½Ð½ÑÐµ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÑ Ð¼Ð¾Ð³ÑÑ Ð±ÑÑÑ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ñ Ð´Ð»Ñ Ð±Ð¾Ð»ÐµÐµ ÑÑÑÐµÐºÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ Ð¿Ð¾ÑÑÑÐ¾ÐµÐ½Ð¸Ñ Ð¸Ð½Ð´Ð¸Ð²Ð¸Ð´ÑÐ°Ð»ÑÐ½ÑÑ Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½ÑÑ Ð¼Ð°ÑÑÑÑÑÐ¾Ð² Ð² ÑÐ¸ÑÑÐ¾Ð²Ð¾Ð¹ ÑÑÐµÐ´Ðµ, Ð° ÑÐ°ÐºÐ¶Ðµ Ð²ÑÐ´ÐµÐ»ÐµÐ½Ð½ÑÐµ ÑÐ²ÑÐ·Ð¸ Ð¼Ð¾Ð³ÑÑ ÑÑÐ¸ÑÑÐ²Ð°ÑÑÑÑ Ð¿ÑÐ¸ ÑÐ¾ÑÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¸ ÑÑÐµÐ±Ð½ÑÑ Ð¿ÑÐ¾Ð³ÑÐ°Ð¼Ð¼.
description: This work is devoted to the study of the supposed relationship of the level of subjective control of students with the parameters of their temperament. The work gives an overview of concepts and approaches to defining locus of control and temperament, makes diagnostics and data processing by methods of mathematical statistics, and specifies interrelations of subjective control level and temperament parameters of students. The sample was 82 respondents (54 women and 28 men). The results of the study were qualitatively and quantitatively analyzed using methods of mathematical statistics: descriptive statistics, Mann-Whitney U-criterion, Kraskell-Wallis criterion, Spearman correlation. As a result, the sample was analyzed and described in its entirety, with division by gender, direction, and grade level. Different correlations were found in students of different gender, direction, and grade level. The obtained results can be used for more effective construction of individual educational routes in the digital environment, and the highlighted relationships can be taken into account in the design of curricula.