Отражение на агресивните предиспозиции върху академичната мотивация, удовлетвореността от живота и чувството за щастие при студенти
Reflection of aggressive predispositions on students’s academic motivation, life satisfaction and happiness

Summary/Abstract: The effects of aggressive predispositions on academic motivation have been traced based on Friedman and Rosenman’s model 1974; Friedman & Kewley, 1988, Morris, 1990, measured after Gordeeva T.O. 2013, adapted for the Bulgarian conditions by Petkov, Mitevska, 2017. In addition, the impact on life satisfaction and the feeling of happiness among students has been studied. The research has been done based on the responses of 189 people, 51,9% of whom male and 48,1% female between 14 and 49 years of age. The results received demonstrate significant correlations between the aspects of academic motivation for achievements, self-esteem and self-perfection and the aggressive behavioral predispositions of type A. The assumption that the moderate type of behavior as well as the type A behavior positively affect academic motivation has been confirmed. The research results can be used in the sphere of education in order to optimize the interpersonal communication.

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