The ratio of self-esteem and the level of aspirations of adolescents. Adolescence is the most unstable and changeable period

Self-esteem is closely related to the level of claims of the individual, with the desired level of her self-esteem. The level of claims is called the level of the image of "I", which manifests itself in the degree of difficulty of the goal that a person sets for himself. W. James proposed a formula according to which self-respect is directly proportional to claims, i.e. the planned successes that the individual intends to achieve: “Our satisfaction with ourselves in life is entirely determined by the business to which we dedicate ourselves. It is determined by the ratio of our actual abilities to potential, supposed, i.e. expressed as a fraction in which the numerator represents our actual success and the denominator our claims.

The formula shows that the desire to increase self-esteem can be realized in two ways: a person can either increase his claims in order to experience maximum success, or reduce them in order to avoid failure. In case of success, the level of claims usually rises, a person shows a willingness to solve more complex problems, in case of failure, accordingly, it decreases. The level of a person's claims in a particular activity can be determined quite accurately.

The behavior of those people who strive for success and those who try to avoid failure differ significantly. People who are motivated to succeed usually set certain positive goals for themselves, the achievement of which is clearly regarded as success. They try their best to be successful. A person is actively involved in activities, chooses appropriate means and methods in order to achieve the goal in the shortest possible way.

The opposite position is taken by people who are motivated to avoid failure. Their goal is not to succeed, but to avoid failure. All their actions are primarily aimed precisely at the realization of this goal. Such people are characterized by self-doubt, disbelief in the ability to achieve success, fear of criticism. Any job, and especially one that is fraught with the possibility of failure, causes them negative emotional experiences. Therefore, a person does not feel pleasure from his activity, is burdened by it, avoids it. Usually, as a result, he is not a winner, but a loser. Such people are often called losers.

Another important psychological feature that affects a person's achievement of success is the requirements that he places on himself. The one who makes high demands on himself tries to achieve success to a greater extent than the one whose demands on himself are low.

A lot for achieving success also means a person's idea of \u200b\u200bits abilities necessary for solving a problem. It has been established that people who have a high opinion of their having such abilities experience less in case of failure than those who believe that their corresponding abilities are poorly developed.

Psychologists have come to the conclusion that a person sets the level of his claims somewhere between very difficult and very easy tasks and goals - so as to maintain his self-esteem at the proper height. The formation of the level of claims is determined not only by the anticipation of success or failure, but primarily by taking into account and evaluating past successes and failures.

The level of claims can be adequate (a person chooses goals that he can actually achieve, which correspond to his abilities, skills, capabilities) or inadequately overestimated, underestimated. The more adequate self-assessment, the more adequate the level of claims. An underestimated level of claims, when a person chooses too simple, easy goals (although he could achieve much higher goals), is possible with low self-esteem (a person does not believe in himself, evaluates his abilities and capabilities low, feels "inferior"), but it is also possible with high self-esteem, when a person knows that he is smart, capable, but chooses simpler goals in order to “not overwork”, “not stick out”, showing a kind of “social cunning”. An overestimated level of claims, when a person sets himself too complex, unrealistic goals, can objectively lead to frequent failures, disappointment, and frustration. In youth, they often put forward inflated, unrealistic claims, overestimate their abilities, and as a result, this groundless self-confidence often irritates others, causes conflicts, failures, and disappointments.

Thus, based on a theoretical analysis of the literature, we can make the following conclusions:

Adolescence is a time of achievement, a rapid increase in knowledge, skills, the formation of morality and the discovery of the "I", acquiring a new social position. A teenager is still an insufficiently mature and socially mature person, a person who is at a special stage in the formation of its most important features and qualities. This stage is borderline between childhood and adulthood. The personality is not yet sufficiently developed to be considered an adult, and at the same time is so developed that it is able to consciously enter into relationships with others and follow in its actions and actions the requirements of social norms and rules.

Self-consciousness is a complex mental process, a special form of consciousness, characterized by the fact that it is directed at itself. An important aspect of self-consciousness and an indicator of a sufficiently high level of its development is the formation of such a component as self-esteem.

Self-esteem reflects the features of a person's awareness of their actions and actions, their motives and goals, the ability to see and evaluate their abilities.

Self-esteem has a number of dimensions: it can be correct or false, relatively high or low, stable or unstable. hallmark mature self-esteem is a differentiated self-esteem.

INTRODUCTION

CHAPTER 1. Theoretical aspects of the study of the problem of the relationship between the level of claims and self-esteem in adolescents with their social position in the group

1.1 The level of claims and self-esteem as socio-psychological phenomena

CHAPTER 2. Empirical study of the relationship between the level of claims and self-esteem in adolescents with their social position in the group

2.1 Methodology for studying the relationship between the level of aspirations and self-esteem in adolescents

2.3 Results of studying the relationship between the level of aspirations and self-esteem in adolescents and their social position in the group

CONCLUSION

LIST OF USED SOURCES

APPLICATION

Introduction

To date, the problem of the relationship between the level of claims and self-esteem has become perhaps the most popular in psychology. She is the subject of many books and articles. It is the problem of the relationship between the level of claims and self-esteem that is becoming increasingly relevant in our time. It is widely discussed in psychology, but there are many problems with the study of these phenomena. One of the problems is what is the level of claims and self-esteem.

The level of claims was studied by such scientists as K. Levin, J. Frank, F. Hoppe and others. And the study of self-esteem was carried out by such scientists as W. James, K. Levin, A.V. Zakharova, G.K.Valickas and others.

Thus, the term "level of claims" was introduced in the school of the German psychologist K. Levin. J. Frank understood by it the level of difficulty in a familiar task, which an individual definitely undertakes to achieve, knowing the level of his previous performance in this task.

For E.A. Serebryakov's level of claims is the need for a certain self-esteem, accepted and approved by a person.

F. Hoppe defined the level of claims as a model of the situation of choice of action.

W. James identified two forms of self-esteem: complacency and dissatisfaction with oneself. He understood self-esteem as a complex formation, which is a derivative element of the development of self-consciousness, which is formed in ontogeny (arises at a certain stage).

In the studies of K. Levin, the connection between self-assessment and the level of claims is recognized.

According to A.V. Zakharova's self-assessment is a projection of perceived qualities onto an internal standard, a comparison of one's characteristics with value scales. On the other hand, self-esteem is pride, self-confidence, a positive or negative attitude towards oneself.

G.K. Valickas proposed a working definition of this construct: Self-esteem is a product of the subject's reflection of information about himself in relation to certain values and standards, existing in the unity of conscious and unconscious, affective and cognitive, general and particular, real and demonstrated components.

Especially the level of claims and self-esteem play an important role in the formation of a teenager as a person and are associated with the formation of relationships with other people. How do they affect the social position of adolescents in the group? How are the level of claims and self-esteem related?

We have to study these and other questions, and therefore the purpose of our study is to study the relationship between the level of aspirations and self-esteem in adolescents and their social position in the group.

1) Conduct a theoretical analysis of the literature on the problem of studying the relationship between the level of aspirations and self-esteem in adolescents.

2) To study the methods of the level of claims and self-esteem in adolescents.

3) Correlate the level of claims with the level of self-esteem with the social status of the student in the class.

Object: The level of aspirations and self-esteem of adolescents.

Subject: The relationship between the level of claims and self-esteem with their social status.

Hypothesis: The relationship between the level of claims and self-esteem in adolescents exists, but the level of claims and self-esteem do not always depend on the social status of the student.

1) The method of theoretical analysis of literature.

2) Survey method (self-assessment study according to the Dembo-Rubinshtein method modified by A.M. Prikhozhan).

3) Sociometry.

4) Methods of qualitative and quantitative data processing.

Work structure: Course work consists of introduction, theoretical and practical chapters with conclusions. The main results of the study are reflected in the conclusion. The following is a list of sources used, appendix.

CHAPTER 1. Theoretical aspects of the study of the relationship between the level of claims and self-esteem in adolescents with their social position in the group.

1.1 The level of claims and self-esteem as socio-psychological phenomena.

Claim level

Currently, in domestic and foreign literature, more and more attention is paid to the problem of the level of claims, which has a significant impact on the formation of a person as a person.

The term "level of claims" was introduced in the school of the German psychologist K. Levin. The appearance of this phenomenon was associated with the experiments of T. Dembo. If the goal was too difficult for the subject, then he set himself an easier task, close to the original goal, which the person wants to achieve in stages. This intermediate chain was called the level of claims.

There are many definitions for this phenomenon. So, J. Frank understood it as the level of difficulty in a landmark task, which the individual definitely undertakes to achieve, knowing the previous level of his previous performance in this task.

For E.A. Serebryakov's level of claims is the need for a certain self-esteem, accepted and approved by a person.

The level of claims is based on such an assessment of one's capabilities, the preservation of which has become a need for a person. Accordingly, there is a more modern definition of this concept.

The level of claims is the desire to achieve the goals of the degree of complexity that a person considers himself capable of.

The level of claims can be private when it is based on self-esteem in the relevant area, for example, achievements in sports or taking a certain place in family relationships.

But it can also be of a general nature, that is, refer primarily to those areas in which its mental and moral qualities. It is based on a holistic assessment of oneself as a person.

The level of claims is influenced by the dynamics of failures and successes on the path of life, the dynamics of success and failure in a particular activity. The level of claims can be adequate (a person chooses goals that he can actually achieve) or inadequately overestimated, underestimated.

A low level of aspirations, when a person chooses too simple, easy goals, is possible with low self-esteem, but also with high self-esteem.

An overestimated level of claims, when a person sets himself too complex, unrealistic goals, can lead to frequent failures, disappointment, frustrations.

The formation of the level of claims is determined by the assessment of past successes and failures. The formation of the level of claims is clearly seen in learning activities. Repeated failures tend to lead to a lower level of ambition and a general decrease in self-esteem.

There is a dependence of the level of claims on emotional stability, the strength of nervous processes. Underestimation of the level of claims is typical for those who are less emotionally stable.

The level of claims should be taken into account in the process of education, since its compliance with the student's capabilities is one of the conditions for the perfect development of the individual.

The study of the level of claims is of great importance in medical psychology, pedagogy and educational psychology, social psychology and management psychology and in other fields.

So, it was found that the level of claims has many meanings. One of the meanings is the desire to achieve goals of the degree of complexity that a person considers himself capable of. The level of claims can be both private and general. The level of aspirations is influenced by successes and failures on the path of life. The level of claims is closely related to self-esteem.

In accordance with this, it can be overestimated or underestimated, adequate or inadequate. It can be applied in various fields of knowledge, for example, in pedagogy, in social psychology and in other fields of knowledge.

Self-esteem

An important role in the formation of a person's personality is played by self-esteem, which implies an assessment of oneself, one's activities, one's position in the group and attitude towards other members of the group. Self-esteem is associated with one of the central human needs - with the need for self-affirmation, with the desire of a person to find his place in life, to establish himself as a member of society in his own eyes and in the eyes of others. It is adequate self-esteem that contributes to the internal consistency of the individual.

Understanding yourself, in your relationships with others, correctly assessing yourself is a very difficult task. That is why it is necessary to understand what self-esteem is and what effect it has on a person. Today, there are many definitions of this concept. So, W. James was one of the first researchers who studied self-esteem. He identified two forms of self-esteem: self-satisfaction and dissatisfaction with oneself. By self-esteem, he understood a complex formation, which is a derivative element of the development of self-consciousness, which is formed in ontogeny (arises at a certain stage).

G.K. Valickas proposed the following definition of self-esteem: Self-esteem is a product of the subject's reflection of information about himself in relation to certain values and standards, existing in the unity of conscious and unconscious, affective and cognitive, general and particular, real and demonstrated components.

Self-esteem is a backbone component of the "I - concept".

The image of "I" arises on the basis of a person's awareness of the assessments of himself as a person by others and on the basis of correlating the assessments of others about himself with the assessments of himself.

Self-assessment contributes to the autonomous motivation of activity and increases its effectiveness. The personality develops the need to achieve the standard of the reference microgroup. If this does not happen, cognitive dissonance turns on and the person moves away from negative experiences.

Self-education begins with self-esteem. A person should know what qualities should be cultivated in himself. Self-esteem is formed by comparing oneself with other people and by comparing the level of one's claims with the results of one's activities.

Self-esteem depends on many factors. This is the level of development of abilities and claims, and the average level of assessments in the team, and others.

Sources of self-esteem can be close friends, classmates, comparing yourself with other unfamiliar or unfamiliar people, real personal capabilities, the reaction of authoritative elders, and others.

Self-esteem can be stable and unstable. Many researchers such as E.I. Savonko, N.A. Gulyanov consider the factors influencing the stability of self-esteem: the complexity of the task being performed, the importance of success, the orientation towards the assessment of others. But these factors may not be accurate enough, since for some people an increase in the level of difficulty of the task and the significance of failure reduce the stability of their own assessment, while for others they do not. Also, the more stable self-esteem, the less prone to depressive states.

Unstable self-esteem may be associated with a pronounced social orientation and self-doubt.

