Constructive aggressiveness as personality’s activity directed toward the aim achievement while learning the second foreign languag
Authors:
Ekaterina A. Belyakova, Russian State University of Physical Culture, Sport, Youth and Tourism Moscow, Russia. ORCID: 0000-0002-0667-1281, This email address is being protected from spambots. You need JavaScript enabled to view it.
Sajdamin Sh. Tsakaev, Russian State University of Physical Culture, Sport, Youth and Tourism Moscow, Russia. ORCID: 0000-0002-7295-7480, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract:
The urgency of the research work presented the need for a new kind of interaction at a higher educational establishment. It included the desire of mutual cooperation, purposefulness, cognition and compromise. Materials. Studying the possibility to use a constructive aggressiveness in educational activity motivation for an effective second foreign language study at a non-linguistic University. Research methods. Information sources analysis and summarizing, sociological survey, questionnaire survey, methods of mathematical statistics. Results. We broadened theoretical approaches to the second foreign language studying at a non-linguistic University and took into account such personality’s psychological characteristic as aggressiveness. We defined the main directions of a constructive aggressiveness demonstration in the context of students’ personal qualities. The research substantiates the necessity to use a constructive aggressiveness as a personality’s activity, directed toward the results achievement during the second foreign language study. The received results lead us to the conclusion that the most part of respondents define constructive part of aggressiveness, which is helpful. They give a personality an active role in the process of this direction creation. The need for development is one of the main needs of a personality. It is demonstrated in a personality’s activity. Assertiveness is a power with the help of which this need for cognition is achieved. Undoubtedly both notions are interconnected and this is the reason why people, who have high indices in constructive aggressiveness scale, are always active, initiative, communicative and have non-standard thinking [1]. They are able to overcome difficulties and constructively solve interpersonal conflicts without causing damage to themselves and other people, are able to organize priorities (aims, objectives and interests) and can demonstrate their emotional state, taking into account the interests of partners and trying to reach a compromise [4,5]. Conclusion. Thus, constructive aggressiveness can and must be used in educational process for the objectives of students’ education, upbringing and development realization.
Keywords:
aggressiveness, constructive aggressiveness, assertiveness, motivation.
DOI: 10.14526/2070-4798-2021-16-2-95-100