Prokhorova N.V.

ORCID: 0000-0003-3639-8842, Student, National Research University, Higher School of Economics

PSYCHOLOGICAL FEATURES OF SELF-ESTIMATION AND THE LEVEL OF CLAIMS OF ADOLESCENTS

annotation

The article presents an analysis of the results of an empirical study of the psychological characteristics of self-esteem and the level of aspirations in early adolescence and their meaningful interpretation. The age specificity of the dynamic features of the manifestations of self-esteem and the level of aspirations of adolescents is presented. The features of correlation between self-esteem and the level of aspirations of boys and girls are analyzed, tendencies of relationships and differences in the manifestation of self-esteem and the level of aspirations of adolescents at the lower and upper limits of age are demonstrated.

Keywords: self-consciousness, self-image, self-esteem, level of claims, affect of inadequacy, early youth.

Prokhorova N.V.

ORCID: 0000-0003-3639-8842, Student, National Research University “Higher School of Economics”

PSYCHOLOGICAL FEATURES OF SELF-ESTEEM AND LEVEL OF TEENAGERS' ASSERTION

Abstract

The article presents the analysis of the results of an empirical study of the psychological features of self-esteem and the level of assertion in early adolescence and their meaningful interpretation. It presents the age specificity of the dynamic features of self-esteem manifestation and the level of assertion of teenagers. The main features of self-esteem ratio and the level of assertion of boys and girls are analyzed, the tendencies of interrelations and differences in the manifestation of self-esteem and the level of assertion of teenagers on the lower and upper age limits are demonstrated.

keywords: self-awareness, self-image, self-esteem, level of assertion, affect of inadequacy, early adolescence.

Socio-economic and political changes, the complication of working and living conditions require the efforts of the creative activity of the individual, increasing demands on himself and his activities. Very important for the formation of a comprehensively developed personality is the development of self-awareness, the definition of one's own "I", one's personal characteristics for the proper organization of relationships with people around. The solution of these aspects draws attention to such fundamental personality formations as self-esteem and the level of claims.

The theses, confirmed in domestic and foreign psychology, that an important stage in the formation of self-esteem and the level of claims is the period of early adolescence, when responsible decisions are made that determine the whole future life of a person: the formation of a worldview and beliefs, the search for the meaning of life, professional and personal self-determination. Self-esteem and the level of claims of young men and women occupy a leading place in the process of socialization of the individual, the search for one's place in the future independent life. However, in the context of weakening the role of the responsibility of state institutions in determining the guidelines for the professional and personal direction of the younger generation, it is possible to increase the inconsistency and inconsistency of the level of claims and self-esteem of high school students.

All of the above allows us to state the social significance and the need for systematic psychological research on self-esteem and the level of aspirations of modern adolescents, which determined the choice of the topic of the article.

The need for further study of the relationship between self-esteem and the level of claims is due not only to their complexity, influence (the specifics of these relationships affect the development of personality, self-awareness, the processes of self-regulation of behavior and activity), but also the fact that in line with modern scientific views, a deepening of ideas about the development and the functioning of self-esteem and the level of claims implies movement towards dynamic and structural unification into a single whole, into a dynamic system
.

The purpose of the article is to summarize the data of an empirical study of the age specificity of self-esteem and the level of aspirations of adolescents. This goal was achieved by solving a number of tasks: identifying the dynamic features of the formation of self-esteem and the level of aspirations of the individual in the period of early adolescence; establishing the nature of the connection between adolescents' self-esteem and their level of aspirations.

An empirical study was conducted among adolescents in order to clarify the age dynamics of the formation of self-esteem and the level of claims in early adolescence. The diagnostic complex included valid, standardized tools: “The scale of self-esteem and the level of claims of T.V. Dembo, S.Ya. Rubinshtein (modified by G.M. Parishioners), a method for quantitative measurement of self-esteem (S.A. Budassi), Schwarzlander's "Motor test". The sample consisted of 97 students in grades 10-11 of a general education school (age 15-17, gender - 47 boys and 50 girls).

The lower limit of the analyzed age period (grade 10): realistic (adequate) self-esteem - 52% of the respondents (respectively - average self-esteem - 30% and high - 22%), overestimated self-esteem (very high) - 37%, underestimated (low) self-esteem - 11%. Upper age limit (grade 11) - realistic (adequate) self-esteem - 73% of the respondents (respectively - average self-esteem - 40% and high - 33%), overestimated self-esteem (very high) - 21%, underestimated (low) self-esteem - 6%. As we can see, in the 11th grade, the tendency towards an increase in the adequacy of self-esteem becomes more distinct, and the polarity of its representation decreases.

Confirmation of this trend is also reflected in the results of the study obtained using the method of quantitative measurement of self-esteem (S.A. Budassi): 10th grade: adequate self-esteem - in 35% of respondents, a tendency to overestimate self-esteem - 28%, overestimated self-esteem - 30%, low self-esteem - 7%. Half of the 11-graders demonstrate adequate self-esteem, 30% of young men have a tendency to overestimate, and in 17% of overestimated self-esteem, low self-esteem is recorded only in 3% of respondents.

