Introduction
The survey is the most common method of collecting primary information. Almost 90% of all sociological data are obtained with its help. In each case, the survey involves an appeal to a direct participant and is aimed at those aspects of the process that are little or not amenable to direct observation at all. That is why the survey is indispensable when it comes to the study of those meaningful characteristics of social, group and interpersonal relations that are hidden from the outside eye and make themselves felt only in certain conditions and situations. There are two main types of sociological survey: questionnaires and interviews.
Questioning is one of the main types of survey carried out through indirect communication between the sociologist and the respondent. There are the following types of surveys:
a) according to the method of communication between the researcher and the respondent --- press (the questionnaire is printed in a newspaper, magazine); postal (questionnaires are sent by mail) and distribution (questionnaire distributes them to a group of respondents). In the first two cases (distance survey) there is no direct contact with the respondent. In the third case (face-to-face questioning), the questionnaire acts as an instructor in filling out questionnaires, a distributor of questionnaires, however, the questionnaire is filled in by the respondent independently;
b) at the venue --- questioning at the place of residence and at the place of work or study. In the latter case, it can be group (or classroom);
c) by the level of standardization --- fully or partially standardized. This type of survey is determined by the nature of the questions (closed or semi-closed).
Questioning has both advantages (efficiency, saving money and time, etc.) and disadvantages associated with the subjectivity of the information received, its reliability, etc. Therefore, questioning must be combined with other methods of collecting primary information.
The research that the sociologist is striving for involves a survey of certain individuals, and it is necessary that these individuals, if possible, firstly, participate in the survey, and secondly, answer sincerely, carefully, independently, in detail. In this regard, the West German researcher N. Noel speaks of a special "drama of the survey", including, in particular, the disclosure of the sociologist's ability to produce on
respondents a good impression, arouse their interest, gain confidence, confirm their self-confidence, keep them from getting bored and thus make them answer sincerely and with pleasure. This problem is not only purely methodological, but also ethical. The sociologist has to think both about his own research program and about what topics respondents will be more willing to discuss, what might interest them more. Therefore, the questionnaire, according to N. Noel, should be polite, not selfish. And this means that the questionnaire should carry out not only scientific and educational, but also communicative functions.
Thus, not only a list of questions arranged in a logical sequence, united by a single topic, but a list that will be provided with a preamble, instruction, and appeal should be ordered. In addition, it will include not only questions directly aimed at obtaining the desired answers or controlling them, but also questions that allow you to establish contact with the respondents, create a cooperative attitude in them, help relieve tension, boredom and fatigue, uncertainty, etc. In other words, a questionnaire is a list of questions offered to all respondents in an identical form and adapted to the conditions of mass asymmetric purposeful mediated communication.
The process of adapting the questions addressed to the respondents to the necessary communication will be called the design of the questionnaire. The design tasks include: creating and maintaining a cooperative attitude among the respondents; instill confidence in respondents in their ability to answer all the questions; establish trusting relationships, create the impression of the possibility of giving any, the most unexpected and frank answers; release respondents' answers from the impact of previous questions and answers to them; maintain a constant interest in working with the questionnaire.
It is easy to see that the solution of many problems is also achieved through special work
§one. Questionnaire method
Questionnaire method - study of individual psychological characteristics of the personality of a subordinate based on content analysis their written responses to a pre-prepared list of questions ;
Questionnaire , like observation, is one of the most common research methods in psychology. Questionnaires are usually conducted using observational data, which (along with data from other research methods) are used in the design of questionnaires.
There are three main types of questionnaires used in psychology:
These are questionnaires made up of direct questions and aimed at identifying
perceived qualities of the subjects. For example, in a questionnaire aimed at
revealing the emotional attitude of schoolchildren to their age, used
such a question: "Do you prefer to become an adult now, right away, or do you want
remain a child and why?";
these are questionnaires of a selective type, where the subjects for each question of the questionnaire
several ready-made answers are offered; The subject's task is to choose
the most appropriate answer. For example, to determine a student's attitude towards
different academic subjects, you can use the following question: "Which of
subjects - the most interesting?". And as possible answers, you can
propose a list of subjects: "algebra", "chemistry", "geography",
"physics", etc.;
these are scale questionnaires; when answering the questions of questionnaires-scales, the subject should not
just choose the most correct of the ready-made answers, and scale
(evaluate in points) the correctness of the proposed answers. For example,
instead of answering "yes" or "no", subjects can be offered a five-point scale
5 - sure yes;
4 - more yes than no;
3 - not sure, don't know;
2 - no more than yes;
1 - definitely not.
There are no fundamental differences between these three types of questionnaires, they are all
are just different modifications of the survey method. However, if
the use of questionnaires containing direct (and even more so indirect) questions,
requires a preliminary qualitative analysis of the responses, which significantly
makes it difficult to use quantitative methods of processing and analysis
received data, the scale questionnaires are the most formalized type
questionnaires, as they allow more accurate quantitative analysis
survey data.
The indisputable advantage of the questionnaire method is the quick receipt
mass material, which allows us to trace a number of general changes in
depending on the nature of the educational process, etc. disadvantage
method of questioning is that it allows you to open, as a rule,
only the topmost layer of factors: materials, with the help of questionnaires and questionnaires
(composed of direct questions to the subjects), cannot give the researcher
ideas about many regularities and causal dependencies related to
to psychology. Questioning is a means of first orientation, a means
preliminary reconnaissance. To compensate for the shortcomings noted
questionnaires, the use of this method should be combined with the use of
questionnaires, masking the true objectives of the surveys from the subjects, etc.
His written responses to a pre-prepared list of questions;
The method of questioning has long been successfully used in various areas of zoological research. This method is of particular value when collecting information on rare species. It can be used along with standard survey and accounting methods, without requiring large material and time costs. The result of the survey may be additional, often unique,
information about the places of finds of rare species, their way of life, the state of the food supply, the attitude of the local population, existing limiting factors, etc., has not been recorded anywhere before. On the other side
data from preliminary surveys can be used for further planning of measures to survey one or another part of the range of a species of interest, to search for an answer to one or another question posed.
The practice of using the questionnaire method in the study of hunting and commercial species of mammals and birds is well known (Semenov-Tyan-Shansky, 1963; Isakov, 1963; Yurgenson, 1963, etc.), as well as rare species, for example, the snow leopard.
The form of the questionnaire, with external conciseness, has a large information capacity. The simplicity and clarity of the questions posed makes it possible to use it among the general population with different educational levels. The questionnaire is easily translated into various languages. The respondents themselves choose the language of presentation. In some cases, depending on the desire of the respondents, the survey may be anonymous.
Our own experience of questioning, carried out within the framework of projects in 2001 and 2003, made it possible to identify both the undeniable advantages of this method and its shortcomings. The advantages include:
Obtaining unique information from the population and employees of protected areas.
Standardization that allows correct generalization of information.
