The structure of psychological quality and its internal and external relationships
As an important component of human overall quality, psychological quality is increasingly valued by people. Psychological education, whose main purpose is to systematically cultivate students' psychological quality, is rapidly entering the field of education in all types of schools at all levels in our country.
So, what is psychological quality? What factors does it mainly consist of? What are the connections between the factors? What is the relationship with other qualities? What enlightenment does it have for us? These are not only issues that must be solved in educational theoretical research, but also questions that urgently need to be answered in the practice of psychological education. In theory, it is related to the logical starting point, research content and destination of psychopedagogy, an emerging discipline that urgently needs to be established. In practice, it determines the purpose of psychoeducation. content and how to evaluate it.
There are currently few systematic and specialized discussions on the connotation of the concept of psychological quality. However, judging from the expressions of relevant research and people's general understanding, there are three different tendencies.
The first is the trend of expansion and generalization, that is, the overall quality of a person is only divided into two types: physical and mental, and all factors except physiological quality are included in the category of psychological quality. . It is true that qualities such as morality and intelligence are based on psychological quality and reflect the functions of psychological quality, but there are certain differences between them. This definition actually confuses the boundaries between psychological quality and other qualities, and in practice can easily lead to the unique goals of psychological quality education. content. The blurring or even loss of functions makes people mistakenly believe that moral education and intellectual education can actually replace psychological quality education, which is not conducive to the practice of psychological education.
The second is to narrow psychological quality, that is, to equate psychological education with a specific content to systematic and comprehensive psychological education. For example, psychological quality education is regarded as the cultivation of self-confidence, or the training of the ability to withstand setbacks, or mental health education, etc. These contents undoubtedly belong to the category of psychological education, but it is not appropriate to equate one of the subsystems with the entire system. If in the practice of psychological education, one is favorably treated while others are neglected, or one is singled out, and one point is not as good as the others, it will be difficult to play the due function of psychological quality education.
The third is to regard psychological quality as the level, level and quality of all psychological phenomena. This view is undoubtedly consistent with psychological science. However, given that psychological phenomena are very complex systems, and the understanding and classification of the elements of psychological phenomena have not yet been completely unified, objectively, various psychological factors themselves have different educational possibilities and values. In psychological education, there are It is necessary to determine the key aspects according to their possibility and value.
Psychological quality is an important concept in the psychological education system. Its definition will directly affect the practice of psychological quality education and is also related to the establishment of talent training goals. Therefore, the definition of psychological quality must first comply with the basic requirements of psychological education, pay attention to the relationship with other educational contents, and avoid generalization or one-sidedness; secondly, it must be operable and conducive to the practice of psychological education, and at the same time, it should also take into account the society. Realistic requirements on human psychology.
Based on this, the author believes that psychological quality is a comprehensive reflection of a person's character quality, psychological ability, psychological motivation, mental health status and the level or quality of psychogenic behavior. That is to say, a person's psychological quality should be measured based on the quality of his or her character, the strength of his or her psychological abilities, the level of his or her psychological motivation, the quality of his or her mental health, and the social adaptability of behaviors caused by psychological factors. Comprehensive assessment in five aspects.
Character quality refers to the stable psychological characteristics shown in people's attitude towards reality and behavior. For example, your attitude toward yourself is whether you are confident or inferior, self-loving or self-abandoning, aggressive or withdrawn; whether you are tolerant or careless about others, gentle or rough, gregarious or withdrawn; whether you love or hate work and study, diligent or lazy, serious or careless , responsible or responsible, practical or frivolous, etc.; in terms of emotions, whether they are optimistic or pessimistic, cheerful or depressed, stable or volatile, strong or peaceful; in terms of will, whether they are goal-oriented or blind, conscious or impulsive, self-controlled or indulgent, brave Still cowardly, decisive or indecisive, calm or panicked, strong or fragile, persistent or impermanent, flexible or rigid; as well as cognitive characteristics and attitudes towards the collective and society, etc. Character quality has core significance in human personality. Different character qualities have qualitative differences in their value to themselves and society. They are divided into good and bad, which will directly or indirectly restrict other aspects. For example, whether a person is confident or inferior, this character trait directly restricts the cultivation of psychological ability and the stimulation of psychological motivation, and affects mental health and behavioral performance. Therefore it is the core of a person's psychological quality. But at the same time, it is formed through the training of mental abilities, the promotion of psychological motivation, the influence of mental health status, and the gradual strengthening and accumulation of feedback from behavioral results.