Also, self-esteem can be high - low, adequate - inadequate, conscious - unconscious, confident and insecure, and so on.

In the structure of self-esteem, there are two interrelated components: cognitive, containing a person's knowledge about himself of varying degrees of generalization, and affective (a person's feelings about what he learns about himself).

There are three types of self-assessment and their corresponding functions: prognostic - assessment of one's capabilities, one's attitude towards them; actual - assessment and corrections of actions based on it; retrospective - assessment of the achieved levels of development, performance results.

So self-esteem plays big role In human life. Under the self-esteem of G.K. Valickas understood the product of the subject's reflection of information about himself in relation to certain values and standards, existing in the unity of the conscious and unconscious, affective and cognitive, general and particular, real and demonstrated components. Self-esteem is included in the structure "I am a concept". Self-esteem is associated with the need for self-affirmation, the desire of a person to find himself in this life. It depends on the level of development of abilities and claims. Self-esteem can be high and low, adequate, inadequate. Three types of self-assessment were identified: prognostic, actual, retrospective. Self-esteem is closely related to the level of claims, since these concepts affect the social position of adolescents in a group and the formation of a teenager as a person and his relationships with others.

1.2 Psychological aspects formation of self-esteem in adolescents

Adolescence is the age of transition from childhood to adulthood. Changes occurring in relationships with parents and peers, in the field of cognitive capabilities and in relation to society as a whole contribute to the process of finding oneself. Self-esteem, a teenager's attitude to himself largely determines his behavior and academic performance. But still, how self-esteem is formed in adolescents and how it affects him.

At the beginning of puberty, most adolescents begin to conduct a thorough assessment of themselves, comparing their external data, abilities, social skills with similar qualities of their peers. This critical self-assessment is usually followed by a period of shyness, when the teenager is very vulnerable and easily embarrassed. Adolescents are concerned about how to reconcile the Self with the ideal Self.

According to K. Rogers, self-image, if I in my own perception and the ideal I begin to merge, then a teenager can accept himself, and if not, then this can lead to psychological problems.

The tendency to self-observation also increases, egocentrism appears, general self-esteem decreases somewhat, self-esteem of some qualities changes. Self-esteem is highly dependent on stereotypes (what a man should be, what a woman should be).

Due to the wide variability of growth processes and the desire of young people to compare themselves with their peers, many may experience a decrease in self-esteem and a sense of self-worth. All this can lead to anxiety and overestimation of oneself as a person.

If in younger age self-esteem is unstable, then in adolescents it is relatively stable. The behavior and activities of a teenager are largely determined by the characteristics of self-esteem. So, with an overestimated self-esteem, part of him has conflicts with others. Self-esteem has an impact on the self-education of a teenager. Assessing his own characteristics and capabilities in comparison with others, he can plan a program of self-education. It is very important for a teenager to have his own assessment, his own opinion.

Also, a teenager overestimates his actions and deeds. The teenager is more guided by the opinion of peers, comrades, and the teacher for him is no longer such an indisputable authority as before. Adolescents make high demands on the activities, behavior, and personality of the teacher. Adolescents are constantly evaluating the attitudes and behavior of teachers.

Teenagers, studying themselves, imagine that other people are also constantly watching them, evaluating them. This phenomenon in Western psychology is called "imaginary audience". He is open all the time, which increases his vulnerability.

It follows from this: the richer the experience and the higher the level of a person’s worldview, the more important in his development is the appeal to himself, the self-esteem of his personal qualities. In this sense, self-esteem acts as a relatively stable idea of the individual about himself, which is the result of multiple and multilateral self-assessment.

Self-esteem is closely related to the socio-psychological status of a teenager in a group. Socio-psychological status - a concept denoting the position of a person in the system interpersonal relationships and the measure of its psychological influence on the members of the group.

Studies by domestic psychologists show the existence of a relationship between self-esteem and socio-psychological status. It positively correlates with the level characteristics of adolescent self-esteem.

It was also revealed: the more critical a teenager is to himself and the higher his self-esteem, the higher his positive social status in the group. And further, the higher the self-esteem and the higher the level of claims, the lower the positive social status or the higher the negative status, depending on the behavioral characteristics of a person that manifest themselves in relation to the group: those prone to rational conformism fall into the group of “neglected”, prone to nonconformism - to the "rejected" group.

The reason for this behavior, some authors find in the growth of criticality of adolescents to themselves. They point out that a teenager's misunderstanding of his position in a team is often one of the main causes of conflict situations.

In conditions when self-esteem does not find support in society, when his behavior is evaluated by others exclusively negatively, when the need for self-esteem remains unfulfilled, a sharp feeling of personal discomfort develops. The personality is unable to endure it indefinitely; a teenager cannot but look for a way out of this situation; his self-esteem must find adequate support in social space. One of the ways to solve this problem is the transition of a teenager to a group in which the characteristics of his personality by others are adequate to self-esteem or even exceed it.

In such an environment, the adolescent is valued and constantly affirmed verbally and non-verbally, which leads to satisfaction of the need for respect and to a state of comfort from belonging to the group.

Self-esteem receives adequate support in the space of external social assessments of the individual.

A teenager can fall into an asocial group. It is necessary not only to snatch a teenager from one group; it is necessary to "substitute" for him instead of one asocial group another - a pro-social orientation. A new group should be such that the adolescent's self-esteem would find adequate support in it in the form of a social assessment of his personality.

This approach indicates that the teenager stubbornly clings to some asocial group, although he occupies a low position in it.

In this case, the transition of the individual to this group is not accompanied by an increase in the status of the individual among the members of the group. However, belonging to antisocial group satisfies the need for external confirmation of self-esteem at the expense of adolescents who are not included in the group. In extreme cases, such satisfaction can also be achieved through the manifestation of aggression, humiliating and subjugating other adolescents - not members of the group.

Thus, self-esteem in adolescents is formed under the influence of many factors. First, a teenager evaluates himself with other peers, the tendency to introspection increases. The desire to compare yourself to others can lead to a decrease in feelings of worth and self-worth. The teenager is increasingly focused on peers, and not on the teacher. Self-esteem is closely related to the social status of a teenager in a group. The more critical a teenager is to himself and the higher his self-esteem, the higher his social status in the group, and maybe vice versa. It is very important that a teenager's self-esteem find support in society, otherwise it can lead to antisocial behavior and negative consequences. This must be taken into account when working with teenagers.

1.3 Correlation between the characteristics of self-assessment and the level of claims

Self-esteem and aspiration level are fairly common constructs that psychologists work with. However, in numerous works devoted to the study of these formations, unjustifiably little is given to the question of the nature of the relationship between self-esteem and the level of claims. long time self-esteem was identified with or reflected in the level of aspirations in a goal-setting situation, which allowed researchers to use the technique of measuring aspirations to diagnose self-esteem. A similar application of indicators of the level of claims revealed signs of a mismatch between the levels of these constructs.

To date, the ratio of self-esteem and the level of claims in terms of the height parameter and the relationship various options with a range of personality traits. It was found that with a harmonious combination of high-altitude characteristics of self-esteem and the level of claims, a balanced personality can be formed, and with the divergence of the levels of the latter, internal discomfort may occur, causing an increase in anxiety, aggressiveness, and so on.

The increase in aspirations is an additional motivational variable reflected in the productivity of activity. That is why, when considering the type of correlation between self-esteem and the level of claims, the mismatch of the variables under discussion by the type of increasing the level of claims regarding self-esteem gives a higher efficiency of educational activity compared to the incoherent type or a combination of the analyzed variables at an equal, average level.

Increasing self-esteem and the level of claims will have a positive impact on the productivity of activities. The disharmonious type, namely, an increase in the level of claims regarding self-esteem, provided that it is adequate, although it gives an increase in the productivity of educational activities, it is associated with an increase in the level of anxiety and adversely affects the health of students. The most unfavorable type of combination is the presence of an average self-esteem and a low level of aspirations: it does not lead to the effectiveness of educational activities due to a weakening of the motivation of schoolchildren, but it can increase the incidence of schoolchildren.

The discrepancy between the height parameters of self-esteem and the level of claims is generated by one kind of intrapersonal conflict that is common to them. This conflict lies in the fact that the current self-assessment, which is formed according to current achievements, does not coincide with the internal standard that was habitually realized in the past or, being new, would satisfy the subject. Claims exceeding self-esteem is a coping strategy, because a person seeks to establish the desired level of real self-esteem through actual achievements.

When self-esteem rises, claims are dominated by a defensive strategy aimed at avoiding failure that threatens the height of the declared self-esteem.

The coping strategy, expressed in raising self-esteem by achieving success in a zone of high difficulty, is adequate, but not completely effective due to the risk of failure, which can lead to a second decrease in self-esteem and further deepening of the conflict. A “defensive” strategy is not effective by definition, since it saves the subject only from a possible short-term failure, but does not allow the activity to test the declared level of self-esteem, leaving the conflict unresolved and not performing the function of coping.

It was found that there is a relationship between self-esteem and the level of claims. It has been found that with a harmonious combination of self-esteem and the level of claims, a balanced personality can be formed, and if these parameters do not match, discomfort that causes an increase in anxiety can be formed. Also, this discrepancy can give rise to intrapersonal conflict. And an increase in self-esteem and the level of aspirations can have a positive effect on learning activities, or it can cause Negative consequences. When self-esteem rises above the level of claims, a defensive strategy to avoid failure may arise. This largely depends on the desire of a person to overcome them and his abilities, which increase his self-esteem and level of claims.

Thus, when writing the theoretical part, we used various sources. It was found that the problems of the relationship between the level of claims and self-esteem are dealt with by many scientists. One of the main problems in studying the relationship between the level of claims and self-assessment is that self-esteem and the level of claims have many definitions, but there is no single concept.

Self-esteem and the level of aspirations play a particularly important role in adolescence, since a teenager has a need for self-affirmation, the desire to find himself in this life. It was found that self-esteem is closely related to the level of claims. The level of claims can be adequate and inadequate, overestimated or underestimated. Also, self-esteem can be adequate, inadequate, high or low. Three types of self-assessment were identified: prognostic, actual, retrospective. It is very important that self-esteem finds support in society, otherwise there may be negative consequences for both the teenager and the people around him.

With a favorable combination of the level of claims and self-esteem, a balanced personality can be formed, and if they do not match, discomfort that causes an increase in anxiety. It is very important that self-esteem and the level of claims do not exceed each other, because if it is the other way around, it will negatively affect the educational activities and the health of adolescents. Self-esteem and the level of claims affect the social position of adolescents in a group and the formation of a teenager as a person and his relationship with others.

Therefore, in order to fully study the problem of the relationship between the level of aspirations and self-esteem in adolescents and how they are related to their social position in the group, we need to conduct an experimental part that will provide answers to all our questions.

CHAPTER 2 Empirical study of the relationship between the level of aspirations and self-esteem in adolescents and their social position in the group

2.1 Methodology for studying the level of aspirations and self-esteem in adolescents

In our work, the following research methods were used.

In the first chapter, the method of theoretical analysis was used. We used the following sources: scientific literature, scientific information, reference literature. These are, for example: textbooks on general psychology, developmental and educational psychology, and social psychology. Articles on psychology, psychological dictionary.

After analyzing these sources, we see that the problem of the relationship between the level of aspirations and self-esteem in adolescents and their social position in the group is really relevant and requires careful study. The study and analysis of literature serves to familiarize with the facts that characterize the history and current state of the problem, helps to understand it more deeply, to identify which aspects of it are little or not studied at all.

Therefore, our study includes an introduction, which substantiates the relevance of the problem with the allocation of the main stages of the study: goal, objectives, object, subject, hypothesis, research methods.

At the end of the theoretical part, a conclusion was made, which reflected briefly the analysis of the problem under study.

In the second chapter, to study the relationship between the level of aspirations and self-esteem in adolescents and their social position in the group, we used the survey method - a study of self-esteem according to the Dembo-Rubinstein method modified by A.M. Parishioners, conducted sociometry, and then - a method of qualitative and quantitative data processing. The practical part includes a description of the experimental study, justification of its methods, analysis of the results, processing and interpretation of the data obtained, and conclusions.

The theoretical and practical parts are followed by a conclusion, a list of sources used, and an appendix.

2.2 Methodology for studying the relationship between the level of aspirations and self-esteem in adolescents and their social position in the group

In the practical part, to study the relationship between the level of aspirations and self-esteem in adolescents and their social position in the group, we used the methodology “Study of self-esteem according to the Dembo-Rubinshtein method modified by A.M. Parishioners (Appendix 1), and then conducted sociometry.

To begin with, we will characterize the survey method.

A survey is a research method that allows you to identify psychological features people based on their responses to the proposed oral and written questions.

The survey method is used in two main forms: in the form of an interview (oral survey) and in the form of a questionnaire (written survey).

An interview is a type of survey in which the goal is to reveal the experience, assessments, and point of view of the interviewee based on his answers to a pre-formulated question or group of questions.

According to the goal that the researcher seeks to realize, they distinguish opinion interviews, which clarify the assessment of phenomena, events, and documentary interviews related to the establishment of facts.