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creative essay
By discipline: General psychological workshop
On the topic: Questioning as a method of psychological research
Students of Dmitrikova Maria Alexandrovna
Questioning as a method of psychological research
Today, questioning is one of the most popular methods of psychological research. This method is used not only in psychology, but also in sociology and in many social and human sciences. The problem of studying the features of the survey is timely and most relevant for those who are mastering the profession of a psychologist.
The questionnaire method is a form of survey, which, as a rule, is carried out in absentia. That is, without direct contact between the interviewer and the respondent. It is rational in two cases. The first case is when it is necessary to interview a large number of respondents in a short time. The second case is appropriate if the respondents are given time to think carefully about their answers, while having a printed questionnaire in front of them.
During the survey, you can get the necessary information, for this it is necessary that the questionnaire be carefully prepared. First of all, when preparing the questionnaire, it is necessary to draw up a questionnaire in which the questions will be precisely formulated. It is also necessary to take into account the educational and cultural level of the respondent. When preparing the questionnaire, it is necessary to take into account the wording of questions, the order in which words are used, since this also affects the answer. Do not neglect the rule of arranging questions, they should be placed not in a logical, but in a psychological sequence. Thus, the questions will capture more of the respondent's attention, and will encourage him to a more accurate answer.
Psychology today has a wide range of effective methods for conducting psychological research.
The questionnaire method is a psychological communicative-verbal method in which a list of questions is used as a means to collect information from the respondent - a questionnaire specially designed for this study.
Questioning in psychology is used to obtain psychological data, sociological and demographic play only some supporting role. Communication psychologist with the defendant transferred to a minimum. Questioning allows the most strict adherence to the procedures of planned studies - "question - answer" is strictly checked.
With this method, it is possible to achieve a high rate of mass research at the lowest cost. A feature of this method can be called its anonymity (the identity of the respondent is not indicated, only answers are indicated). It is carried out mainly when it is necessary to find out the opinions of people on some issues and cover a large number of people in a short time.
You can also get a huge amount of information about a product in a short time, find out people's opinions on certain issues, tasks for the goals set. As the name implies: "Questioning", it is based on the main means of recording all the results of the study - questionnaires. According to the explanatory dictionary, a questionnaire is a set of questions (necessarily interconnected), for each of which the respondent (respondent) must give an accurate answer. Questions in the questionnaires may require answers that are precise (mathematical) or expressing a specific opinion (sociological and psychological). Based on these answers, the interviewers draw certain conclusions on the problem of interest to them. questionnaire
In the modern world, to analyze the opinions of different groups of people, questionnaires are most often used as a method of sociological research, therefore, professionals in this field, as well as experienced psychologists, whose task is to correctly compose questions for the respondent, are working on the creation of the relevant questionnaires. There are several rules that the so-called "checklist" must comply with.
1. The purpose and content of the total number of questions in the questionnaire should be taken into account.
2. in order to be able to analyze the results of various surveys, at the beginning of the questionnaire there should always be questions from the interlocutor to clarify personal data - surname, name, patronymic (not in all cases), gender and status.
3. Questioning as a research method should not be overloaded with vague or insignificant questions, the charter of which the respondent will not be able to fully answer the very important ones. methodologies
Among other things, the questions in the questionnaire should be clear and logical, follow a logical sequence, and gradually increase the interest of the respondent (in the case of a marketing survey). At the end of the survey, you should ask the most difficult questions, the answers to which you will have to think about. An important condition for the quality of the survey is the accuracy of the wording of the questions, which does not allow double interpretation or ambiguity. When creating a questionnaire, it is impossible to allow questions from several verbose sentences, using professional terms. In addition, if the questionnaire as a research method is not sociological, it should not address questions about memories, personal preferences, or the social environment in which the respondent lives. questionnaire
Finally, it should be noted: if the questionnaire was created for any type of surveys on your own, do not forget to check before the survey. You can ask questions to people who are not interested in order to assess how well the wording sounds and whether it is easy to give an answer. questionnaire
If the "pilot" test is successful - you can start the study.
Let's analyze the main types of questions in the questionnaire.
According to the content (or orientation) of questions, there are three types:
I) about the identity of the respondent, regarding his gender, age, education, profession, marital status, etc. Their presence allows further processing of the survey material within a particular subgroup of people, if necessary, comparing similar information from different subgroups;
II) about the facts of consciousness, intended to reveal the opinions, motives, expectations, plans, value judgments of the respondents;
III) about the facts of behavior that reveal the real actions, actions and results of people's activities.
Depending on the form of the answer, the questions are divided into closed, semi-closed and open.
A closed question contains a deep set of possible answers. At the same time, the respondent only graphically marks his choice from the options provided to him. The number of choices to be made (one or more) is usually specified in the instructions.
When processing data from large contingents of respondents, deciphering the answers to closed questions is used.
The use of closed questions in the questionnaire makes it possible to effectively compare the results of the respondents. However, they lack the completeness of the expression of individual opinions or assessments, which sometimes causes dissatisfaction of the subjects, and it is also known that such questions can provoke a series of incorrect, automatic answers.
A semi-closed question is used if the compiler is not aware of all possible answers, or if he intends to more accurately and fully find out the individual points of view of the persons being examined. In addition to the list of ready-made answers, such a question contains the column "other answers" and several empty lines (usually seven or eight);
questioning psychological method verbal
An open-ended question assumes that the answer to it will be completely and completely formulated by the respondent himself,
Of course, this will greatly hinder the comparability of responses. Therefore, such questions are used either at the early stages of compiling the questionnaire, or when there is a need for the most complete expression of all individual answers available in the group. Such questions are also inappropriate in cases where the anonymity of respondents is of particular importance.
Consider the classification of questions in the method of questioning.
Questions can be direct or indirect, depending on how they are formulated.
By function, the questions of the questionnaire are divided into information (basic), filters and control (clarifying).
At the same time, most of the questions are aimed at obtaining information from each of the respondents. These are the so-called basic questions.
Filter questions are used when information is needed not from the entire population of respondents, but only from a part of them. This is a kind of "questionnaire in the questionnaire." The beginning and end of the filter is usually clearly marked on the graph.
Control questions make it possible to clarify the correctness of the information declared by the respondents, as well as to skip unreliable answers or even questionnaires from further consideration.
These usually include questions of two types.
1) The first ones are repetitions of informational questions formulated in other words. If the answers of the main and control question are diametrically opposed, they are excluded from the subsequent analysis.
2) Other control questions serve to identify individuals who have an increased propensity to choose socially approved answers. They offer some set of answers where in practice there can be only a single answer.
As can be seen from the nature of these questions, the reliability of getting an honest, but actually unpopular answer to them is very small.
So, let's clarify the advantages and disadvantages of the survey method. methodologies
Pros: Acquisitions
high speed of information acquisition;
the possibility of organizing mass research;
a relatively small volume of labor-intensive procedures for training and research, processing their results;
the lack of influence of the personality and behavior of the interviewer on the work of the respondents;
the lack of expression in the researcher of the relationship of subjective commitment to any of the respondents. interviewers
However, surveys also have significant disadvantages:
the lack of personal contact does not allow, as, say, in a free interview, to change the order and wording of questions depending on the questions or the behavior of the respondents;
not always complete reliability of such "self-reports", the results of which are influenced by the unconscious attitudes and motives of the respondents or their desire to look in a more favorable light, deliberately embellishing the true state of affairs.
