Relevant bibliographies by topics / Successful personality

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Successful personality'

Author: Grafiati
Published: 28 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Successful personality"

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Lykova, Maryana. "Analysis of successful personality formation." ScienceRise 1, no. 1 (January 30, 2019): 6–10. http://dx.doi.org/10.15587/2313-8416.2019.155307.

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Srivastava, Kalpana, and RC Das. "Personality pathways of successful ageing." Industrial Psychiatry Journal 22, no. 1 (2013): 1. http://dx.doi.org/10.4103/0972-6748.123584.

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Baek, Yousun, Peter Martin, Ilene C. Siegler, Adam Davey, and Leonard W. Poon. "Personality Traits and Successful Aging." International Journal of Aging and Human Development 83, no. 3 (July 26, 2016): 207–27. http://dx.doi.org/10.1177/0091415016652404.

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Iușcă, Dorina Geta. "Successful Music Performer’s Personality Traits." Review of Artistic Education 22, no. 1 (June 1, 2021): 318–23. http://dx.doi.org/10.2478/rae-2021-0040.

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Abstract Music-education practice has revealed the fact that, in order to become a successful music performer, not only certain physical and perceptive attributes (such as the amplitude of open palm, thoracic capacity, rhythmic accuracy, musical hearing), but a series of personality traits related to the complexity of social, cognitive and emotional activities associated to music performance are also needed. Scientific research focused on high quality music performers’ personality traits has been generated by a series of stereotypes that had been developed across time in the musical world. For example, it has often been said (Woody, 1999) that trumpet players are proud, impetuous, detached and dominating, whereas woodwind players are more feminine, more intelligent and shyer. The present study aims to review the most relevant experiments related to the personality profile of the successful music performer. A growing body of research has discovered ten important traits: androgyny, originality, independence, self-motivation, perseverance, sensibility, high capacity of interpersonal communication, extroversion, the need for attention, and trait anxiety. I discuss about a series of educational implications of this personality profile in connection to the development of a successful career in academic music. Discovering and developing these traits early on could be an essential support in creating an exceptional educational path in vocal and instrumental music performance.
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Norton, Kingsley, and R. D. Hinshelwood. "Severe Personality Disorder." British Journal of Psychiatry 168, no. 6 (June 1996): 723–31. http://dx.doi.org/10.1192/bjp.168.6.723.

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BackgroundSevere personality disorder (SPD) is an imprecise but useful term referring to some notoriously difficult to treat psychiatric patients. Their long-term psychiatric treatment is often unsuccessful, in spite of hospitalisation. The specialist expertise of in-patient psychotherapy units (IPUs) can successfully meet some of SPD patients' needs.MethodRelevant literature on the subject is summarised and integrated with the authors' specialist clinical experience.ResultsMany clinical problems with SPD patients are interpersonal and prevent any effective therapeutic alliance, which is necessary for successful treatment. With in-patients, inconsistencies in treatment delivery and issues surrounding compulsory treatment reinforce patients' mistrust of professionals, compromising accurate diagnosis and an assessment of the need for specialist IPU referral.ConclusionsGeneral psychiatric teams are well-placed to plan long-term treatment for SPD patients which may include IPU treatment. Timely referral of selected SPD patients to an IPU maximises a successful outcome, especially if there is appropriate post-discharge collaboration with general psychiatric teams to consolidate gains made.
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Sokić, Jelena, and Stanislava Popov. "Personality traits of a successful enterpreneur." TIMS. Acta 13, no. 2 (2019): 107–16. http://dx.doi.org/10.5937/timsacta1902107s.

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Malesky, Alvin, Alicia Nicole Isenberg, and David McCord. "Personality characteristics of the successful liar." Journal of Investigative Psychology and Offender Profiling 18, no. 2 (April 15, 2021): 142–54. http://dx.doi.org/10.1002/jip.1572.

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Boccio, Cashen M., and Kevin M. Beaver. "Psychopathic Personality Traits and the Successful Criminal." International Journal of Offender Therapy and Comparative Criminology 62, no. 15 (August 1, 2018): 4834–53. http://dx.doi.org/10.1177/0306624x18787304.

