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 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 to expect from him in the future. Adults, as a result of such a study, 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 the elders, children and adults, and this 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 a 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 volitional qualities of a personality 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/n		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

Tot. Show.

Internal motive

-7

3,875

Cognitive motive

-1

5,25

avoidance motive

-1

4,625

competitive motive

-4

-1

2,125

Motive for change of activity

-7

1,25

Self-respect motive

-5

-2

2,25

Significance of results

-7

Task difficulty

-1

-4

-1

0,75

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, focus on joint activities, but often to the detriment of performing specific tasks or providing sincere help to people, focus on 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 the case, which is useful for achieving a common goal.

Class				Grade 9
No. p \ p	I	ABOUT	D	No. p \ p	I	ABOUT	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
The average	10,375	7,625	9	The 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.

After analyzing the experimental and theoretical data, the following main conclusions can be drawn: In 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. 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. This confirms my hypothesis of the relationship between self-esteem and the level of aspirations of adolescents.

Therefore, teachers and parents should pay special attention to the process of educating teenagers.

It is necessary to create the following conditions: the organization of socially useful activities of adolescents, the organization of interpersonal communication of adolescents, recognition by adults. It is also necessary to work with parents so that the process of education takes place not only at school, but also at home.

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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 characteristics 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 purpose 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 is characterized by an overestimation of 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 in 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 aimed at the task, 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 goal designation and a lack of inclination to work consistently in a situation of failure.

In the course of the conducted 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, φ*-Angular Fisher transform, 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; p<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; p<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; р<0,01), перенос знаний об окружающих на свое «Я» у мальчиков несколько отстает от аналогичной способности у девочек.

An 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.

As at any age, a teenager's self-esteem is one of the main and most important components of a person's self-consciousness, which includes his own assessment of his personality, its characteristics, a combination of qualities and potential. In the case of a teenager, self-esteem as a whole acts as a central indicator of personality development, its capabilities and the level of adaptation in society. She also acts as a kind of regulator of her motives, social and professional activities, and actions in general.

However, feedback is also worth noting. It is the experience in social and professional activities, as well as the situation in society and its impact on the individual - all this directly affects the formation of self-esteem. As for adolescents, their self-esteem is more situationally dependent, unlike that of an adult, and it is also more susceptible to external influences.

How to boost self-esteem as a teenager

An active study by specialists of self-esteem of adolescents led to quite interesting conclusions. If an individual already in childhood felt the influence of low self-esteem, which could develop due to an incorrect approach to education, then he is also more susceptible to the formation of "teenage depression". Tellingly, in some cases, such a state is a kind of consequence of low self-esteem, and in some cases it precedes it.

Experts also emphasize: the child begins to evaluate his own personality, as well as its success, from the age of 8. At the same time, the main directions that he considers important for himself at the time of the assessment are singled out. These are appearance, school performance, physical abilities, acceptance in society and general behavior. As for adolescence, academic achievement and the level of behavior are more important for the child's parents, but the teenager himself focuses on appearance, physical data, and acceptance among his peers.

Parents who notice typical signs of low self-esteem and depression in their child are wondering how to increase self-esteem in a teenager? In reality, this is not so difficult, because, first of all, for this it is necessary that the teenager feel understanding and support from socially significant people for him. Such people can be not only the parents themselves, but also close friends, or even some teachers who are authoritative people for a teenager.

In a family, it is important to be able to combine the educational world and the simple acceptance of teenage aspirations. Research by experts shows that it is the understanding, acceptance and support of a teenager in his interests and goals that is almost the key moment in the formation of adequate self-esteem. It is also possible to judge school performance and relationships with teachers, which can influence a teenager's assessment of his abilities and potential.

From the above, it is quite easy to draw a conclusion. A warm and gentle attitude towards a teenager, when you are able not only to impose certain principles and morals on him, but also to understand and accept his personal beliefs, has an extremely positive effect on relationships with the child, as well as his self-esteem. At the same time, a harsh, cold and one-sided attitude towards a teenager can lead to very deplorable consequences, because if a child does not feel support and closeness in the family, this negatively affects his self-esteem and mental state in general.

Such teenagers tend to pay as much attention as possible to their failures and weaknesses, it is difficult for them to focus on achieving results, they increasingly prefer to give up trying and taking risks to achieve something. At the same time, they also show a tendency to constant anxiety, pronounced aggression and rudeness.