Psychological ability mainly refers to a person's ability in cognitive and psychological adaptation. In terms of cognition, it includes perception ability, memory ability, thinking ability, imagination ability, attention ability, creative ability, etc.
Psychological adaptability includes many aspects, mainly: the ability to adapt to objective self-awareness, such as self-cognition, self-evaluation and self-acceptance; the ability to adapt to self-orientation, self-design, self-motivation, self-supervision, and self-sublation required for self-development. , the ability of self-expression; the ability to perceive others, understand others, interpersonal communication and interpersonal coordination needed to adapt to others; the social perception ability, value judgment ability, competition and collaboration abilities needed to adapt to society; the ability to adapt to life and the environment. Self-care ability, adaptability, decision-making ability, ability to withstand setbacks, emotional adjustment ability, mental health care ability, behavioral self-control ability, etc. The formation of these abilities is of course the result of comprehensive qualities, but first of all it is inseparable from excellent character quality, strong motivation, a healthy mentality and good behavioral habits. Its strength also affects other aspects of psychological quality and directly restricts behavioral performance. For example, a person with strong emotional adjustment ability is more likely to develop a cheerful personality and a stable and happy mood, generate positive internal drive, and avoid a lot of pain and depression. Negative emotional disorders such as anxiety and elicit positive and appropriate behavioral manifestations.
Psychological motivation refers to the driving force generated by the individual's needs, interests, motivations, beliefs, ideals, world views, values, outlook on life and other personality psychological tendencies, and comes from the subject's own driving force. It not only has quantitative and horizontal differences in the size of its motivation, but at the same time, the results brought about by the purpose of its behavior may be beneficial or harmful to oneself or society. Therefore, while examining the size of its psychological motivation, one should also pay attention to its motivation. Is the direction pointed appropriate? Psychological motivation is the inner source of strength for a person's character optimization, ability strengthening, mental health, and behavioral improvement. It can promote or hinder character shaping, psychological ability training, mental health status, and behavioral motivation. At the same time, other aspects of psychological quality and the overall quality of the person will have a strengthening or weakening impact on the size of psychological motivation. In particular, high-level personality psychological tendencies and ideological and moral qualities such as outlook on life, values, and world views influence the development of psychological motivation. Target pointing.
People have different understandings of what constitutes mental health. Here we only use the minimum requirements for mental health as a standard. That is to see whether the individual has psychological disorders in emotions, cognition, personality defects, etc., and whether there is any mental illness. Having a sound personality, possessing the necessary mental abilities, well-adapted behavior, and strong and positive inner motivation are both conditions for mental health and a sign of a high level of mental health. The low level of mental health is the inevitable result of poor psychological quality. In turn, mental health status directly restricts the improvement of psychological quality in aspects such as heart quality, mental energy, and mental strength, and directly leads to behavioral performance and determines whether the behavior is adaptive or not.
Psychogenic sexual behavior refers to behavioral manifestations directly caused by an individual’s psychological quality and mental health status. In addition, part of human behavior is passive obedience caused by environmental pressure. The adaptability of psychogenic sexual behavior is an external reflection of a person's psychological quality and mental health. The results of psychogenic sexual behavior in turn affect character quality, psychological ability, psychological motivation and mental health. Adaptation here depends on one hand whether the person adapts to social and environmental requirements, and on the other hand it depends on whether a person's conscious behavior is consistent with his or her age and unique role.
