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Relevant bibliographies by topics / Goal (psychology)

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Academic literature on the topic 'Goal (psychology)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Goal (psychology)"

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Wicker, Frank W., Douglas Hamman, Joylynn H. Reed, Erin J. McCann, and Jeannine E. Turner. "Goal Orientation, Goal Difficulty, and Incentive Values of Academic Goals." Psychological Reports 96, no. 3 (June 2005): 681–89. http://dx.doi.org/10.2466/pr0.96.3.681-689.

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We examined relationships among goal attributes (difficulty and affective value) and goal types (mastery, performance, intrinsic, and extrinsic). Goal attributes of positive affect value and relative salience of positive value were higher for intrinsic goals, mastery goals, and more difficult goals, qualified by an interaction between difficulty and type of goal. Intrinsic goals were more affectively positive than extrinsic goals and mastery goals were more positive than performance goals, but these differences vanished if goals were also perceived as difficult. Results were consistent with goal-orientation theories and suggest the usefulness of integrating incentive-attribute concepts with goal-orientation theories.

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Brandstätter, Veronika, Svenja H. Koletzko, and Martin Bettschart. "When goals loom darker: Goal ambivalence moderates the effect of goal proximity on goal‐related motivation." European Journal of Social Psychology 49, no. 4 (November 2, 2018): 778–93. http://dx.doi.org/10.1002/ejsp.2541.

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Leduc-Cummings, Isabelle, Marina Milyavskaya, Anne C. Holding, Richard Koestner, and Martin Drapeau. "All Goals are Equal: No Interactions Between Depressive Symptoms and Goal Characteristics on Goal Progress." Journal of Social and Clinical Psychology 41, no. 6 (December 2022): 541–77. http://dx.doi.org/10.1521/jscp.2022.41.6.541.

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Introduction. Depression is related to poor achievement and impacts people's capacity to attain their goals (American Psychiatric Association, 2013; Johnson et al., 2010; Street, 2002). But do depressive symptoms impact goal pursuit differently depending on the kinds of goals that people pursue? Methods. Across three studies (total N = 666 undergraduate students, total goals = 2,546), we examine the role of up to 16 goal characteristics as moderators in the relationship between depressive symptoms and goal progress. Depressive symptoms and goal characteristics were assessed at baseline, and participants reported on goal progress at a follow-up 1 month (Study 1), 4 months (Study 2), or 8 months (Study 3) later. Results. The effect of depressive symptoms on goal progress was nonsignificant in two out of three studies (including one with low power), but an internal meta-analysis presented a small negative effect. Most goal characteristics did not moderate the relationship between depressive symptoms and goal progress, with Bayes factors suggesting substantial to very strong evidence in favor of the null hypotheses. Discussion. The kinds of goals students pursue may not matter in the presence of depressive symptoms. On one hand, this may provide a bleak outlook in highlighting that depressive symptoms impact all goals regardless of how well they are selected. On the other hand, the effects were small, which may offer a hopeful outlook for undergraduate students experiencing depressive symptoms, who may still be able to progress on their personal goals.

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Kanfer, Ruth. "It's a Goal, Goal, Goal Setting World." Contemporary Psychology: A Journal of Reviews 36, no. 10 (October 1991): 847–48. http://dx.doi.org/10.1037/030241.

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Kukla, Andre. "Unification as a goal for psychology." American Psychologist 47, no. 8 (1992): 1054–55. http://dx.doi.org/10.1037/0003-066x.47.8.1054.b.

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Job, Veronika, and Veronika Brandstätter. "Get a Taste of Your Goals: Promoting Motive-Goal Congruence Through Affect-Focus Goal Fantasy." Journal of Personality 77, no. 5 (October 2009): 1527–60. http://dx.doi.org/10.1111/j.1467-6494.2009.00591.x.

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Conroy-Beam, Daniel, and David M. Buss. "A deeper integration of Selfish Goal Theory and modern evolutionary psychology." Behavioral and Brain Sciences 37, no. 2 (April 2014): 140–41. http://dx.doi.org/10.1017/s0140525x13001982.