In modern psychology, interview questions as an auxiliary method of scientific research, such as sociology and demography, are one of the largest providers, by some estimates, 90% of the collected information.
Conclusion of the interviewers:
Thus, in our work, we examined the method of questioning in psychology. Let's make a corresponding conclusion on our creative work.
Questioning (translated from French enquete, literally - investigation), one of the main technical means of a specific public research; used in psychological, sociological, socio-psychological, economic, demographic and other studies. The questionnaire does not require any indication of the identity of the respondent. The information collected will be used solely for research purposes. Questioning is one of the most common research methods in psychology.
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Questioning is a procedure for conducting a survey in writing using pre-prepared forms. Questionnaires (from the French “list of questions”) are filled in by the respondents themselves.
This method has the following advantages:
High efficiency of obtaining information;
The possibility of organizing mass surveys;
Relatively low labor intensity of the procedures for preparing and conducting research, processing their results;
The lack of influence of the personality and behavior of the interviewer on the work of the respondents;
The lack of expression in the researcher of the relationship of subjective predilection for any of the respondents,
However, surveys also have significant disadvantages:
The lack of personal contact does not allow, as, say, in a free interview, to change the order and wording of questions depending on the answers or behavior of the respondents;
The reliability of such “self-reports” is not always sufficient, the results of which are influenced by the unconscious attitudes and motives of the respondents or their desire to look in a more favorable light, deliberately embellishing the real state of affairs.
Consider the main types of questions in the questionnaire.
1) about the identity of the respondent, relating to his gender, age, education, profession, marital status, etc. Their presence allows further processing of the survey material within a particular subgroup of people, if necessary, comparing similar information from different subgroups;
2) about the facts of consciousness, intended to reveal the opinions, motives, expectations, plans, value judgments of the respondents;
3) about the facts of behavior that reveal the real actions, actions and results of people's activities.
When processing data from large contingents of respondents, coding of responses to closed questions is used. To do this, all answers are accompanied by three-digit numbers, in which the first two digits indicate the serial number of the question, and the third indicates the serial number of the answer. In practice, such coding is also common, in which all numbers serve to indicate the ordinal numbers of answers. The subject is asked to underline or circle the codes of the selected answers.
The use of closed questions in the questionnaire allows you to effectively compare the results of the respondents. However, they lack the completeness of expressions of individual opinions or assessments, which sometimes causes dissatisfaction of the subjects, and it is also known that such questions can provoke a series of rash, appropriately “mechanical” answers.
A semi-closed question is used if the compiler is not aware of all possible answers, or if he intends to more accurately and fully find out the individual points of view of the persons being examined. In addition to the list of ready-made answers, such a question contains the “other answers” column and a certain number of empty lines (usually five to seven);
An open-ended question assumes that the answer to it will be completely and completely formulated by the respondent himself,
Of course, this will greatly hinder the comparability of answers. Therefore, such questions are used either at the early stages of compiling the questionnaire, or when there is a need for the most complete expression of all individual answers available in the group. Such questions are also inappropriate in cases where the anonymity of respondents is of particular importance.
Questions can be direct or indirect, depending on how they are formulated.
A direct question is aimed at direct, open receipt of information from the respondent. It is expected that it will be given an equally direct and honest answer.
However, where it is required to express a sufficiently critical attitude towards themselves and others, many tend to confine themselves to socially approved answers, sometimes to the detriment of sincerity. Indeed, what will be the teacher's answer to the question "What prevents you from doing your classes well?" or a student's response "Why do you often miss lectures?"
In such cases, an indirect question is formed, which is usually associated with the use of some imaginary situation that masks the critical potential of the transmitted information. For example: "It's no secret that some of the students in your course rarely attend lectures." Why do you think? or “Sometimes you can hear the opinion that some teachers do not conduct their classes well. What explains this attitude towards work?
By function, the questions of the questionnaire are divided into information (basic), filters and control (clarifying).
At the same time, most of the questions are aimed at obtaining information from each of the respondents. This is the so-called. main questions.
Filter questions are used when information is needed not from the entire population of respondents, but only from a part of them. This is a kind of "questionnaire in the questionnaire." The beginning and end of the filter is usually clearly indicated graphically. For example:
“The next three questions are for psychology students only.
Are you a student of psychology? ...
What is the quality of practical classes in the psychology of communication? ...
To what extent can the knowledge gained on them help you in your work in your specialty?
Attention! Questions for everyone.
Restrictions on the range of respondents, carried out by the filter, make it possible to avoid distortions of information introduced by the answers of insufficiently competent persons.
Control questions provide an opportunity to clarify the correctness of the information provided by the respondents, as well as to exclude unreliable answers or even questionnaires from further consideration.
These are usually questions of two varieties. The first are repetitions of informational questions formulated in other words. If the answers of the main and control question are diametrically opposed, they are excluded from the subsequent analysis. Other control questions serve to identify individuals who have an increased propensity to choose socially approved answers. They offer a number of answers where in practice there can be only a single answer. For example:
"Have you ever been naughty as a child?"
As can be seen from the nature of these questions, the likelihood of getting an honest, but not actually widespread, answer is very small.
There are several ways to improve control efficiency:
In the questionnaire, the main and control question should not be placed side by side, otherwise their relationship will be detected;
Answers to direct questions are best controlled by indirect questions;
It is necessary to control only the most significant questions in the questionnaire;
The need for control, as a rule, decreases if a significant part of the questions allows evasion, expressions of uncertainty of opinion (such as “I don’t know”, “I find it difficult to answer”, “when how”, etc.).
Stages of preparation of the questionnaire.
I. Analysis of the survey topic, highlighting individual problems in it;
II. Development of a pilot questionnaire with a predominance of open questions;
III. Pilot survey. Analysis of its results;
IV. Clarification of the wording of the instructions and the content of the questions;
V. Questioning;
VI. Generalization and interpretation of the results. Preparing of report.
Questionnaire composition. Such a standardized and correspondence conversation with a respondent has a fairly stable scenario. It usually begins with a brief introduction - an appeal to the respondent, which sets out the topic of the survey, its goals, the name of the organization or person conducting the survey, and the strict confidentiality of the information received.
Then, as a rule, instructions for filling out the form are set out. In the event that the nature of the questions or their form change throughout the questionnaire, the instructions may be not only at the beginning, but also in other parts of the form.
It is very rare that the process of filling out the questionnaire is of particular benefit to the interviewees. Therefore, usually the first questions are as easy and interesting as possible. It is important to make sure that the majority of respondents want to answer them. The functions of such questions-contactors are:
a) the formation of a setting for cooperation;
b) stimulating the interest of the subjects;
c) introducing respondents to the range of problems discussed in the questionnaire;
d) getting information.
