4. 1. Eysenck questionnaire(teenage)
Purpose: To identify the characteristics of the child’s temperament.
Instructions: “You are asked a series of questions about the characteristics of your behavior, if you answer the question affirmatively (“agree”), then put a “+” sign, if negatively (“disagree”), then a “-” sign. Answer questions quickly, without hesitation, as the first reaction is important.”
Questionnaire text
Do you like noise and bustle around you?
Do you often need friends who can support and comfort you?
Do you always find a quick answer when you are asked about something, unless it's in class?
Do you sometimes get angry, irritable, angry?
Do your moods change often?
Do you prefer being alone than dating other guys?
Does it sometimes happen that different thoughts prevent you from falling asleep?
Do you always do as you are told?
Do you like to make fun of someone?
Have you ever felt unhappy even though there was no real reason for it?
You are jolly person?
Have you ever broken the school rules?
Do many things irritate you?
Do you like this kind of work when you have to do everything quickly?
Are you worried about various terrible events that almost happened, although everything ended well?
Can you be trusted with any secret?
Can you cheer up bored kids?
Does it sometimes happen that your heart beats fast for no reason?
Do you take the first step to become friends with someone?
Have you ever told a lie?
Do you get very upset if people find fault with the work you have done?
Do you like to tell funny stories and joke with your friends?
Do you often feel tired for no reason?
Do you always do your homework first and play later?
Are you usually cheerful and happy with everything?
Are you touchy?
Do you like to talk and play with other guys?
Do you always comply with your family’s requests for help with housework?
Do you sometimes feel very dizzy?
Do you like to embarrass someone, to make fun of someone?
Do you often feel that you are very tired of something?
Do you like to brag sometimes?
Are you most often silent in the company of other people?
Do you sometimes worry so much that you find it difficult to sit still?
Do you decide quickly on something?
Do you sometimes make noise in class when the teacher is not present?
Do you often have scary dreams?
Can you forget about everything and have a lot of fun among your friends, boyfriends, girlfriends?
Do you get upset easily by something?
Have you ever spoken badly about someone?
Can you call yourself a carefree, carefree person?
If you happen to find yourself in an awkward situation, do you worry for a long time?
Do you like noisy, fun games?
Do you always eat everything that is offered to you?
Do you find it difficult to refuse if you are asked for something?
Do you like to visit often?
Are there times when you don't want to live?
Have you ever been rude to your parents?
Are you considered a cheerful person?
Do you often get distracted when doing homework?
Do you prefer to sit on the sidelines and watch rather than take part in the fun?
Do you usually find it difficult to sleep because of different thoughts?
Are you usually confident that you can cope with the task that is entrusted to you?
Do you often feel lonely?
Are you embarrassed to be the first to talk to strangers?
Do you often decide to do something when it’s already too late?
When one of the guys yells at you, do you also yell back?
Do you sometimes feel especially happy or sad for no reason?
Do you think it’s difficult to get real pleasure at a Christmas tree party?
Do you often worry about doing something without thinking?
Tests are widely used in the world, the main task of which is to determine the abilities and inclinations of adolescents and adults, to help them decide on the true choice of their profession. Such career guidance tests can be used both during the learning process in educational institutions and independently by adults who have decided to change their place of work or their profession. It is worth noting that many reputable companies use various types of career guidance tests when selecting candidates for certain positions. It also happens that candidates do not even realize that they have been tested.
Let's take a closer look at what career guidance tests exist for teenagers, schoolchildren and adults.
Career guidance tests for high school students
- "Professional master". The test is designed for both high school students and applicants. It was created by Russian specialists. The test consists of two parts. There are a total of 110 questions in the methodology. The respondent is given 30 minutes to complete the test.
- "Emotions are intelligence." The test reveals detailed information about emotional and intellectual professions. Helps determine what kind of person the person being interviewed is and what professions she should lean toward.
- "Career Guidance" This testing helps answer the question of in which profession the personal values of the respondent will be most valuable.
- “Humanitarian – techie.” Allows you to determine the dominant orientation (technical or humanitarian) in the person of the individual being interviewed.