From this it follows that in order to create the correct self-esteem in a teenager, and it is most often rather low than too high, one should treat him correctly. In this regard, psychologists advise using the so-called "symmetrical" style of relationships, which is based on respect for the opinion and preferences of the child on the part of the parents. Such a kind of "partnership" allows the child not to look back at the framework and norms set by adults, but to form their own criteria for self-esteem and their capabilities, moreover, a teenager's respect for himself is largely based on a respectful attitude on the part of adults.

Self-esteem as such comes from childhood and is based on the methods of education that were applied to the child. At the same time, it acts as a rather important property of the psyche, which regulates behavior, relationships with other people, the framework of criticality regarding one's abilities and successes. One of the first signs of low self-esteem is doubt.

Experiencing them, a teenager loses a lot of opportunities, time, potential, not daring to move on to real actions and change something in his life. For a person with a low level of self-esteem, this line of behavior seems to be beneficial in the long run: by refusing to try to achieve something, that is, without taking risks, the teenager thereby protects himself from negative experiences and feelings associated with a possible failure. Such a state is prone to accumulation, so that in the end, even those things that the teenager previously easily coped with become psychologically unbearable for him.

Psychologists give specific advice that makes it possible to avoid such complications with the right approach in raising a teenager:

Instill in your child from an early age the habit of refusing to compare yourself with others. He must understand that there are no ideal people and there is always someone who is better than you in this or that business.
Stop beating yourself up for any failures. At the same time, the child should get used to accepting compliments or praise.
Always approve of his successful actions and any, even the smallest achievements. This will teach the child to appreciate their successes.
Teach your teen positive affirmations. Positive thinking and a constant attitude to success always have a positive effect on the self-esteem of the individual.
Pay attention to yourself too. Learn to understand and support your child. Try to build a relationship with him in such a way that he feels respect and attention, and not pressure from you.
Provide any moral or material support to a teenager in his hobbies and interests.

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Correct self-esteem of a teenager

At the same time, despite the problems that arise during adolescence, experts note that at this age, the adequacy of self-esteem is laid in any individual. This is due to the peculiarities of adolescents' assessment of their capabilities and criteria that are of particular importance to them. Evaluation in adolescence is much more strict and underestimated, which indicates the absence of the likelihood of too high self-esteem and greater realism. At the same time, the number of criteria and qualities that the correct self-esteem of a teenager covers is much greater than in childhood.

Adolescents are rarely able to convey their feelings and general state of mind in words. They express them much more clearly in their activities, hobbies, daily activities, school performance, relationships with peers. It is characteristic that in adolescence each individual already has some idea of his ideal image and is even aimed at it, but the big difference between their current state and the desired ideal is too great and often traumatizes them. Adolescents are quite self-critical about themselves, and if this character trait is directed in the right direction, it will contribute to the correct identification and recognition of their own mistakes, self-realization.

Self-assessment of the personality of a teenager

At the moment, it is reliably known that being in an adequate team, where both support and constructive criticism are equally developed, contributes to the formation of a normal healthy self-esteem of the individual. This has another side as well. When a teenager falls into a specific formed group, he has a desire and need to occupy a certain niche in it.

At the same time, he is able to clearly form in advance for himself a vision of what kind of relationship is developing between him and the team. If in reality he fails to achieve his goal, then he feels emotional dissatisfaction, while the self-esteem of the teenager's personality drops dramatically. It is these difficulties that occur most often in adolescence.

Living conditions, social environment, instilled norms of ethics, behavior and upbringing in general - all these things have a huge impact on the further success of the individual. At the same time, all signs are very individual, so each teenager has his own implementation of communication, therefore, according to a certain number of signs in communication, he will easily understand some kind of discrepancy and will feel inferior.

The most dangerous thing is if a teenager is not able to find himself in society during a period of a kind of internal rebellion caused by the need to occupy a certain social niche. The feeling of alienation, uselessness, misunderstanding on the part of relatives - all this as a result can form a socially destructive person in the future. It is properly established relationships in the family, as well as premature concern for the formation of adequate self-esteem, that will help to avoid such a situation and adapt to a teenager in society.

adolescents with mental retardation

Self-esteem is a component of self-consciousness, which includes, along with knowledge about oneself, a person's assessment of his physical characteristics, abilities, moral qualities and actions.