These are followed by more complex questions that make up the main content of the questionnaire.
And, finally, in the final part of the form, easier questions again follow, which is associated with the onset of exhaustion of attention, with increased fatigue of the respondents.
Requirements for the wording of questions for the questionnaire:
Does the question contain hints, either explicitly or implicitly? (After all, a question like “What do you like about ...?” already has a certain external assignment, since it assumes that something “likes”)
Does the question exceed the level of memory or thinking of the respondent? (As an example, you can try to accurately answer a question such as “How many hours per month do you spend preparing for seminars?”)
Does it contain words that are incomprehensible to the respondents or have extremely vague content? (For example, such as “tolerance”, “altruism”, “rating”, “infantilism”, etc., or words like such “often”, “rarely”, “on average”, ..., the content of which is very ambiguous for different not just a schoolboy, not every student will give an answer to the question "Do you often show conformity?" And how is it "often"? Once a day, a week, a year?)
Does the question hurt the dignity and pride of the respondent? Will it cause an excessive negative emotional reaction?
Isn't the question too long in terms of size? Are the answers to it overly detailed?
Is it not asked about several different subjects at the same time? Is there an error in the logic of presentation?
Will the question appeal to everyone? Is a filter needed?
Does the issue need to be controlled? In what exactly?
What type of question (according to the form of the answer and the method of formulation) is most preferable in this particular case?
Are there evasion options in a closed question? Are they needed?
Is there grammatical agreement between the question and the answers to it?
Were there any distortions when reprinting the questionnaire?
Examination ticket No. 15
1. The method of repeated exercise (purpose, content, methodological features, options).
Repeat method It is characterized by repeated performance of the exercise at rest intervals, during which there is a fairly complete recovery of working capacity. When applying this method, the training effect on the body is provided not only during the exercise, but also due to the summation of the body's fatigue from each repetition of the task.
This method is used in both cyclic and acyclic sports.
In practice, the repeated method is used in several versions:
1) repeated work with a uniform non-limiting intensity;
2) repeated work with a uniform limiting intensity;
The main goal of the repeated method is to perform movements, actions, tasks a certain number of times, trying to adhere to the required form and character and achieving improvement in them. Such methods are also called training, sometimes gymnastic. Such methods may differ in the nature and magnitude of the exerted efforts (methods of maximum, moderate impact, etc.); by the nature of repetition (methods repeated, interval, etc.); by the nature of the performance (tempo, uniform, variable, etc.); according to the composition of the exercise (holistic, dissected, etc.); by direction (facilitating, complicating, etc.). Differences in methods are also determined by the external conditions in which educational and training tasks are performed, as well as the use of projectiles, simulators, special equipment, etc.
The speed of movement is planned in advance, based on a personal record in this segment. Exercises are performed in series. The number of repetitions of exercises in each series is small and is limited by the ability of those involved to maintain a given intensity (speed of movement, pace of movements, magnitude of external resistance, etc.).
Rest intervals depend on the duration and intensity of the load. Nevertheless, they are set in such a way as to ensure the restoration of working capacity for the next repetition of the exercise.
In cyclic exercises, repeated work on short segments is aimed at developing speed abilities. For medium and long speed endurance.
Movement with high intensity in skating, walking and in other exercises on relatively long stretches contributes to the development of a "sense of competitive pace", the improvement of movement technique. In this regard, the repeated method is sometimes called the method of repeated tempo training.
The nature of energy supply during work on short segments is mainly anaerobic, and on medium and long ones it is mixed, i.e. aerobic anaerobic. In acyclic exercises (weightlifting, jumping, throwing), along with the improvement of movement technique, this method is mainly used to develop strength and speed-strength abilities.
The following tasks are solved by the repeated method: development of strength, speed and speed-strength capabilities, speed endurance, development of the necessary competitive pace and rhythm; stabilization of movement technique at high speed, mental stability.
In practice, the repeated method is used in several versions. The most common are the following:
1) repeated work with a uniform non-limiting intensity (90-95% of the maximum) to develop the necessary competitive pace and rhythm, to stabilize the technique at high speed, etc.
2) repeated work with a uniform limiting intensity.
When using short segments, predominantly speed abilities develop. Longer segments are included in classes relatively rarely and only in small series for maximum impact on volitional qualities.
Of the numerous survey methods for collecting information, the most common method is questioning.
Questionnaire- a type of survey in which the goal is to identify the experience, assessments, point of view of the respondent based on his answers to any pre-formulated question or group of questions; it is the most important source of information about real-life social facts, about social activity. Questioning involves a rigidly fixed order, content and form of questions, a clear indication of the methods of answer, with which they are registered by the respondent or alone with himself ( correspondence questionnaire), or in the presence of the questionnaire ( direct survey).
Questionnaires (questionnaires) are classified primarily by the content and design of the questions asked. Distinguish open questioning, when respondents express themselves in a free form. AT closed In the survey, all response options are provided in advance. semi-closed questionnaires combine both procedures. probe, or express poll, used in public opinion surveys. Questionnaire by mail distinguished from on-site surveys: in the first case, the return of the questionnaire is expected by prepaid postage, in the second, the questionnaire collects the completed sheets himself. group peeing is different from individualized. In the first case, up to 30-40 people are questioned, in the second case, he addresses each respondent individually. Finally, when classifying questionnaires, numerous criteria related to the topic of the surveys are also used: event questionnaires, questionnaires for clarifying value orientations and opinions, etc.
The reliability of empirical materials obtained by using a questionnaire depends significantly not only on the content of the planned information, but, of course, on the design of the question itself, the expediency of which is dictated by the specific task and conditions of the survey.
The questions in the survey are different content and form.
Division of questions by content determined by the nature of the information provided by the answer to a particular question. Information about facts and attitudes towards them, about the norms and motives of behavior, about the intensity of opinion, about behavior in the present and the past is the basis for dividing according to their content. By form questions are divided into groups: 1) open, closed, semi-closed; 2) direct and indirect; 3) personal and impersonal; 4) basic and control; 5) functional and others.
open questions are good at the stage of trials, determining the area of \u200b\u200bthe study and in the control function. It is assumed that the answer in free form allows you to identify the dominant opinions, assessments, moods: people note those aspects of phenomena or talk about what dominates in their minds. But the most important thing is that, by reacting to a question without prompting the answer options, people better show the features of their everyday, everyday consciousness, their way of thinking.
The main disadvantage of open-ended questions is that the opinions and assessments expressed here are associated with some kind of comparison framework unknown to us. Another disadvantage of open-ended questions is the difficulty of data processing.
Closed questions allow a more rigorous interpretation of the answer. The researcher has more reliable grounds than with open questions to compare data in equal conditions. It becomes possible not only to find out the content of judgments, but also to measure the intensity of assessments.
The formulation of closed questions implies compliance with the following basic requirements:
1. The main thing is to foresee possible answers as much as possible. Also used semi-closed a variant in which a dash is left for additional comments and remarks.