Questioning is a type of survey in which the same goals are achieved based on the written answers of respondents.

Each of these forms has strengths and weaknesses. The strengths of the oral survey are in the live contact between the researcher and the subjects, in the possibility of individualizing questions, their variation, additional clarifications, prompt diagnostics of the reliability and completeness of the answers.

The strengths of a written survey are the ability to cover a large number of respondents with research and identify mass phenomena, based on the analysis of which facts are established.

The weak side of the oral survey is the possibility of suggesting the position of the research to the subjects and the difficulty of covering a wide range of people with the survey.

The weak side of the questionnaires is their standard nature, the lack of live contact between the researcher and the respondents, which does not always provide sufficiently comprehensive and frank answers.

When using a survey, an unambiguous, clear, precise statement of the question is very important. You can not ask questions of a prompting nature. Indirect questions, revealing assessments, relationships, opinions of interest to the researcher through information about other objects, relationships are more effective.

When preparing and conducting a survey, as when using any research method designed to collect empirical material, data obtained by other researchers should be taken into account. The totality of available data and assumptions about possible changes due to features social situation, a new period of development allows you to prepare questions for written and oral surveys that are adequate to the research tasks.

Questions are of open and closed type. Open-ended questions require an independent formulation of the answer.

Closed-ended questions require a “yes” or “no” answer, and subjects must also choose from the proposed ready-made answers.

Questions and questionnaires of semi-closed type: the answer can be chosen from the proposed options or formulate your own answer.

The received written answers are analyzed, processed by the method of mathematical statistics and can serve as the basis for obtaining orientation. In the problem and the formation of conclusions. The survey is conducted anonymously and includes general assessments (gender, age, length of service, position, and others).

Sociometry (sociometric test) is one of the types of survey aimed at studying intra-collective and inter-collective relationships by identifying relationships between group members.

Sociometric test allows you to identify:

The degree of cohesion, disunity of the group;

Sociometric status of a group member;

Internal subsystems, cohesive subgroups, which may be headed by informal leaders.

The specificity of this method is that it cannot be anonymous. The subject can only encode his own form (sociological card) of answers, but in any case the code must be known to the researcher conducting the survey.

There are two forms of sociometric procedure:

1) non-parametric (the number of choices is not limited);

2) parametric (the number of choices is limited).

The advantages of the non-parametric form include:

a) the ability to identify the emotional expansiveness of the group;

b) to consider the whole variety of interpersonal relations of the group;

Disadvantages of non-parametric form:

a) the probability of obtaining a random choice;

b) difficulties in processing the received data.

Sociometric survey procedure.

The procedure includes a number of steps.

Preparatory stage. The researcher defines the problem, chooses the object of research, gets acquainted with the size and socio-demographic characteristics of the group.

First stage. The main task is to motivate the subjects to conduct a further survey. At this stage, the content of sociometric examples is formed.

Second phase. Conducting your own survey: instructing, distributing sociometric cards, filling them in with respondents and collecting cards. Each member of the group must answer the questions formulated in the sociometric card, choosing one or another group member depending on their greater or lesser inclination, their preference over others. The survey itself can take place both in writing and orally.

processing stage. Processing information, presenting it in a collapsed form, checking the reliability of the received data.

The study of self-esteem according to the Dembo-Rubinshtein method modified by A.M. parishioners.

This technique is based on the direct assessment (scaling) of personal qualities by schoolchildren, such as health, abilities, character, and so on. Subjects are invited to mark on the vertical lines with certain signs the level of development of these qualities (an indicator of self-esteem) and the level of claims, that is, the level of development of these qualities that would satisfy them. Each subject is offered a methodology form containing instructions and tasks.

The composition of the methodology: The subject is offered seven opinions. They stand for:

1) health;

2) mind, abilities;

5) the ability to do a lot with your own hands, skillful hands;

6) appearance;

7) self-confidence.

On each line, with a line (-), the subject marks how he assesses the development of this quality in himself, the side of the personality at a given moment in time. After that, he marks with crosses (x) at what level of development of these qualities, sides, he would be satisfied with himself or feel pride in himself.

The subject is given a form on which seven lines are shown, each 100 mm high, indicating the upper, lower points and the middle of the scale. The technique can be carried out both frontally - with classes, a group, and individually. The time allotted for the task is 10-12 minutes.

Claim level

The norm, the realistic level of claims, characterizes the result from 60 to 89 points. Optimal - a relatively high level - from 70 to 89 points, confirming the optimal idea of one's capabilities. From 90 to 100 points usually certifies the unrealistic, uncritical attitude of children to their own abilities. Less than 60 points indicates an underestimated level of claims, it is an indicator of unfavorable personality development.

HEIGHT OF SELF-ESTIMATION.

The number of points from 45 to 74 (“average” and “high” self-esteem) certifies a realistic (adequate) self-esteem.

From 75 to 100 and above indicate an overestimated self-esteem and indicates certain deviations in the formation of personality. Inflated self-esteem can confirm personal immaturity, the inability to correctly assess the results of one's activities.

Below 45 points indicates low self-esteem (underestimation of oneself) and speaks of extreme trouble in personality development.

Our research consists of several stages:

1) Description of research methods

2) Conducting the study itself

3) Processing the results

4) Interpretation of the received data

The study was conducted in the educational institution “State gymnasium No. 3 of Vitebsk named after A.S. Pushkin. The respondents were teenagers 15-16 years old, 9 "A" class.

The results are presented in table 2.3.1.

2.3 The results of studying the relationship between the level of claims and self-esteem in adolescents with their social position in the group.

In the course of the study, we obtained the following results.

Processing was carried out on six scales (the first, training - "health" - is not taken into account). Each answer was expressed in points. The length of each scale is 100 mm, in accordance with this, the answers of the subjects receive a quantitative characteristic (for example, 54 mm = 54 points). The calculated scores of each subject were correlated with the level of self-esteem (the height of self-esteem - from "O" to the sign "-") and the level of claims --- the distance in mm from "O" to the sign "X".

The results of the level of self-esteem and the level of claims can be presented in Table 1.

Table 2.3.1. The results of the survey to determine the level of self-esteem and the level of claims

Self-esteem level	Level of claims (Σ)%	The ratio of the level of claims and self-esteem
Average level	Average level
Low level	Average level	Self-esteem is lower than the level of claims
Average level	Average level
High level	Average level	Self-esteem is higher than the level of claims
Average level	Very high level
High level	Very high level
Average level	Average level	Self-esteem and the level of claims have an average level in terms of quantitative characteristics
Low level	Average level	Self-esteem is lower than the level of claims
Average level	Average level	Self-esteem and the level of claims are in the ratio
Low level	Low level
Average level	Average level	Self-esteem and the level of claims are in the same ratio
Average level	Average level	Self-esteem and the level of claims are average
Average level	Average level	Self-esteem and the level of claims are average
Average level	High level
Average level	Very high level	The level of claims exceeds self-esteem
High level	High level	The level of claims and self-esteem are high
Average level	Low level	Self-esteem exceeds the level of claims
Average level	High level	The level of claims is higher than self-esteem
Average level	Very high level	The level of claims is higher than the level of self-esteem
Average level	High level	Self-esteem is lower than the level of claims
Average level	High level	Self-esteem is lower than the level of claims
Average level	Average level
High level	High level	Self-esteem and the level of claims are high
Average level	Average level	I have an average level of self-esteem and aspirations
Average level	Average level	I have an average level of self-esteem and aspirations
Average level	Average level	Self-esteem and the level of claims are average
Average level	High level	The level of claims is higher than self-esteem

According to the number of answers that were calculated in the methodology on scales, we can calculate the percentages for the level of self-esteem and the level of claims.

Σ = 57+57=50+44+34+24 =50% ---- level self-esteem

Σ = 74+80+90+71+61+51 \u003d 71.1% --- level of claims

Description of the table: Among the subjects who took part in the study, 3 people have a low level of self-esteem, which ranges from 39% to 44.5%. 20 people have an average level of self-esteem, which ranges from 45.3% to 74.8%, 4 people have a high level of self-esteem, which in percentage ranges from 74.6% to 83.8%.

And in terms of the level of claims, 2 people out of all the subjects who took part in the study have a low level of claims, which is 58.9% and 40.8%. The average level of claims have 15 people, which ranges from 63.3% to 75.5%. 6 people have a high level of claims, which ranges from 60.6% to 89%. 4 people have a very high level of claims, which ranges from 88.3% to 94%.

Interpretation of results. The results obtained indicate that in this class there is an average level of self-esteem and a level of claims, while others have a high level of self-esteem and a very high level of claims. And it is also observed that self-esteem is lower than the level of claims and in some cases it may be that self-esteem and the level of claims have the same average level, then they say that these two concepts are interconnected. Maybe the level of claims is lower than self-esteem. However, for a more complete analysis of the relationship between the level of self-esteem and claims and how it affects the position of the student in the class, it is necessary to conduct sociometry, which will help to identify the degree of cohesion, disunity of the group, the sociometric status of a group member, close-knit subgroups, internal subsystems, which may be headed by informal leaders .

This test will help to find out how the relationships develop in the team.

To determine the position of students in the system of interpersonal relations and the structure of the group, we used sociometry.

Purpose: to study the structure of interpersonal relationships in the team and the status of students in the class.

Material: sociometric matrix.

Methodical instructions: the sociometric method is carried out when the group includes at least 12 people and exists for at least one year. The number of choices can be specified. Statistical analysis reveals some quantitative characteristics: the reciprocity of choice, its awareness, the stability of interpersonal relationships.

9 "A" class

There are 27 students in the class, 27 students are present.

Schoolchildren are invited to sign their sheet and write on it the names of the people they have chosen from the team. It is necessary to observe the sequence of preferences (first of all (1), second (2), third (3rd turn)).

Depending on the nature of the revealed relationship, the questions may be different: “Who would I like to go hiking with?”.

The students indicated the names and surnames of those who were chosen. At the same time, they were told that their names would be encrypted and the results kept secret. If desired, everyone will be able to individually find out their status in the team.

Results processing: answer sheets are encrypted; that is, each is assigned a specific number, which is fixed in the upper right corner of the sheet.

And then we enter the available information about the choice in a special table called the sociometric matrix.

Interpretation of sociomatrix data.

4. Students who received a large number of negative choices are isolated members of the team.

boys

Girls

Diagram 2.3.1. Results of sociometric research

Date of the event 05.05.09.

Number of participants - 27.

Leaders: Belous E., Vekhteva M., Zamalina M., Makhlaev Yu., Plushev B., Ivanov Zh., Kalinina D., Kibisova V., Kozenkov I., Kokhonova A., Krupenina N., Kuts S., Makhlaev Yu., Mironova A., Nikolaeva V., Podolitsky V., Putilovskaya V., Rintovich Yu., Sidorov A.

Neglected: Abbasova G., Zamastotsky E., Orlovsky K., Trofimova Ya.

Isolated: Zamastotsky E., Presnyakova N.

Conclusion: There are 2 students in the class who received a large number of negative choices and belong to isolated members of the team. These are Zamastotsky E. and Presnyakova N. The neglected students include Abbasova G., Zamastotsky E., Orlovsky K. and Trofimova Y. Preferred --- Varfolomeev A., Gorovaya D., Davydenko R., Enukov A., Ivanov Zh. , Kalinina D., Kibisova V., Kozenkov I., Kokhonova V., Krupenina N., Kuts S., Makhlaev Yu., Mironova A., Nikolaeva V., Podolitsky V., Putilovskaya V., Rintovich Yu., Sidorov A. The leaders in the class are Belous E., Vekhteva M., Zamalina M., Maklaev Yu., Plushev B.

The diagram shows what place a particular student takes in the class and shows the relationship between students. And now, for a more complete analysis of the sociometric research data, we will compare the level of self-esteem and the level of claims with the sociometric status of students. The data are presented in the following table 2.3.2.

Table 2.3.2. Summary table of the relationship between the level of self-esteem and the level of claims and sociometric status

subject number	Self-esteem level	Claim level		sociometric status
	Female
	50%-average		71.1% - average		Neglected
	44.5% -- low		73.8 - medium		Preferred
	52.8%--average level		90.1% -very high level		Preferred
	74.6% --high		72.8%--medium
	64.1%--medium		94.1%--very high level		Preferred
	83.8%-high		93.6% -very high level
	51.6% -- average		61.3 - medium
	62.3%--high level		63.3% - high level
	53.3% --high		72.8%--medium
	60%--medium		63.3%--average level		Preferred
	73.5%--medium		77.6%--high		Preferred
	74.8%--medium		88.3% - very High level		Preferred
	46.6% - average		64.1% average		Preferred
	69% -- high		89% high		Preferred
	58%--average level		65%---Medium		Isolated
	56.3 --- medium		75.6%--high		Neglected

Male

39%-low	40.8%--Low	Preferred
45.5% -- average	60.1% - medium	Preferred
45.1%--average level	75.5%--average level	Preferred
52.1% --medium	72.5%--medium	Neglected
55.8%--medium	65.3%--average level	Preferred
45%--medium	58.9%--low
55.1%--medium	83%--high level	Neglected
49.1% - average	85% --high
56.6% -- average	65.8% - medium	Preferred
52.1%--average level	63.3%---average level	Preferred
50.2%---medium	86%--high

Description of the table: Out of 16 females, subjects with an average level of self-esteem are either leaders (4 people), or preferred (7 people), or neglected (2 people) or isolated (1 person), 3 people with high level of self-esteem belong to the leaders. With an average level of claims, they are either leaders (2 people) or preferred (3 people), 1 person is neglected, 1 person with a high level of claims is neglected. With a high level of claims: 1 person to the leaders, 2 people to the preferred ones, with a very high level of claims, 3 people belong to the preferred ones, 1 person to the leader.

