The first method for studying the level of aspirations was proposed by K. Levin's student F. Hoppe. Currently, for diagnosing this personality trait there is whole line ways. Most of them are based on the method of assessing the level of claims proposed by F. Hoppe.

These techniques are based on the following experimental scheme: the subject is asked to sequentially choose to solve a certain (usually fixed) number of problems of any difficulty. Previously, these tasks, which are of the same type in content, are ranked according to the degree of difficulty. The level of aspirations is determined by the degree of difficulty of the tasks chosen by the test taker and his behavior depending on the successful and unsuccessful solution. With a normal level of aspirations, after a successfully solved task, a person usually chooses a more difficult one to solve, and after failure, an easier one. A person with a low level of aspirations, after a successfully solved task, does the same, but after a failure, he chooses either an easier task or a very difficult one, in order to justify his failures by the complexity of the tasks and thus protect his reputation. A man with too high level claims always selects only tasks of increased difficulty.

Usually, when testing the level of aspirations, the true purpose of the study is hidden from the subjects. Most often they are told that this is how their intelligence is tested. The content of the tasks, in principle, does not matter much.

The technique for studying the level of aspirations, proposed by F. Hoppe, was built according to the following scheme: all the material was laid out on the table, the subjects could see all the tasks and freely move from one action to another. During the research process, the experimenter tried to create as relaxed an environment as possible. The activities of the subjects were not regulated in any way; they were given a minimum of instructions. The instructions that F. Hoppe formulated to the subjects were as follows: “I will give you different problems that you must solve. However, experience in no way binds you in choosing methods of solution. On the contrary, I would like you to be completely free and natural "You have chosen your position. If you no longer want to do a task, or you prefer something else, calmly say so." This instruction allowed the subjects to choose tasks at random and change them, stop working at any time, etc. Material from tasks that had already been completed was not removed from the table, so subjects could return to them if they wanted. Test subjects were not prohibited from walking around the room, humming, smoking, etc. They could talk with the experimenter about the difficulties of the tasks and their hopes for success.

F. Hoppe emphasized that in such an environment it was possible to obtain information about the claims of research participants directly during its conduct. The behavior of the subjects during the experiment and their spontaneous statements were carefully recorded.

F. Hoppe assessed the level of claims based on three sources:

1. Direct indications from subjects about their level of aspirations

2. Expressive manifestations indicating the experience of success and failure

3. Behavior of the experiment participants

In one of the modifications of F. Hoppe’s technique, currently used, the stimulus material is cards with anagrams printed on them. The subject is presented with six rows of six cards with tasks in each. He is informed that the difficulty of the tasks increases from the first row to the sixth. The number of points depends on the complexity of the task - it is equal to the number of the row. The subject gains points only if he successfully completes the task; otherwise, he is given a zero for the task. The goal of the experiment participants is to obtain greatest number points. Solution time is limited (2 minutes for each task). All this information is also brought to the attention of the test taker before the start of the experiment. The test taker has the right to take a card from any row (10 cards in total). The level of aspirations is determined by what tasks he chooses, how he reacts to success and failure.

Processing and interpretation of results

1 point is awarded for answers “Yes” to questions on positions 1-9 and for answers “No” - on positions 10-12. The total points are calculated.

The higher the score, the more focused the student is on achieving grades.

A comparison of scores according to this method and the “Orientation towards acquiring knowledge” method shows the predominance of one or another tendency in a given student: towards knowledge or towards grades.

Methodology for assessing the level of claims of F. Hoppe

Personal characteristics associated with goal achievement include the level of aspiration, which can be determined by the level of difficulty of the chosen goal.

To conduct the study, you need to prepare 16 cards with numbers from 1 to 16 written on them. The subject is offered a number of problems, numbered by degree of difficulty from easy to most difficult, and is given the opportunity to choose the problem to solve each time. This technique is one of the most difficult, since the experimenter, at his own discretion, creates a situation of success (not necessarily deservedly), that is, he praises the subject, or a situation of failure, that is, he shows that the subject did not cope with the task. Actual achievements do not matter, but the subject must be convinced otherwise, the experience of success and failure must be deep and relevant. To do this, it is necessary that the content of the tasks correspond to the range of interests, knowledge of the person and the requirements that he places on himself. An unsuccessful selection of tasks can cause errors in the interpretation of its results. So, if a 10th grade student is given any mathematical problem or question from the school curriculum, the correct answer will be an actual success for him, failure will be an offensive experience. For a person with a higher education, who is known to know literature and art well, the average and difficult tasks may include questions about Russian and foreign writers, composers, artists; all these questions and tasks will hurt his pride, successes and failures in answers will be relevant for him. It should be emphasized that tasks should objectively vary in degree of difficulty for each person - from extremely easy to extremely difficult. Varying the time intervals (i.e., giving the subject a lot of time to think and thereby promote success, or the ability to quickly turn off the stopwatch by saying that the time has expired, and thereby artificially create failure) can be used as an auxiliary technique. Therefore, one of the difficulties of conducting this experiment is that it cannot be standard, but requires individual design for each person.

