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Relationship between Patterns of Behavior in Frustrating Situations and Individual Characteristics (A Study on Students of Drama School)
Sobkin V.S., Doctor in Psychology, Director of the Centre of Sociology of Education, Institute of Education Management of the Russian Academy of Education, Moscow, Russia, firstname.lastname@example.org
Lykova T.A., Ph.D. in Psychology, leading researcher, Institute of Education Management of the Russian Academy of Education, Moscow, Russia, email@example.com
The paper presents outcomes of a study on reactions in frustrating situations and their relationship with individual characteristics in students of drama school. The hypothesis of the study suggests that specific behaviors associated with responses to frustrating situations can be caused by individual characteristics of the students. The study was carried out on the material of a survey of first¬year students of the Oleg Tabakov Moscow Drama School. The reactions to frustrating situations were measured with C. Rosenzweig Frustration Test while personality features of the students were evaluated by Cattell's 16 Personality Factors Questionnaire. The analysis revealed that the students' reactions to frustration basically fall within the age norms. At the same time, all types of behavior and reaction patterns were distributed equally enough over the sample. The correlation analysis of the outcomes of the Rosenzweig Test and Cattell's 16PF Questionnaire confirmed the hypothesis on the relationship between the patterns of behavior in frustrating situations and personal characteristics of the stu¬dents of the Drama School.
Keywords: acting talent, frustration, personal characteristics, psychology of actor, Rosenzweig frustration test, Cattell's 16 PF test
Column: Experimental Research