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AbstractConceptually integrating Selfish Goal Theory with modern evolutionary psychology amplifies theoretical power. Inconsistency, a key principle of Selfish Goal Theory, illustrates this insight. Conflicting goals of seeking sexual variety and successful mate retention furnish one example. Siblings have evolved goals to cooperate and compete, a second example. Integrating Selfish Goal Theory with evolutionary theory can explain much inconsistent goal-directed behavior.

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Nechansky, Helmut. "The four modes of coexistence in psychology and group dynamics." Kybernetes 45, no. 3 (March 7, 2016): 371–92. http://dx.doi.org/10.1108/k-09-2014-0193.

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Purpose – The purpose of this paper is to show how behavioral descriptions in psychology and group dynamics can be related to four goal-setting processes and to four mode of existence. Design/methodology/approach – Some person A can approach a person B with an inclination to realize one of four goal-setting processes: (1) A sets goals for B; (2) A sets no own goals; (3) A pursues own goals alone; (4) A and B develop mutual goals. Depending on their choice of inclinations an interaction of A and B can lead to four modes of coexistence: (1) Conflict – A and B fight; (2) Hierarchy – A submits to B; (3) Independence in niches – A and B do not interact; (4) Cooperation – A and B work together. The paper investigates how these theoretical options – four inclinations for different goal-set processes and four modes of coexistence – show in behavioral descriptions in psychology and group dynamics. Findings – Psychic states studied in psychology (e.g. by Freud, Berne, Horney) can be related to one of the four inclinations. Interaction patterns studied in group dynamics (e.g. by Steiner, Schindler, Bion) describe aspects of the four modes of coexistence. Practical implications – Behavioral descriptions of various schools of psychology and group dynamics can be classified according to theoretically derivable basic options of goal-orientated behavior. Originality/value – The paper shows the application of a theoretical framework covering all options of goal-orientated behavior available in the behavioral sciences.

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McGregor, Simon, and Ron Chrisley. "The Physical Mandate for Belief-Goal Psychology." Minds and Machines 30, no. 1 (March 2020): 23–45. http://dx.doi.org/10.1007/s11023-020-09515-w.

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Levontin, Liat, and Anat Bardi. "Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation." Personality and Social Psychology Bulletin 44, no. 8 (April 11, 2018): 1258–69. http://dx.doi.org/10.1177/0146167218765745.

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Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.

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Dissertations / Theses on the topic "Goal (psychology)"

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Gore, Truman J. "Predicting Goal Progress and Burnout Using Goal Hierarchies." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1503654170637096.

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Wray, Josephine. "Goal perceptions and their effects on commitment and affective responses to goals." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250749.

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Isley, Shane D. "Toward a functional approach to goal setting." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5162/.

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A variable that may be associated with performance improvements is goal setting (within and across days). Easy-to-achieve goals will likely produce gradual trends in improvement and difficult-to-achieve goals steeper trends. The purpose of the current experiments was to study the effects of setting easy-to-achieve and difficult-to-achieve goals on the level, trend, and variability of correct, incorrect, and skip responses for math tasks when reinforcement contingencies and numbers of practices were held constant. Five undergraduate students answered math problems on flash cards in 30s timings. Single case design elements were used to evaluate the effects of different types of goals on the speed and accuracy of performance. The results revealed that goal setting primarily increased the frequency of incorrect responses and both the level and trend of skip responses. The implications of these findings and other important variables that influence the effectiveness of goal setting are discussed. In addition, the authors suggest guidelines to follow when implementing goals to improve performance.

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Isley, Shane D. Rosales-Ruiz Jesus. "Toward a functional approach to goal setting." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5162.

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McLean, Kristy. "The moderating effects of goal orientations on reactions to goal-performance discrepancies /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe.pdf.

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Harman, Jason L. "Goals and Trade-Offs: Goal-Relative Valuation and Trade-Offs in Human Choice." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343879157.

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Moss, Sara Anne. "Hope and goal outcomes: The role of goal-setting behaviors." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1513865199503514.

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Gill, Frances E. "Self-determination as a goal of correctional counseling /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012970.

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Cale, Andrew. "Goal setting, multidimensional anxiety and performance." Thesis, Loughborough University, 1991. https://dspace.lboro.ac.uk/2134/7124.