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A significant body of literature links psychopathy and psychopathic personality traits with criminal behavior and involvement with the criminal justice system. However, very little research has examined whether psychopathic personality traits are related to being a successful criminal (e.g., evading detection). This study addresses this gap in the literature by examining whether psychopathic personality traits are associated with the likelihood of being processed by the criminal justice system (i.e., arrest). Our findings reveal that psychopathic personality traits are generally not associated with criminal success. Specifically, individuals with high levels of psychopathic personality traits commit more crimes and report more arrests, but they do not seem to have an advantage when it comes to avoiding arrest for the crimes they commit. We discuss the implications of these findings for the psychopathy literature.
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Pokrajcic, Dragana. "The characteristics of successful entrepreneurs." Ekonomski anali 49, no. 162 (2004): 25–43. http://dx.doi.org/10.2298/eka0462025p.

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This paper examines the economic, psychological and social-behavioral theories of the entrepreneur in order to determine the characteristics of a successful entrepreneur. The major contribution of economic theories of the entrepreneur is better understanding of the entrepreneur and his/her role in economic development. The psychological characteristic theory of entrepreneur argues that successful entrepreneurs possess certain personality traits that mark them out as special, and tries to determine and to evaluate these special traits. The social-behavioral theories stress the influence of experience, knowledge, social environment and ability to learn on the entrepreneur?s success as well as his/her personality traits. Neither of the examined theories of entrepreneur gives a satisfactory explanation of the entrepreneur?s success, but taken as a whole, they can explain key factors of entrepreneur?s success. The entrepreneur?s success comes about as a result of his/her personality traits, ability to learn from experience and ability to adjust to his/her environment.
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Ochroch, Sonia K., and Marjorie Dugan. "PERSONALITY FACTORS FOR SUCCESSFUL HIGH‐RISK STUDENTS." Community Junior College Research Quarterly of Research and Practice 10, no. 2 (January 1986): 95–100. http://dx.doi.org/10.1080/0361697860100201.

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Dissertations / Theses on the topic "Successful personality"

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NORTHCUTT, CECILIA ANN. "PERSONALITY CHARACTERISTICS OF SUCCESSFUL CAREER WOMEN." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184089.

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This study used a questionnaire designed to identify personal characteristics that successful career women have in common across career fields. Information was elicited on self-esteem, achievement motivation, self-descriptive words, ethnicity, age, income level and occupational field, among other things. Subjects were women publicly recognized as successful by their peers. Twenty three of the sample (n = 249) were randomly selected for interviews. The questionnaire responses were analyzed to identify differences in self-esteem and achievement motivation between occupational fields, age, income levels, ordinal positions and other independent variables. Collectively, the results identified a high degree of self-esteem as the strongest characteristic shared by these successful career women. Additionally, self-esteem was affected by ordinal position of the subjects and related to the level of the women's perceived success and emotional compensation satisfaction. The career women defined the major components of success as: (1) achieving one's personal goals, (2) receiving recognition from others, (3) enjoying one's work, and (4) contributing to the community, to others, etc. The career women generally described themselves as responsible, competent, and hardworking. Non-traditional career women described themselves somewhat differently, as responsible, enthusiastic and confident. There was no statistical support for a relationship to achievement motivation. This finding, combined with the career women's definition of success, shows that items used in the questionnaire did not measure achievement motivation for this group. Several conclusions were drawn from the data analysis: (1) career women who have been publicly recognized by their peers have a high level of self-esteem; (2) women have a unique pattern of career development; (3) women focused more on "contributing to society/to others" than on "earning a high salary," and (4) women defined themselves as "hardworking" rather than "achievement oriented." Hypotheses made on the basis of previous research on career women and on Individual Psychology theory were generally supported. Future research on career women would be appropriate.
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Atli, Gulgunes. "CRITICAL PERSONALITY TRAITS IN SUCCESSFUL PAIR PROGRAMMING." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1150232487.

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Witte, Jack S. "Defining the Personality Characteristics of Successful Entrepreneurs." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1266.