Of the 11 males who took part in the study, those with a low level of self-esteem are either preferred (1 person), with an average level - preferred (5 people), 3 people are leaders, 2 people are neglected.

With a low level of claims, 1 person belongs to the leaders in the class and 1 person to the preferred ones. With an average level of claims: 5 people are preferred, with a high level of claims, 2 people are leaders, 1 person is neglected.

Interpretation of the results: the results obtained indicate that the level of self-esteem and the level of aspirations do not always coincide with the sociometric status, and sometimes they do. The female sex has an average, high level of self-esteem and these subjects will either be preferred, or neglected, or leaders, the same with the level of claims, but 1 person with a high level of claims is neglected.

And among the male sex, there are subjects preferred, leaders, neglected. With a low level of claims, 1 person belongs to the leaders in the class and 1 person - to the preferred ones.

The level of self-esteem and the level of aspirations are interrelated and related to the student's sociometric status in the class, but they may not coincide.

In the practical part, to study the relationship between the level of claims and self-esteem, we used the methodology “Study of self-esteem according to the Dembo-Rubinshtein method modified by A.M. Prikhozhan”, and then we conducted sociometry to determine the social status of the subjects. To begin with, we gave a brief description of the survey method, identified what this technique is intended for, and then briefly described sociometry as a research method, its advantages and disadvantages.

Our study included the following stages: conducting the study, processing and interpreting the results. The results obtained indicate that there is a relationship between the level of claims and self-esteem and social status, that they may not always coincide. The female gender is dominated by an average, high level of self-esteem, which can be treated as leaders, preferred, neglected. And the level of claims is medium, high, very high, which can be treated as neglected, preferred leaders. And the male gender has a low and medium level of self-esteem, which can refer to leaders, preferred, neglected. The level of claims is low, medium, high, which can also apply to leaders, preferred, neglected. The level of claims and self-esteem may not always coincide with the social status of the student in the group. Leaders are popular, preferred ones have authority and respect, neglected ones want to communicate, but are suppressed by the stronger side of the class.

Everyone needs the right approach.

Conclusion

The main scientific results of the course work.

In the course of the study, the goal we set at the beginning of the study - to study the relationship between the level of aspirations and self-esteem in adolescents with their social position in the group - was achieved.

In the course of the study, we solved the following tasks:

1. We conducted a theoretical analysis on the problem of the relationship between the level of aspirations and self-esteem in adolescents and their social position in the group. This problem is really relevant in our time. This is especially important in adolescence, as a teenager has a need for self-affirmation, the desire to find himself in this life.

It was also found that with a favorable combination of the level of claims and self-esteem, a balanced personality can be formed, and if not, then discomfort. Self-esteem can be adequate and inadequate, and the level of claims can be overestimated or underestimated.

In the practical part, the relationship between the level of claims and self-esteem in adolescents was revealed using the methodology “Study of self-esteem according to the Dembo-Rubinstein method modified by A.M. Prikhozhan”. The female is dominated by an average, high level of self-esteem. These can be leaders (4 people), preferred (7 people), or neglected (2 people), or isolated (1 person). 3 people with a high level - to the leaders. With an average level of claims, leaders are 2 people, 3 people are preferred, 1 person is neglected, 1 person with a high level of claims is neglected, 1 person is a leader, 2 people are preferred, with a very high level of claims - 3 people are preferred, 1 person - leader. For males, 1 person with a low level of self-esteem is preferred, with an average level - to preferred (5 people), 3 people - to leaders, 2 people - neglected.

With a low level of claims, 1 person is the leader and 1 person is the preferred one. With an average level of 5 people - preferred, with a high level of 2 people - to the leaders, 1 person - to the neglected.

But these data may not match.

The hypothesis was confirmed that the relationship between the level of aspirations and self-esteem in adolescents exists, but does not always depend on the status of the student in the class.

These results can have practical use, because if there are neglected and isolated students in the class, then it is necessary that they are not suppressed in the class by other students, for this they need to increase their self-esteem and level of claims, they need to be helped to make them understand that they are the same like others. And leaders and preferred ones should support and be friends with them.

Therefore, for further investigation of this problem, it is necessary to apply modern methods and quality processing to obtain the desired results.

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As a manuscript

Semina Olga Vyacheslavovna

Features of the level of claims of younger adolescents in educational activities

19.00.07. - pedagogical psychology

Scientific adviser Doctor of Psychology, Professor Fomina N A

Ryazan 2007

The work was carried out at the Department of Personality Psychology, Special Psychology and Correctional Pedagogy, Ryazan State University named after S.A. Yesenin.

Scientific supervisor, Doctor of Psychology,

professor Fomina N.A

Official opponents Doctor of Psychology,

Professor Parishioner A M

Leading organization Ryazan Institute for the Development of Education

The defense of the dissertation will take place "" _ 2007 at_ hours

at a meeting of the Dissertation Council K-008.017 01 at the Psychological Institute of the Russian Academy of Education at the address 125009, Moscow, Mokhovaya st., 9, building "B".

The dissertation can be found in the library of the Psychological Institute of the Russian Academy of Education

Academic secretary l

Dissertation Council, U 0

Candidate of Psychological Sciences L^) and A Levochkina

general description of work

The relevance of research

In the context of a decrease in the educational activity of schoolchildren, the efforts of teachers, methodologists and psychologists are aimed at finding ways and means of activation. The successful solution of this problem is largely associated with the use of psychological mechanisms for regulating students' activities. as the level of difficulty of the chosen goals of activity and producing high activity of the individual. The practical significance of this personal phenomenon is given particular relevance to the study of the patterns of its manifestation and formation in early adolescence, in which an intense and often contradictory formation of the personality takes place.

At the same time, some theoretically and practically significant problems for the education and upbringing of schoolchildren of the study of the level of claims remain insufficiently studied. One of them is the problem of the features of its manifestation and determination in the educational activities of schoolchildren.

In this regard, it is necessary to study the features of the manifestation and patterns of formation of the level of claims in real life. small group- classroom, as well as the possibilities of using it as a mechanism for increasing educational activity and developing personal properties (self-esteem, motivation, etc.) in early adolescence.

The purpose of the study is to study the features of the level of claims and its determinants

1 Analyze the theoretical and methodological aspects of the study of the level of claims

2 To identify the height, adequacy and stability of the level of claims of younger adolescents in educational activities

3 Analyze the main determinants of the level of aspirations of younger adolescents in educational activities

4 Determine the conditions for the formation and correction of the level of claims of younger adolescents in the learning process

The object of the study is the level of claims as a choice of the difficulty of the goal in educational activities

The subject of the study is the qualitative features of the level of claims of younger adolescents and its determinants in educational activities.

Research hypotheses:

The level of aspirations of younger adolescents in learning activities as the level of difficulty of the chosen goal depends not only on personal characteristics, but also on the influence of such social factors as the choice of tasks by class leaders, the majority of class students, rivalry, “social desirability”, teacher and family attitudes. lessons in situations of public choice of educational tasks actualizes the motives associated with "social comparison" and contributes to an increase in the level of claims and educational activity of younger adolescents

The methodological basis of the study was the provisions of the activity concept of personality, developed in domestic psychology (L S. Vygotsky, A V Zaporozhets, A N Leontiev, S L Rubinshtein and others), the theory of learning activity (B G Ananiev, V V Davydov, D B Elkonin and others), works on practical diagnostics (L S Vygotsky, I V Dubrovina, B. V Zeigarnik, A M Prikhozhan, D B Elkonin and others)

Research methods

The main method for studying the level of claims was ascertaining and forming natural experiments in the lessons of mathematics, Russian and foreign languages The principles of the methodology for studying the level of claims (independence of choice and ranking tasks according to difficulty), developed at the school of K. Levin, were taken as a basis, adapted by us to adolescence

The scientific novelty of the dissertation research is as follows

Typical combinations of height, adequacy and stability of the level of claims are revealed, revealing its qualitative features in younger adolescents,

Analyzed the specific features of the level of aspirations of younger adolescents in classes with different training programs and lessons in different academic subjects,

The main and secondary determinants of the level of aspirations in the classroom in younger adolescents with different academic performance, as well as adolescents with a high and low level of development of personal qualities, have been identified.

The conditions for the formation and correction of the level of claims of younger adolescents in the learning process are determined.

Provisions made for defense: 1 Most often in younger adolescents there are three types of level of claims high (in combination with medium) unstable, inadequately high, medium (in combination with low) unstable, inadequately high and medium, stable, inadequately high level of claims

2 The height, adequacy and stability of the level of claims of younger adolescents in educational activities have specifics in classes with different curricula (gymnasium and general education) and in lessons in various subjects (algebra and geometry, Russian and English) In gymnasium classes, the height and stability of the level of claims is higher than in general education classes; in Russian and English lessons they are higher than in mathematics lessons

3. The quality of PM in younger adolescents in a lesson depends on the level of personality traits that have been formed, and above all, self-esteem, motivation, intelligence, volitional regulation, individual cognitive values. those who are dominated by socio-psychological factors, it is, as a rule, inadequately overestimated and unstable , raise the level of claims of the individual

4. The formation and correction of the level of claims of younger adolescents is possible in the educational activity itself when certain psychological and pedagogical conditions are created, of which the most important is the independent public choice of assignments of a certain difficulty in the classroom. The systematic creation of claims situations in the classroom actualizes the action of positional motives (primarily self-affirmation) and increases the level of claims and cognitive activity of schoolchildren.

realize individual approach in the education and upbringing of adolescents, as well as to use it as an effective mechanism for increasing their cognitive activity

Empirical base of research. In the study of the level of claims of younger adolescents in educational activities, 301 schoolchildren of schools No. 7, 8, 14, 67 of Ryazan took part

The reliability of the results obtained and the validity of the conclusions were provided by the initial theoretical and methodological foundations, as well as the use of reliable methods for diagnosing and analyzing the data obtained.

Approbation and implementation of the results of the study were carried out in the educational process of schools No. 7, 8, 14, 18, 51, 67, 69 in Ryazan and the Ryazan Institute for the Development of Education, in speeches at the interregional scientific and practical conference "The problem of will in domestic psychology history , modernity, prospects "Ryazan, Academy of Law and Management of the Federal Penitentiary Service of the Russian Federation, 2004, at the V Interregional Scientific and Practical Conference "Problems of Personality Development" (Ryazan, RSMU 2005)

The structure and scope of the dissertation.

The dissertation consists of an introduction, four chapters, a conclusion, a list of references. The total volume of the work is 186 pages, it includes 17 tables.

In the introduction, the relevance of the research topic is substantiated, its object, subject, goal are defined, hypotheses and tasks are formulated, the scientific novelty and practical significance of the work are disclosed, the methodological foundations are outlined, a short list of methods is given, and provisions for defense are formulated.

The first chapter "Theoretical aspects of the study of the level of claims" outlines various theoretical approaches to the study of the level of claims.

The very term "level of claims" from the moment of its allocation into an independent category was interpreted ambiguously. T Dembo understood it as a transition to an easier intermediate goal on the way to achieving the final difficult goal (1931), F Hoppe - as "a set of uncertain, shifting with each achievement, then more precise expectations, goals and claims to future own achievements" of the subject, that is, as the goal of the subsequent action (1930), K. Levin and J. Frank - as "that level of difficulty in a familiar task that an individual definitely undertakes to achieve, knowing the level of his previous performance in this task "(1935, 1941)

We understand the level of claims as the level of difficulty of the goal chosen by the individual, satisfying its needs for self-affirmation, self-realization and success.

One of the most important and difficult problems in studying the level of claims is to establish its determinants B early research in the framework of a laboratory experiment of various modifications, many situational factors of the level of claims were established, the influence of successes and failures (F. Hoppe, 1930, M Yuknat, 1937, etc.), past experience (T Dembo, K Levin, P Sears, L Festinger, 1944, M Yuknat, 1937 and others), the rank of difficulties (K Levin, 1944), the subject's sense of realism (K Levin 1942, J. Frank, 1935, etc.), habitual success (K Levin 1942, P Sears, 1940), group standards (K Levin , 1942, F Hoppe, 1930, etc.), the relationship of the subject to the experiment and the experimenter (R Gould, 1939, F Robaye, 1957, etc.), the features of the formulation of the instruction (R Gould, 1939, D Rotter, 1942, etc.) subject emotional states(MS Neimark, 1961, E.A. Serebryakova, 1955), the presence of other people (F Robayer, 1957 and others), the influence of the norms and standards of the group of subjects (K Anderson and X Brandt,

1939, JI Festinger, 1942, D Chapman and D Vulkman, 1939 and others), families (F. intellectual development(VK. Gerbachevsky, 1970, BV Zeigarnik, 1972, VK Kalin and VI Panchenko, 1980, etc.), volitional regulation (V.K. Kalin, 1968, A.I. Samoshin, 1967, etc.), properties nervous system(O G Melnichenko, 1971, AN Kapustin, 1980, etc.) and individual personality traits (J1B Borozdina, 1982, F. Robaye, 1957, A. I. Samoshin, 1967, F Hoppe, 1930, M Yuknat, 1937, etc.)