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The primary purpose of the experiments carried out within this thesis was to examine the relationships between goals, the perceptions of individuals towards those goals, the performance environment and the eventual performance outcome. More specifically, what are the changes in selected goal setting variables and what is the anxiety response within individuals, when objective goal difficulty is manipulated under various environmental conditions? Four laboratory-based experiments were carried out in this research. The primary purpose of the first experiment was to establish an appropriate experimental design and measure of task performance that would allow an investigation of selected goal setting variables. Whilst the primary objectives were achieved, one important factor emerged that needed to be considered in the design of the subsequent experiments. Goal setting needed to be based around the ability of the individual rather than group norms. Experiment 2 was designed not only to further investigate the theoretical framework underlying goal setting, but also to examine the nature of the multidimensional anxiety response associated with that framework. Again, the main objectives of Experiment 2 were achieved, but the experimental design adopted did not allow for investigation of changes in goal setting and anxiety under different performance environments. Consequently, Experiment 3 was designed in an attempt to extend the investigation of the above framework towards 'real-life' situations. A complex design attempted to approximate the environmental conditions encountered by athletes in low versus high stress situations, such as those encountered in practice and in competition. The results were complex and the major finding to emerge was that it was difficult to approximate 'real-life' situations when using a novel performance task and competitive instructions as a potential stressor. Experiment 4 attempted to address these issues and required university basketball players to perform a basketball free-throw task under 'low stress' and 'high stress'conditions. Although there were expected differences for the goal setting and anxiety variables between different goal groups, there were no differences on any of the variables when performing under the different environmental conditions. The series of experiments contained within this thesis attempted to establish a theoretical framework, albeit in a laboratory setting, which may form the basis for future, more ecologically valid, investigations into the many 'real-life' sporting situations which inherently contain aspects relating to goal setting, anxiety and performance .

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Gore, Truman Joseph. "Goal Orientations and Self-Efficacy Interactions on Self-Set Goal Level." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1401715350.

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Books on the topic "Goal (psychology)"

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Rouillard, Larrie A. Goals and goal setting. Menlo Park, Calif: Crisp Publications, 1993.

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Carol, Midgley, ed. Goals, goal structures, and patterns of adaptive learning. Mahwah, N.J: L. Erlbaum Associates, 2002.

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B, Moskowitz Gordon, Grant Heidi 1973-, Myers Jonathan 1957-, and Nieman David C. 1950-, eds. The psychology of goals. New York: Guilford Press, 2009.

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Keith, Ellis. The magic lamp: Goal setting for people who hate setting goals. New York: Three Rivers Press, 1998.

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Keith, Ellis. The magic lamp: How to make certain your wishes come true. Boston, Va: Three Waters Press, 1996.

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Wilson, Susan B. Goal setting. New York: American Management Association, 1994.

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Ferenc, Margitics. Significance of individual aspirations in health psychology. Hauppauge, NY: Nova Science Publishers, 2009.

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Ray, Michael L. The highest goal: The secret that sustains you in every moment. San Francisco, CA: Berrett-Koehler, 2004.

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Ltd, FasTracKids International. Goals and life lessons: Feelings. 3rd ed. Greenwood Village, CO: FasTracKids International, 2001.

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Ltd, FasTracKids International. Goals and life lessons: Goals for life. 3rd ed. Greenwood Village, CO: FasTracKids International, 2001.

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Book chapters on the topic "Goal (psychology)"

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Nicholls, Adam R. "Goal Setting." In Psychology in Sports Coaching, 35–44. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003201441-9.

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Mohr, Sarah Huxtable. "The Theoretical Goal." In Islamic Liberation Psychology, 49–68. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032629056-3.

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McCarthy, Paul. "Goal Setting." In Sport, Exercise and Performance Psychology, 221–32. New York, NY: Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429438851-16.

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Oettingen, Gabriele, and Peter M. Gollwitzer. "Goal Setting and Goal Striving." In Blackwell Handbook of Social Psychology: Intraindividual Processes, 329–47. Malden, Massachusetts, USA: Blackwell Publishers Inc., 2007. http://dx.doi.org/10.1002/9780470998519.ch15.

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Woodrow, Lindy. "Goal Orientations: Three Perspectives on Motivation Goal Orientations." In Psychology for Language Learning, 188–202. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137032829_13.

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Semmer, Norbert, and Michael Frese. "Action Theory in Clinical Psychology." In Goal Directed Behavior, 296–310. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003150749-23.