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Entrepreneurship has been referred to as an economical model for many years; however, the study of entrepreneurship from a psychological perspective is fairly young. Recent literature has focused largely on analyzing the personality characteristics of entrepreneurs and comparing them to wage or salary employed workers. Understanding the personality characteristics of entrepreneurs is vitally important in understanding entrepreneurship, and therefore, the economy as a whole. This study utilizes concepts from past literature and findings from empirical studies in order to assess the personality characteristics associated with successful entrepreneurship. Ultimately, the characteristics; achievement motivation, locus of control, innovation, risk tendencies, and tenacity are analyzed and depicted as the five most important personality characteristics for successful entrepreneurs.
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Lima, Lizzette. "Personality and Motivational Characteristics of the Successful Mentor." Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1131.

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The purpose of this study was to investigate the relationship between mentor characteristics (i.e., motivational tendencies, personality traits), mentoring provided, and protégé outcomes. A motivational approach was taken, in the sense that motives to mentor, as well as personality characteristics of the mentor, were considered in regard to their ability to predict the type of mentoring provided and outcomes for the protégé. Specifically, the potential relationships between personality traits (Intrinsic Motivation, Learning Goal Orientation, Conscientiousness, Extraversion, Agreeableness, and Machiavellianism) and mentor motives, as well as the provision of career and psychosocial mentoring, were examined. In addition, the current study examined the ability of mentor characteristics to predict several protégé outcomes. Ninety-one mentors (i.e., college juniors and seniors) were paired with 91 protégé (i.e., college freshmen) and were asked to meet for a half hour each week for four consecutive weeks. Self-report measures were collected from both mentors and protégés before the mentoring sessions began (T1) and after (T2) they were completed to determine the effect of having a mentor on various outcomes. All mentoring sessions were videotaped so that trained raters could code the type of mentoring behaviors that occurred within a given session. Results were analyzed via correlational analyses, exploratory regression analyses, and hierarchical regression analyses. Individuals who were generally more intrinsically motivated and learning goal oriented reported being more motivated to mentor others for intrinsic satisfaction reasons. Mentors who were more extraverted and agreeable than their peers reported being more motivated to mentor in order to benefit others. In addition, having a mentor who provided career mentoring reduced school-related stress for a protégé. The key findings of the current study provide support for the view that personality and motivational characteristics of the mentor affect the type of mentoring provided, albeit indirectly in some cases. In addition, it is important to consider multiple sources of mentoring data provided (i.e., mentor, protégé,independent rater) rather than just the protégé's point of view because this will provide a more well-rounded picture of the mentoring relationship, as well as identify potential gaps in perception that may exist between mentors and protégés.
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Shepherd, Megan. "Personality and psychological characteristics of successful motor racing drivers /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17671.pdf.

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Crookston, Iva. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing a Successful Teaching Personality" and "Managing Classes of English Language Learners"." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2152.

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A team of graduate students from Brigham Young University under the supervision of the main author, Dr. Henrichsen, collaborated on creating a book as well as a website, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTR-TESOL). The entire project consists of ten main sections with nearly fifty units addressing topics that novice teachers should know before teaching English to non-native speakers. The BTR-TESOL project answers the need for material for untrained novice teachers that will help them to be better prepared in a very minimalistic way to face the challenges and responsibilities that teaching of English as a second language (ESL) brings. This master's project describes the creation of two units of section three, "Fundamental Teaching Skills", titled "Developing a Successful Teaching Personality" and "Managing Classes of English Language Learners." The first unit, "Developing a Successful Teaching Personality", educates novice teachers about the importance of nine major characteristics of a good teaching personality that were compiled by the author of this unit after extensive research of teachers' and students' attitudes. Moreover, the unit explains how each characteristic contributes to the overall challenge of being a successful teacher. In the second unit, "Managing Classes of English Language Learners", novice teachers are introduced to basic classroom management issues, possible reasons behind students' behavior, and tips on how to solve common classroom management issues. Both units include a short introduction to the content, an opening scenario, a video segment related to the theme of each unit as well as reflection questions, objectives, explanatory text, and a section that directs readers to places they can go to learn more about the subject.
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McDonnell, Daniel Michael 1948. "Qualitative assessment of successful individuals who have a learning disability." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282130.