According to the method of T.V. Dembo, S.Ya. Rubinstein modified by G.M. The following indicators were identified among the parishioners: the lower limit of early adolescence (grade 10) - a realistic level of claims - 59% of the respondents (respectively - an average level - 38% high - 21%), an overestimated level of claims (very high) - 28%, underestimated (low) level - 13%; the upper age limit (grade 11) is a realistic (adequate) level of claims - 79% of the respondents (respectively - an average level - 39% and a high level - 40%), an overestimated level of claims (very high) - 18%, an underestimated (low) level - 3%.

An analysis of the above results of the study allows us to state that the majority of students in the 10th and 11th grades demonstrate a realistic (adequate) level of claims, indicating an optimal idea of ​​their capabilities, which is an important factor in personal development, however, at the upper limit of the age of these students 20% more than in the 10th grade.

In the 11th grade, the number of people with an overestimated (very high) level of claims, which are characterized by an unrealistic, uncritical attitude to their own capabilities, decreased by 10%. There is also a decrease in the number of young men and women (by 10%) who have an underestimated (low) level of claims, that is, they underestimate their capabilities and abilities, do not trust themselves, are not confident in their abilities, which is an indicator of unfavorable personality development.

Comparative analysis of diagnostic indicators of the level of aspirations of adolescents to the lower and upper limits of age according to the method of T.V. Dembo, S.Ya. Rubinstein modified by G.M. Parishioners found a gradual decrease with age in the number of students with an overestimated level of aspirations and an increase in the number of students with an adequate level of aspirations. Such age patterns of the development of the level of claims can be explained by the fact that the problem of becoming a subject of self-development arises precisely in adolescence, when the most important tasks of personal development are solved: the construction and integration of a holistic image of the Self, the achievement of self-identity, personal, social and professional self-determination. Behind the logic and patterns of personality formation, young men and women at the beginning of adult life must determine their values, life intentions and take responsibility for their implementation.

Comparative analysis of the results of an empirical study of the level of aspirations of adolescents based on self-descriptions (subjective assessment) (method of T.V. Dembo, S.Ya. Rubinstein modified by G.M. Parishioners) and in the process of performing activities based on success-failure ("Motor test »Schwarzlander) revealed significant differences in the diagnosed indicators.

The most significant differences in diagnostic indicators of the level of aspirations of adolescents based on self-descriptions and in the process of performing activities were revealed in the 10th grade. Student's t-test was used to prove a statistical difference between these measures. The statistical difference of indicators at the level of p<0,01 именно для нижней границы раннего юношеского возраста (10-ого класса). Для верхней границы данного возрастного периода (11-ого класса) статистически достоверной разницы между диагностическими показателями уровня притязаний подростков на основе самоописания и в процессе выполнения деятельности не было выявлено.

The results of the study can be explained by the fact that at the beginning of the period of early adolescence, schoolchildren still have insufficiently developed reflexive abilities and the ability to adequately assess the structure of their own activities. Tenth-graders tend to demonstrate striving for complex high goals, but they are not yet able to consistently implement this striving in their behavior. In the process of personal and professional self-determination, young men and women gradually develop the ability to reflect and it becomes more adequate to assess the structure of their own activities at the upper age limit (11th grade).

In order to establish the nature of the relationship between the level of self-esteem of high school students and their level of claims according to the method of T.V. Dembo, S.Ya. Rubinstein modified by G.M. The parishioners were subjected to a correlation analysis. This made it possible to establish the existence of a close statistically significant relationship between the self-esteem of boys and girls and their level of aspirations. This gives reason to conclude that there is a close functional relationship between the self-esteem of the individual and the level of claims. In works devoted to the study of the interaction of self-esteem and the level of claims, it is emphasized that personal development, the ability of the individual to self-regulate behavior and activities, largely depends on their nature.

In the development and approbation of the program of such correctional and developmental work and the analysis of the dynamics of the levels of self-esteem and the level of claims of high school students after its implementation, there are prospects for further research on this problem.

A comparative analysis of the results of a study of the lower and upper limits of early adolescence gives reason to assert that in the process of growing up, the self-esteem of boys and girls becomes more adequate and differentiated. A study of the dynamic features of the level of aspirations of adolescents revealed a gradual decrease with age in the number of schoolchildren with an overestimated level of aspirations and an increase in the number of students with an adequate level of aspirations.

The correlation analysis of the results of the empirical study convincingly proved the existence of a close statistically significant relationship between the self-esteem of boys and girls and their level of aspirations, which confirms their functional relationship.

The predominance of inadequate self-esteem and the level of claims in a certain part of adolescents necessitates special correctional and developmental work, which is based on the relationship of self-esteem, the level of claims and the adolescent's readiness for personal and professional self-determination in order to activate the mechanisms of self-development of a growing personality.

Bibliography /References

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References in English /References in English

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Anastasia Ananyeva (Gomel, Belarus)

Currently, studies of self-esteem and the level of claims continue to be relevant for psychological and pedagogical theory and practice. It is adolescence - the most difficult and complex of all childhood ages - that is the period of personality formation. The most important neoplasm of adolescence is the formation of a new level of self-consciousness, a change in the self-concept, determined by the desire to understand oneself, one's capabilities and characteristics. These are associated with sharp fluctuations in attitude towards oneself, the instability of self-esteem and the level of claims.