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Liwei, Zhang. "Goal Setting Training." In The ECPH Encyclopedia of Psychology, 1–2. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6000-2_21-1.

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Ward, Phillip. "Goal Setting and Performance Feedback." In Behavioral Sport Psychology, 99–112. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0070-7_6.

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Hacker, Winfried. "Activity: A Fruitful Concept in Industrial Psychology." In Goal Directed Behavior, 262–83. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003150749-21.

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Maher, Charles A. "Evaluating Goal Attainment." In Developing and Sustaining Sport Psychology Programs, 128–43. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429326523-20.

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Conference papers on the topic "Goal (psychology)"

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Bigelow, Brandon. "Self-Actualization Through Personality Psychology and Goal Setting." In – The IAFOR International Conference on Education – Hawaii 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2189-1036.2024.41.

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Hölter, Erich. "Time Horizon in German Management: Goal-Orientated Helix." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/hrzh8825.

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Business Planning can be viewed either from a long-term orientated perspective as strategic planning or from a short-term orientated perspective as operative planning. For both levels of planning, the factor of time is crucial with respect to a process-related analysis. This is especially captured in the four approaches to a continuous improvement process focusing on employees, on costs, on time, or on quality.

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WALE, A. P., and M. K. WEIR. "MEASUREMENT AND DESIGN OF GOAL-DIRECTED BEHAVIOUR." In Proceedings of the Seventh Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812777256_0007.

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Hwang, Kwang-Kuo. "The Epistemological Goal of Indigenous Psychology: The Perspective of Constructive Realism." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2004. http://dx.doi.org/10.4087/hggo9702.

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Shin, Jongho, Seon-Young Lee, You-Kyung Lee, and Soowon Park. "Adolescents’ perception changes about their goal characteristics." In Annual International Conference on Cognitive and Behavioral Psychology (CBP 2014). GSTF, 2014. http://dx.doi.org/10.5176/2251-1865_cbp14.58.

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Meskova, Ekaterina, and Elena Murtazina. "KINEMATIC PROFILES OF GOAL-DIRECTED MOVEMENTS IN DIFFERENT SOCIAL CONTEXTS." In XVIII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2022. http://dx.doi.org/10.29003/m2845.sudak.ns2022-18/229.

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Mogaji, Andrew. "Goal-Setting and Task Performance among Nigerian Managers in a Cross-Cultural Context." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2014. http://dx.doi.org/10.4087/esoe3786.

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This study assessed goal-setting and task performance among Nigerian managers. Data were collected from 521 subjects including 176 Yoruba, 147 Igbo and 198 Hausa/Fulani managerial employees in Lagos, Nigeria. The relevant scales of the 57-item questionnaire designed by Mendonca and Kanungo (1994) were used to obtain measures of the dependent variables. Mean scores in goal setting and performance-intrinsic reward contingency were highest among the Yoruba managers followed by Hausa/Fulani and Igbo managers respectively. Mean score in task significance was highest among the Igbo managers followed by Yoruba and Hausa/Fulani managers respectively. Mean score in performance-extrinsic reward contingency was highest among the Hausa/Fulani managers followed by Yoruba and Igbo managers respectively. One-way ANOVA showed cultural differences in performance-intrinsic reward contingency (p< .05) and task significance (p< .01) but not in goal-setting and performance-extrinsic reward contingency respectively. The results were discussed in terms of the influence of culture on human resources management practices and that managers who value performance-intrinsic reward allocation should engage in goal-setting more than the others.

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Rechkemmer, Amy, and Ming Yin. "Exploring the Effects of Goal Setting When Training for Complex Crowdsourcing Tasks (Extended Abstract)." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/658.

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Training is one way of enabling novice workers to work on complex crowdsourcing tasks. Based on goal setting theory in psychology, we conduct a randomized experiment to study whether and how setting different goals---including performance goal, learning goal, and behavioral goal---when training workers for a complex crowdsourcing task affects workers' learning perception, learning gain, and post-training performance. We find that setting different goals during training significantly affects workers' learning perception, but does not have an effect on learning gain or post-training performance. Further, exploratory analysis helps shed light on when and why various goals may or may not work in the crowdsourcing context.