- “Psychological readiness for the Unified State Exam.” Testing assesses the degree of readiness to pass exams in test form. A high school student determines his strengths and weaknesses. The test takes 50 minutes.
- "Rivers are metaphors." The main goal of this test is to determine the type of character of the respondent, sources of stress that affect the personality, and professions that are suitable and not suitable for a high school student.
- "Psychogeometry - choice of profession." You are given a number of figures. Your task is to put them in a certain order. The order in which the figures are arranged helps to determine the main and secondary character traits and the behavior of a high school student.
Career guidance tests for teenagers
- « ». The structure of the tests determines the level of expression of interest in a particular type of professional activity.
- “Profession choice matrix.” Developed by Moscow specialists. It consists of 2 questions and a table that allow you to identify the profession that is closest to the interests of a teenager.
- "(OCG)". This test is aimed at assessing the self-esteem and abilities of the respondent. His inclination towards one of five types of professions is determined (man-technology, man-man, man-sign system, man-nature, man-art). Both teenagers and applicants can take this career guidance test.
- "Career Guidance Associations". Testing is based on the associative technique. The interviewee must be given certain associations with the profession. Thus, the test helps to assess a person’s professional orientation.
- “Goal – means – result.” The test examines the peculiarities of the structure of adolescent activity.
Career guidance tests for adults
So, passing career guidance tests is an important step towards choosing a profession in which you want to invest your whole soul and heart.
PROFITIP
career guidance test Smirnova-Polivaeva-Faer
to determine aptitude for a type of profession
for middle and high school students
Goals:
- Identify the priority type of profession of the test taker;
- Identify other significant professional inclinations and preferences of the test taker.
Tasks:
- Offer situations and solutions to them in such a way that they are clearly interpreted in favor of one of the 5 types of professions;
- Offer situations and solutions to them in such a way that they are understandable and generally typical for the average test taker;
- Offer answers to situations in such a way that they eliminate the ambiguity of the test taker’s choice;
- Provide answers to questions in such a way as to avoid superficial professional preferences of the test taker and identify obvious results;
Key characteristics of the Profitip test
- Valid. The test contains 50 questions (cases) that allow you to reliably determine your expressed inclination towards types of professions.
- Case. The test questions are cases - a description of a typical situation with a set of ready-made solutions, each of which is “correct” in itself, and you need to choose the most familiar one. The case approach is optimal due to the absence of socially oriented answers.
- Designed for schoolchildren. “Profitype” is not an adaptation or reworking of an adult test, but was specially created for schoolchildren - with situations most typical for the average urban teenager.
- Gender. For girls and boys, some of the questions are different. The test takes into account gender characteristics.
- Rendered. In order for the student to have the patience to honestly answer 50 test questions, we made an illustration for each one. The illustration complements the case, makes it visual and understandable, and simplifies perception. The test becomes interesting to take.
Click on the image to view the test interface
General characteristics of the test:
The career guidance test consists of 50 questions (“cases”) - 10 questions for each of the 5 types of professions: Man-Person, Man-Artistic Image, Man-Technology, Man-Signs and Man-Nature. Each question has 3 answer options. In terms of content, the answers represent the most common patterns of behavior characteristic of adolescents. The answer options are formulated in such a way that socially oriented answers are excluded, and there is no evaluative component in the answers.
In the proposed test, all questions are more focused on the urban type of test taker. For rural residents there will be an additional application to the test.
The test takes 20-25 minutes.
Scope of application:
The career guidance test is aimed primarily at use in the age category from 12 to 16 years. This is due to the fact that it is during this period that the student’s orientation toward a specific professional field is formed. Therefore, it is so important to compare the teenage “I WANT” and “CAN” at this stage in order to methodically and competently prevent possible difficulties in the future profession.
Of course, in addition to the above, the test can be used with equal success in other age categories.
Structure of the methodology:
The test is designed in such a way as to not only reveal the depth of interest of the test taker in relation to a certain type of profession, but also - most importantly - to reveal the mental and emotional processes that the situation of the question causes. Because it is the details of the internal attitude to the problem that can characterize the unconscious, and therefore the true predisposition to a specific type of profession, which will allow one to obtain more accurate and reliable results.