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This study used qualitative methods to investigate successful individuals who had a learning disability. Six participants, three men and three women, along with their family members and significant others were interviewed. A participant observation was also conducted during each participant's typical day at work. Four common characteristics were found among the participants. These characteristics were organizational skills, drive, a match between strengths and career, and interpersonal competence. The characteristics identified by the study were similar to those found by Gerber and Ginsberg (1990); however, it was noted that over-reliance on one characteristic and an inability to adjust to success often created difficulties. Further, job satisfaction and eminence in one's field did not always mean self-fulfillment, happiness, and psychological maturity. A definition of success which suggests a balance between career, family, and social activities was given. The study noted that a key element in coping with a learning disability was that the individuals understood both their strengths and weakness. Family members indicated that the transition from school to adult life was critical and that the role of parent and family members' perceptions about the participants usually needed to be adjusted. Older participants indicated that having a son or a daughter who had a learning disability helped them to come to terms with their disability. They also noted the importance of having a diagnosis, so they could reframe their self-perception in terms of a condition rather than a sense of mental incompetence or laziness. Recommendations for future research in this field were presented.
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Zaichenko, Maria. "Students’ career motivation formation for successful professional activity." Thesis, Міжнародний центр наукових досліджень, 2019. https://er.knutd.edu.ua/handle/123456789/14707.

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The aim of research is to emphasize the significance of career motivation as personality characteristic for successful professional activity. One of the ways of forming students’ professional orientation is to expand their vocational experience, which they acquire in the process of specialty practice.
Мета роботи – підкреслити значення кар’єрної мотивації як характеристики особистості для успішної професійної діяльності. Одним із способів формування професійної орієнтації студентів є розширення їхнього професійного досвіду, який вони набувають у процесі практики.
Цель работы – подчеркнуть значимость карьерной мотивации как характеристики личности для успешной профессиональной деятельности. Одним из способов формирования профессиональной направленности студентов является расширение их профессионального опыта, который они приобретают в процессе практики.
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Tymchuk, Olga, and Ольга Юріївна Тимчук. "Emotional Intelligence as a Key to the Development of a Successful Personality." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/52251.

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In modern conditions is becoming increasingly urgent issue of the development of the emotional intelligence. Research shows that people's success depends not only on a high Intellect level (IQ), but also on the emotional intellect (EQ). After all, if people can understand their emotional experiences, control their emotional states; it is much easier for them to make difficult decisions, solve life problems, conflicts and communicate with other people.
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Renner, Jasmine R. "Wisdom Essentials For Successful Living." Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1481861530.

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Preface -- A note to the reader -- A word about wisdom essentials -- Wisdom is best : think and live wisely -- Make insight your priority -- Buy wisdom, education and insight -- Good things come out of wisdom -- Wisdom's cry and call to everyone -- Intelligence outranks muscles -- Don't assume you know it -- Your face mirrors your heart -- Finding wisdom has much gain -- A warning against a life of crime -- Favor : how to obtain favor for successful living -- Speak out for justice -- Walk with the wise -- A whack on the heads of fools -- One who knows much says little -- If you quit listening -- Warning against adultery -- Warning against foolish acts -- The value of hard work -- The king's protocol -- Children listen to your father -- Wisdom and foolishness throw a party -- A honest life is worth it -- Fear of God expands your life -- The path of a good leader -- Manage your energy, attention and time -- Do your best : prepare for the worst -- Thirty sterling principles to live by -- Without good direction people lose their way -- A God-shaped life -- Sift and weigh every word -- Everything has a place and a purpose -- The right words at the right time -- Fools recycle silliness -- Hodge-podge of wise principles -- Four mysteries -- Four intolerables -- Four dignitaries -- Fall small wonders -- A good wife -- Start with God -- Learn it by heart -- The final word. "At the core of your being you truly want an enriching and fulfilling life. There are many ways to experience a good life. Wisdom Essentials for Successful Living is designed to help you find the right way to experience a good life. Wisdom Essentials for Successful Living is written so that we'll all know how to live well and right. It is written so that we will understand what life means and where it's going. It is essentially a manual for living, for learning what's right and just and fair. It is a practical book for everyday people stumbling through life. It will teach the inexperienced the ropes and hopefully give young people a grasp on reality. There is something in this book for everyone. There's something in the manual for seasoned men and women. There is still a thing or two for the experienced to learn. There is fresh insight broken down in simplicity to probe and penetrate the rhymes and seasons of your life..."
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Books on the topic "Successful personality"

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Suwarto, Sogol Hadi. Most inspiring people: Menimba semangat dari orang-orang hebat. Gejayan, Yogyakarta: Narasi, 2013.