Adequate self-esteem and the level of aspirations of adolescents allow you to quickly, painlessly establish contacts with members of the opposite sex, friends, influence the formation of self-confidence, cheerfulness, and the manifestation of individuality. Inadequate self-esteem and the level of claims create persistent anxiety and isolation, as a result of which the teenager has difficulties in communicating with peers and adults.

The problem of studying personal characteristics that contribute to the successful adaptation and self-realization of the individual acquires a special meaning and relevance for adolescents. So, on the one hand, the formation of one’s own active and responsible position is the most important task of the age for a teenager, and on the other hand, the social status of a “child” is still assigned to him, which limits the manifestation of independence.

The study of the personality of a teenager was carried out by L.S. Vygotsky, R.S. Nemov, L.F. Obukhova, R.T. Bayard, A.A. Bodaleva, V.V. Davydov, T.V. Dragunov, V.S. Mukhina, I.Yu. Kulagina, D.I. Feldstein and others.

The interest of such researchers as R. Berne, L.I. Bozhovich, B.V. Zeigarnik, I.S. Kon, A.I. Lipkina, L.V. Makeeva, M.A. Reznichenko, R.I. Tsvetkova, I.I. Chesnokova and others.

Despite the large number of works devoted to identifying the features of self-esteem and the level of claims in adolescence, not enough attention is paid to the study of gender characteristics of adolescents (S. Bem, I.I. Vartanova, I.S. Klyotsina, L.V. Popova). It is known that the models and priorities of gender socialization of boys and girls are different, and sometimes even polar. As a result of gender socialization, boys and girls acquire certain qualities that form different types of gender identity. Studies of the relationship of self-esteem with the level of claims, the type of gender identity will allow a better understanding of the processes of self-perception, self-attitude, self-presentation of adolescents, to take a step towards a holistic understanding of personality in the unity of cognitive, emotional and behavioral aspects.

The aim of our work was to study in theoretical and experimental aspects the gender characteristics of self-esteem and the level of aspirations of adolescents.

The main methods of our research: theoretical analysis of scientific sources on the research problem, empirical methods (observation, expert evaluation, testing), methods of mathematical statistics (Mann-Whitney U-criterion, φ * -Fisher's angular transformation, Spearman's rank correlation coefficient).

To study self-esteem and the level of aspirations of adolescents, we used the methods of Dembo-Rubinshtein, O. I. Motkov and the motor test of J. Schwarzlander, which were carried out frontally. Determination of the psychological sex of a person was carried out according to the method of S. Bam in the modification of O.G. Lopukhova.

The respondents were 30 boys and 30 girls aged 13-14.

Assessing the results of diagnostics of self-esteem and the level of aspirations of adolescents, a statistically significant difference in self-esteem was revealed (U=224.5; р<0,01) и уровня притязаний (U=223; р<0,01) мальчиков и девочек. Средний уровень самооценки и уровня притязаний девочек превышает таковой у мальчиков.

Analysis of the results of the diagnosis of adolescents according to the method of O.I. Motkova showed that girls have a high (optimal) level of self-esteem in all aspects of personality, while boys have an average level of personality factors such as will, independence and creativity. Adolescents evaluate themselves lower in terms of those indicators that seem to them most important, and this decrease indicates their greater realism, while this age tends to overestimate their own qualities.

Determining the ratio of self-esteem levels in the groups of boys and girls, we found that 50% of girls and 16.7% of boys have overestimated self-esteem, which is generally inadequate. Differences are statistically significant (φ * =2.8; p<0,01). Завышенную самооценку подростков можно объяснить влиянием процессов биологического развития – в пубертатном возрасте наблюдается взрыв новой мотивации, повышенная эмоциональность, подросток приписывает своему мышлению неограниченную силу, поэтому любые мечты не кажутся ему фантазией; условий воспитания, авторитета среди сверстников, необъективного взгляда учителей, взрослых на возможности конкретного ребенка.

Girls evaluate their rating among their peers more objectively, while overestimating their mental abilities; more prone to complexes of appearance and feel less confident. The ability of adequate assessment in boys is higher, which may be due to the strong orientation of adolescents to the future profession and a high assessment of the implementation of the norms of moral behavior.

Analysis of the results of the study of the level of aspirations of adolescents showed that 85% of respondents have a low and moderate level of aspirations (n=60), of which 41.7% are boys and 43.3% are girls. For girls, the maximum level of claims is fixed for such personality traits as appearance, self-confidence, for boys - authority among peers, the ability to do a lot with their own hands. The stronger the emotional level of a teenager, the higher his self-esteem of himself and his abilities, and the higher the self-esteem, the higher the level of claims.

Based on a conversation with teenagers, class teachers, it was found that adolescents, whose self-esteem is directed at themselves, the level of claims is also directed to the motive of self-esteem and assessment of their potential. And, conversely, in adolescents, whose self-esteem is directed to the cause, the level of claims is respectively directed to the cognitive motive and the motive of avoidance, which confirms the hypothesis of the relationship between self-esteem and the level of adolescent claims.

