INTRODUCTION
A person’s interest in himself, in his “I,” has long been the subject of special attention. And who knows, maybe it was from this interest that psychology itself arose as a science. A person’s behavior is always, in one way or another, combined with his idea of himself (“the image of “I””) and with the way he would like to be. The study of the properties of self-awareness and the adequacy of self-esteem seems interesting in connection with the formation of an individual’s life position. The question of human self-awareness is overly complex. Each person has many images of his “I”, which exist from different angles: how he perceives himself, how he imagines his ideal “I”, how this “I” appears in the eyes of other people, etc. One of the most authoritative researchers of the phenomenon of self-consciousness, I. S. Kon, gives the following definition: “The set of mental processes through which an individual recognizes himself as a subject of activity is called self-consciousness, and his ideas about himself are formed into a certain “image of “I”. As already mentioned, the image of “I” is not an immutable, but a very dynamic formation of the personality. The image of “I” can be experienced as an idea of oneself at the moment of the experience itself, usually referred to in psychology as the “real I”. But the image of “I” is at the same time the “ideal I” of the subject, what he should have been, become, in order to meet social norms and the expectations of others. It is also possible that the “fantastic self” is what the subject would like to become if it were possible for him. Of course, the predominance in the personality structure of fantastic ideas about oneself, not accompanied by actions that could contribute to the realization of the desired, disorganizes the activity and self-awareness of a person. The measure of the adequacy of the image of “I” is clarified by studying one of its most important aspects - the self-esteem of the individual, i.e. a person’s assessment of himself, his capabilities, qualities, and his place among other people. It is with the help of self-esteem that the behavior of an individual is regulated. Self-esteem is closely related to the level of a person’s aspirations. The level of aspiration is the desired level of self-esteem of an individual (the level of the “I” image, manifested in the degree of difficulty of the goal that the individual sets for himself). In case of success, the scale of aspirations usually increases, the person shows readiness to solve more complex problems; in case of failure, it decreases accordingly. Research shows that a person sets the level of his aspirations somewhere between extremely difficult and overly easy tasks and goals in order to maintain his self-esteem at the proper height. The formation of the level of aspirations is determined not only by anticipation of success or failure, but also by taking into account past successes and failures. Studying the level of a person’s aspirations not only in terms of their effectiveness, but also in content allows us to better understand the motivation of a person’s behavior.
Object of study: individual self-awareness
Subject of research: self-esteem and level of aspirations
Goal: to study different approaches to the study of self-esteem and level of aspirations
Tasks:
1. analyze materials from domestic and foreign studies of self-esteem and level of aspirations;
2. trace the dynamics of self-esteem and level of aspirations at different age periods;
3. identify optimal positive combinations of self-esteem and level of aspirations.
Psychosocial characteristics in young people
Youth is the time of starting a family, the time of mastering a chosen profession, determining one’s attitude towards social life and one’s role; a person is full of strength and energy, the desire to realize one’s goals and ideals, the optimal time for self-realization. During this period, the most complex types of professional activity are most accessible, communication is the most complete and intense, friendships and love relationships are easily established and most fully developed.
Youth is a very important period in a person’s life. This is the formation of moral consciousness, the development of value orientations and ideals, stable personal qualities.
The stage of adolescence is characterized by the acquisition of an electoral plan, full legal and economic responsibility, and the possibility of involvement in all types of social activities. At this stage, difficult decisions are made, a lifestyle is formed, professional training continues or ends, professional roles are mastered, and an appropriate social circle is formed. Most people start their own families and give birth to their first children.
Marital and parental roles are mastered and realized, the desire for autonomy, independence, awareness of personal responsibility for one’s life and the life of one’s loved ones is formed, and the willingness to take on this responsibility. The problem arises of choosing life values, realizing one’s individuality, uniqueness and difference from others. As a result of this awareness, internal tension may arise, which creates a feeling of loneliness. This feeling increases the need for communication and at the same time increases its selectivity.