Self-esteem is the central formation of the personality of a teenager, to a large extent determines the social adaptation of the personality, is the regulator of its behavior and activities. Self-esteem is formed in the process of activity and interpersonal interaction, in many respects the formation of self-esteem is determined by society. But, despite this, and perhaps because of this, self-esteem has a special place in the structure of personality relationships. In the process of developing self-awareness, a teenager moves from naive ignorance of himself to more and more consistent and definite, sometimes sharply fluctuating from self-confidence to complete despair, self-esteem.

The structure of self-esteem is represented by two components - cognitive and emotional. The cognitive component reflects a person's knowledge of himself, the emotive component reflects his attitude towards himself. In the evaluation process, these components are closely interrelated and cannot be presented in a pure form. A person acquires knowledge about himself in the process of communicating with other people. This knowledge is inevitably overgrown with emotions, the strength and intensity of emotions depend on the significance of the information received for the individual.

The qualitative originality of the cognitive and emotional components differentiates the features of the development of each of them. Researchers have identified three levels of formation of the cognitive component of self-esteem:

The highest level is characterized by:

realistic, adequate self-assessment;

predominant orientation of adolescents to the knowledge of their characteristics;

the presence of the ability to generalize situations in which the evaluated qualities are realized;

casual attribution due to internal conditions;

deep and versatile content of self-evaluative judgments;

using them mainly in problematic forms.

2. The average level of formation is characterized by:

inconsistency in the manifestation of realistic self-assessments,

orientation of a teenager to the opinions of others;

focus on the analysis of specific facts and situations of self-evaluation;

casual attribution due to external conditions;

realization of self-assessment in categorical and problematic forms.

3. A low level of formation of the cognitive component is characterized by:

Justification of self-esteem by emotional preferences;

Lack of confirmation of self-assessment by analysis of real facts;

casual attribution due to subjectively uncontrollable conditions;

shallow content of self-evaluative judgments;

realization of self-assessment in categorical forms.

Adequate self-esteem is a realistic assessment by a person of himself, his abilities, moral qualities and actions. Adequate self-esteem allows the subject to be critical of himself, correctly correlate his strengths with tasks of varying difficulty and with the requirements of others.

In adolescence, there is a gradual increase in the adequacy of self-esteem. Adolescents tend to evaluate themselves lower on those indicators that the adolescent himself considers the most important, this decrease indicates their greater realism. Children tend to overestimate their own qualities.

Adequate self-esteem of a teenager, according to researchers, is predicted by a reliably strong orientation of a teenager towards a future profession and a high assessment by teachers and masters of the moral norms of a teenager's behavior. Adequate self-esteem contributes to the formation of self-confidence, self-criticism, and perseverance in adolescents. Adolescents with adequate self-esteem have a larger field of interests, their activity is aimed at constructive communication with others and socially positive activities.

In adolescents with mental retardation, the whole spectrum of inadequacy of self-esteem is observed. The possibility of correcting self-esteem in this case is the possibility of providing effective assistance to a teenager at the stage of growing up.

Self-esteem is an assessment by a person of himself, his capabilities, qualities and place among people. Relating to the core of the personality, self-esteem is the most important regulator of its behavior.

The study of self-esteem allows one to penetrate into the nature of the development of such personal education as social responsibility for oneself in a common cause, for this cause and for other people.

At the first stage of adolescence (10-12 years old), most adolescents have a self-esteem crisis (crisis of self-acceptance) is very acute, about 34% of boys and 26% of girls give themselves completely negative characteristics. There is confusion, bewilderment, teenagers do not seem to recognize themselves. Many adolescents also note their positive traits, but against a general negative emotional background. Adolescents feel an acute need for self-esteem and experience their inability to evaluate themselves.

At the second stage of adolescence (12-14 years), along with the general acceptance of oneself, the situational negative attitude of the adolescent towards himself is also preserved, depending on the assessments of the adolescent by others, especially peers. The critical attitude of a teenager to himself and the experience of dissatisfaction with himself is accompanied by a positive awareness of himself as a person, the actualization of the need for self-esteem.