Since the situations presented in the test are generally typical and cover the most common areas of the test taker’s life, when answering them, he does not need to fantasize, that is, create a certain image of the behavior of his fictitious “I” - he answers as he has done many times before. This approach additionally determines the reliability of the test taker’s internal career guidance motives.
Answers to questions were deliberately modeled in such a way as to avoid extraneous factors that could influence the choice of the test taker. That is, the choice of answer is made based on a direct relationship to the situation at hand, without taking into account the mood, personality of the main character of the question, without alternative additional motives and incentives, etc. This allows you to avoid ambiguity in the interpretation of the choice of the test taker, which greatly increases the correspondence of the test results to the set goals.
In addition, each question is accompanied by an illustration of the situation to make it easier for the test taker to understand the content of the question, and also, it will undoubtedly be more interesting to participate in testing.
Providing results:
The results are calculated using a specially developed formula, which takes into account ordinary answers and answers to key questions, that is, those questions that directly and categorically identify the test taker to a specific type of profession. The response rate to such questions is increasing.
At the end of the test, its result is immediately provided to the test taker in the form of a visual image and percentage. The “Profitip” test determines with a high degree of reliability the propensity for a type of profession.
An addition to the test is the game “Profi Plus”, which develops the skill of typing professions, and the animated series “Kaleidoscope of Professions”, which introduces schoolchildren to professions of all types.
PROFITIP PLUS
to identify and compare personal qualities with those in demand
for high school students, applicants, students, applicants and employees
The Profitip Plus test is a customizable module for testing applicants, students, applicants or employees for compliance with professionally important qualities and requirements. The test is based on a large “engine” of ready-made cases to determine personal qualities and their relationship with professionally important qualities. As plug-ins - comparison of psychological characteristics; motivation cards and others.
The Profitip Plus test is adapted to the tasks of a specific educational institution (college or university) or employer. With the help of the test, the personal qualities of the test taker are compared with the sought-after professionally important qualities of the proposed specialties or vacancies.
Based on the test results, the most suitable specialties (for educational institutions) or the degree of compliance with the requirements of the vacancy are determined.
The "Profitip Plus" test can be used in a "managed career guidance" system to search for potential employees among schoolchildren and students who are optimal for a specific type of activity.
The test is customized for a specific institution. You can leave a request.
QUESTIONNAIRE-NAVIGATOR "VSEUMEL"
(module for pre-retirees)
There are many activities that people aged 50+ can engage in. Some types of work suit them better, others less. We explored all options and prepared an electronic questionnaire-navigator. It takes into account biographical data (education, experience, mindset - humanitarian/technical), as well as goals (full-time, part-time, etc.) helps to quickly navigate the possibilities of the labor market.
Test “Do we know how to listen correctly”
1 - I never do this;
2 - I rarely do it;
3 - almost always;
4 - always.
1. Do I give the speaker the opportunity to express his thoughts fully without interrupting?
2. Do I know how to discover hidden meaning in words when talking with people?
3. Am I actively trying to develop the ability to remember information I hear?
4. Do I write down the most important details from the messages I hear?
5. When writing a message, do I concentrate on capturing the main facts and key phrases?
6. Do I repeat to the speaker in my own words essential details of his message in order to better understand?
7. Do I refrain from stopping a speaker when I find his message boring, uninteresting, or when I personally dislike the interlocutor?
8. Do I avoid displaying hostility or emotional arousal when the speaker's point of view differs from my own?
9. Do I notice when I get distracted while listening?
10. Do I show genuine, genuine interest in what other people have to say?
Calculate your points:
32 or more points - you are an ideal listener;
27-31 points - above average listener;
22-26 points - need additional training and must consciously practice listening skills;
21 or less points - you perceive many messages in a distorted form, biased, without delving into the meaning.
You can discuss the most typical results for the class as a whole. To do this, mark four groups on the board based on the survey results and write down the number of students in each of these groups.
Test "My optimism"
Self-confidence is the basis for enjoying life and having the strength to act.
F. Schiller
A sense of self-confidence and strength, cheerfulness, vigor, desire and ability to see life in bright colors distinguishes an optimist. The main thing is that he is confident that he is able to change a lot in life for the better.