According to K Levin, F. Hoppe and most other researchers, the main stable determinants of the level of claims are self-esteem and motivation. However, according to some authors, the level of claims does not always correspond to self-esteem (L V Borozdina and L Vidinska, 1986, M S Neimark , 1961, E. A. Serebryakova, 1955, L. I. Bozhovich and L. S. Slavina, 1976, V. A. Komogorkin, 1986) F. Hoppe (1930), T Dembo (1931) and J. Frank (1941), who studied the role of motivation revealed two conflicting tendencies in goal setting, to achieve success at the highest possible level and to avoid failure. In the studies of D. McCleland and D. Atkinson (1953), the theory of “achievement motivation” became dominant, which explained the dependence of goal setting on a stable “need for achievement”. The motivational interpretation of the level of claims is also supported by many domestic researchers (L I Bozhovich, B V Zeigarnik, A K Markova, M S. Neimark, V S. Merlin, etc.)

We, as we said above, identified the most important personal and socio-psychological determinants of the level of claims, their interaction and structures in younger adolescents in the classroom in various academic subjects.

The second chapter "Methods and techniques for studying the level of claims" describes the differences in approaches to methods and techniques for studying the level of claims, reveals the activity diagnostics and correction of the level of claims of younger adolescents implemented by the author.

All existing methods for studying the level of personality claims are based on the principle developed by F. Hoppe (1930) of independent choice of tasks by subjects after familiarization with their content and the following criteria for determining the level of claims of statements by subjects about the tasks they choose, expressive manifestations during the experience of success and failure, activity in achieving the goal. In addition, for a more accurate diagnosis of the level of claims, the mandatory ranking of all tasks by difficulty in ascending order and the artificial failure created by the presentation of unsolvable tasks are important (M Yuknat, 1937)

The main methodological approaches to the study of the level of claims by K. Levin and his collaborators are considered. When studying the level of claims, the so-called target discrepancy is revealed, which shows the discrepancy between the level of the goal of the new action and the previous achievement, and the achievement discrepancy, which is understood as the discrepancy between the level of the chosen goal and the actual performance. The content of the tasks for students to choose from is very diverse - modeling from plasticine, a task for thinking, shooting through a hole from a gun, building a pyramid, written multiplication of four-digit numbers (F Hoppe, 1930), throwing rings on a rod (T Dembo, K. Levin, R Sears , L Festinger, 1944), guessing puzzles, passing mazes (M Yuknat, 1937)

In the most common domestic studies of the level of claims in laboratory experiments, its height, adequacy and stability are revealed. Tests are used. intellectual abilities Eysenck, D. Wexler, D. Raven and projective, games of patience, dexterity, building pyramids, questionnaires, interviews, conversations and many other laboratory methods

In addition, the level of claims is studied in a natural experiment in the educational activities of students and schoolchildren (VK Kalin, 1967, V A

Komogorkin, 1979, T.A. Kuzmin, 2005, I.M. Maizels, 1967, Yu.V. Nazarkina, 2005, A.I. Samoshin, 1967, N.M. Saraeva, 1983, V.P. Chibalin, 1967)

To study the level of claims of younger adolescents, we used a natural experiment, which they perceived as one of the teacher's methodological techniques. Its essence was that after passing the next learning topic in the lessons of algebra, geometry, Russian and English, when conducting independent and control work, adolescents were offered tasks of varying degrees of difficulty (“easy”, “medium difficulty” and “difficult”), the choice of which testified to the height of the level of claims, adequacy and stability

The publicity of the choice of tasks (raising the student’s hand and saying out loud the level of difficulty of the selected task) created a certain “value field”, encouraged him to find his place in it, actualized positional motives (primarily self-affirmation), i.e., under favorable psychological and pedagogical conditions, turned the level of claims to cognitive value and became an effective socio-psychological mechanism for increasing the cognitive activity of schoolchildren

Independent variables were also the conditions for the teacher to evaluate the quality of work performed by adolescents in the classroom, the planned change of which made it possible to more accurately determine the determinants of the level of claims at the time of choosing the task.

The registered parameters (dependent variables) for each teenager were the following: 1) the difficulty of the chosen task (the level of claims), 2) the adequacy of the level of claims (correspondence to knowledge on the topic under study), 3) the stability of the choices during school year, 4) the dynamics of choices after successes and failures in completing tasks, 5) the choice of difficulty by schoolchildren of compulsory and optional homework and the volume of their implementation, 6) the cognitive activity of students in the lesson

In the process of educational activity, the main determinants of the level of claims of younger adolescents in the lesson were diagnosed: self-esteem, which was determined by comparing the marks of the teacher and the teenager himself at the end of independent work, motivation, which was carried out by analyzing the dynamics of the level of claims with repeated changes in the conditions for evaluating tasks by the teacher, the level of development of volitional regulation , which was determined based on the results of observations and experiments on the behavior of adolescents in educational activities, the adequacy of PM and its dynamics after successes and failures in activities, activity in the lesson (curiosity, diligence, diligence), the level of development of cognitive values (realization of the need for knowledge and self-development , setting difficult goals, independence and perseverance in achieving them, the desire to realize their intellectual potential) The main determinants were fairly objectively diagnosed by the manifestation of the level of aspirations by schoolchildren with the repeated introduction of "preferential" conditions for assessing tasks (for a correctly completed "easy" task, the teacher put a mark "four" , "medium" - "five", "difficult" - "five")

Also, in the study of the level of aspirations of younger adolescents, the methods of conversation, questionnaires were used. Processing the results of each experiment made it possible to diagnose the parameters of the level of aspirations and its determinants at the time of selecting tasks and, if necessary, promptly correct it.

The diagnostic cycle included 5 experiments, the corrective cycle included 10. However, in some classes, already at the first experimental lesson, the corrective influence of the choices and emotional reactions of classmates uncontrolled by the teacher was revealed, so the border between the cicches turned out to be conditional

At the end of the school year, based on the results of 15 experiments, based on the totality of indicators of height, adequacy, stability of the level of claims, its type was determined for each student

The third chapter "Features of the level of claims of younger adolescents in educational activities" contains an analysis of the parameters of the level of claims of seventh graders, as well as its types.

According to the average indicator of the height of the level of aspirations, seventh-graders are inferior to fifth-graders in choosing “easy” tasks and, accordingly, the low level of aspirations is 19.6% and 1.9%, respectively, (p<0,001), «трудных» и высокий уровень притязаний соответственно - 27,1% и 61,7% (р<0,001) Средние показатели параметра адекватности уровня притязаний выше у семиклассников (48,4%), чем у пятиклассников 24,5% (р<0,001) У пятиклассников занижение притязаний не зафиксировано, а у учащихся седьмых классов оно проявилось у 1,4% Пятиклассники превосходят в завышении притязаний (75,5%) семиклассников (50,2%, р <0,001) Низкие показатели уровня притязаний и учебной активности семиклассников и невозможность их коррекции у многих из них в последующих классах обусловили более глубокое изучение нами уровня притязаний, и его детерминант школьников именно этого возраста

A more objective description of the level of claims is given by its analysis in terms of the totality of parameters of height, adequacy and stability, that is, by its types, which reveal the features of the level of claims of each teenager.

Table 1 reflects the characteristics of the level of claims in terms of the totality of parameters of height, adequacy and stability

Table 1

Representation of the types of the level of aspirations of seventh grade teenagers (in% of the total number studied in 15 experiments)

Claim level types

number of students

1 High stable adequate 5.4

2 High stable inadequately high 7.4

3 High (combined with medium) unstable inadequately high 30.6

4. High (combined with medium) unstable inadequately low 0

5 Medium stable adequate 9.5

6 Medium stable inadequately high 11.6

7 Medium stable inadequately low 0

8 Medium (combined with low) unstable inadequately high 21.8

9 Medium (combined with low) unstable inadequately low 1.4

10 "Jump" 4.1

11 Low stable adequate 8.2

12 Low stable inadequately low 0

The most common types of aspirations among younger adolescents are 3rd (high (combined with medium), unstable, inadequately elevated) - 30.6%, 8th (average (combined with low), unstable, inadequately elevated) - 21 .8%, 6th (medium, stable, inadequately high) - 11.6% Overestimation of the level of claims by 71.4% of schoolchildren gives grounds to consider it as an age feature of younger adolescents Understatement of the level of claims by 1.4% of students slightly

The level of claims of the highest quality (type 1) was recorded in 5.4% of students, and the lowest (type 11) in 8.2%

The indicator of the “jumping” type decreased significantly compared to younger schoolchildren - 4.1% and 29.3%, respectively, p<0,001 (по данным Л В Семиной, 2003)

Numerous differences in the parameters of the level of claims have been identified in classes that are different in terms of training programs and in lessons for different educational programs.

other subjects (see Table 2, data are given as a percentage of the number of students in the class)

table 2

The level of aspirations of students in the general education and gymnasium classes in mathematics lessons (in % of the number of students in the class)

Parameters of UE Subjects

School 67 School 14 School 8

mathematics Russian language Russian language English

7 "A" 7 "B" 7 "A" 7 "B" 7 "A" 7 "B"

UE height

Low - 44.3 39.2 - 30.0 19.9

Medium 78.0 47.2 40.5 39.0 60.0 51.0

High 22.5 8.5 20.3 61.0 10.0 29.1

Adequacy of UE

Adequate 53.7 46.7 63.3 21.0 70.0 44.0

Inappropriately high 41.5 49.5 35.4 79.0 27.5 56.0

Inadequately low 4.8 3.8 1.3 - 2.5 -

UE sustainability

stable 60.7 20.8 38.1 66.7 48.2 48.5

unstable 39.3 79.2 61.9 33.3 51.8 51.5

The height of SP in the gymnasium class (with a more complex curriculum, with high cognitive values and good academic performance) is significantly higher than in the general education class; low SP in the general education class was recorded in 44.3%;

PM, respectively - 47.2% and 78% (p<0,001), высокий - соответственно 8,5% и 22,0% (р<0,12)

No statistically significant differences were found in terms of the adequacy parameter, but 53.7% of students in the gymnasium class have adequate PM, and 46.7% in general education. was noted in 60.7% of students of the gymnasium class and 20.8% (p<0,05) - общеобразовательного Уровень достижения также выше в гимназическом классе (82,5%), чем в общеобразовательном (54,2%, р<0,001)

Higher indicators of the height and adequacy of the SP of students in the gymnasium class in mathematics lessons are associated with a higher level of development of its determinants in the gymnasium class.<0,063), низкий уровень развития воли - соответственно 10,7% и 62,5% (р<0,034), средний уровень - соответственно 75,0 и 33,3 (р<0,034), количество учащихся имеющих знания на «4» и «5» - соответственно 64,3% и 20,8% (р<0,03б), в мотивации УП преобладают - соответственно устойчивые познавательные, мотивы достижения, самообразования, позиционные, а в общеобразовательном мотивы ситуативные отметочные, избегания неудачи Материалы исследования показали, что влияние детерминант на УП почти всех учащихся гимназического класса имеют диспозиционный характер, что обеспечивает не только успешность противостбяния социально-психологическим детерминантам и высокую познавательную активность Выявлено позитивное влияние уровня притязаний хорошо успевающих одноклассников на уровень притязаний слабоуспевающих школьников

In the majority (83.3%) of students in the general education class, PM is significantly lower in all respects than in the gymnasium class Due to the low level of development of personal determinants, it produces low cognitive activity Choosing a learning goal in the lesson

in this class is determined by the dominant influence of socio-psychological determinants “adjustment” (selection of “easy” tasks) even for schoolchildren with average knowledge and abilities to the low cognitive values of the majority of students in the class (selection of less difficult tasks) “adjustment” (increase, decrease) level The claims of the individual under the prevailing cognitive values of the level of claims of the class were also fixed in the other experimental classes. This gives reason to consider such manifestations of the level of claims by younger adolescents as natural tendencies, which must be taken into account in the correctional work of teachers and psychologists.

At the same time, the main determinants of the high level of aspirations of well-performing students of the general education class are individual-personal adequate self-esteem, achievement motives, positional, self-education, will, intelligence, which is realized in good knowledge on the topic being studied significantly affects the manifestations of the level of aspirations.