2. When formulating answer options (hints), you should remember three important rules:
a) the person answering the question more often chooses the first clues, less often the subsequent ones, therefore the least likely answers should be the first;
b) the longer the hint, the less likely it is to be chosen, since it takes more time to master the meaning, and the respondent is not inclined to spend it, therefore, the prompts should be approximately equal in length;
c) the more general (abstract) the hint is, the less likely it is to be chosen. People often think very concretely, they are annoyed by the vagueness of the situation where it seems extremely concrete to the researcher. Hence another rule - all answer options should be maintained at the same level of specificity.
3. In no way can several ideas be combined in one phrase (for example, “the job is interesting and well paid”; “the job is well paid, but not interesting”).
4. All possible answers should be printed on one page so that the respondent can immediately cover the frame of correlation of estimates.
5. You can not print the entire series of positive prompts answers in a row and after it - a series of negative ones or vice versa. In these cases, the opinion is imposed by the very sequence of the proposed options.
6. The list of proposed answers is sometimes so extensive that the respondents get tired as they move towards its end and work with the last groups of judgments less carefully than with the first ones, or the force of inertia in the answers begins to act.
7. Restrictions on the choice of hints can be tough and non-rigid. If, according to the meaning of the question, combinations of different choices are possible, and in any quantity, it is impossible to limit the choice to some condition without special explanations (“Specify no more than three options ...”). However, in the same case, if the purpose of the question is to identify the dominant, it is quite advisable to limit the choice (“Although you probably have more than one or two favorite activities in your free time, please indicate no more than three of the most attractive in the proposed list”).
8. An important role is played by an option that implies the possibility of evading an answer to a closed question (“hard to say”, “difficult to answer”, “I don’t remember”, “I don’t know”). The evasion formula emphasizes that the respondent is presented with sufficient freedom. This encourages him to be more conscientious about the survey as a whole.
In general, comparing the possibilities of open and closed questions, we can say that in the first approach to the topic, it is necessary to use open options (it is difficult to foresee the spread of answers). Therefore, at the exploration stage, an open question has undoubted advantages. In descriptive studies, it is more convenient to use closed and semi-closed questions.
Direct and indirect questions. AT direct The question option provides for an answer that should be understood in the same sense as the respondent understands it (“If you are not satisfied with the quality of teaching the subject, could you indicate what exactly?”). Indirect the question should be asked if there are issues on which the respondents are not inclined to speak frankly (“You said that you are thinking about moving to another faculty. Where would you like to transfer?”).
Personal and impersonal the questions equally relate to the assessments and judgments of the respondent himself, but in the second case, the assessments are of an indirect nature. So, instead of a direct question “What do you think…”, they ask an indirect, impersonal one: “Some people think that… What judgments, in your opinion, are the most fair?”. The respondent is expected to choose those judgments that he himself adheres to.
Usually, the questionnaire alternates between open and closed, direct and indirect, personal and impersonal questions.
To check the validity of information, use control questions. Main and control questions differ in their function and interpretation of the data. With the help of control, they clarify, supplement the information received in the main questions. In the questionnaire (questionnaire), the main and control questions should be placed so that the respondent does not catch a direct connection between them. Therefore, they are interspersed with other topics that are not related to this one. Sometimes a question is used for this - a “silencer”. One of the most reliable ways to control the reliability of this questionnaire is a combination of several methods: questioning and observation; questionnaires and free interviews, etc.
In addition to the leading - targeted, meeting the direct objectives of the study, the so-called functional(service) formulations and questions. The tasks of the latter are to facilitate the process of interviewing or questioning, relieve tension and fatigue that appear at the end of the work of the respondent, and divert his attention. When it is required, or, on the contrary, help to concentrate.
Among the functional questions are "filters" and "traps" that screen out the incompetent and inattentive; "silencers", with the help of which they distract attention with a long list or before setting a security question; various explanatory comments and reservations (“In your opinion ...”, “And now, if considered as a whole, how would you characterize ...”). The purpose of such formulations is to create psychological comfort for the respondent.
How is the questionnaire compiled? Main principles The construction of the questionnaire is as follows:
1. The program logic of questions should not be mixed with the logic of constructing a questionnaire. The questionnaire is built from the point of view of the psychology of perception of the respondent. For example, when studying attitudes towards institutions of additional education, it would seem logical to first find out whether these respondents attend them, and then move on to a directed survey of those who answered in the affirmative, and after that, those who do not attend them. However, given that there are more children of the latter in the general mass, it should be done differently: first of all, questions are formulated for everyone, then for those who attend, then for those who do not attend, and again for all respondents.
Taking into account the characteristics of the respondent's perception of the text of the questionnaire is the guiding principle from which all other requirements for its construction follow.
2. Indispensable consideration of the specifics of the culture and practical experience of the interviewed audience. For example, in a mass survey, it is unreasonable to explain at length the scientific goals of the work being done. It is better to emphasize its practical significance. When interviewing experts, one should indicate both the practical and scientific goals of the study.
3. It should be remembered that the same questions, located in different sequences, will give different information.
4. Semantic "blocks" of the questionnaire should be approximately the same size. The dominance of some "block" inevitably affects the quality of answers for other semantic "blocks".
5. Distribution of questions according to their degree of difficulty. The first questions should be simpler. This is followed by more complex (preferably event-based, not evaluative), then even more difficult (motivational), then a decline (again event-based, factual) and at the end - the most difficult questions (one or two), after which - the final "passport" .
Plain sequence of semantic sections the questionnaire is:
a) introduction, which indicates who is conducting the survey and why; how the data will be used; if required by the content of the questions, a guarantee of anonymity of information; instructions for filling out the questionnaire and ways to return it;
b) opening questions perform two functions: 1) to interest the respondent and 2) to make it as easy as possible for him to enter the work. Therefore, difficult or disturbing questions should not appear at the beginning of the questionnaire. The most convenient for this purpose are questions of a purely event content. You can’t start a survey with a “passport”, which generally worries some people. Information about the demographic data of the interviewee is useful to include in the conclusion of the questionnaire. Difficult questions posed at the beginning can be intimidating and lead to refusal to participate in the survey. If the respondent has already joined the conversation, he will be more inclined to finish the work than to interrupt it halfway;
in) final questions the content of the topic should be relatively easy. Since it is necessary to take into account that, working with the questionnaire, people gradually get tired. Grading scales and other information in closed versions are good here. Open-ended questions that require lengthy comments are placed closer to the middle of the questionnaire; as a control, they are allowed at the end, but not more than one or two;
G) "passport" occupies the last page. It is concise, does not require much effort and indicates the completion of the questionnaire;
e) Usually, the conclusion is expressed by gratitude for cooperation in conducting the survey. Often this is repeated gratitude, as in the introduction they write: “Thank you in advance for your cooperation.”
So, we answered the question - how is the questionnaire developed? Let's assume that you have compiled a questionnaire in accordance with these principles and requirements. But this is only the first step - preparing her project. ; the second is a pilot survey (survey-intelligence), which covers a small number of people (20-30 people), selected according to the main characteristics, which are determined by the topic, goals and objectives of the study. After a thorough analysis of the test results and correction of errors in the questionnaire, you can proceed to a mass survey.