A pessimist is characterized by a constantly depressed mood, a lack of self-confidence and, as a result, there is no desire to change anything either in his own life or in the lives of the people around him.
Let's check your level of optimism. Carefully reading the statements and answer options below, in the answer form, opposite the number of each statement, write the letter that matches the option that is specific to you.
Then we will decipher these letters, assigning a certain number of points to each of them and according to the test key, and by the sum of these points we will determine your level of optimism.
Statements:
1. What do you think about in the morning when you just woke up:
a) about the activities that you love most;
b) about upcoming things that you don’t like;
c) about a person who is attractive and close to you;
d) about a person who is unpleasant to you.
2. During breakfast you usually:
a) take your time and calmly set the table;
b) grumble that you don’t have enough time, that you didn’t get enough sleep again;
c) like to talk with loved ones;
d) hurry up to eat because you are always late.
3. When meeting a stranger for the first time, you:
a) you immediately trust him;
b) wait for him to ask you something;
c) watch him with interest;
d) start the conversation yourself.
4. If you notice that someone is looking at you (in the theater, cinema, on the street...):
a) first of all, it seems to you that there is something funny about you;
b) it pleases you;
c) look at yourself in some shop window or mirror;
d) don't pay attention.
5. If you are looking for an address in an unfamiliar area (city), then:
a) prefer to contact the information desk directly;
b) you will ask your friends;
c) try to find it yourself;
d) you will always be afraid that you won’t be able to find it yourself.
6. When starting the school day, you:
a) hope that it will be successful;
b) waiting for classes to end quickly;
c) rejoice at the opportunity to see your friends;
d) hope that you won’t have any troubles that day.
7. If you lose any game, then:
a) it upsets you and you think: “This is a bad day for me”;
c) you think that a game is a game - someone has to lose, so why not you;
d) trying to figure out a way to win.
8. When you quarrel with a person you like, then:
a) you are afraid that you will finally quarrel with him;
b) take it calmly, and this has its own meaning;
c) you think that you will probably make peace quickly and everything will be fine;
d) you think that too “smooth” relationships are boring.
9. While awaiting the results of the medical examination, you:
a) you are afraid that something serious will be found in you;
b) you know that the doctor won’t tell you the truth anyway;
c) you think, since you have nothing, then why should you be afraid;
d) you think that it is better for everyone to find out the whole truth in time.
10. When making a decision, you calculate:
a) for luck and fortune;
b) only on oneself;
c) to “avoid meeting a black cat”;
d) on fate.
Answer form
Last name, first name Date
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Approval number |
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Answer (letter) |
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Processing the results
Use the key provided to find your result. To do this, you need to convert all the letters of the answer options you indicated in accordance with the key into numbers and find their sum.
Key to the test
Interpretation of results and psychotechnical exercises
11-17 points . You are an almost incurable, painful pessimist. You need to do something with yourself!
You constantly hear inner voices that convince you that life is boring, people are not worth paying attention to, etc. Even making a more or less important decision is accompanied by a struggle between various inner voices that advise completely the opposite. One says, for example: “Don’t go for a walk today, there’s a cold wind outside, you might catch a cold and get sick.” Another voice persuades: “Go for a walk, fresh air is very good for your health!”
This dialogue can continue indefinitely, and, as a rule, you succumb to the persuasion of the first voice and stay at home. Learn to make more optimistic decisions. Moreover, this must be done as quickly as possible, in the very first minutes of this internal dialogue. And if you have made a decision, then you need to act in accordance with it, for example, go for a walk on the street.
18-24 points. Although you have some glimmers of optimism from time to time, pessimism most often takes over your mood. Try to look at the world more joyfully, do something nice for yourself.
On a large sheet of paper, make a list of “My Strengths” and place it in a visible place. Regularly (at first once a day, then less often) add to the list of your advantages. To do this, you need to study yourself very carefully, your characteristics, and inquisitively peer into your habits and actions.
If you yourself cannot find your next advantage, turn first to the people closest to you, those whom you especially trust and whose opinion is important to you. They will help you find your strengths. The same question can (and probably, after some time should) be asked to a variety of people. Include all the good things that they say about you in the “My Virtues” list.