Schoolchildren of the two seventh general education classes of school No. 14 with different levels of cognitive values prevailing in them at Russian language lessons also revealed significant differences in the parameters of height, adequacy and stability of the level of claims In the class with a high level of cognitive values (in 7 "B") in 61 0% of students recorded a high level of aspirations, supported by high activity in learning, low - only 1%, and in the 7th "A" grade with a predominance of medium and low levels - 39.2% and 20.3%, respectively. However, the adequacy indicators are higher in 7 "A" class (63.3%) than in 7 "B" (21.0%, p<0,001) Это объясняется и значительно большим количеством выборов «трудных» заданий, и недостаточно развитой самооценкой многих учащихся 7 «Б» класса

The average indicators of the height parameter of the level of claims in the lessons of the Russian language turned out to be higher than in the lessons of mathematics in the 67th school. The main reason for these differences is the objective difficulty of the content

teaching material, as well as the exactingness and professional skills of the teacher.

The obtained research materials confirmed the dominance of the personal determinants of SP in a class with a high level of development of cognitive values and among well-performing students in a class with a low level of their development, as well as the predominance of socio-psychological determinants in a class with a low level of development of cognitive and educational values among low-performing students. the same patterns in the manifestation of UP were also confirmed in the lessons of Russian and English languages of the 8th school (Table 2)

The data presented in Table 2 show a wide spread of all indicators of the quality of PM in different schools, classes, lessons in different academic subjects, which indicates dynamism under the influence of various factors. But the differences identified could be even more significant if the amplitude of the level of claims (quantities ranks of difficulty of tasks) was not limited to three ranks of difficulty. Recall that the results of laboratory studies by many authors were obtained at 15-20 rank amplitude

Targeted correction of the level of claims is possible on the basis of an analysis of its qualitative features (height, adequacy), as well as establishing the reasons for its overestimation by younger adolescents.

The dynamics of the level of aspirations of younger adolescents under the influence of different assessment conditions that are communicated to children before choosing tasks in the gymnasium and general education classes (school No. 67) in mathematics lessons is shown in Table 3

Table 3

Conditions Difficulty of the selected tasks Adequacy

evaluating UE

tasks "easy" "medium "difficult"

difficulties"

Gymnasium- General education- Gymnasium- General education- 30 Gymnasium- General education Gymnasium- General education

sky vatelsky vatelsky vatelsky

marks for completion 0 35.0 87.0 50.0 13.0 15.0 60.9 50

For the correct

but do

"light" -4", 0 78.9 50.0 0 50.0 21.1 34.6 68.4

"medium

difficulties "-" 4 ",

"difficult" - "5"

For "easy"

"medium difficulty" - "4", 0 34.8 88.0 60.7 12.0 4.5 68.0 47.8

"difficult" - "5"

For "easy"

"medium difficulty" - "5", 0 60.9 86.9 39.1 13.1 0 52.2 78.6

"difficult" - "5"

For "light" - "3",

"medium difficulty" - "4", 0 14.3 76.9 81.0 23.1 4.7 53.8 42.9

"difficult" - "5"

The absence of the choice of "easy" tasks in the gymnasium class under "preferential" conditions for their assessment, including for poorly and poorly performing schoolchildren (8 people), also indicates the formed high cognitive values of the majority of students in the class and the importance of learning activities for them, and about the dominance of well-performing students of personal determinants of the level of claims of the achievement motive,

adequate self-assessment, intellect, will, individual cognitive values Many other factors, including socio-psychological ones, play a secondary role in these adolescents. In weakly and poorly performing students of this class, the level of aspirations is determined by socio-psychological factors, the influence of the choices of the majority of classmates, despite for an adequate self-assessment of their knowledge in mathematics (“deuce”)

In general education (grade 7 "B"), a significant increase in the number of choices of "easy" tasks under "preferential" conditions for their assessment (from 35% to 78.9%) and their decrease under the condition of a mark restriction (from 60.9% to 14 ,3%) These data show that almost all students in this class have a level of aspirations determined by a low level of cognitive values and immature motivation - the desire to get a good mark. Actualization of positional motives in this class does not occur.

In other general education classes (7 "A" and 7 "B" of schools No. 7, 8, 14), the correction of the level of claims and educational activity was largely achieved by the created situations of claims and the actualization of the motives of "social comparison"

The 4th chapter "Correction of the level of claims of younger adolescents in the educational activity itself" emphasizes the need for diagnostics and correction in the learning process itself, contains specific instructions for organizing a natural experiment on the activity diagnostics of the level of claims and its determinants (variants are given for introducing independent and monitoring of dependent variables to create a situation of independent public choice of tasks of varying difficulty in experimental lessons, describes methods for registering experimental materials, provides recommendations for their processing and interpretation), and in addition - for the activity correction of the level of claims and

its psychological and socio-psychological determinants (indicating the criteria for the effectiveness of correction)

In our opinion, the correction of the SP of younger adolescents in the educational activity itself, the main goal of which should be to achieve its adequacy, and not the absolute height, should be carried out systematically (for a long time), individually (taking into account the different levels of development of personal and socio-psychological determinants). ), benevolently, humanely, with respect for the personality of a teenager, involving the teenagers themselves in self-analysis and self-assessment and under constant control and positive reinforcement from the teacher and parents.

1) The weakening of the dominant influence of the socio-psychological factor that causes an overestimation of the level of claims in the lesson. This was achieved by removing the publicity of the choice of tasks. For this, each student was given tasks of all levels of difficulty, after familiarizing himself with which he began to perform the selected tasks without informing the teacher and classmates about it

2) Group and individual analysis of the results of the work, which should be carried out benevolently, humanely, respecting the personality of the student, even with repeated failures. The analysis of the causes of failure should end with specific recommendations for eliminating gaps in knowledge. coped with the work, without naming personalities

3) Self-analysis by schoolchildren of the unsuccessful performance of independent work (identifying the causes of failures) This technique contributed to a large extent to the formation of attributive processes

4) The use of self-selection by students of the difficulty of compulsory and optional homework

5) The formation of motivation for learning associated with the prospects for further education for children was explained that knowledge is needed not only to obtain positive emotions in the successful completion of tasks and respect by the class and individual classmates, but also for successful learning in subsequent classes, at a technical school, university. It was also emphasized that that if you do not eliminate serious gaps in the seventh grade, then in the next grade it will be impossible, because any science requires a system of knowledge to understand and assimilate it

6) Systematic formation by the teacher of self-esteem of students, students evaluated their oral answers in the classroom and the quality of their written work.

7) Preparation and presentation for independent work of simplified individual tasks (instead of the selected "medium difficulty" tasks without informing students about this) This was carried out to create positive emotional reinforcement and self-confidence, as well as a preventive measure against possible frustration in adolescents after long-term failures.

8) Creating an attitude that there are no insurmountable difficulties in filling knowledge gaps, but subject to systematic active work in the classroom and at home, analysis of mistakes made

9) Constant contacts and consultations with parents of schoolchildren

The results of the study give grounds to draw the following conclusions

1 The height, adequacy and stability of the level of claims of younger adolescents in educational activities has specifics in classes with different programs of study (gymnasium and general education) and in lessons in various subjects (algebra and geometry, Russian and English languages) In gymnasium classes, the height and stability of the level of claims higher than in general education

us the level of claims is higher than in mathematics lessons, and the adequacy of UE is higher in mathematics lessons

2 Most often in younger adolescents there are high (combined with average) unstable, inadequately high, medium (combined with low) unstable, inadequately high and medium, stable, inadequately high level of claims

3 The quality of the level of aspirations of younger adolescents in the lesson depends on the level of formed personal properties (self-esteem, motivation, knowledge on the topic under study, volitional regulation, individual cognitive values) or socio-psychological factors (imitation of the choice of a roommate, the choice of the majority of students in the class, prevailing cognitive values, "social desirability", etc.)

4 For students with a high level of development of personal determinants of the level of claims, they are the main mechanisms for its formation in the lesson, producing an adequate model of goal formation for the individual and high cognitive activity For students with an insufficient level of development of personal determinants, the main mechanisms for the formation (correction) of the level of claims are - the prevailing cognitive values and the level of claims of the majority of classmates, under which the values and level of claims of the individual “adjust”, positional motives and the motive for getting a good mark

5 The hypothesis about the polydetermination of the level of claims was confirmed, which causes a large spread in its height, adequacy, stability and level of achievement within the framework of younger adolescence

6 An effective socio-psychological mechanism for correcting the level of claims of an individual and forming his value function is the systematic creation of situations in the lessons of a public choice of a student

tasks ranked according to the degree of difficulty for independent and control work.

The results of the study were published in the following works 1. Semina O.V. Features of the level of claims of younger adolescents in educational activities (part 2) // Journal of Applied Psychology (6-3) - 2006. M .: ECO Publishing House. 0.5 p.l.

2 Semina O V Diagnosis of the level of schoolchildren's aspirations in educational activities // Collection of abstracts of the interregional scientific and practical conference "The problem of will in domestic psychology - history, modernity, prospects" Ryazan, Academy of Law and Management of the Federal Penitentiary Service of the Russian Federation, 2004; 0.1 sq. (co-authored)

3 Semina O V Experimental diagnostics of the motivation of educational activity of schoolchildren // Collection of abstracts of the interregional scientific-practical conference "The problem of will in domestic psychology - history, modernity, prospects" Ryazan, Academy of Law and Management of the Federal Penitentiary Service of the Russian Federation, 2004 0.1 pp. (co-authored)

4 Semina O V Features of the level of claims of younger adolescents in educational activities // Materials of the interregional scientific and practical conference "Problems of personality formation in modern society" Ryazan RSPU, 2005. - 0.1 p l. (co-authored)

5 Semina O V Determining the level of aspirations of older adolescents in educational activities. // Materials of the interregional scientific-practical conference "Problems of personality formation in modern society" Ryazan RSPU, 2005.- 0.1 (co-authored)

6 Semina O V Experimental diagnostics of the level of claims and its determinants // Personality in modern research Collection of scientific papers Issue 8 Materials of the V interregional scientific and practical conference

Rentsii "Problems of Personality Development" Ryazan - RSMU-2005. - 0.5 pl (co-authored).

7. Semina O V Psychological and pedagogical recommendations for the formation and correction of the level of schoolchildren's claims // Personality in modern research Collection of scientific papers Issue 8 Materials of the V interregional scientific and practical conference "Problems of personality development", Ryazan RSMU-2005.- 0.6 p.l. (co-authored)

8. Semina O V. Features of the level of claims of younger adolescents in educational activities (part 1) // Personality in modern research Collection of scientific papers Issue 8 Materials of the V interregional scientific and practical conference "Problems of Personality Development" Ryazan RSMU -2005.-0.5 p l..

9 Semina O V Age features of the level of claims of younger adolescents // Personality in modern research Collection of scientific papers Issue 9 Materials of the VI Interregional Correspondence Scientific and Practical Conference "Problems of Personality Development" Ryazan. RSMU, 2006. - 0.4 p.l

10 Semina O V On the question of the level of claims as a generalized personality trait // Personality in modern research Collection of scientific papers Issue 9. Materials of the VI Interregional Correspondence Scientific and Practical Conference "Problems of Personality Development". Ryazan RSMU

2006 - 0.4 p l

Signed for publication April 13, 2007 Typeface Times New Roman Format 60x84 1/16 Volume 1.39 print l Circulation 100 copies Order No. 694 Free of charge

Publishing house of the Ryazan Regional Institute for the Development of Education 390023, Ryazan, Uritskogo st., 2a

Printed in the scientific and methodological department of the Ryazan Regional Institute for the Development of Education 390023, Ryazan, Uritskogo st., 2a

Dissertation content author of the scientific article: candidate of psychological sciences, Semina, Olga Vyacheslavovna, 2007

INTRODUCTION

CHAPTER I. THEORETICAL ASPECTS OF STUDYING THE LEVEL

CLAIMS.

CHAPTER II. METHODS AND TECHNIQUES FOR STUDYING THE LEVEL OF CLAIMS.

CHAPTER III. FEATURES OF THE LEVEL OF CLAIMS OF YOUNGER ADOLESCENTS IN EDUCATIONAL ACTIVITIES.

3.1 Age features of the level of claims of younger adolescents in educational activities.

3.2. The level of claims and its determinants of younger adolescents in mathematics lessons in gymnasium and general education classes.

3.3. The level of claims and its determinants of younger adolescents in the lessons of the humanitarian cycle in general education classes.

CHAPTER IV. CORRECTION OF THE LEVEL OF CLAIMS OF YOUNGER ADOLESCENTS IN THE MOST LEARNING ACTIVITIES.

Dissertation Introduction in psychology, on the topic "Features of the level of claims of younger adolescents in educational activities"

The relevance of research

In the context of a decrease in the educational activity of schoolchildren, the efforts of teachers, methodologists and psychologists are aimed at finding ways and means of activation. The successful solution of this problem is largely due to the use of psychological mechanisms for regulating the activities of students. One of such mechanisms in certain psychological and pedagogical conditions can be the level of claims, considered as the level of difficulty of the chosen goals of activity and producing a high activity of the individual. The practical significance of this personal phenomenon is given particular relevance to the study of the patterns of its manifestation and formation in early adolescence, in which an intensive and often contradictory formation of the personality takes place.