A misconception at this age is the belief that the choices made in life are final. Changes in choice are usually inevitable. But this choice, although not final, implies a certain way of life: some live one day, others look after someone else, and so on. Each person, depending on the period,
Each person, depending on his period, encounters and receives attention from certain elements of life patterns. People aged twenty believe in themselves and their willpower, they believe that this is the only correct path in life.
According to Bühler's periodization III, adolescence is the second phase, the phase of trying one's strength and searching for a job, a life partner, etc. Developing friendships is an important aspect of teenagers' lives at this stage. During this period, friendship reaches a new qualitative level.
An important stage is also the development of intellectual skills: Theoretical thinking, the ability to abstract and make generalizations are significantly developed. Memory reaches high levels (both long-term and short-term memory) Qualitative changes occur in cognitive abilities: Now the question is not only how many and what problems a person solves, but also how he does it.
A person’s position in the system of personal relationships not only depends on a number of factors, but in itself is a necessary condition for the formation of personality. Finally, personality traits and behavioral traits that determine a person’s position in society can be understood in the opposite direction, as a result of the influence on a person of the status that he acquires in the team.
1.1. Self-esteem and level of aspirations in modern psychology.
Self-esteem belongs to the core of personality and significantly influences the behavior of an individual. It is closely related to the level of a person’s aspirations - the degree of difficulty of the goals that he sets for himself. Self-esteem is a person’s assessment of himself, his capabilities, qualities and place among other people. Referring to the core of personality, self-esteem is an important regulator of its behavior. A person’s relationships with others, his criticality, self-demandingness, and attitude toward successes and failures depend on self-esteem. Thus, self-esteem influences the effectiveness of a person’s activities and the further development of his personality. Self-esteem performs regulatory and protective functions, influencing behavior, business and development of the individual, her relationships with other people. The protective function of self-esteem, ensuring relative stability and autonomy of the individual, although it can lead to a distortion of experience. Self-esteem is characterized by the following parameters: 1) level (high, average, low); 2) correlation with real success (adequate and inadequate, or overestimated and underestimated); 3) structural features (conflict and non-conflict).[12] A stable and at the same time quite flexible self-esteem (which can change under the influence of new information, experience, assessments of others, etc.) is optimal for both development and productivity. Self-esteem is closely related to the level of a person’s aspirations, i.e. the desire to achieve goals of the degree of complexity that a person considers himself capable of. The level of a person’s aspiration is based on such an assessment of one’s abilities, the preservation of which has become a need for a person. The discrepancy between a person’s aspirations and real capabilities leads to the fact that he begins to evaluate himself incorrectly, as a result of which his behavior becomes inadequate (emotional breakdowns, increased anxiety, aggressiveness, etc. occur). People with a realistic level of aspirations are distinguished by self-confidence, persistence in achieving goals, greater productivity, and critical assessment of what has been achieved. Thus, self-esteem is a subjective and very personal formation of the human psyche. It is formed with the more or less active participation of the individual himself, and bears the imprint of the qualitative uniqueness of his mental world, so self-esteem may not coincide in all elements with the objective assessment of a given individual. It may be overestimated or underestimated. Its adequacy, truth, logic and consistency are established on the basis of real manifestations of personality in activity and behavior. Moral criteria for self-esteem are the overall value of what a person evaluates in himself. A greater or lesser coincidence of progressive social values with personally significant values characterizes a person as morally mature and socially valuable, and, on the contrary, the discrepancy between “cultivated” values and social values of a progressive orientation indicates the absence of an external connection between the individual and society.
Self-esteem of young people
In the adolescent phase, a person chooses goals and means of achieving them, which are associated with various components of his “I”, and evaluates the success of his actions in accordance with the self-concept.
During this period, self-esteem depends on the level of a person’s achievements: it increases when his desires are realized, and decreases when his goals are not achieved. Self-concept individualizes self-esteem, so that what is a success for one person is perceived as a failure for another.
Kon I.S. believes that men's self-perception mainly contains information about the importance of the “I” in the areas of work, business, sports and sexuality. Women's self-esteem mainly reflects how attractive they are to the outside world. Men tend to overestimate their qualities, whether it be their position in a group or their personal abilities.