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Chim, Wai-Man, and Man-Tak Leung. "The path analytic models of 2 X 2 classroom goal structures, achievement goals, achievement emotions and self-regulated learning of Hong Kong undergraduates in their English study." In 2015 Asian Congress of Applied Psychology (ACAP 2015). WORLD SCIENTIFIC, 2015. http://dx.doi.org/10.1142/9789814723398_0006.

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Haq, Aniq Hudiyah Bil, Gema Lara Fahmi, Puspa Ghandi, Khusnul Khatimah, Dewi Puri Astiti, and Jusuf Blegur. "Goal Setting for Students Participating in Student Exchange Programs Between Universities in Indonesia." In Interdisciplinary Conference of Psychology, Health, and Social Science (ICPHS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220203.012.

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Reports on the topic "Goal (psychology)"

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Corscadden, Louise, and Arpaporn Sutipatanasomboon. What Is Operant Behavior And How To Study It. Maze Engineers, December 2022. http://dx.doi.org/10.55157/me2022127.

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Operant behavior describes a type of voluntary goal-directed actions in animals based on the repercussions of previous occurrences. It develops when animals learn to specifically respond to recurring situations based on the outcome of their past experience. American psychologist B.F. Skinner was the first to use operant to describe the behaviors he observed in his landmark experiments in laboratory animals. Operant behavior and conditioning refine the nuance between conscious and unconscious behavioral responses, which influence psychology, and applied behavior analysis, and improve our understanding of addiction, substance dependence, child development, and decision-making.

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DMITRIENKO, B. Ch, O. A. KOVALEVA, and E. A. RUBETS. VR TECHNOLOGIES AS A MEANS OF VIRTUAL MUSEUM PEDAGOGY. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-63-70.

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Currently, museum pedagogy is a very promising area, covering all types of interactions between the museum and its audience. Museum pedagogy is an interdisciplinary field of scientific knowledge, “formed at the intersection of pedagogy, psychology, museology and the relevant discipline of the museum and built on its basis specific practical activities focused on the transfer of cultural (artistic) experience in a museum environment”. The rapid development of technology has led to the so-called modification of this scientific field, we mean a new branch of pedagogical knowledge is emerging - virtual museum pedagogy. VR technologies are beginning to occupy leading positions, but it is important to note that today in art pedagogy there is no idea how to build the educational process in such a context. Thus, this area of pedagogy today requires a deep and comprehensive study. This has determined the purpose of this study. The objectives of the study follow from the goal: 1) To reveal the specifics of virtual museum pedagogy 2) To develop basic pedagogical recommendations for conducting virtual excursions using VR technologies Materials and methods. The methods of this study were analysis and synthesis. Results and discussion. The results of the study consist in the VR technologies usage in art pedagogy features identification.

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Bilovska, Natalia. HYPERTEXT: SYNTHESIS OF DISCRETE AND CONTINUOUS MEDIA MESSAGE. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11104.

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In the article we interpret discrete and continuous message as interrupted and constant, limited and continual text, which has specific features and a number of differences between traditional (one-dimensional) text and hypertext (multidimensional). The purpose of this study is to define the concept of “hypertext”, consideration of its characteristics and features of the structure, similarities and differences with the traditional text, including the message in the media and communication. To achieve the goal of the study, we used a number of methods typical of journalism. Empirical analysis enabled a generalized description of the subject of study, which allowed to know it as a phenomenon. With the help of generalization the characteristic and specific regularities and principles of hypertext were studied. The system method is used to identify the dependence of each element of hypertext on its place in the text system as a whole. The retrospective method helped to understand the preconditions for the emergence of hypertext, to trace the dynamics of its development. General scientific methods (analysis, synthesis, induction, deduction) made it possible to formulate the conclusions of the study. Thanks to hypertext and the hypertext systems, the concept of virtual reality has gained tangible meaning. In hypertext space, virtuality organically complements reality. The state of virtuality, in this case, becomes the concept of hyperreality, and all this merges into a single whole in the space of computer text. Due to its volume and multidimensionality, hypertext can arouse scientific interest as an interdisciplinary discipline. In today’s world, the phenomenon of hypertext has been the subject of numerous discussions, conferences and research in the field of social communications, linguistics and psychology. Today, a significant number of organizations conduct large-scale research based on the concepts of hypertext associations and associative navigation.

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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.

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