25-30 points . You have a very sober view of the world, but you cannot completely abandon pessimistic sentiments.
When the first signs of a pessimistic mood arise, begin to praise yourself for every little thing: “I am good, I am very good.” And so on every time there is a need for it.
31-41 points. You have clear, realistic views on life, and you usually remain optimistic in any situation. You are an optimist from birth. And you're right! But this quality of yours to a certain extent prevents you from correcting your mistakes. It's a pity!
Develop the habit of analyzing your optimism. What is happening, how do those around you feel, is your energy interfering with others, etc.? Ask yourself questions like these often. And when you get two or three dozen answers, see which reasons are more common.
Now the most important thing remains - to eliminate the reasons why your mood and optimism interfere with others. Try not to get into situations that lead to possible conflicts.
42-49 points . This is no longer optimism, but unbridled frivolity. You need to think about your attitude towards life.
Try to enter into the image of, for example, a phlegmatic, calm person who has seen everything, knows everything, and live in this image for several hours in a row. No matter how difficult it is for you, no matter what reasons and reasons arise, you cannot leave the image.
React to what is happening the way your phlegmatic hero would react. First, calmly think about what actually happened, collect additional information to make the necessary decision, put it off for a while longer (in case something else happens), and only then act.
A comment. The list of statements in this test is open for additions, especially those directly related to the lives of the schoolchildren themselves. The very process of discussing existing statements and possible answers is a good diagnosis of the children’s actual attitude to the realities of modern life.
During the discussion, it should be emphasized that today it is indeed difficult to remain optimistic, but only such an attitude towards life will help overcome the difficulties that almost every person experiences.
Test "My creativity"
Strive for the highest goal available to you and do not fight over trifles.
G. Selye
Man is by nature a creator, constantly searching for new ways to transform the world around him. But what is the creative potential of each of us?
The proposed test will help answer this question. For each test question, you need to select only one answer option and write down the corresponding letter on the answer form.
Questions:
1. Do you think that the world around you could be significantly improved?
a) yes; 6) no; c) only about something.
2. Do you think that you yourself can participate in changing the world around you?
a) yes; b) no; c) in some cases.
3. Do you think that some of your ideas would speed up progress in the field in which you are involved?
b) yes, but only under favorable circumstances;
c) only to some extent.
4. Do you think that in the future you will play such an important role that you will be able to fundamentally change something?
a) for sure; b) unlikely; c) possible.
5. When you decide to do something, do you think that you will realize your undertaking?
a) yes; b) no, c) yes, sometimes.
6. Do you feel the desire to do something that you absolutely don’t know?
b) the unknown does not interest me;
c) it all depends on the nature of the case.
7. You have to do something unfamiliar. Do you have a desire to achieve perfection in it?
b) I will be satisfied with what I have achieved;
c) yes, but only if I like it.
8. If you like a business that you don’t know, do you want to know everything about it?
a) yes, of course;
b) no, I want to learn only the most basic;
c) no, I just want to satisfy my curiosity.
9. When you fail, what you do is:
a) I persist for some time, contrary to common sense;
b) I’ll give up on this idea;
c) I continue to do it even when it becomes obvious that the obstacles are insurmountable.
10. Based on what will you choose a profession?
a) from your capabilities, prospects for yourself;
b) out of necessity of the profession;
c) of the benefits it will provide.
11. When traveling, could you easily navigate the route you have already taken?
c) yes, but only where I liked the area.
12. Immediately after the conversation, can you remember everything that was said?
a) yes, without difficulty;
b) I can’t remember everything;
c) I remember only what interests me.
13. When you hear a word in an unfamiliar language, can you repeat it syllable by syllable without error, even without knowing its meaning?
a) yes, practically without difficulty;
b) yes, if this word is easy to remember;
c) I can repeat it, but not quite correctly.
14. In your free time, do you prefer:
a) stay alone and think;
b) be in company,
c) being alone or in company - it makes no difference to me.
15. You are doing something. You decide to stop this activity when:
a) the job is finished and seems to me to be well done;
b) I am more or less satisfied with the result;
c) the matter is not finished yet.