This unfounded self-confidence often irritates others and becomes the cause of numerous conflicts and disappointments. Only through trial and error does a person comprehend the extent of his true abilities.
Women's self-esteem is usually more modest and realistic.
The degree of satisfaction with your physical self-perception inevitably affects your overall self-esteem. Their sense of well-being and happiness largely depends on this.
During adolescence, criteria for personal success are formed based on comparison with others; the emotional component sometimes predominates in the self-esteem of young people.
Teenagers with low self-esteem often have difficulty communicating and tend to close themselves off from others, putting on a false face or mask. Lack of self-esteem, dissatisfaction with oneself, self-contempt, negative self-esteem, etc. tend to be less independent, more impressionable, more dismissive of others, more conformist, more vulnerable and more sensitive to criticism and ridicule. They worry more about what others think or say about them. They are embittered by failure in their activities, especially if it happens in public. They are prone to reflection and more often find flaws in themselves. Therefore, they are characterized by a desire for psychological isolation, an escape from reality into the world of dreams.
The lower a person’s self-esteem, the more often he suffers from loneliness; low self-esteem makes the level of a person’s social requirements very low and encourages him to avoid all types of activities in which there is a moment of competition. Such people often refuse to achieve their goals because they do not believe in their abilities. This, in turn, reinforces their low self-esteem.
Young people with adequate self-esteem correctly classify their abilities and skills, are sufficiently critical of themselves, try to look realistically at their failures and successes, and set themselves achievable goals that can be implemented in practice. And they approach the evaluation of the achieved results not only with their own standards, but also try to predict how other people will react to them:
Work colleagues and loved ones. Correct self-esteem is the result of a constant search for the true measure, that is, without too much overestimation, but also without excessive criticism of one’s communication, one’s activities, one’s experience.
Acceptance and approval of oneself, respect for one’s personality and actions, positive self-esteem, etc., are more independent, sociable, open, more easily “accept” others and their opinions, do not hide their weaknesses and inabilities, experience failures more easily, are stronger in them the motive of achievement and competition is developed.
The degree of discrepancy between the real and ideal “I”, which determines the level of self-esteem, depends on many conditions. In adolescence, this discrepancy can lead to nervousness and dysphoria, depression, since low self-esteem in this case is associated with “self-aggression.” But the discrepancy between the ideal “I” and the real “I” is, in principle, a normal situation for this age, since it indicates a growth in self-awareness.
BIBLIOGRAPHY
1. Burns, Robert. Development of self-concept in education. /Trans. from English - M.; Progress, 1986. - 420 p. 2. Bozhovich L.I. Problems of personality formation / Ed. D.I. Feldstein. 2nd ed. M.: Publishing house "Institute of Practical Psychology", Voronezh: NPO "MODEK", 1997. -352s. 3. Bozhovich L. I. Stages of personality formation in ontogenesis // Questions of psychology. 1979.No.2.-P.23-34. 4. Bortnikova L.G. Dynamics of development of reflexivity and validity of self-esteem depending on the characteristics of the student’s internal position: Abstract of thesis. diss. ...cand. psychol.sciences.-M., 2000,-23p. 5. Borozdina L.V., Vidinska L. Pretensions and self-esteem // Vestn. Moscow un-ta. Series 14. Psychology. 1986. No. 3.-pp. 21-30. 6. Borozdina L.V., Zaluchenova E.A. “An increase in the anxiety index when there is a discrepancy between the levels of self-esteem and aspirations.” Experimental study. 7. Kapustin A.N. Study of the level of aspirations under conditions of mental stress in connection with the properties of the nervous system and temperament: Author's abstract. dis. ...candidate of psychology Sci. -M., 1980. — 24s. 8. Kislitskaya L.A. Materials of the V city scientific and practical conference of young scientists and students of institutions of higher and secondary education of city subordination. -M.: MGPPU, 2006.-320 p. 9. Kon I.S. Self-awareness: discovery of the “I” // Psychology of early youth. M.1989. P.84-105 10. Lapshina O.A. Your child is a fifth grader // School psychologist. 2006 11. Lisina M.I. Communication, personality and the child’s psyche / ed. Ruzskoy A.G. -M.: Publishing house “Institute of Practical Psychology”, Voronezh: NPO “MODEK”, 1997.-384 p. 12. Makarova I.V. Psychology. - M.: YURAYT, 2004. - P. 183-190. 13. Maslow A. Motivation and personality. 3rd ed./trans. from English - St. Petersburg: Peter, 2007. -352 p. 14. Melnichenko O.G. The relationship between structural-variation characteristics of the level of aspirations and intelligence depending on personality traits: Abstract of thesis. dis. ...candidate of psychological sciences - Leningra d., State University named after. Zhdanova, 1986.- 25 p. 15. Menchinskaya N.A. Problems of learning and psychological development of a child / ed. E.D. Bozhovich. - M: Publishing house "Institute of Practical Psychology", Voronezh: NPO "MODEK", 1998. -448s.