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Ren xing de jie du: Renxingdejiedu. Changsha Shi: Hunan ren min chu ban she, 2006.

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Mental toughness for sport, business and life. Bloomington, IN: Authorhouse, 2010.

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The fate of borderline patients: Successful outcome and psychiatric practice. New York: Guilford Press, 1990.

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Putting emotional intelligence to work: Successful leadership is more than IQ. Boston: Butterworth-Heinemann, 1998.

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Trump, Donald. Da dan xiang chu hen zhao: Think big and kick ass in business and life / Donald J. Trump, Bill Zanker. Taibei Shi: Cheng bang wen hua shi ye gu fen you xian gong si, 2008.

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Seligman, Martin E. P. What you can change-- and what you can't: The complete guide to successful self-improvement. New York: Fawcett Columbine, 1995.

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Seligman, Martin E. P. What you can change ... and what you can't*: The complete guide to successful self-improvement. New York: Fawcett Columbine, 1993.

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Seligman, Martin E. P. What you can change and what you can't: The complete guide to successful self-improvement. New York: Knopf, 1994.

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Berland, Michael J. What makes you tick: How successful people do it ... and what you can learn from them. New York: HarperCollins, 2009.

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Book chapters on the topic "Successful personality"

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Millová, Katarína. "Successful Development." In Personality and Well-being Across the Life-Span, 5–19. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137439963_2.

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Ebner, Natalie C., and Alexandra M. Freund. "Personality Theories of Successful Aging." In Handbook of Gerontology, 87–116. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269640.ch4.

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Blatný, Marek, Katarína Millová, Martin Jelínek, and Terezie Osecká. "Personality Predictors of Successful Development." In Personality and Well-being Across the Life-Span, 109–33. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137439963_7.

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Nofsinger, John R., and Corey A. Shank. "The Personality of a Successful Investor." In The Biology of Investing, 152–68. 1 Edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003009566-11.

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Millová, Katarína. "Cultural Aspects of Successful Development." In Personality and Well-being Across the Life-Span, 81–88. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137439963_5.

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Elliott, Timothy R., Monica Kurylo, and Michele N. Carroll. "Personality assessment in medical rehabilitation." In Assistive technology: Matching device and consumer for successful rehabilitation., 47–58. Washington: American Psychological Association, 2002. http://dx.doi.org/10.1037/10420-003.

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Katkova, E. N., E. V. Opevalova, and A. V. Shchegoleva. "Successful Entrepreneur’s Personality Resources in Representations of University Students and Businessmen." In Proceeding of the International Science and Technology Conference "FarEastСon 2020", 139–51. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0953-4_13.

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Keller, Kevin Lane, and Keith Richey. "The Importance of Corporate Brand Personality Traits to a Successful 21st Century Business." In Advances in Corporate Branding, 47–58. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-352-00008-5_3.

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Zaripova, Irina, Nailya Sh Valeyeva, Roman Kupriyanov, and Renat Zaripov. "Correlation Between Successful Study Material Comprehension in Distance Learning and Students’ Personality Traits." In Mobility for Smart Cities and Regional Development - Challenges for Higher Education, 497–505. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93907-6_52.

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Attig, Christiane, Daniel Wessel, and Thomas Franke. "Assessing Personality Differences in Human-Technology Interaction: An Overview of Key Self-report Scales to Predict Successful Interaction." In Communications in Computer and Information Science, 19–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58750-9_3.

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Conference papers on the topic "Successful personality"

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Ivanova, Natalya, Yuliia Andrusyshyn, and Olha Palyvoda. "Personality Motivation for Successful Functioning in Today’s Conditions." In International Conference on Social Science, Psychology and Legal Regulation (SPL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211218.026.

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Nevdakh, Svetlana. "Communicative Space of Educational Classes as a Condition for Successful Adult Education." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.012.

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Dragomir, Mihai. "EMOTIONAL INTELLIGENCE AND PERSONALITY, DEFINITE VARIABLES OF A SUCCESSFUL ACADEMIC CAREER." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.3/s12.063.

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Leeper, Robert. "A study of the personality types of successful computer science majors (abstract)." In the 1990 ACM annual conference. New York, New York, USA: ACM Press, 1990. http://dx.doi.org/10.1145/100348.100500.