At the third stage of adolescence (from the age of 14-15), an operational self-assessment arises, which determines the attitude of a teenager towards himself at the present time. This self-assessment is based on a comparison by a teenager of his personal characteristics, forms of behavior with certain norms that act for a teenager as ideal forms of his personality.

Thus, the development of self-esteem, as a component of self-consciousness, gives a typical picture of level-by-level changes in the social development of an individual. Self-esteem, along with the image of oneself (the Image of "I") and the I-concept, refers to the central personal formations. Self-esteem is closely related to the level of a person's aspirations.

Level of claims (67)

In general terms, the level of aspirations is a reflection of a person's desire to achieve success at the level of complexity or difficulty of the task being solved, which he considers himself capable of or which, in his opinion, he deserves. The concept was introduced into psychology by K. Levy and his students, who for the first time experimentally investigated the level of aspiration by G. Hoppe. the level of claims has several dimensions.

Dimension 1: the level of aspirations is closely related to self-esteem:

their capabilities in a particular area

(private nature of the manifestation in the actual for the subject

field of activity or relationship);

yourself as a person (the total nature of the manifestation in all areas)

2nd dimension: adequacy of the level of claims to real opportunities and abilities or inadequacy (understatement, overstatement).

3rd dimension: reflects the rigidity (flexibility) of the level of claims, manifests itself in reactions to the real level of achievement - in a shift towards easier or more difficult tasks after success or failure.

In fact, the level of claims develops in the field of contradiction or conflict of striving for success and avoiding failure.

Adequate (realistic) level of claims:

Correlates with self-confidence and self-confidence, high productivity, perseverance, critical analysis of successes and failures.

Inadequate level of claims (overstated, underestimated):

It correlates with increased anxiety, uncertainty, choosing too easy or too difficult goals, insufficient criticality of one's achievements or overcriticality and unwillingness to recognize one's potential, the desire to evade responsibility, hiding behind one's inability or inability.

Prior to the start of schooling, the level of claims is associated with personal self-esteem, with the beginning of schooling - with self-esteem of private opportunities. If a child's level of aspirations is in the nature of a crisis (adults extrapolate the child's level of achievement to his personality), then this crisis can become a powerful psychological source of school maladaptation.

Thus, self-esteem is an important factor in the self-regulation of the individual, it affects relationships with others, criticality, self-demanding, attitude to successes and failures.

Self-esteem is closely related to the level of claims. The level of aspirations is a reflection of a person’s desire to achieve success at the level of complexity or difficulty of the task being solved, which he considers himself capable of or which, in his opinion, he deserves. evaluate yourself and your actions, behavior becomes inadequate, emotional breakdowns occur, increased anxiety.

In psychology, techniques have been developed for the formation of an adequate self-esteem and methods for correcting and transforming self-esteem in the event of its deformation.

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

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

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

Inadequate self-esteem of adolescents is far from rare, which manifests itself in overestimation or underestimation of their capabilities, which harms the development of responsibility and other important qualities. For example, overestimated self-esteem blocks the feeling of dissatisfaction with oneself, guilt for an unworthy act, remorse for irresponsible behavior. Lack of self-criticism makes it difficult to think about your actions, independently imagine the requirements and fulfill them. Evidence of low self-esteem is dissatisfaction with oneself, the inability to set higher requirements for oneself, because there is not enough confidence in one's abilities. This hinders the development of responsibility, since such children do not show activity, evade the tasks and duties assigned to them.

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

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

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

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

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

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

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

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

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

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

Self-esteem and the level of aspirations of a teenager

Adolescent self-esteem is a component of self-consciousness, which includes an assessment of human physical characteristics, moral qualities, abilities, and actions. Self-esteem of a teenager is the central formation of the personality, and also shows the social adaptation of the personality, acting as a regulator of its activities and behavior. However, it should be noted that self-esteem is formed in the process of activity, as well as interpersonal interaction. To a large extent, the formation of a person's self-esteem depends on society. Self-assessment of the personality of a teenager is marked by situationality, instability and is subject to external influences.

Research on adolescent self-esteem has shown that children with low self-esteem are prone to adolescent depression. Moreover, some studies have found that low self-esteem precedes depressive reactions, and also acts as their cause, while other studies note that depressive affect is detected at the beginning, after which it turns into low self-esteem.