Based on the method of expert assessment, conversations with subject teachers, the correlation between the level of claims and the characteristics of intelligence is traced. However, it is necessary to point out the inconsistency in the opinions of teachers. According to one, the higher the intellectual capabilities, the higher the level of claims. Others note that a relatively low intelligence index with a developed will is combined with high claims. Failures in such children do not lead to a drop in the level of aspiration, but cause a search for the cause of errors and intense work to achieve success. Whereas children with good indicators of thinking have lower claims to failures. The common opinion of teachers is the opinion that students with good indicators of thinking, but a weakened will, demonstrate an overestimated target designation and a lack of inclination to work consistently in a situation of failure.

In the course of the research, it turned out that a teenager's self-esteem changes especially clearly in terms of opportunities for influence and power, and much less in terms of personal value. In communication with friends, adolescents feel their greatest reality, and the least - in the school situation.

To prove the statistical significance of differences in self-esteem of adolescents, the Mann-Whitney U statistical criteria, Fisher's φ*-angular transformation, and Spearman's rank correlation coefficient were used. The following differences were identified:

- 23% of boys and 63% of girls consider high (optimal) the severity of self-esteem in relation to themselves and the environment, according to the factor of harmony. The differences are statistically significant (φ*=3.2; р<0,01);

- 30% of boys and 70% of girls have a high level of self-esteem in terms of the personality factor - will. The differences are statistically significant (φ*=3.18; р<0,01);

– a statistically significant correlation was found between self-esteem of personality harmony and general self-esteem in girls (r=0.80; p<0,01), мальчиков (r=0,60; р<0,01) и самооценкой экстраверсии и общей самооценкой у девочек (r=0,63; р<0,01) и мальчиков (r=0,58; р<0,01);

– an average, significant correlation was found between the self-esteem of boys and their level of aspirations (r s = 0.54; p<0,01);

– an average significant correlation was found between self-esteem of appearance and self-confidence in girls (r s = 0.57; p<0,01), что свидетельствует о значимости для них внешних данных и мнения окружающих.

– an average significant correlation was found between peer authority and self-confidence in boys (r s = 0.57; p<0,01), перенос знаний об окружающих на свое «Я» у мальчиков несколько отстает от аналогичной способности у девочек.

Assessment of the level of self-esteem depending on the type of gender identity in adolescents showed that in the female half of the sample, the feminine component of the psychological sex is not associated with the components of the self-identification process. At the same time, the level of masculinity is correlated with self-confidence in girls (r = 0.4, p<0,05), с авторитетом среди сверстников (r = 0,34, p<0,05). Уровень маскулинности у мальчиков связан с уверенностью в себе (r = 0,43, р<0,05).

Masculinity/femininity is an important factor in the formation of personal identity, as indicated by the revealed differences in the severity of indicators in boys and girls. In adolescence, representatives of both sexes face difficulties; the predominant significance for girls of the masculine component of psychological sex reflects the dominance of gender stereotypes in society that idealize masculinity as a condition for social success.

Literature:

Burns, R. Development of the Self-concept and education / R. Burns; per. from English; ed. V. Ya. Pilipovsky. – M.: Progress, 1986. – 420 p.

Lipkina, A.I. Criticality and self-assessment in educational activity / A.I. Lipkin. – M.: Psychology, 1989. – 451 p.

Dragunova, T.V. The problem of conflict in adolescence / T.V. Dragunova // Questions of psychology. - 1972. - No. 2. - S. 25–38.

Klyotsina, I.S. From the psychology of sex to gender studies / I.S. Klyotsina // Questions of psychology. - 2003. - No. 1. - S. 61–78.

Scientific adviser:

candidate of psychology Sciences, Associate Professor of the Department of Social and Humanitarian Disciplines of the Institute of Education and Science of the Educational Establishment “GGU im. F. Skorina, E.V. Gapanovich-Kaidalova.

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

APPENDIX

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.

The structure of the work: Course work consists of an 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, it refers primarily to those areas in which its mental and moral qualities are manifested. 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 educational 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, the real possibilities of the individual, 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.

Thus, self-esteem plays a big role in a person's 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 of the 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 at a 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.

From this it follows: 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, 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 is a concept that denotes the position of a person in the system of interpersonal relations and the measure of his psychological influence on group members.

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 help looking for a way out of this situation; his self-esteem must find adequate support in the 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. The 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 an asocial 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. For a long time, self-esteem was identified with the level of aspirations or was considered its reflection 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 of various options with a number of personal characteristics have been studied. 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 claims can have a positive effect on learning activities, and 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 claims are especially important in adolescence, as 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 the psychological characteristics of people based on their answers 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 the peculiarities of the social situation, the new period of development allows us 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 of 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 can 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 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 gender

	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 sociometric status of the student 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. The leaders are popular, the preferred ones have authority and respect, the neglected want to communicate, but they 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 “Self-esteem study according to the Dembo-Rubinstein method modified by A.M. Prikhozhan”. The female sex 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, to further study this problem, it is necessary to apply modern methods and high-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 activization. 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 a real small group - the class, 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 developed at the school of K. Levin (independence of choice and ranking tasks according to difficulty), adapted by us to adolescence, were taken as a basis.