16. When you are alone, your actions:
a) I like to dream about abstract things;
b) at any cost I try to find a specific activity for myself;
c) sometimes I like to dream, but about things that are related to my studies.
17. When an idea captures you, you think about it: a) no matter where and with whom I am;
b) only when I'm alone;
c) only where it is not too noisy.
18. When you defend an idea, your actions:
a) I can refuse it if I listen to convincing arguments from my opponents;
b) I will remain in my opinion, regardless of the arguments of my opponents;
c) I will doubt the arguments of my opponents.
Answer form
Last name, first name Date
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Question number |
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Question number |
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Total points: _____________
Processing the results
For each answer “a” you get 3 points; for the answer “b” - 1 point and for the answer “c” - 2 points.
Interpretation of results
23 points or less. Your creative potential, unfortunately, is small. But maybe you're just underestimating yourself?
You need to believe in your strength and knowledge, in your abilities and talent. Believe that there are no untalented people in the world. Every person has the makings of talent, you just need to discover it. In order for this to happen, look for your talent, start different businesses, try yourself in different fields of activity. And you will definitely find your talent, your place, yourself.
From 24 to 28 points. You have good creative potential, but you also have problems that slow down your progress.
If you want, you will achieve success, only for this you need to understand yourself more deeply, understand what particularly attracts you, and find the field of activity in which you can demonstrate your talent to the maximum. Ask yourself the question more often: “Is this my business?”
29 points or more . You have significant creative potential. If you can actually apply your abilities, you will achieve great success.
You are lucky because you already know what your talent is and where you can show your abilities. But you have a difficult task - to maintain and develop what you have. Therefore, constantly improve your memory, acquire new knowledge, create and invent new things.
Questionnaire for high school students
Target: determine the state of interaction between teachers and senior students in the team, as well as the dynamics of its development.
Progress
Respondents are asked to answer the following questions:
1. Which adults should be invited on a camping trip?
2. Who serves as a moral example for you:
a) comrades;
b) parents;
c) teachers;
d) book heroes;
e) outstanding athletes;
f) participants of youth ensembles;
h) add _________________.
3. In what areas of life do students of your educational institution have real rights:
a) in improving the educational process;
b) in organizing leisure time;
c) in monitoring the quality of knowledge;
d) in encouragement;
e) in the organization of educational work;
g) add _________________.
4. Where you can most fully express your personality (where you are most interested, where you are valued and understood):
a) in educational work;
b) in classes in clubs;
c) in the company of friends;
d) in social work;
e) in industrial training;
f) in leisure activities;
g) in the family;
5. Who can you be frank with:
a) with no one;
b) with the guys from our company;
c) with the director of the educational institution;
d) with group mates;
e) with parents;
f) with the head of the circle, section, club;
g) with grandparents;
h) with the class teacher;
i) with an old acquaintance; j) with a loved one; k) with a teacher;
m) add _________________.
6. What would you do if the teacher, in your opinion, unfairly offended you:
a) I will remain silent;
b) I will respond with insolence;
c) I will turn to my parents for support;
d) I will turn to my comrades for support;
e) I will calmly try to prove that I am right;
e) I will complain to the administration;
g) if necessary, I will take revenge;
h) I will contact the group leader;
i) I will turn to a teacher I trust;
j) I will ask you to raise my question at a group meeting;
k) add _________________.
7. In what activities do teachers of an educational institution participate “on equal terms” with students?
8. Complete the phrases:
“I want to go to technical school when...”; “I don’t want to go to technical school when...”;
“The model of moral attitude towards people in our technical school is...”;
“The relationship between teachers and students at our technical school can be called...”
9. What systems of relations in school need to be improved:
a) teacher - student;
b) teachers - teachers;
c) teachers - administration;
d) teachers - parents;
e) parents are students;
f) students - students;
g) administration - students.
10. Who can you turn to for help in difficult times?
11. What matters in the educational institution, in your opinion, can be resolved:
a) only teachers;
b) jointly by teachers and students;
c) independently by students.
12. In the team of employees of our educational institution, the following relationships prevail:
a) hostile;
b) unfriendly;
c) business;
d) group;
e) you - to me, I - to you;
f) complex;
g) all kinds;
h) friendly;
i) add _________________.