Studies of the level of claims have revealed the mechanisms of goal formation, its complex determination, qualitative features in terms of the ratio of the main parameters (adequacy, height and stability), the connection between the activity of younger adolescents in educational activities.

At the same time, some theoretically and practically significant problems for the education and upbringing of schoolchildren in the study of the level of claims remain insufficiently studied. One of them is the problem of the features of its manifestation and determination in the educational activities of schoolchildren.

In this regard, it is necessary to study the features of the manifestation and patterns of formation of the level of claims in a real small group - the class, as well as the possibilities of using it as a mechanism for increasing learning activity and developing personal properties (self-esteem, motivation, etc.) in early adolescence.

The purpose of the study is to study the features of the level of claims and its determinants.

In accordance with the purpose of the study, the following tasks were solved:

1. Analyze the theoretical and methodological aspects of the study of the level of claims

2. To identify the height, adequacy and stability of the level of claims of younger adolescents in educational activities.

3. Analyze the main determinants of the level of aspirations of younger adolescents in educational activities.

4. Determine the conditions for the formation and correction of the level of claims of younger adolescents in the learning process.

The object of the study is the level of claims as a choice of the difficulty of the goal in educational activities.

The subject of the study is the qualitative features of the level of aspirations of younger adolescents and its determinants in educational activities.

Research hypotheses:

The level of aspirations of younger adolescents in learning activities as the level of difficulty of the chosen goal depends not only on personal characteristics, but also on the influence of such social factors as the choice of tasks by class leaders, the majority of class students, rivalry, “social desirability”, attitudes of the teacher and family. The systematic creation of situations of public choice of educational tasks in the classroom actualizes the motives associated with "social comparison" and contributes to an increase in the level of claims and educational activity of younger adolescents.

The methodological basis of the study was the provisions of the activity concept of personality, developed in domestic psychology (JI.C. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, C.JI. Rubinshtein, etc.), the theory of learning activity (B. G. Ananiev, V.V. Davydov, D.B. Elkonin and others), works on practical diagnostics (JI.C. Vygotsky, I.V. Dubrovina, B.V. Zeigarnik, A.M. Prikhozhan, D. B. Elkonin and others).

Research methods

The main method for studying the level of claims was ascertaining and forming natural experiments in the lessons of mathematics, Russian and foreign languages. The principles of the methodology for studying the level of claims developed at the school of K. Levin (independence of choice and ranking tasks according to difficulty) developed by K. Levin, adapted by us to adolescence, were taken as a basis.

Participant observation, conversation, questioning, expert assessments, analysis of the products of schoolchildren's activity, non-parametric methods of mathematical processing of quantitative data were also used.

The scientific novelty of the dissertation research is as follows:

Typical combinations of height, adequacy and stability of the level of claims are revealed, revealing its qualitative features in younger adolescents;

The specific features of the level of aspirations of younger adolescents in classes with different training programs and in lessons on different academic subjects are analyzed;

The main and secondary determinants of the level of aspirations in the classroom among younger adolescents with different academic performance, as well as adolescents with a high and low level of development of personal qualities, are revealed;

The conditions for the formation and correction of the level of claims of younger adolescents in the learning process are determined.

Provisions submitted for defense: 1. Most often, younger adolescents have three types of aspirations: high (combined with medium), unstable, inadequately overstated; medium (combined with low) unstable, inadequately high and medium, stable, inadequately high level of claims.

2. The height, adequacy and stability of the level of claims of younger adolescents in educational activities have specifics in classes with different training programs (gymnasium and general education) and in lessons in various subjects (algebra and geometry, Russian and English languages). In gymnasium classes, the height and stability of the level of claims is higher than in general education classes; in the lessons of Russian and English, they are higher than in the lessons of mathematics.

3. The quality of the PM of younger adolescents in the classroom depends on the level of personality traits that have been formed, and above all, self-esteem, motivation, intelligence, volitional regulation, and individual cognitive values. In adolescents with a high level of development of these personal properties, the level of aspirations is optimally high and adequate, while in those who are dominated by socio-psychological factors, it is, as a rule, inadequately high and unstable. Socio-psychological factors (the choice of class leaders, a classmate, the choice of the majority of students in the class, "social desirability", etc.) can reduce or, conversely, increase the level of an individual's claims.

The practical significance of the results of the study lies in the fact that the disclosed features of the level of claims of younger adolescents, the determinants and mechanisms of formation and correction, as well as the developed recommendations for its diagnosis and correction in the learning process, enable teachers and psychologists to more reasonably implement an individual approach in teaching and educating adolescents. , as well as use it as an effective mechanism to increase their cognitive activity.

Empirical base of research. 301 schoolchildren of schools No. 7, 8, 14, 67 in Ryazan took part in the study of the level of aspirations of younger adolescents in educational activities.

The reliability of the results obtained and the validity of the conclusions were ensured by the initial theoretical and methodological foundations, as well as the use of reliable methods for diagnosing and analyzing the data obtained.

Approbation and implementation of the results of the study were carried out in the educational process of schools No. 7, 8.14, 18, 51, 67, 69 in Ryazan and the Ryazan Institute for the Development of Education; in speeches at the interregional scientific and practical conference "The problem of will in domestic psychology: history, modernity, prospects." Ryazan, Academy of Law and Management of the Federal Penitentiary Service of the Russian Federation, 2004; at the V Interregional Scientific and Practical Conference "Problems of Personality Development" (Ryazan, Russian State Medical University, 2005).

Dissertation conclusion scientific article on the topic "Pedagogical psychology"

Conclusion

The level of claims is recognized by psychologists as the most important personal education. The understanding of the “level of claims” phenomenon was ambiguous in early studies - from T. Dembo’s “minute reality of goal formation”, F. Hoppe’s “set of shifting goals towards future achievements” to the inclusion in this concept of a large number of determinants and functions (V.N. Myasishchev, B.C. Merlin, B.G. Ananiev, B.V. Zeigarnik, E.A. Serebryakova and many other researchers). The most common at present is its interpretation as the level of difficulty of the chosen goals.

Given the fulfillment of the level of claims of the role of an active motive in people's behavior, as well as the mobilization of volitional efforts to achieve the goal (V.K. Kalin, 1968), it seems relevant for the practice of teaching and educating schoolchildren to study its features and the possibility of using it as a mechanism for increasing the cognitive activity of schoolchildren .

To accomplish these tasks, the methods of A.I. Samoshin (1967), V.K. Kalina (1968), L.V. Semina (2003), who studied the level of claims in the classroom of students and schoolchildren by the method of a natural experiment. The new elements of the methods in our study are the introduction of “preferential” conditions for assessing assignments, the choice of assignments for schoolchildren without marks for their performance, as well as the alternation of different conditions for assessing assignments in a certain sequence. This made it possible to more objectively identify in the hierarchical structure of the determinants of the level of claims the role of positional motives, the motive for getting a good mark, the motive for achieving, the significance of successes and failures, self-esteem, knowledge on the topic being studied, the level of development of individual cognitive values and various socio-psychological factors of each student, which is necessary for the development of a targeted correction of the UE.

As a result of activity diagnostics, new data were obtained on the main parameters of the PM of seventh-graders in different classes and schools, as well as in the same schoolchildren in lessons in different academic disciplines. This made it possible to clarify the age characteristics of the level of claims and its determinants, and also gave grounds for the conclusion that the level of claims is not a generalized personality trait. It is very dynamic even for the same person in different academic disciplines. Its manifestations are also multivariate, as is the structure of its determinants, due to different levels of development of personal and their reciprocity, or, conversely, conflict with socio-psychological determinants (the student wants to get a good mark for an “easy” task with adequate low self-esteem, but is ashamed of classmates and teacher).

It was found that at this age, for some (well-performing students), the level of aspirations serves as an indicator of their activity in a particular activity, as well as a value and correction function, influencing the level of aspirations of classmates in the lesson and being an expression of the formed attitudes and dispositions. It has been confirmed that these students have an adequately high level of aspirations in the classroom, as in younger students, due to a high level of development of motivation, self-esteem, will, intelligence, which manifests itself in the classroom in a high quality of knowledge, individual cognitive values. These personal determinants of the level of claims successfully resist the socio-psychological ones, and the influence of many situational and stable factors play a subordinate role. In other schoolchildren, a low level of development of at least one of the personal ones leads to the dominance in the structure of the determinants of the level of claims of socio-psychological influences to its inadequacy (decrease or overestimation) and failures that do not change it, tk. stronger is the choice of prestige in this class according to the difficulty of the task and the motive for getting a good mark as a means of self-assertion or maintaining status in the class. For these students, the manifestation of the level of claims occurs according to the principle of "here and now".

New knowledge was obtained about the relationship between individual and group values and their influence on the level of aspirations of students in the class. It has been established that in a class with a predominance of high cognitive values among the majority of classmates, the values of individuals “adjust” to them and there is no decrease. In a class with a predominance of low cognitive values, there is an “adjustment” for them of values and the level of aspirations even for schoolchildren with knowledge “four” under them, leading to a decrease in SP and learning activity. These regularities differ from those obtained in laboratory experiments and make it necessary to solve at least two practically significant problems:

1. Formation of classes already in primary school with approximately the same knowledge and skills for the formation of group cognitive values of a homogeneous level.

2. The need to develop a system of corrective measures for the level of claims and cognitive activity from the 1st grade using psychological and socio-psychological mechanisms.

The new knowledge includes the identification of optimal conditions for the formation of the level of claims, as well as the preparation of practical recommendations for its diagnosis and correction in seventh graders for teachers and psychologists.

The study of the level of aspirations of younger adolescents studying in grades 5-6, older adolescents and senior schoolchildren seems to be promising, because this phenomenon, under favorable conditions, can be a mechanism for activating the cognitive activity of schoolchildren in learning and developing many personal properties.

The information obtained about the patterns of manifestation, the mechanisms of formation and correction of the level of claims of younger adolescents allows us to deepen the understanding of its functions in the educational activities of schoolchildren and contribute to the development of their personality and cognitive activity.

The materials of the study of the level of claims of younger adolescents in educational activities give grounds for the following conclusions:

1. The decrease in the cognitive activity of schoolchildren in the 3rd grade continues intensively in the seventh grades: the indicator of low EA from 1.9% in the fifth grades increased to 19.6% (average summed), in some classes - up to 79% the indicator of high the level of claims decreased from 67.1% to 27.1%. The level of achievement of the stated claims decreased from 75% in the fifth grade to 32%. The indicator of the adequacy of the level of claims increased from 24.5% in the fifth grade to 48.4%, but is not high.

2. The height, adequacy and stability of the level of claims of younger adolescents in educational activities has specifics in classes with different curricula (gymnasium and general education) and in lessons in various subjects (algebra and geometry, Russian and English languages). In the gymnasium class, the height and stability of the level of claims is higher than in the general education class. In the lessons in the humanities, the level of claims is higher than in the lessons of mathematics, and the adequacy of the SP is higher in the lessons of mathematics.

3. Most often in younger adolescents there are high (in combination with the average), unstable, inadequately high; medium (combined with low) unstable, inadequately high and medium, stable, inadequately high level of claims

4. A wide range of indicators of the main parameters of PM in different grades of different schools and even in the same grade indicate both its strong dynamics and polydetermination. In many cases, indicators of the level of claims are associated with the objective difficulty of the subjects and the exactingness of the teacher.

5. The level of aspirations of seventh graders is not a generalized personality trait.

6. The hypothesis about the dominance in the lesson in the structure of interacting determinants of the level of personal claims (self-esteem, motivation, will, knowledge and abilities and individual cognitive values) and socio-psychological (the prevailing cognitive and educational values of the class, the level of claims of classmates and the pedagogical skill of the teacher) was confirmed determinant of the level of claims. The influence of other factors is possible, but they are situational and play a subordinate role.

7. The choice of the difficulty of learning goals in the lesson is the result of interaction (reciprocity and confrontation) both between personal and socio-psychological.

With a high level of development of the main personal determinants, they are the main mechanisms for the formation of the level of claims in the lesson, producing an adequate goal-setting model for the individual and high cognitive activity. For schoolchildren with an insufficient level of development of personal determinants, the main mechanisms for the formation (correction) of the level of claims are socio-psychological - the prevailing cognitive values and PM of the majority of classmates, under which the values and PM of the individual are “adjusted”, often leading to inadequacy and instability of goal formation, enhanced by the influence of positional motives and the desire to get a good mark for completing tasks.

8. Half of the seventh graders need to correct the level of claims and learning activity. The applied system of corrective measures and the creation of favorable psychological and pedagogical conditions made it possible to improve the quality of the level of claims, its personal determinants and increase learning activity in different classes in 30% - 40% of students. Well-performing schoolchildren (20% - 25%) practically do not need correction, poor-performing students (20%) have adequately low BP, so it is difficult to correct even under the most favorable conditions, and their learning activity should be increased first of all.

9. An effective socio-psychological mechanism for correcting the level of claims and the individual and the formation of his value function is the systematic creation in the classroom of situations of independent public choice by students of tasks ranked according to the degree of difficulty for independent and control work.