The laws of dynamics of the level of aspiration, which were established by F. Hoppe, were tested in the study M. Yuknat"Achievement, aspiration, and self-awareness." Instead of individual problems, like Hoppe, she proposed a series of problems. The first series (10 maze problems) guaranteed success, i.e. the subject could solve problems - find the path from the beginning to the end of the maze. It was a "success series". In the second series - the “series of failure” - all the problems (also 10 labyrinth problems), except the first, had no solution, i.e. The path of the labyrinth always led to a dead end.

M. Yuknat studied two groups of subjects. The first group began work with a series that guaranteed success. the second group started with the second series. It turned out that the subjects who started with the first series showed higher aspirations in the second series and, conversely, the subjects who first completed the tasks of the “failure” series began the second series with easy tasks. Moreover, experiments were conducted with the same subjects 2 weeks later. The subjects of the 1st series began with difficult tasks, and the 2nd - with easy tasks. Thus. M. Yuknat showed that the formation of the level of aspirations is connected with previous experience, it has its own dynamics.

The works of F. Hoppe and M. Yuknat examined the level of aspirations of the subjects, being interested in its dynamics only in a given situation. They did not raise the question of dependence of the level of aspirations on the self-esteem of the subjects.

In research by Soviet scientists, an attempt was made to show this dependence. Such studies include the works of E. A. Serebryakova, E. I. Savonko.

Using Hoppe's method as a basis, E. A. Serebryakova explored the role of success in the activity performed in the formation of self-esteem and self-confidence. If F. Hoppe in his methodology completely abstracted from real life conditions, then E.A. Serebryakova tried to get as close to them as possible. As a result of his research, E.A. Serebryakova established several types of self-esteem: 1) stable adequate self-esteem, 2) inadequate low self-esteem, 3) inadequate high self-esteem, 4) unstable self-esteem.

In the same study, E. A. Serebryakova discovered in different groups of schoolchildren the manifestation of different types of affective reactions to success and failure. The author points out that as self-esteem is formed, the latter begins to influence the student’s behavior and determines his reaction to the assessment of adults. If this assessment is high and gives the child an “honorable” place in the team, then it ultimately becomes a need. From here a conclusion is drawn about the relationship between self-esteem and the level of aspirations. “The level of aspiration is the need for a certain self-esteem that satisfies a person.” The objective of the study was to study the emotional attitude of children to their successes and failures. As a result, the subjects were divided into 4 groups:

1) students with an adequate reaction to success and failure, 2) students with an inadequate reaction to failure, 3) students with an inadequate reaction to success, 4) students avoiding difficulties.

The dependence of the level of aspirations on the experimental material and the nature of the emotional reaction in an acute situation were also revealed, which made it possible to closely approach the problem of the relationship between the level of aspirations and self-esteem.

Thus, the studies of E. A. Serebryakova showed the suitability of using Hoppe’s technique for analyzing the formation of a schoolchild’s personality, for studying changes in the emotional state of the subject and his self-esteem.

Methodology for assessing the level of claims of F. Hoppe

General theoretical principles that served as the basis for the methodology:Personal characteristics associated with achieving a goal include the level of aspirations, which can be determined by the level of difficulty of the chosen goal. The subjects are offered a number of tasks that differ in degree of difficulty. They are presented on the cards in ascending order of their numbers. The degree of difficulty of the task corresponds to the serial number of the card. Students are offered eleven tasks (each level of difficulty may have several options).

Target: identifying the level of aspirations, which can be determined by the level of difficulty of the chosen goal.

Application area:from high school age (no gender, nationality or other restrictions).

Material: eleven task cards, answer sheet.

Organization: individual and group.

Short description:The subject is offered eleven cards, arranged in order of increasing difficulty. The numbers on the cards indicate the degree of difficulty of the tasks. A certain time is allotted for solving each card, which is unknown to the test taker. The test subject chooses the task independently.

Examination procedure:the experimenter reads the instructions, records the time, which can at its discretion increase or decrease, thus arbitrarily assessing the completion of the task as correct or incorrect. Only after assessing it should the student choose another task. It is advisable to limit the number of elections to five.

Processing the results:Questions at each level are worth a corresponding number of points. Questions of the first degree of difficulty are worth one point, the second - two, the third - three, etc. The total number of points selected is used to assess the level of aspirations. For example, if a test subject is given five choices and the first time he chose the fourth, the second fifth, the third fourth, the fourth seventh and the fifth sixth card, then the level of his aspirations will be equal to the sum: 4 + 5 + 4 + 7 + 6 = 26 points.