Let's summarize all of the above. Thus, the conducted survey should meet a number of requirements:
1) should last no more than 30-40 minutes, otherwise the respondent gets tired, and the last questions usually remain without full answers;
2) it is important that interest in the subject of the survey does not decrease, but gradually increases. Therefore, more complex in content (and understanding) questions should follow the simpler ones;
3) the first question should be neither debatable nor alarming, it is best if it is neutral;
4) it is advisable to place difficult questions in the middle of the questionnaire so that the respondent "turns on" to the topic;
5) questions should be clear, precise, understandable to the respondents, and to everyone without exception;
6) questions must meet the requirements of logic: first, it should be about establishing a particular fact, and then about its assessment;
7) the introduction to the new section of the questionnaire must begin with an appeal to the respondent, for example: “And now we ask you to express your opinion about something ...”.
The empirical materials obtained as a result of the survey are analyzed, processed and can serve as the basis for obtaining orientation in the problem, identifying the current trend, formulating certain conclusions, etc.
Introduction
Part 1. Theoretical aspects of the study and development of questionnaires for the general psychological workshop
Conclusion
Introduction
Questioning today is the most popular method used not only in sociology, but also in all socio-humanitarian sciences. In the process of mastering the profession of a psychologist, it is important to master the skill of practical activity, so the problem of studying the characteristics of the survey is timely and relevant.
In its own way, the questionnaire method is a form of a survey, which is carried out, as a rule, in absentia, i.e. without direct and immediate contact between the interviewer and the respondent. It is useful in two cases: when you need to ask a large number of respondents in a relatively short time, or when respondents need to think carefully about their answers, having a printed questionnaire in front of them. The use of questionnaires to interview a large group of respondents, especially on issues that do not require deep reflection, as a rule, is not justified. In such a situation, it is more appropriate to talk with the respondent face to face. In order to obtain the necessary information during the survey, the questionnaire must be carefully prepared. The preparation of the questionnaire includes, first of all, the compilation of the questionnaire, during which it is necessary to strive to ensure that the questions are accurately formulated and correspond to the educational and cultural level of the respondent (respondent). It must be borne in mind that the same question can have very different meanings in different cultural environments. You should also take into account the wording of questions, the order in which words are used, because this also affects the answer. In addition, the questions in the questionnaire should be arranged not in a logical, but in a psychological sequence, i.e. in such a way that they arouse more attention of the respondent and encourage him to a more accurate answer.
Using the main provisions concerning aspects of the study and development of questionnaires in this work, we would like to show what difficulties may arise when conducting a questionnaire survey on a general psychological workshop. The study of this process will allow you to most effectively master the methodological aspects of the work of a psychologist in various social spheres and learn how to adequately solve the professional tasks set by the society, which, of course, will also make it possible to understand the theoretical justifications and practically implement the technology of professionally competent psychological research of a personality, as well as reveal the meaning and give description of the survey method.
psychological workshop questioning
Part 1. Theoretical aspects of the study and development of questionnaires for the general psychological workshop
1.1 Psychological research, requirements for the organization and its main stages
The method of obtaining objective knowledge about the surrounding reality, which is the goal of any science, is scientific research. Psychological research is a way of scientific knowledge of the essence of mental phenomena and their patterns. Any scientific research, including psychological research, must meet a number of strict requirements:
1) Research planning involves the development of a logical and chronological scheme of research, consisting of a detailed design of all its stages;
2) The location of the study should provide isolation from external interference, meet sanitary and hygienic and engineering and psychological requirements, i.e. provide a certain comfort and a normal working environment;
3) The technical equipment of the study should correspond to the tasks being solved, the entire course of the study and the level of analysis of the results obtained;
4) The selection of subjects depends on the objectives of a particular study and should ensure their qualitative homogeneity;
5) Instructions for subjects are drawn up at the stage of work planning and should be clear, concise and unambiguous;
6) The study protocol must be both complete and focused (selective);
7) Processing of research results includes quantitative and qualitative methods of analysis of empirical data obtained during the research.
The structure of psychological research includes a number of mandatory steps presented in Table 1.
Table 1 Stages of psychological research
1.2 Questionnaire method and rules for compiling questionnaires
The questionnaire is one of the conditions for obtaining objectively significant results on various kinds of population surveys. Therefore, sociologists and psychologists attach special importance to the development of a questionnaire. The creation of the questionnaire is preceded by a long stage of development of the research program, since the questionnaire contains hypotheses, formulated tasks to be solved in the course of psychological research. It should be remembered that when developing a research questionnaire, there are difficulties that a psychologist must certainly imagine, if you do not take into account the peculiarities of the wording of the questions in the questionnaire, then even if all the other requirements of the psychological research methodology are met, you can get erroneous results.
The questionnaire is filled in by the respondent himself, so its design and all comments should be extremely clear to the respondent.
According to A.N. Gusev, the main principles of constructing the questionnaire are as follows:
The first principle: the program logic of questions should not be mixed with the logic of constructing a questionnaire. The questionnaire is built from the point of view of the psychology of perception of the respondent. For example, when studying attitudes towards club establishments, it would seem logical to first find out whether these respondents visit the club, and then move on to a directed survey of those who answered in the affirmative, and after that - those who do not attend the club. The division of the groups of respondents is carried out by questions-“filters”. In this case, the first group of questions, which applies to everyone, has no special explanation, the second is introduced by the phrase: “The following questions apply only to those who attend the club”, the third is again preceded by a “filter” (“These questions are addressed to those who do not attend club"), and in conclusion (usually this is information about the respondent) - again an explanation: "The last five questions apply to all respondents." Taking into account the characteristics of the respondent's perception of the text of the questionnaire is the leading principle from which all other requirements for its construction follow;
The second principle is the indispensable consideration of the specifics of the culture and practical experience of the interviewed audience. These are requirements regarding the general structure of the questionnaire. For example, when interviewing workers, it is hardly reasonable to explain at length the scientific goals of the work being done. It is better to emphasize its practical significance. When interviewing experts, one should indicate both the practical and scientific goals of the study;
The third principle follows from the fact that the same questions, located in different sequences, will give different information. For example, if you first raise the question about the level of satisfaction with some activity and its conditions (labor, life, etc.), and then questions to assess the particular characteristics of the activity (satisfaction with the content of work, earnings, consumer services, etc.), then general assessments will influence private ones, reducing (or, conversely, raising) them, regardless of the specifics of one or another aspect of the general situation. There is, on the one hand, the desire of the respondent to psychologically justify the overall assessment and, on the other hand, an increased effect of the “echo” effect (halo effect), i.e. repeated repetition of the same assessment, assigned to a common group of problems. in this case, private questions should be put first, generalizing questions should be put at the end of the corresponding “block”, preceded by the phrase: “And now we ask you to evaluate, in general, to what extent you are satisfied with ... something”, etc. Evaluation of private conditions of work, life, etc. precedes the general one, makes the respondent take a more responsible approach to the final assessment, helps to understand their own moods;
The fourth principle is that the semantic "blocks" of the questionnaire should be approximately the same size. The dominance of some "block" inevitably affects the quality of answers to other semantic "blocks". For example, in a lifestyle questionnaire, asking in detail about working conditions, and then, giving 2–3 questions to living conditions, we deliberately make it clear to the respondent that the first is more important, and thereby put pressure on him. Researchers who disagree with this position may unintentionally lower their grades in the “work” block, and at the same time, in other aspects of the survey;
The fifth principle concerns the distribution of questions according to their degree of difficulty. The first questions should be simpler, then more difficult ones (preferably event-based, not evaluative), then even more difficult (motivational), then the decline (again event-based, factual) and at the end - the most difficult questions (one or two), after what is the final "passport".