Psychologists note that from the age of 8, children show an active ability to assess personal success. The most significant were: appearance, school performance, physical abilities, social acceptance, behavior. Among adolescents, school performance as well as behavior are important for parental assessment, but three others are important for peers.

It is possible to increase a teenager's self-esteem when the child feels social support from the following significant sources: parents, classmates, teachers, friends. When asked where adolescents feel most secure, children answer that they are both in the family and among friends. Research has shown that family support and acceptance of adolescence's aspirations have the greatest impact on overall self-esteem, and that school performance and teacher-related factors are important for self-reported ability.

Psychologists note that the attentive, warm attitude of parents is a necessary condition for the formation and further reinforcement of positive self-esteem of adolescents. The negative, rigid attitude of parents leads to the opposite effect, and adolescents, as a rule, focus on their failures, they have a fear of taking risks, they avoid participating in competitions, they become characterized by aggression, rudeness, and a high level of anxiety.

How to increase self-esteem of a teenager? Change the attitude towards the child: start communicating with him, using a symmetrical style that is based on partnerships. Such communication forms the child's own self-esteem criteria, because the child's self-esteem is supported both by the respectful attitude of the parents and the evaluation of the effectiveness of his activities.

How to increase self-esteem is an exciting question for many people. Often people underestimate their potential and themselves more often than overestimate. The same is observed in children. Due to low self-esteem, children can miss out on many opportunities.

The formation of self-esteem in adolescents begins with family education. Self-esteem is the main regulator of personality behavior. Criticality, interpersonal relationships, exactingness, attitude to one's failures and successes depend on it. Teenagers, having doubts, waste personal time, as well as lose opportunities for personal development and growth. It would seem that the awareness and understanding of this truth should only spur on the realization of the inherent potential. But everything usually happens the other way around, since such behavior is more beneficial for the child in the short term. By convincing himself that solving difficult problems is impossible, the child is protected from the emergence of negative emotions associated with possible failures. Self-doubt oppresses the child both spiritually and physically. A teenager quickly gets tired, feels exhausted. As a result, the following happens: doubts about personal strength are provoked by the fact that simple things previously performed become unbearable.

It is possible to increase a teenager's self-esteem, but this will require certain efforts, both from parents and from the child himself:

- teach your child to stop comparing himself with someone, there will always be someone better than him, who will be difficult to surpass;

- explain to the teenager that scolding himself, eating, he will only worsen his well-being;

- teach your child to respond to all praises, compliments, thank you;

- encourage your child for small successes and praise for big achievements;

- teach your child to repeat positive affirmations that will lead to increased self-esteem and increase confidence;

- in dealing with a teenager, always be positive, optimistic, support him in any endeavors;

- to increase self-esteem, it is necessary to study books on this topic together with the child, watch videos, attend training seminars, listen to audio recordings; any learned information will not pass by the brain, and the dominant information will affect the child and, as a result, the behavior will gain confidence; all positive settings will tune only in a positive way, but negative ones, on the contrary. Therefore, direct the teenager's attention to watching TV, as well as reading books with a positive orientation;

- be sure to find a common language with the child, a heart-to-heart talk with your child will help instill confidence in the child before a difficult undertaking, as well as solving the problem;

- always listen to your child and be able to read his state, feelings by facial expressions, sometimes children hide their problems, trying to solve everything on their own, it is very important not to miss such moments so that he does not make mistakes, therefore it is very important to always be a friend to your child;

- support the child in his hobbies, hobbies, because it is from what is better that self-esteem grows, because it brings joy and pleasure;

- sometimes a desirable gadget, fashionable clothes can help your child establish himself among his peers and thereby raise self-esteem, do not push away the child's requests for a significant purchase for him;

- teach your child to live in such a way that you do not have to look back at anyone, let the child make decisions at a crucial moment, and you will always support him, even if there are mistakes.

How to raise a teenager's self-esteem? Self-esteem will rise when a positive attitude, love and self-respect grow, and sad thoughts, procrastination will increase insecurity and lower self-esteem. Psychologists have noticed that the mechanism of self-esteem is based on emotional experiences that accompany the activities of a teenager.

The level of self-esteem of adolescents significantly affects both the qualitative indicators of intellectual activity and the time it takes to complete it, especially if emotional factors are noted in the situation: stress of failure, responsibility for the quality of activity.

