Microgenesis of the Deterministic Influence of Pupils’ Frustrated Need for Success Depending on Their Academic Achievements
DOI:
https://doi.org/10.32626/2227-6246.2019-44.162-186Keywords:
genesis, microgenesis, educational achievements, personal determinants, personality of a pupil, need for success, frustrationAbstract
The article presents the experimental study of the frustrated need for success and the peculiarities of its manifestation as a personal determinant of educational achievement characteristic for elementary and secondary school pupils. The article compares pupils’ frustration with their need to success achievement at diffrent stages of education and describes its microgenesis. Both identical and heteropolar tendencies in the frustration development have been determined for the groups of pupils with diffrent levels of educational achievements. As for elementary school pupils with excellent and average results, there is a certain destabilization of their personal status, which is evidenced by the significant rise of frustration in absence of a success; this is a reflection of the dificulties that accompany subjective incorporation into the study process of some pupils form this group. As for elementary school pupils with poor results, here is the opposite trend. Such people show mainly the normal level of frustration, which indicates blocking of personal potentials in terms of the need for success. It has been experimentally determined that the adaptive period of the fifth grade pupils to study at the secondary school has clear signs of aggravated frustration with the need to succeed at pupils with low educational achievements. Thus, there is an unfavourable psychological background with built-up factors hindering personal potencies for success achievement and overall productivity during learning of such pupils. The architecture of the frustration with the need to success achievement shows the existing microgenetic tendencies, which determinate pupils’ achievements on the ontogenetic plane. The determined peculiarities of the frustrated need to success as a process and its destructive potential require development of a system of corrective and developmental influences in order to ease the destructive frustrated state and to provide productive psychological support for the pupils’ personal development in the educational environment.
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