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In adolescence, self-esteem of children concerns mainly basic moral qualities: kindness, honor, justice, etc. Middle-class students are not self-critical enough, although they often recognize many negative qualities in themselves, realize the need to get rid of them, strive for self-education their self-esteem is unstable and not always adequate.

Judgments of younger adolescents about themselves are also expressed in the assessment of their relationships with other people. These assessments relate to the ability to make friends, sensitivity to people, one's behavior among others, respect for oneself, being accepted by classmates, which indicates a fairly high level of self-awareness, enrichment of the experience of social behavior.

Self-assessment of older adolescents is very diverse, versatile, generalized in content. The number of qualities, they realize, is about twice as much as in the younger teenage group. Seniors evaluate not only individual character traits, but also their personality as a whole. They show a certain social maturity, they are aware of themselves as individuals ready for life. This is expressed in the self-assessment of the characters, which characterize them as active subjects (decisiveness, endurance, courage, self-esteem, the ability to defend one's interests). In the process of self-assessment, a teenager shows his ability to make an important decision for him, takes on certain responsibilities. It is self-esteem that is the prerequisite for his freedom of choice.

Inadequate self-esteem of adolescents is far from rare, which manifests itself in overestimation or underestimation of their capabilities, which harms the development of responsibility and other important qualities. For example, overestimated self-esteem blocks the feeling of dissatisfaction with oneself, guilt for an unworthy act, remorse for irresponsible behavior. Lack of self-criticism prevents you from thinking about your actions, independently imagining the requirements and fulfilling them. Evidence of low self-esteem is dissatisfaction with yourself, the inability to set higher requirements for yourself, because there is not enough confidence in their abilities. This hinders the development of responsibility, since such children do not show activity, shy away from performing tasks, duties assigned by the manager.

As adolescents grow older, self-esteem of adolescents becomes differentiated; it concerns not behavior in general, but behavior in certain social situations, individual actions. This contributes to the formation of its objectivity. C. It is during this period that the degree of objectivity of self-esteem leads to a concentration of efforts on the formation of moral qualities, determines the direction of personality development.

The behavior of a teenager is significantly influenced by the performance of duties and assignments, the attitude he expects towards himself. Based on self-esteem, expectations are mediated by emotional-evaluative attitudes towards group x norms, requirements and values. A teenager experiences an increased need for approval and recognition by friends. Therefore, he is actively looking for such an environment in which he experiences a positive attitude towards himself, his actions, is able to make sure that he is an adult, independent person.

Self-esteem is closely related to the level of claims aimed at the future activities of adolescents. Austrian psychologist. Friedrich. Hoppe (1899-1976) began the vision that the level of aspiration is driven by these two opposing tendencies:

1) maintaining your own. I, my self-esteem at the highest possible level, the desire to achieve success;

2) lowering one's claims, the desire to avoid failure, so as not to harm self-esteem

Some researchers believe that adolescence is characterized by the desire in various ways to realize only the first trend.

The level of aspirations of a teenager is influenced by the recognition of his capabilities both by significant others and by himself. As you know, in the development of self-consciousness, the adequacy of the level of claims to the capabilities of the child is important. According to the results of experimental studies, the degree of adequacy of claims regarding the educational status of a teenager depends on his academic performance. The better he learns, the more adequate is his home opinion regarding the place in the class in terms of academic performance. Adequate self-esteem and the level of claims based on it give the teenager the opportunity to set a task for himself, to take on responsibilities that, in complexity, do not match his personal capabilities.

The formation of adequate self-esteem and the level of claims is important for the correct perception of the requirements of others by a teenager, awakens and stimulates his desire for self-education. The formation of an adequate attitude towards se. Ebe occurs due to the value judgment of significant others with whom the teenager communicates. The teacher has a great influence on him. His objective, fair, demanding and at the same time benevolent assessment of a is perceived by a teenager without internal resistance, stimulates his work on himself. The goal of the teacher's instructions is achieved, which help children to realize the positive and negative aspects of their behavior. Dink, explain the consequences of reckless, immoral acts, provide an opportunity to correct shortcomings, achieve success. If a teenager does not accept the assessment of adults, the source of his self-esteem becomes no property, not always adequate and correct judgments.

The effective development of adequate value judgments in adolescents is facilitated by the awareness of the meaning of the most important traits and qualities for a person; the assimilation of objective criteria for assessing the moral and volitional qualities of educational activity; conviction in the importance of adequate, stable evaluative attitudes of a person towards himself and others for normal interaction with them. Important factors in the development of correct self-esteem is promotes aphrodisiacal position among peers, a position of positive balance in relationships, active participation in the social life of the class, group, subject to success. Of particular importance is self-education, so the educational work with teenagers should be aimed at instilling in them the desire to work on themselves, self-improvement.

So, in adolescence, the child makes significant progress in understanding his personality. The process of self-knowledge is complex and highly controversial, self-esteem and the level of claims are often inadequate and unsustainable. Adolescents do not yet have a holistic. I am an image

Psychologist.

S. L. Rubinshtein describes the development of adolescent self-esteem through a series of stages - from naive ignorance of oneself to more and more definite and sometimes sharply fluctuating self-esteem.

In the process of development of adolescent self-esteem, the focus of attention is increasingly transferred from the external side of the personality to its internal side, from more or less random traits to the character as a whole. Associated with this is the awareness - sometimes exaggerated - of one's originality and the transition to the spiritual, ideological scales of self-esteem. As a result, a person defines himself as a person at a higher level (Rubinshtein S.L., 1989).

Formation of self-esteem of adolescents

According to a study of self-esteem of adolescents by D.I. Feldstein, at the first stage (10-11 years old), children are characterized by a special criticality in self-esteem. During the examination, 34% of boys and 26% of girls gave themselves a completely negative characteristic, approximately 70% of the subjects, although they found positive traits in themselves, found a predominance of negative ones. The need for self-esteem (and at the same time the inability to evaluate oneself) is very acute.

At the second stage (12-13 years old), against the background of the general adequate self-esteem of most adolescents, a situational attitude towards oneself appears, often negative and depending on the attitude of others, especially peers.

The third stage (14-15 years) of the development of self-esteem in adolescence is characterized by an orientation towards a certain standard (81%), consisting of the ideal features of other people. During this period, an "operational self-assessment" arises, which determines the adolescent's attitude to himself "here and now", and is based on comparing himself as a person and his behavior with certain norms that act as an "ideal form" of himself and his behavior.

The most important feature of the self-esteem of the personality of a teenager, substantiated in the works of D.I. Feldstein, was the statement that "... a teenager solves not just the task of occupying a certain" place "in society, but also the problem of relationships in society, defining himself in society and through society, i.e. solving the problem of personal self-determination, taking an active position regarding socio-cultural values and thereby determine the meaning of one's existence.

Adolescent Self-Esteem Levels

There are 3 levels of adolescent self-esteem:

Adequate self-esteem is a realistic assessment of oneself, one's abilities and actions. Adequate self-esteem helps a teenager correctly correlate his strengths with the various tasks and requirements of others. Adolescents with adequate self-esteem have many interests, interpersonal contacts. Their activity is moderate and expedient, aimed at understanding others and themselves in the process of communication.

Inflated self-esteem - inadequately high assessment by a teenager of his skills and abilities. Adolescents with high self-esteem are more focused on communication, and with little content. They are less likely to express themselves through productive activities.

Low self-esteem - inadequate underestimation of oneself by a teenager, belittling one's own merits. Numerous studies show that adolescents with low self-esteem are prone to depressive tendencies. Moreover, some studies have found that low self-esteem precedes depressive reactions or is their cause, while others have found that depressive affect manifests itself first, and then is incorporated into low self-esteem.

To diagnose adolescent self-esteem, the following methods are mainly used:

Dembo-Rubinshtein's Methodology for Measuring Self-Esteem for Adolescents and Young Men. With its help, the level of claims of boys and girls aged 10 to 16 years and the magnitude of the discrepancy between the level of claims and self-esteem are determined;
Methodology for the study of personality self-esteem S.A. Budassi is a self-esteem test for adolescents, which characterizes it according to such parameters as: high / medium / low, adequate / inadequate;
Test VV Novikov "Who am I in this world." A technique that determines the level of self-esteem of adolescents according to the following parameters: tendency to overestimate / underestimate, clearly overestimated / underestimated, adequate self-esteem.

V. Kvade, V. P. Trusov identified the factors that determine the level of self-esteem of adolescents. Thus, adequate self-esteem, in their opinion, is predicted by an orientation towards a future profession and a high teacher's assessment of the implementation of norms of behavior.

An overestimated self-esteem is caused in a teenager by a low assessment of his behavior by peers, while low self-esteem is caused by low psychological stability (Kvade V., Trusov V.P., 1980).

Features of self-esteem of adolescents

In adolescence, the adequacy of self-esteem gradually increases.

R. Berne explains this by the fact that adolescents evaluate themselves lower in terms of those indicators that seem to them most important, and this decrease indicates their greater realism, while children tend to overestimate their own qualities.

This period is marked by a sharp transition from a fragmented and insufficiently clear vision of oneself to a relatively complete, all-encompassing "I-concept". In addition, their vision of their shortcomings is being improved.

At the same time, appearance begins to have a very strong influence on the development of self-esteem in adolescence: the compliance of the child's external data with the standards accepted in the peer group becomes the determining factor in his social recognition and position in the group.

It is worth noting here that the self-esteem of adolescent girls is often lower than that of boys, because for girls the assessment of the attractiveness of their body is more important than its effectiveness. In young men, on the contrary, the leading criterion of self-assessment is the effectiveness of the body.

The repeatedly proven "mirror self" theory of Ch. Cooley about the positive attitude of significant others as one of the main conditions for the formation of adequate self-esteem is also true for the relationship between a teenager's self-esteem and his environment.

Among the four sources of social support: parents, teachers, classmates, close friends, parental support and the attitude of classmates have the most complete effect on a teenager's self-esteem.

At the same time, teenagers tend to create groupings with a rigid internal hierarchy, which directly affects the level of self-esteem.

Ya. L. Kolominsky (1976) established a number of interesting patterns of the influence of self-esteem on the social status of adolescents:

A tendency to overestimate the self-assessment of sociometric status among low-status students and to underestimate it among high-status ones;
Egocentric leveling - the tendency to attribute to other members of the group a status either equal to one's own or lower;
Retrospective optimization - the tendency to evaluate one's status more favorably in previous groups.

It follows that the more critical a teenager is to himself and the higher his self-esteem, the higher his social status. At the same time, high self-esteem and the level of claims reduce the positive or negative sociometric status, depending on the adolescent's behavior towards the group: those inclined to rational conformism fall into the group of "neglected", those inclined to non-conformism fall into the group of "rejected".

How to boost self-esteem as a teenager

L. Bassett (1997) investigated the question of how to increase self-esteem and confidence in a teenager, and developed the technique "Eight Ways to Change Self-Esteem".

1. Try to be more positive about life. Use an internal dialogue with yourself, consisting only of positive statements. If negative thoughts take place, try to immediately switch to a pleasant one.

2. Treat people the way they deserve. Seek out in each person not flaws, but virtues.

3. Treat yourself with respect. Make a list of your strengths. Convince yourself that you have one.

4. Try to get rid of what you don't like about yourself. Look at yourself in the mirror more often, trying to answer the question: is it worth changing something in yourself. If yes, then don't delay.

5. Start making your own decision. Remember that there are no right or wrong decisions. You can always justify and justify any decisions you make.

6. Try to surround yourself with things that have a positive effect on you. Buy your favorite books, tape recordings. Have and love your "weaknesses".

7. Start taking risks. Take responsibility, even though the risk may be small at first.

8. Gain faith: in the person, in the circumstances, etc. Remember that believing in something greater than ourselves can help us resolve difficult issues. If you can't influence the course of events, "step aside" and just wait.

In addition, the affirmation is very useful to increase self-esteem: “There is absolutely no one like me in the whole world. Everything that is in me thoughts, feelings, actions belongs to me. All my fantasies, dreams, dreams, desires belong to me "I own my victories and defeats, successes and failures, achievements and mistakes. I am I!"

1. List five of your strongest and weakest points. Think about how your strengths help you in life, and how your weaknesses get in the way. Learn to build on your strengths and lessen your weaknesses.

2. Think more about what you have achieved rather than focusing on your failures. Look for the reasons for your failures in your insecurities, not in your personality flaws.

3. Remember that criticism is often biased. Stop reacting sharply and painfully to all critical remarks addressed to you: this is not the ultimate truth, but just a private opinion. Use criticism to learn from mistakes, but don't let other people criticize your personality.

4. Don't put up with people, circumstances, and activities that make you feel inadequate. Better not do this business and do not communicate with such people.

5. Try to take on only those things that you can handle. Gradually, they can be complicated, but do not take on something that you are not very sure about.

Although parental authority loses its importance during adolescence, their influence on adolescent self-esteem is still very strong. Their support, approval and faith in a child can do a real miracle with teenage self-esteem. The same applies to the assessment of his academic success by teachers.