To sum up, the five aspects of psychological quality in a broad sense are closely related, mutually based and conditional. They can either promote each other and enter a virtuous circle, or they can restrict each other and fall into a vicious circle. Among them, character quality is the most basic, long-term, and relatively stable factor, occupying the most basic position. Psychological ability is a direct reflection of psychological quality and is the main component. Psychological motivation is the most active, direct and comprehensive factor in psychological quality. These two aspects constitute the structure of psychological quality in the narrow sense. The level of mental health is an internal sign of psychological quality in the narrow sense, and psychogenic sexual behavior is a barometer of mental health and an explicit sign of psychological quality in the narrow sense. Since mental health level and behavioral performance are inextricably linked to other factors and affect all aspects of psychological quality in a narrow sense, these two factors should also be included in the structural system of psychological quality in a broad sense to facilitate the practice of psychological education. In psychological education, the cultivation of character and quality, the cultivation of psychological abilities, the maintenance of mental health, the stimulation of psychological motivation and the guidance of behavioral performance should be unified and implemented comprehensively, so as to form a synergy and exert the overall effectiveness of psychological education.
All aspects of psychological quality are not only interconnected internally, but also closely related to other external qualities. Relatively speaking, psychological quality is at the core of a person's overall quality, and its various aspects constitute the basis for the development of other qualities.
On the one hand, character quality includes an individual’s attitude towards others, the collective and society, and these results directly determine a person’s moral behavior and reflect a person’s ideological and moral level. On the other hand, a person's other personality traits will also indirectly affect the improvement of his political, ideological and moral quality. For example, a person with a bad temper may act excessively under certain circumstances, thereby violating moral norms. A self-centered person is more likely to behave selfishly and even unethically when there is a conflict of interest between himself and others. A narrow-minded person will be short-sighted and find it difficult to form a lofty ideological and political consciousness.
On the contrary, a person with good character and quality is more likely to receive scientific ideological, political and moral education and form good ideological and moral qualities. Therefore, good character and quality are the basis for improving ideological and moral quality. Cultivation of character and quality. Optimization is the common goal and task of psychological quality education and ideological and moral education, and it is also the most direct combination point of psychological quality education and moral education.
Psychological ability includes two major aspects: intelligence and psychological adaptability. Intelligence and its development and utilization directly affect the improvement of cultural and scientific quality and become its foundation and condition. Psychological adaptability not only restricts an individual's social adaptation, but also restricts self-adaptation and development, becoming a basic condition for a person to fully realize himself and be socialized smoothly at the same time. The strength of psychological adaptability directly restricts the smoothness of the process of individual psychological socialization, and is therefore the psychological basis of individual socialization.
Mental health is an important part of a person's overall health, and many unhealthy psychological factors are the causes of physical diseases. For example, the occurrence of psychogenic diseases is directly or indirectly related to personality pathology, emotional disorders, and mental ability defects. Therefore, mental health is the basis for improving people's overall health.
Psychogenic behavior is an integral part of a person's actual behavioral performance. If the psychological quality is good and the mind is healthy, then the adaptive psychogenic behavior will increase and the passive obedient behavior will decrease. Psychological quality, together with other qualities based on it, simultaneously restricts people's behavioral performance and determines their social adaptation status
Psychological motivation not only directly restricts the optimization of other aspects of psychological quality, but also It affects the improvement of ideology, morality, culture, science and physical quality, and affects the socialization process of individuals. The size of psychological power plays a role in accelerating or slowing down the development of all aspects of people, and its direction affects the direction of development of various qualities, and determines the development of people's qualities and the consciousness, initiative and subjective initiative of behavior.
Psychological motivation is at the core of a person's overall quality and becomes the basis for the development of other qualities. Of course, the development of other qualities will also react on changes in all aspects of psychological quality.
The implementation of quality education must pay attention to the cultivation of psychological quality. Through comprehensive and systematic cultivation and guidance of all aspects and elements of psychological quality, the optimization of character quality, the strengthening of psychological abilities and the improvement of psychological motivation should be achieved. Stimulate to achieve the purpose of maintaining mental health, preventing and treating psychological problems and behavioral problems. On this basis, we promote the active development of students' moral, intellectual, and physical qualities and successfully realize individual socialization.