K.M. Romanov and Zh.G. Gagarin indicate that the usual sequence of semantic sections of the questionnaire is as follows:
1) The composition of the questionnaire.
2) Title page;
3) Introduction;
4) Main (substantive part);
5) Socio-demographic part.
Note: the title page can be performed together with the introductory part. The introductory part describes the purpose of the study, the nature of the use of the results, as well as the method of filling out the questionnaire. You should also analyze the introductory part for:
The presence and correctness of the appeal to the respondent;
Did you manage to briefly and clearly state the purpose of the survey?
Is there an indication of how the survey result will be used?
Note: It is not recommended to use appeals or vague wording of directives, such as: "Your answers will be used for purely scientific purposes", as respondents expect a practical return from their participation in the survey.
Did you forget to indicate the anonymity of the survey?
Note: It must be borne in mind that the term "anonymity" itself has a certain psychological connotation. Therefore, it is better not to use it.
Is there guidance on what to do with a fully completed questionnaire?
Did you remember to thank the interviewees for their work?
Did the introductory part get the respondents interested in participating in the survey?
The main part of the questionnaire contains blocks of questions to the respondents. Questions can be open or closed. In the first case, the respondent himself formulates his answer to the question posed by the sociologist. For example: “What qualities should a president have? » Answers: "Justice", "Purposefulness", etc.
Answers to closed questions formulated by the psychologist represent a "menu" for the choice of the interviewee. For example: “How do you assess the situation in the country over the past 4 years? » Answers: “Improved”, “Remained stable”, “Deteriorated”. In this case, the respondent marks the answer option that best suits his preferences.
The structure and sequence of questions in the questionnaire essentially represent the psychologist's attitude towards the development of communication with the respondent: arousing interest, gaining trust, confirming the respondents' confidence in their abilities, and further maintaining the conversation. Typically, a well-designed questionnaire can be completed by the interviewee in no more than 30 minutes. In the future, the psychological threshold of fatigue sets in, and attention to the completed questionnaire is significantly reduced.
The 4th part contains blocks of questions about the socio-demographic characteristics of the respondent - this is a "passport" about the objective position and status of the respondent. It is necessary to analyze the collected data, to assess the representativeness of the collected results, to conduct comparative studies, etc.
1.3 Features of the survey and its types
Unlike a personal interview, questioning assumes that the respondent himself works with questions - reads and writes answers. He receives the questionnaire from a specially instructed questionnaire, who may ask him to fill out the questionnaire in his presence or absence.
According to A.G. Smirnov, there are several types of questioning, depending on whether the researcher or his representative enters into direct or indirect contact with the respondent. There is a distribution questionnaire and a group survey, as well as mail and press surveys. In the first case, it refers to the distribution and collection of a distribution questionnaire. Since the reactions of the respondents in the process of their work on the questionnaire remain hidden not only from the researcher, but often from the questionnaire, it is extremely important when preparing the questionnaire to make maximum efforts for both the questionnaire and the compiler of the questionnaire to create a collaborative attitude among the respondents.
In some methodological sources, sociologists point to the content aspect of the study and present the questionnaire as a kind of neutral means of measurement, all the difficulties with which lie only in determining its content. Such an attitude to the questionnaire is one of the very common mistakes associated with underestimating the activity of the consciousness of the respondents. For the same reasons, the idea of a questionnaire, which allegedly simply distributes and collects questionnaires, will also be erroneous. Therefore, for any type of survey, it is extremely important to take into account the psychology of the respondent and to direct the study, taking into account the characteristics of mediated interaction.
N.D. Tvorogova points to the great influence of the independence of the respondent with the questionnaire and the inclusion of the following components in the questionnaire:
Appeals to the respondent;
Messages about the organization conducting the survey;
Communications about the purpose of the study;
Filling instructions.
D.M. Ramendik classifies the types of questionnaires according to the following criteria. By number of respondents:
Individual survey (one respondent);
Group survey (several respondents);
Classroom questioning is a methodical and organizational type of questioning, consisting in the simultaneous filling out of questionnaires by a group of people gathered in the same room in accordance with the rules of the selective procedure;
Mass survey (from hundreds to thousands of respondents).
In terms of coverage:
Solid (survey of all representatives of the sample);
Selective (survey of a part of the sample).
By type of contact with the respondent:
Full-time (in the presence of the researcher-questionnaire);
Correspondence (questionnaire is missing);
Publication of questionnaires in the press;
Publication of questionnaires on the Internet.
Part 2
Based on the main methodological provisions for the development and compilation of questionnaires, in this part of the work, we compiled four psychological forms of questionnaires on various topics. According to all the questionnaires developed by us, an experimental study was conducted, in which 10 people aged 23 to 28 participated.
2.1 Survey on youth interest in employment
Purpose: to find out the interest of young people in their employment.
Questionnaire instructions: “Dear respondent! We ask you to take part in a psychological study regarding your employment, please answer the questions honestly, anonymity is guaranteed.”
Questionnaire questions:
1. Do you have a job?
(If you answered option "a", then please answer the following two questions):
2. Do you like your work?
c) I have no choice
3. Are you satisfied with your salary?
c) hard to answer
4. Do you have a higher education?
5. What is your education?
a) technical
b) humanitarian
6. Do you want to work in your specialty?
7. What plays the main role for you when choosing a job?
a) high salary
b) the work must be interesting
c) responsible position
d) don't know
8. What do you think is the reason why young professionals are not very willing to be hired?
a) lack of practical experience among young specialists
b) lack of relevant knowledge among young professionals
c) discrepancy between the expectations of job seekers and employers
9. In your opinion, does the fact that a student studied well at a university influence successful employment?
10. Do you think that having a second higher education will help in finding a job?
11. Do you think that the atmosphere in your future work team will play an important role for you?
12. What, in your opinion, do you have additional knowledge and skills that are favorable for the employer?______________________________
13. In what ways will you try to convince the employer of the need to hire you?____________________________
Thanks for participating!
Processing of the received data: a statistical calculation of the obtained information was made using the questionnaire used, which is presented in table 2.