- Information support for professional activities (The importance of documentation in accounting)
- Basics of valuation of intangible assets, intellectual property
- Fundamentals of machinery and equipment assessment. (Standard for assessing the cost of machinery and equipment. The market for machinery and equipment, features of its functioning and regulation.)
- Basics of valuation of intangible assets and intellectual property (Valuation activities)
- Valuation of securities (Concept and types of value of securities)
- Application of the Black-Scholes model in valuation activities (The concept of options)
- Life safety
- Theory and practice of translation
- Species-temporal forms of the Perfect group
- The art of the Russian avant-garde. Works of K. Malevich, A. Rodchenko, V. Tatlin, O. Rozanova, A. Ekster, L. Popova
- Direction of creative activity of the designer (Etymology of the concept of design)
- Study of self-esteem and level of aspirations
Supporting positive self-image
In everyday life, all people receive a wide range of feedback about themselves and their behavior through the environment, both in interactions through language and through nonverbal behavior. If we now consider that everything that individuals perceive on themselves every day affects self-esteem, this gives cause for thought. It is important to reinforce your strengths and not criticize yourself for your weaknesses!
For example, children in the process of building self-esteem need the opportunity to try things, learn their skills, and gain physical experience. Feedback from the environment helps to classify one's own competencies. Providing varied and differentiated feedback on actions, skills and behaviors is an important task for parents and other relatives.
Classification
In psychology, there are 2 types of level of aspiration (LA), which are divided into 2 types.
Kinds:
- Private - refers to the desire to be successful in a specific area of life (professional activity, sports career, personal life).
- Social - refers to all spheres of life.
Types:
- Adequate - when goals correspond to capabilities.
- Inadequate, which is divided into 2 subtypes:
- Understated. Example: a brilliant student does not apply to a prestigious university, fearing failure during admission.
- Overpriced. Example: a child who does not know a subject well is sure that he deserves a high mark, without taking any action to obtain it.
What characterizes the concept
According to a number of well-known psychologists who study the concept as a psychological category, PM is characterized by the individual’s desire to achieve success in all aspects of his own life (personal relationships, significance in the eyes of others, professional activity, material well-being).
The basis for an adequate level of aspiration is setting achievable goals and objectives, and the ability to soberly assess one’s own capabilities.
UE is characterized by the following concepts:
- the degree of difficulty of the goal;
- determination of further tasks;
- feeling of self-worth.
Formation of personal self-esteem
Personal self-esteem develops in the process of activity, as well as interpersonal interaction. How a person evaluates himself largely depends on society. An important role in the formation of a person’s self-esteem is played by the assessments of people around him, as well as the personal achievements of the individual.
In psychology, self-esteem is understood as an individual’s idea of the significance of his personal activities among other individuals, as well as evaluation of himself and personal qualities, feelings, advantages, disadvantages, expressing them closed or open.
Self-esteem of a person is considered to be the stable psychological characteristics of a person. It is very difficult to change, since it is formed in early childhood and depends not only on congenital factors, but also on circumstances in life. It is significantly influenced by the attitude of others, since self-esteem is formed as a result of continuous comparison of oneself with other people. To overcome yourself, you should take a sober and courageous look inside yourself, study your temperament, character, and other psychological properties necessary in interpersonal interaction.