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Markova, Nadezhda Grigoryevna. "Teacher’s personality – an indicator of successful educational route of a child’s development." In II Сollection of articles. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21745.

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Due to the progress in science and technology and the changing character of social relationships contemporary polycultural society makes increasingly high demands on the personality of a primary school teacher, his professionalism, competences and personal qualities. The author points out that the aim of education is personal, cognitive, polycultural development of students providing such key competence as the ability to learn. Universal learning activities formed by the teacher at each stage of the class, their properties and quality determine the effectiveness of the educational process, in particular knowledge assimilation, skills formation, image of the world and main types of students’ competences.
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Necherda, Valeriia. "CASE-STUDY TECHNOLOGY IN THE FORMATION OF A SOCIALLY SUCCESSFUL PUPIL'S PERSONALITY." In Modern Scientific Research: Achievements, Innovations and Development Prospects. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-126-8-47.

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Ganyushina, Elena Valentinovna, and Kseniya Sergeevna Shalaginova. "The model of forming a positive image of the "I" of a preschooler as a condition for his successful socialization." In All-Russian Scientific and Practical Conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98516.

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Abstract: the article discusses and develops a model for the formation of a positive image of the" I " in preschool children. The main purpose of the study of this problem is to find and build a system of specially organized conditions that promote the development of personal culture, as well as to develop a strategy for educating the younger generation. The proposed program for the development of the child's personality will be based on a systematic approach, focused on personality and activity, including various means and methods of educational work through play, will positively affect the image of the preschooler.
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Shingaev, Sergei M. "Development of emotional intelligence in school students as an important component of their successful personality." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-76.

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Sergienko, Polina, Alla Minyar-Beloroucheva, Olga Vishnyakova, and Elizaveta Vishnyakova. "Professional vocabulary awareness within PR specialist’s personality development." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.01001v.

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The article deals with the concept of language personality of public relations (PR) undergraduates as well as the process of its terminological awareness, being part of general linguistic competence. This issue is regarded as one of the most important ones, however it has not been in the focus of linguistic attention. The concept in question is based on the anthropocentric approach to modern linguistic research. The study of the undergraduates’ linguistic personality development reflects individual characteristics as well as the professional orientation of the second language thus encompassing a wide range of issues. Within the scope of cognitive linguistics concepts identification that represent the mental space of the language personality of the undergraduates reveal the essence of the phenomenon and stages of its development. The findings testify to the maxim that thought can be understood through language. At the present stage the development of linguistic personality is fostered by the advances of e-learning. The authors come to the conclusion that PR undergraduates should be taught the terminology constituent of the professional language to be successful in the acts of professional communication.
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Jermolajeva, Jelena, Svetlana Silchenkova, and Larissa Turusheva. "Peculiarities of the First Year University Students’ Motivation for Learning in Samples of Riga and Smolensk." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.009.

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The demand for tertiary education among young people is growing worldwide. However, in the first months of the studies, freshmen face increasing difficulties, which sometimes negatively affect their learning motivation. For the successful pedagogical process, teachers need to study the motivation of students of the first study year, monitor it and take into account its peculiarities while developing learning materials and choosing educational strategies. The article presents the results of an international study of freshmen’s motivation. The study aim to compare the motivation of the first-year students at the universities of Riga and Smolensk, to identify prevailing motives and to assess the impact of the psychological atmosphere in the student group on their motivation. In the survey carried out in December 2019, 129 students from two universities in Riga (Latvia) and Smolensk (Russia) participated. The tools for collecting information were the technique of diagnostics of learning motivation by 7 content scales and the technique of measuring the psychological climate in the collective by 10 bipolar scales. For data processing, descriptive statistics, analysis of statistical indicators, and Spearman correlation analysis were used. In both national samples, professional motives for learning prevail over other motives, while prestige motives and avoidance motives take the penultimate and last place relatively. The importance of other groups of learning motives is assessed somewhat differently. For the Smolensk sample of students it was found out that their motivation to learn depends on the psychological atmosphere in the group, especially on the overall atmosphere of success in the group. However a similar correlation has not been revealed in the survey of the Riga sample of students. The study shows that a few months after the start of studying, the first-year students’ overall motivation has not dropped below the critical level. However, for more successful training, it could and should be improved. Some ways to increase freshmen’s motivation for learning are proposed in the article.
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Reports on the topic "Successful personality"

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Tyshchenko, Yelyzaveta Yu, and Andrii M. Striuk. Актуальність розробки моделі адаптивного навчання. [б. в.], December 2018. http://dx.doi.org/10.31812/123456789/2889.