Table 2 Sociological data of youth interest in employment
| Researched indicators |
|||
| Whole sample (n=10) |
Distribution by groups |
||
| Men (n=5) |
Women (n=5) |
||
| Number of employees |
|||
| job satisfaction |
|||
| Education: technical humanitarian |
|||
| The Impact of Education on Employability |
|||
| Desire to work in the specialty |
|||
| Desire to acquire new knowledge |
|||
| Factors affecting employment: high salary job interest high post |
|||
| Reasons for unemployment: lack of practical experience lack of knowledge mismatch of expectations |
|||
Conclusions on the survey: analyzing the data in the table, we can state that the general indicators of youth interest in employment are quite large, because the number of employees in the total sample amounted to 70%. This is also evidenced by a sufficient percentage of respondents in terms of "job satisfaction" (50%).
Of particular importance in the interest of young people are the following percentage data on measured characteristics, such as "desire to work in the specialty" (60%), "desire to acquire new knowledge" (50%).
The most highlighted factors influencing employment among the studied respondents are high salaries and interest in work - the percentage data for these indicators is 70% of the entire sample. It is also worth noting that for female respondents, the most important factor is “interest in work”, and for male respondents, the presence of “high salary” is more important.
Among the reasons for unemployment in the study group, respondents note both the lack of practical experience and the lack of their knowledge (50%). At the same time, these indicators are more pronounced in women respondents than in men. Thus, this study, using the questionnaire method, made it possible to find out the indicators of young people's interest in their employment and the characteristics they highlight.
2.2 Research to identify factors hindering self-development
Purpose: to find out the factors stimulating and hindering the self-development of the individual.
5 - yes (inhibits or stimulates),
4 - more likely yes than no,
3 - yes and no
2 - rather no,
Questionnaire questions:
1. Own activity.
2. Disappointment in the results of previous failures.
3. Lack of support and assistance in this matter from the outside.
4. State of health.
5. Lack of time.
6. Limited resources, life circumstances.
7. Self-education.
8. The importance of getting recognition from others.
Processing of the received data: the statistical calculation of the received data was made using the questionnaire used, five different factors were taken into account in the analysis of the data. The results obtained are presented in the diagram (Fig. 1).
Note: 1 - own activity, 2 - state of health, 3 - environmental support, 4 - lack of resources, 5 - lack of time.
Rice. 1. Indicators of the severity of factors hindering self-development (in%)
Conclusions on the survey: analyzing the data obtained from the survey on the severity of factors hindering self-development, the respondents identify the following factors as “state of health” and “lack of time”. At the same time, it should be noted that male respondents most single out such a factor hindering self-development as “state of health” (30%), and female respondents point to “lack of time” (33%).
It is also worth noting that both male and female respondents identify the most significant factor hindering self-development as “surrounding support” (25–26%).
2.3 Job satisfaction survey
Purpose: to determine the level of job satisfaction among the test subjects according to three proposed parameters:
3) obtaining self-satisfaction from work.
Questionnaire instructions: "Please answer all the questions of the proposed questionnaire regarding your work, please answer the questions honestly, anonymity is guaranteed."
Questionnaire questions:
1. How long have you been working at this job?
Up to 2 months
2 to 6 months
6 months to a year
Over a year
Over two years.
2. Are you satisfied with your job?
Rather yes than no
More likely no than yes
Difficult to answer
3. Are you satisfied with the way your life has turned out in recent years?
Rather yes than no
More likely no than yes
Difficult to answer
4. Are you satisfied with the form of organization and remuneration?
5. What do you personally hope to achieve in the next 2-3 years in your work?
Increase your earnings in the enterprise
Upgrade your skills or get promoted
My hopes are not work related
6. What type of workers should, in your opinion, enjoy the most respect in the team?
The oldest and most experienced
The most proactive and enterprising
Ready to help a friend at work at any time
Those who work harder and better
Able to get along with people
Those who seek to earn more at any cost
7. Most satisfaction in life gives:
Job evaluation
The feeling that a job well done
The consciousness of being among friends
8. Most of all I appreciate:
personal success
General work
Practical results
9. Are you satisfied with the level of the following signs of the labor situation at the enterprise? Answer yes or no for each option.
Salary level ____
Informing the team ____
State of labor discipline ____
Working conditions ____
Relationships in the team _____
10. I can't stand at work:
Quarrels and disputes
Sweeping away everything new
People who put themselves above others
11. I would like:
To make others consider me their friend
Help others in a common cause
Earn the admiration of others
12. I love bosses when they:
Available
13. At work, I would like to:
To make decisions collectively
Work independently to solve problems
For the boss to recognize my dignity
14. A person should behave at work in such a way that:
Others were pleased with him
Do your job first
There was no need to reproach him for his work.
Processing of the received data: based on the basic rules for constructing this questionnaire, we initially made a statistical calculation of the information received, which is presented in table 3.
Table 3 Sociological data on job satisfaction
Considering the sociological data, we see that in the sample of respondents, the total number of employees work for no more than a year in one place.
According to the identified indicators of satisfaction, satisfaction in the team prevails most, in the total sample of 70%. At the same time, indicators of satisfaction with pay and the work itself are also highlighted by the survey respondents.
The second step in the analysis of the survey data on job satisfaction was the calculation of indicators of criteria related to the three studied areas of work, such as:
1) the success of the work;
2) establishing good relations with colleagues;
3) obtaining self-satisfaction from work.
The analysis of these survey criteria is presented in the diagram (Fig. 2).
Rice. 2 Indicators of severity of criteria for job satisfaction (in %)
Conclusions on the survey: analyzing the obtained general data on the survey, we can state that among all the respondents, the orientation of the personality towards interactions at work prevails (52%). The focus on doing work is expressed by 33% of respondents, and a small number of respondents (15%) indicate the importance of obtaining satisfaction from the work done.
Conclusion
The theoretical analysis carried out to study aspects of the problem of developing and interpreting a survey allows us to draw the following conclusions.
So, in the course of writing the control work, it was revealed that in the practice of psychological research, the questionnaire method allows you to find out statistical data on a research topic that has been specifically set in advance. The questionnaire needs to make a good impression on the respondents, arouse their interest, gain confidence, confirm their self-confidence, keep them from getting bored and thereby make them answer sincerely and with pleasure. This problem is not only purely methodological, but also ethical. A sociologist, as a psychologist, has to think both about his own research program and about what topics respondents will be more willing to discuss, what may interest them more. Therefore, the questionnaire should be polite, not selfish. And this means that the questionnaire should carry out not only scientific and educational, but also communicative functions. An ordered list should be both a list of questions arranged in a logical sequence, united by a single topic, and a list that will be provided with a preamble, instruction, appeal. In addition, it will include not only questions directly aimed at obtaining the desired answers or controlling them, but also questions that allow you to establish contact with the respondents, create a cooperative attitude in them, help relieve tension, boredom and fatigue, uncertainty, etc. In other words, a questionnaire is a list of questions offered to all respondents in an identical form and adapted to the conditions of mass asymmetric purposeful mediated communication.
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