Interpretation: after success or failure (which can be arbitrarily interpreted by the experimenter), a shift occurs either in the positive direction or in the negative direction. The average value of single shifts after success is taken as a measure of shift. After failure, subjects can either lower or increase the level of aspirations (i.e., after failure, they choose an easier task. This means lowering the level of aspirations). If, after a failure, the child increases the level of aspirations, i.e. takes on a more complex task, a negative shift occurs. The average of the single post-failure shifts shown across all tests is taken as a measure of the post-failure shift. For each degree of difficulty, several similar tasks are given.

Literature: T.A. Ratanova, N.F. Nobles. Psychodiagnostic methods for studying personality. – M. 1998. pp. 78–80.

V. K. Gerbachevsky’s questionnaire is designed to identify the levels of a subject’s aspirations by diagnosing the components of a personality’s motivational structure. The time to complete the task is not limited. Depending on the specific task, it may be performed intermittently.

Instructions for filling out the questionnaire c. Gerbachevsky

Upon completion of one of the stages of the task proposed to you (at work, at home, etc.), when you have already completed part of the task and subsequently have to work on the remaining part of it, take a break in order to answer V. Gerbachevsky’s test questionnaire.

Read each statement on the questionnaire and indicate the extent to which you agree or disagree with it. Print and circle, for example, the corresponding number in the questionnaire: if you completely agree with the statement - +3; if you just agree - +2; if you rather agree than disagree - +1; if you completely disagree - -3; if you simply disagree - -2: if you rather disagree than agree - -1. If you can neither agree with nor reject the statement, then mark - 0. All statements refer to what you think, feel or want at the moment when work on the task is interrupted.

Questionnaire by V. Gerbachevsky

Full Name_______________________________

Date of completion_________________Age_____________

Profession (specialty)______________________________

	Statement	Response scale
	I'm pretty tired of research	3 -2 -1 0 +1 +2 +3
	I'm working to the limit of my strength	3 -2 -1 0 +1 +2 +3
	I want to show everything I can do	3 -2 -1 0 +1 +2 +3
	I feel like I'm being forced to achieve high results.	3 -2 -1 0 +1 +2 +3
	I'm curious what will happen	3 -2 -1 0 +1 +2 +3
	The task is quite difficult	3 -2 -1 0 +1 +2 +3
	What I do is of no use to anyone	3 -2 -1 0 +1 +2 +3
	I'm interested in whether my results are better or worse than others	3 -2 -1 0 +1 +2 +3
	I would like to quickly get on with my business	3 -2 -1 0 +1 +2 +3
	I think my results will be good	3 -2 -1 0 +1 +2 +3
	This situation could cause me trouble	3 -2 -1 0 +1 +2 +3
	The better the result you show, the more you want to surpass it	3 -2 -1 0 +1 +2 +3
	I try hard enough	3 -2 -1 0 +1 +2 +3
	I believe that my best result is not accidental	3 -2 -1 0 +1 +2 +3
	The task does not arouse much interest	3 -2 -1 0 +1 +2 +3
	I set my own goals	3 -2 -1 0 +1 +2 +3
	I'm worried about my results	3 -2 -1 0 +1 +2 +3
	I feel energized	3 -2 -1 0 +1 +2 +3
	I can't get better results	3 -2 -1 0 +1 +2 +3
	This situation has a certain meaning for me	3 -2 -1 0 +1 +2 +3
	I want to set more and more difficult goals	3 -2 -1 0 +1 +2 +3
	I am indifferent to my results	3 -2 -1 0 +1 +2 +3
	The longer you work, the more interesting it becomes	3 -2 -1 0 +1 +2 +3
	I'm not going to "give my best" to this job.	3 -2 -1 0 +1 +2 +3
	Most likely my results will be low	3 -2 -1 0 +1 +2 +3
	No matter how hard you try, the result will not change	3 -2 -1 0 +1 +2 +3
	I would do anything right now, but not this research	3 -2 -1 0 +1 +2 +3
	The task is quite simple	3 -2 -1 0 +1 +2 +3
	I am capable of better results	3 -2 -1 0 +1 +2 +3
	The more difficult the goal, the greater the desire to achieve it	3 -2 -1 0 +1 +2 +3
	I feel that I can overcome all difficulties on the way to my goal	3 -2 -1 0 +1 +2 +3
	I don't care how my results compare to others.	3 -2 -1 0 +1 +2 +3
	I got caught up in working on a task	3 -2 -1 0 +1 +2 +3
	I want to avoid a poor result	3 -2 -1 0 +1 +2 +3
	I feel independent	3 -2 -1 0 +1 +2 +3
	I feel like I'm wasting my time and energy	3 -2 -1 0 +1 +2 +3
	I'm working half-heartedly	3 -2 -1 0 +1 +2 +3
	I'm interested in the limits of my capabilities	3 -2 -1 0 +1 +2 +3
	I want my result to be one of the best	3 -2 -1 0 +1 +2 +3
	I will do everything in my power to achieve the goal	3 -2 -1 0 +1 +2 +3
	I feel like I won't succeed	3 -2 -1 0 +1 +2 +3
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