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 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 higher than in general education, 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.

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 the education and upbringing of adolescents, as well as 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 the establishment of its determinants. In early studies, 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.), the past experience (T Dembo, K Levin, P Sears, L Festinger, 1944, M Yuknat, 1937, etc.), the rank of difficulties (K Levin, 1944), the sense of realism of the subject (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 Robayer, 1957, etc.), formulation features instructions (R Gould, 1939, D Rotter, 1942, etc.), the subject's emotional states (M S Neimark, 1961, E.A. Serebryakova, 1955), the presence of other people (F Robayer, 1957, etc.), the influence of norms and standards of the test group (K Anderson and X Brandt,

1939, JI Festinger, 1942, D Chapman and D Vulkman, 1939, etc.), families (F. Robaye, 1957, JIB Borozdina, 1993, etc.) The dependence of the level of claims on the level of intellectual development was also revealed (VK. Gerbachevsky, 1970, BV Zeigarnik, 1972, VK ​​Kalin and VI Panchenko, 1980 and others), volitional regulation (V.K Kalin, 1968, A.I Samoshin, 1967, etc.), properties of the nervous system (O G Melnichenko, 1971, AN Kapustin, 1980, etc.) and certain 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. The tests of intellectual abilities of G. Eysenck, D. Wexler, D. Raven and projective, games of patience, dexterity, building pyramids, questionnaires, interviews, conversations and many other laboratory tests are used. 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 methodological methods of the teacher. Its essence was that after passing the next educational topic in the lessons of algebra, geometry, Russian and English, during independent and tasks of varying degrees of difficulty (“easy”, “medium difficulty” and “difficult”), the choice of which indicated the height of the level of claims, adequacy and sustainability

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 aspirations), 2) the adequacy of the level of aspirations (correspondence to knowledge on the topic being studied), 3) the sustainability of elections during the school year, 4) the dynamics of elections after success 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) 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") his main personal determinants of the level of claims are insufficiently formed

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 the parameter of adequacy, but 53.7% of students in the gymnasium class have adequate PM, and 46.7% in the general education class. 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 recorded 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 Determination of the level of claims 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

Rentsi "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

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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, 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 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 curricula (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.

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 at the lesson actualizes the action of positional motives (primarily self-affirmation) and increases the level of claims and cognitive activity of schoolchildren.

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 of a large number of determinants and functions in this concept (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 training programs (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 of the humanities, the level of claims is higher than in the lessons of mathematics, and the adequacy of the PM 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 classes of different schools and even in the same class indicate both its strong dynamics and polydeterminism. 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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Adolescence is the most difficult and complex of all childhood ages, which is a period of personality formation. At the same time, this is the most crucial period, since the foundations of morality are formed here, social attitudes, attitudes towards oneself, towards people, towards society are formed. In addition, at this age, character traits and the main forms of interpersonal behavior are stabilized. The main motivational lines of this age period, associated with an active desire for personal self-improvement, are self-knowledge, self-expression and self-affirmation. The main new feature that appears in the psychology of a teenager compared to a child of primary school age is a higher level of self-awareness. Self-consciousness is the last and highest of all the restructurings that the psychology of a teenager undergoes (L.S. Vygotsky).

The problems of adolescence were dealt with by D.I. Feldstein, L.I. Bozhovich, V.S. Mukhina, L.S. Vygotsky, T.V. Dragunov, M. Kae, A. Freud. Adolescence is characterized by them as a transitional, complex, difficult, critical age and is of paramount importance in the formation of a person's personality: the scope of activity expands, the character changes qualitatively, the foundations of conscious behavior are laid, and moral ideas are formed.

One of the main points is that during adolescence, a person enters a qualitatively new social position, in which the consciousness and self-awareness of the individual is formed and actively develops. Gradually, there is a shift away from direct copying of adult assessments, and reliance on internal criteria is increasing. The behavior of a teenager begins to be more and more regulated by his self-esteem.

Self-esteem is an assessment by a person of his capabilities, qualities and place among people. It is an awareness of one's own identity, regardless of changing environmental conditions, a manifestation of the individual's self-awareness. Self-esteem significantly affects the effectiveness of activities and the formation of personality at all stages of development. The dependence of the nature and productivity of all forms of the subject's external activity on his attitude towards himself has been repeatedly confirmed in psychology. Therefore, the attitude of a person to himself is one of the fundamental properties of his personality.

The relevance of the problem of self-esteem and the level of claims in adolescence is determined by the needs of a number of public institutions directly involved in the process of formation and education of members of society. Family, school, society every year impose ever higher moral, ethical, socio-political, ideological demands on the younger generation.

It is difficult to imagine the number of external and internal factors that affect the growing child and each time change the world of his experiences. Not all children own their thoughts, feelings and actions.

Therefore, in this difficult period for a teenager, support and understanding from adults is important. It is required to rebuild the relationship with him so that he can continue to develop harmoniously. These relationships must be built on the basis of the personality of a teenager, since it will provide an opportunity to foresee how he will act in a given situation, it will help to establish the true causes of certain features, and tell you what can be expected from him in the future. As a result of such a study, adults can quite reasonably and correctly establish in which direction educational work should be carried out to further form the personality of each student, which aspects and traits of the student's personality should be strengthened, developed, formed. The main task of the teacher is to direct the activity of each teenager in the right direction, to the knowledge of other people, to socially useful activities, to self-development and self-education.

