Test for Assessing the Level of Development of a Person's Volitional Qualities

The following points are awarded for the answer to each question: 1 –
that never happens; 2 – probably not true; 3 – maybe; 4 – probably yes; 5 –
certain that yes.
Purposefulness
The ability to set clear goals and objectives:
a – I have a clear long-term goal for professional development 3–4 years ahead;
b – together with the instructor, I plan my level of achievement for the
coming year; I outline specific tasks for the corresponding stages
of preparation;
c – I set immediate tasks for upcoming classes, tests, and exams.
2. The ability to carry out one's activity systematically:
a – I carry out plans for individual homework assignments;
b – I carry out plans for performances at tests and exams;
c – I evaluate classes held, tests and exams passed;
and adjust the plans I have set.
3. The ability to subordinate oneself to achieving a set goal:
a – in order to reach my goal, I maintain a strict regimen;
b – the goals and objectives of professional growth are a powerful source of activity for me;
c – I feel an enormous sense of satisfaction from the very process of my musical practice.
Persistence and tenacity
4. The ability to pursue a set goal over a long period:
a – I practice on my musical instrument regularly and strictly observe the required number of hours set aside for practice;
b – I painstakingly and carefully work to master the technique of my playing movements;
c – I persistently and consistently try to overcome the shortcomings
in my professional skill.
5. The ability to overcome negative moods:
a – when a feeling of fatigue develops, I try to show patience and
continue practicing without lowering my level of effort;
b – when in a bad mood, I can compel myself to act despite "don't want to" or "can't";
c – I can patiently and persistently repeat monotonous and boring, but necessary exercises.
The ability to continue an activity despite failures and other
difficulties:
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a – a failure in performing a piece mobilizes me to achieve the goal – to play it well;
b – in the event of failure, I tend to increase the length of my practice sessions;
c – having performed one piece poorly at a test, I do not lose heart and try to play other pieces well.
Decisiveness and courage
7. The ability to make responsible decisions in a timely manner:
a – I can make a timely decision to carry out some
action, intention, or deed, when there is no room to delay;
b – I can make a timely decision to carry out necessary actions under conditions of risk;
c – I can make a timely decision under conditions of moral responsibility for my actions before my ensemble or
orchestra.
8. The ability to suppress feelings of fear:
a – in conditions of a high-stakes performance I feel drawn toward
risk and a desire to act (I can play a piece at a faster
tempo in a competition);
b – in conditions of a high-stakes performance, I mentally disengage
from my anxieties and concentrate entirely on my performing
actions;
c – in a situation of moral responsibility, I consciously overcome unfavorable feelings and act decisively (I can perform a part in place of a soloist who has fallen ill).
9. The ability to carry out decisions once made, without fail:
a – after deciding to carry out a responsible action
(task), I invariably proceed to its practical execution;
b – having started playing a difficult passage or piece, I continue doing so and
see it through, playing it to the end, even if I make mistakes along the way;
c – failures when playing difficult pieces mobilize me to make repeated attempts to succeed.
Composure and self-control
10. The ability to keep a clear mind:
a – when playing at a test or exam, I can concentrate well,
distribute and shift my attention, despite the nerve-racking setting;
b – I do not allow "defeatist" thoughts and negative notions to arise under the influence of failures and mistakes at tests and exams;
c – in the tense setting of an exam, I can act deliberately in accordance with what I know and am able to do.
11. The ability to master one's feelings:
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a – I can easily raise my emotional tone when in a state of
apathy, confusion, anxiety, and worry;
b – I can easily lower the level of my emotional arousal (in states of agitation, pain, indignation, or an exaggerated sense of
responsibility);
c – when a piece is performed successfully in class or at an exam, I do not display excessive self-assurance, carelessness, or an illusory
sense of superiority over others.
12. The ability to control one's actions:
a – I can maintain control over my playing movements
even when feelings of fatigue, irritation, or dissatisfaction with myself appear;
b – despite my failures at tests, I strive to continue
performing in public at the level of all my abilities;
c – in conflict situations, I can easily restrain myself from unethical acts and actions (rude words, arguments, leaving the classroom).
Independence and initiative
13. The ability to show independence in decisions and actions:
a – I take a critical view of advice offered to me by
my fellow students; I am not inclined to imitate my more successful classmates;
b – I like to prepare independently for upcoming classes (I read and take notes on the necessary books, complete the required assignments); c –
after my public performances, I prefer to do my own analysis
of what worked and what didn't.
14. The ability to show personal initiative and innovation:
a – I like inventing technical exercises
and proposing original plans for performing a piece;
b – I am inclined to plan the stages of my own professional growth independently;
c – I enjoy looking for individual ways of improving
my professional skill.
15. The ability to show resourcefulness and quick thinking:
a – I easily adapt to unexpected changes in the conditions
of classes and exams (a change in time or venue);
b – when playing in an ensemble, I can quickly change the character of my performance based on the soloist or my fellow ensemble members;
c – I can quickly adjust how I perform pieces depending on the audience (the makeup of the listeners, the acoustic conditions).
The task is completed individually or in pairs, with students evaluating each other. Scoring of results: for each volitional quality: 36–
45 points – high level; 26–35 – medium; 15–25 – low. Results are summarized according to the following scheme:

Table 3 Scores for Indicators of Volitional Skills