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The learning process can be made most effective by transferring the educational process to the electronic environment. Thanks to adaptive testing, the accuracy, quality, reliability of training and student interest are enhanced, which allows him to be more motivated. This is a new approach for the student to master most of the information. The introduction of an adaptive testing system ensures the improvement of student learning performance. From the proper organization of the control of knowledge depends on the effectiveness of the educational process. Adaptive testing involves changing the sequence of tasks in the testing process itself, taking into account the answers to the tasks already received. In the process of passing the test, a personality model is built that learns for later use in selecting the following testing tasks, depending on the level of knowledge of the student and his individual characteristics. When calculating the assessment, the adaptive testing system takes into account the probability that the student can guess the answer, the number of attempts to pass the test and the average result achieved during all attempts. The complex of tasks for adaptive testing can be developed taking into account a separate type of perception of information by each student, that is, the student is offered tasks that he is able to cope with and which are interesting for him, which means he is more confident in his abilities and aims at successful completion of the course.
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Marienko, Maiia V., Yulia H. Nosenko, and Mariya P. Shyshkina. Personalization of learning using adaptive technologies and augmented reality. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4418.

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The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their appearance and development, the main scientific ideas that contributed to this are analyzed. The analysis showed that the scientists point to four possible types of semantic interaction of augmented reality and adaptive technologies. The adaptive cloud-based educational systems design is considered as the promising trend of research. It was determined that adaptability can be manifested in one or a combination of several aspects: content, evaluation and consistency. The cloud technology is taken as a platform for integrating adaptive learning with augmented reality as the effective modern tools to personalize learning. The prospects of the adaptive cloud-based systems design in the context of teachers training are evaluated. The essence and place of assistive technologies in adaptive learning systems design are defined. It is shown that augmented reality can be successfully applied in inclusive education. The ways of combining adaptive systems and augmented reality tools to support the process of teachers training are considered. The recommendations on the use of adaptive cloud-based systems in teacher education are given.
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Golovko, Khrystyna. TRAVEL REPORT BY ALEKSANDER JANTA-POŁCZYNSKI «INTO THE USSR» (1932): FROG PERSPECTIVE. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11091.

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The article analyzes a series of materials by Aleksander Janta-Polczynski «Into the USSR» from Soviet Russia during the in 1932, published on «Wiadomości Literackiе». The purpose of this article is explain the uniqueness of the reporter’s style and personality. We want to emphasize the role of Janta-Polczynski as the pioneer of reportage journalism. He was the first who worked professionally in this position in the full sense of this word. Analyzed the cycle of Alexander Janta-Polczynski from Russia, we can emphasize the scale of the reporter’s trip: in 1932 the journalist made the largest journalistic trip to the USSR. Janta visited the Eastern republics, which differed from the popular Moscow and Leningrad. Also, he saw the largest construction in the USSR at this time – which it bragged about russian newspapers – Magnitogorsk and Dneprostroy. For a better understanding are given the visual examples from reportorial texts. It should be noted that for Janta the main task of the reporter is to show what is seen and recorded: only facts and personal experience in communication. This cycle can safely be called a journey and social expedition. The main task for Janta the scene where the reportage takes place is to find proper characters and convince them of the importance of their story. These are the materials of a reporter – an eyewitness, not a researcher, a report from the scene, which pushes the reader to an independent conclusion. We explore that all the Janta-Polczynski texts are inextricably linked by looking into the «middle» of the process: the diversity of what is seen allows the journalist to look for differences and similarities, compare, look at the fundamental components, track changes and distinguish them. Special attention was paid to a low-angle shot in his materials. He describes how Soviet society lives, how factories work, how the system of educating a Soviet person, goes to the movies and exhibitions, communicates with ordinary citizens. Undoubtedly, all this is successfully complemented by the factual detail and uniqueness of the author’s style.
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