Thus, the correct analysis of the level of self-esteem in adolescent schoolchildren and its relationship with the level of aspirations is an important diagnostic task.

Based on this, the task of my work was to identify the level of self-esteem in adolescent schoolchildren, the influence of an emotional nature on self-esteem and the relationship between self-esteem and the level of claims.

This determined the relevance of my topic.

An object: of this study - self-esteem and the level of claims.

Subject: the relationship between self-esteem and the level of aspirations of adolescents

aim of this work is to identify the relationship between self-esteem and the level of aspirations of adolescents

Tasks:

1) Implementation of the analysis of the literature on the problem under study.

2) Selection of diagnostic methods;

3) Carrying out a diagnostic study aimed at revealing self-esteem and the level of claims;

4) Processing and interpretation of the research results.

5) To identify the relationship between self-esteem and the level of aspirations of a teenager.

Hypothesis: There is a relationship between self-esteem and the level of aspirations of adolescents: in adolescents, whose self-esteem is directed at themselves, the level of aspirations is also directed to the motive of self-esteem and assessment of their potential. Conversely, in adolescents whose self-assessment is directed to the cause, the level of claims is accordingly directed to the cognitive motive and the motive of avoidance.

1.1 Psychological features of adolescence:

The transition to adolescence is characterized by profound changes in the conditions affecting the child's personal development. They relate to the physiology of the body, the relationships that develop in adolescents with adults and peers, the level of development of cognitive processes, intelligence and abilities. All this marks the transition from childhood to adulthood. The body of the child begins to quickly rebuild and turn into the body of an adult. At the present stage, the boundaries of adolescence approximately coincide with the education of children in the middle classes from 11–12 years old to 15–16 years old. But it should be noted that the main criterion for periods of life is not calendar age, but anatomical and physiological changes in the body. The center of the physical and spiritual life of the child moves from home to the outside world, passes into the environment of peers and adults. Relationships in peer groups are built on more serious than recreational joint games, affairs covering a wide range of activities, from working together on something to personal communication on vital topics. A teenager enters into all these new relationships with people already, being an intellectually sufficiently developed person and having abilities that allow him to take a certain place in the system of relationships with peers.

There is a formation of a system of personal values ​​that determine the content of a teenager's activity, the scope of his communication, selective attitude towards people, assessments of these people and self-esteem. Older teenagers begin to be interested in different professions, they have professionally oriented dreams, i.e. the process of professional self-determination begins. However, this positive age trend is not characteristic of all adolescents. Many of them even at a later age do not seriously think about their future profession.

At the beginning of adolescence, the child develops and intensifies the desire to be like elders, children and adults, and such a desire becomes so strong that, forcing events, the teenager sometimes prematurely begins to consider himself already an adult, demanding appropriate treatment of himself as an adult. At the same time, he still does not fully meet the requirements of adulthood. The feeling of adulthood is the central and specific neoplasm of this age (L.S. Vygotsky). All teenagers, without exception, strive to acquire the qualities of adulthood. Seeing manifestations of these qualities in older people, a teenager often imitates them uncritically. Adolescents' own desire for adulthood is strengthened by the fact that adults themselves begin to treat adolescents no longer as children, but more seriously and demandingly.

The result of these processes is the growing inner desire of the teenager to become an adult as soon as possible, which will create a completely new external and internal situation of personal psychological development. It requires and generates a change in the entire system of adolescent relations with other people and with himself.

In adolescence, the content and role of imitation in personality development change. Imitation becomes manageable, begins to serve the numerous needs of the child's intellectual and personal self-improvement. A new stage in the development of this form of learning in adolescents begins with the imitation of the external attributes of adulthood. For girls, this includes fashion in clothes, hairstyles, jewelry, cosmetics, a special vocabulary, demeanor, ways of relaxing, hobbies, etc. For teenage boys, the object of imitation often becomes the person who has willpower, endurance, courage, courage, endurance, loyalty to friendship. In addition to adults, role models for adolescents can be their older peers. The tendency to look like them and not like adults in adolescence increases with age.

In adolescence, the process of formation and development of the child's self-awareness continues. Unlike the previous age stages, like imitation, it changes its orientation and becomes a person directed at the consciousness of his personal characteristics. The improvement of self-awareness in adolescence is characterized by the child's special attention to his own shortcomings. The desired image of the "I" in adolescents is formed from the merits of other people they value and leads to the use of a strong-willed effort aimed at self-development.

In older adolescence, many boys begin to engage in self-development of the necessary volitional personality traits. Comrades, older in age, young men and adult men, become the object of imitation for them. In companies with them, a teenager takes part in cases that require the manifestation of will.

A very common way among modern teenagers to develop their volitional personality traits is to engage in sports associated with great physical exertion and risk, such as requiring extraordinary strength and courage. The general logic of the development of all volitional qualities can be expressed as follows: from the ability to manage oneself, concentrate efforts, withstand and endure heavy loads to the ability to manage activities and achieve high results in it. According to this logic, the methods of developing volitional qualities are being replaced and improved. At first, a teenager simply admires them in other people, in a good way envies those who have these qualities (10–11 years old). Then the teenager declares his desire to have such qualities in himself (11–12 years old) and, finally, proceeds to their self-education (12–13 years old). The most active period of volitional self-education in adolescents is considered to be the age from 13 to 14 years.

In adolescence, there are significant processes associated with the choice of a future profession, with the development of appropriate skills and abilities, the necessary business qualities of a person. Therefore, children of this age are distinguished by increased cognitive and creative activity, they always strive to learn something new, learn something, and do everything for real, professionally, like adults. This encourages teenagers to go beyond the usual school curriculum in developing their knowledge, skills and abilities. The need for everything that is necessary for this, the teenager satisfies himself, through self-education and self-service, often with the help of his friends, who are passionate about the same thing as he is. Many teenagers themselves try to master various professional skills, and the professionally oriented hobby of children of this age can acquire the character of a real passion, when everything else fades into the background for the child and he devotes all his free time to his favorite business.

The choice of a future profession contributes to the emergence of new learning motives associated with the expansion of knowledge, with the formation of the necessary skills and abilities that allow one to engage in interesting work, independent creative work. Teaching is supplemented by self-education, acquiring a deeper personal meaning. Knowledge, skills and abilities at this age become a criterion of value for a teenager of the people around him, as well as the basis for showing interest and imitating them. This becomes possible due to manifestations of willpower.

In adolescence, all cognitive processes, without exception, reach a very high level of development. It becomes possible for a teenager to learn a wide variety of practical and mental activities.

The main new feature that appears in the psychology of a teenager compared to a child of primary school age is a higher level of self-awareness, the need to recognize oneself as a person. L.S. Vygodsky believes that the formation of self-consciousness is the main result of the transitional age.

A teenager begins to peer into himself, as if discovering his "I", seeks to know the strengths and weaknesses of his personality. He has an interest in himself, in the qualities of his own personality, the need to compare himself with other people, the need for self-esteem. Representations on the basis of which self-esteem criteria are formed in adolescents are acquired in the course of a special activity - self-knowledge. The main form of self-knowledge of adolescents, according to L.M. Fridman and I.Yu. Kulagina, is comparing yourself with other people: adults, peers.

The behavior of a teenager is regulated by his self-esteem, and self-esteem is formed in the course of communication with other people, and, above all, with peers. Peer orientation is associated with the need to be accepted and recognized in a group, team, with the need to have a friend, in addition, with the perception of a peer as a model that is closer, more understandable, more accessible compared to an adult. Thus, the development of a teenager's self-esteem is influenced by relationships with peers, with a classroom team.

As a rule, the public assessment of the class team means more to the teenager than the opinion of teachers or parents, and he usually reacts very sensitively to the influence of the group of comrades. The acquired experience of collective relationships directly affects the development of his personality, which means that making demands through the team is one of the ways to form the personality of a teenager.

At this age, good conditions are created for the formation of organizational skills, efficiency, enterprise, and many other useful personal qualities associated with manifestations of the emotional-volitional sphere. These personal qualities can develop in almost all areas of activity in which a teenager is involved and which can be organized on a group basis: teaching, work, play.

Great opportunities for the accelerated development of the business qualities of adolescent children are opened up by labor activity, when children participate in it on an equal footing with adults. These can be school affairs, participation in the work of children's cooperatives, small school enterprises, etc. It is important that in all these cases, children be given maximum independence, so that adults notice and support any manifestations of children's initiative, efficiency, enterprise, and practical wisdom.

Along with learning and work, play at this age still provides rich opportunities for the personal development of children. However, here we are no longer talking about entertainment games, but about business games built on the model of those on which adults learn the art of management. At this age, there is a clearly expressed need to correctly assess and use the available opportunities, form and develop abilities, bringing them to the level at which they are in adults. At this age, children become especially sensitive to the opinions of their peers and adults; for the first time, they face acute problems of a moral and ethical nature, related, in particular, to intimate human relationships.

New criteria for assessing the personality and activities of other people are also being formed. On the one hand, this creates an opportunity for a more accurate and correct assessment of people by comparing them with each other, and on the other hand, it creates certain difficulties due to the inability of adolescents to correctly perceive an adult, to give him a correct assessment.

At this age, positive changes in self-perception occur, in particular, self-esteem grows and self-esteem increases as a person.

As they grow older, the initially global negative self-assessments of adolescents become more differentiated, characterizing behavior in individual social situations, and then private actions.

Assessment of the level of claims according to the method of A.I. Lipkina

Let us turn to the results of a study of schoolchildren obtained using the methodology for determining the level of claims. Let us now try to establish whether one of the samples can surpass the other in terms of the level of claims

All subjects are numbered from 1 to 8 each class separately.

Assessment of the level of claims according to the method of A.I. Lipkina made it possible to find out the level of claims that is found in the prognostic or a priori self-assessment, in which the result that has not yet been obtained is evaluated.

In our study, tasks were proposed for solving verification tests on life safety.

From the results of the study it can be seen (Table 1 and Table 2) that students in grade 8 have a much higher level of aspirations than students in grade 9 in terms of self-esteem and assessment of their potential.

Table 1. 8th grade

№ p/p		1	2	3	4	5	6	7	8	Tot. Show.
1	Internal motive	-3	4	4	1	1	3	0	2	1,5
2	Cognitive motive	5	4	6	4	4	5	5	3	4,5
3	avoidance motive	5	4	-1	6	-2	3	4	0	2,375
4	competitive motive	5	2	-2	7	6	4	5	7	4,25
5	Motive for change of activity	5	1	-1	-5	3	2	7	0	1,5
6	Self-respect motive	7	7	2	2	4	6	7	5	5
7	Significance of results	-1	-6	-1	-4	-2	-5	0	2	-2,125
8	Task difficulty	-2	-1	-2	1	2	-1	-1	0	-0,5
9	Willpower	-1	-1	4	2	3	-1	3	1	1,25
10	Assessment of the level of results achieved	0	1	5	2	1	3	1	6	2,375
11	Assessing your potential	1	9	6	4	7	5	3	5	5
12	Target level of mobilization	3	8	4	3	1	0	5	7	3,875
13	Expected level of results	0	4	2	1	-1	2	1	4	1,625
14	Pattern of results	0	3	7	5	3	1	0	5	3
15	Initiative	1	3	-1	1	3	4	5	1	2,125

Table 2. Grade 9

	Motivational Structure Component	1	2	3	4	5	6	7	8	Tot. Show.
1	Internal motive	-7	7	7	8	7	3	0	6	3,875
2	Cognitive motive	-1	6	7	8	4	6	7	5	5,25
3	avoidance motive	-1	7	3	8	6	8	4	2	4,625
4	competitive motive	-4	7	7	4	3	-1	1	0	2,125
5	Motive for change of activity	5	3	1	-7	1	2	5	0	1,25
6	Self-respect motive	-5	4	7	5	-2	4	4	1	2,25
7	Significance of results	3	1	-7	-7	4	7	1	6	1
8	Task difficulty	1	-1	5	-4	-1	3	2	1	0,75
9	Willpower Determination of personality orientation With the help of the methodology, the following directions are revealed: 1. Focus on oneself (I) - focus on direct reward and satisfaction, regardless of work and employees, aggressiveness in achieving status, dominance, a tendency to compete, irritability, anxiety, introversion. 2. Focus on communication (O) - the desire to maintain relationships with people under any conditions, orientation towards joint activities, but often to the detriment of performing specific tasks or providing sincere help to people, orientation towards social approval, dependence on a group, the need for affection and emotional relationships with people. 3. Focus on business (D) - interest in solving business problems, doing the job as best as possible, focusing on business cooperation, the ability to defend one's own opinion in the interests of business, which is useful for achieving a common goal. Class Grade 9 No. p \ p I O D No. p \ p I O D 1 12 6 9 1 7 15 4 2 13 9 5 2 3 10 14 3 7 5 15 3 10 5 12 4 11 9 7 4 9 6 12 5 7 8 12 5 11 9 7 6 13 6 8 6 7 7 13 7 6 13 8 7 8 11 8 8 14 5 8 8 4 13 10 Average 10,375 7,625 9 Average 7,375 9,5 10 In the 8th grade, the highest number of points - Focus on oneself (I) - focus on direct reward and satisfaction, regardless of work and employees, aggressiveness in achieving status, dominance, a tendency to compete, irritability, anxiety, introversion. What does it say about overestimation of self-esteem. Grade 9 has a business orientation, which indicates that they have an interest in solving business problems, doing their job as best as possible and underestimating their personal self-esteem. Conclusion The discovery of oneself as a uniquely individual person is inextricably linked with the discovery of the social world in which this person has to live. To understand the psychological mechanisms of interaction between the formation of a personality and its position in a group, one must not only have objective data on this position, but also represent the internal position of a person, i.e. to know how the person himself is experiencing his situation, how he relates to this. Thus, such an important property of a person as self-esteem, being formed in adolescence, develops in accordance with the internal properties of the person and his sphere of socialization, mediating the attitude of people towards the individual and at the same time being a consequence of their attitude towards this person. Functioning and rotating in a small group, each person usually occupies an unequal position in various systems of relationships characteristic of it. To more accurately characterize the place of each person in the system of internal relations, psychologists use the concepts of "position", "status", "internal attitude" and "role". The concept of “sociometric status” was introduced by J. Moreno, understanding by it the position of a person in a social group, and singling out the system of interpersonal relations from the emotional, business and intellectual ties of members of this group. Status - the position of a person in the system of internal relations, which determines the degree of his authority in the eyes of other members of the group. There may be mutual attraction or mutual repulsion between the members of the group; it is possible that a person is attractive to some and unpleasant to others; it may be attractive or unpleasant to some, or indifferent to others; mutual indifference is also possible. Summing up the research, we can conclude that the stronger the emotional level of a teenager, the higher his self-esteem of himself and his abilities, and the higher the self-esteem, the higher the level of claims. 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