Adequate self-esteem of a teenager

Many researchers note that an increase in the adequacy of a child's self-esteem occurs in adolescence. This is explained by the fact that adolescents rate themselves much lower on the criteria that are most important to them, and this decline speaks of great realism. The number of qualities that an older teenager realizes in himself is twice the qualities inherent in a younger student. High school students, evaluating themselves, cover all aspects of their own personality, and their self-esteem turns into a more generalized one. In addition, judgments regarding their shortcomings are improved.

Adolescents are able to convey their mood, a sense of the joy of being, they reveal themselves in educational activities, in their favorite activities, interests, hobbies. Adolescents are oriented towards ideal self-esteem, but the gap between their ideal and real self-esteem for most of them is a traumatic factor. Psychologists have noticed that the following moral traits often prevail in the content of adolescent self-esteem: honesty, kindness, justice. A high level of teenage self-criticism allows you to recognize your negative qualities and realize the need to get rid of them.

During adolescence, an adult takes a very special place in the life of a child. This is due to the specifics of adolescents' perception of the appearance of other people. And already because of the perception, as well as understanding of another person, a teenager understands himself. Psychologists say that for adolescents, in the image of a perceived person, the elements of appearance, physical features, and then the hairstyle, expressive behavior are mainly. With age, the adequacy and volume of the evaluated signs increase in children; the range of concepts and categories used is expanding; the categoricalness of judgments decreases, and also there is a greater versatility and flexibility.

During adolescence, overall self-esteem in girls is significantly lower than in boys. This trend is directly related to self-esteem of appearance.

It is known that normal self-esteem can be formed in a team where there is equally approval and constructive criticism. It is very important to realize that the inquisitive mind of a child, on the basis of personal relationships with others, cognizes the world, and is also aware of its exceptional individuality. Getting into a complex social group, a teenager has a desire to have a certain position in the system of personal relationships. If a teenager fails to integrate into the structure of the team, then children often experience their failure hard, but unlike adults, they try to fix everything. Such difficulties in adolescents are most acute.

Manners of upbringing, living conditions, social origin - in their own way influence the realization of the desire for communication. It follows from this that the satisfaction of the need for communication is realized differently by different children. According to a number of signs, feeling its inadequacy, a teenager's self-esteem undergoes a negative transformation.

Each teenager in the team has their own unique situations that form a psycho-emotional image, containing an idea of his personality. Developing a teenager's self-esteem can help avoid internal conflicts. A teenager embarks on the path of antisocial behavior during the period of searching for a place in life and society. This period is characterized by not fully formed moral positions. This period includes adolescence, when there is an internal rebellion, turning into an external challenge. If this protest is not detected in due time, and if teenage energy with raging hormones is not directed in the right direction, then you can get a lot of trouble. Of great importance in determining the path of life is the support of loved ones, as well as self-confidence.

If a child feels useless, as well as useless to society and parents, then all moral and ethical norms and social institutions will not lure him "to the side of the world." Thus, society receives a destructive teenager.

In this situation, a confidential conversation, as well as a normal self-esteem formed in time, will help to avoid problems in the transition period.

The ratio of self-esteem and the level of aspirations of adolescents (p. 1 of 10)

Final qualifying work

"The ratio of self-esteem and the level of aspirations of adolescents"

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.

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

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.

1.1 Psychological features of adolescence:

Self-esteem and level of claims

Personality is manifested through the attitude to the surrounding world. The process of socialization, as a result of which a person gets used to acting in a certain social environment and in accordance with the norms of this society, masters its ideology and morality, has many aspects and continues throughout life. To reveal this process in relation to an individual means to study the life path of a person, to single out the most significant social roles for him.

As the main institutions of socialization, the American psychologist Marten calls, first of all, the family and the school, respectively, parents, peers and teachers. It is assumed that the period of socialization is limited to school years. Soviet psychology, in contrast to Western psychology, considers labor activity as a significant stage of socialization. B. G. Ananiev believed that the beginning of a person’s professional activity coincides with the most important period for him of independent inclusion in public life. He emphasized that "the transition of relations into character traits is one of the main patterns of character development." “Social functions, social behavior and motivations are always associated with the process of a person’s reflection of the world around him, especially with the knowledge of society, other people and himself.” Therefore, professional roles have a significant impact on the motives, values, ideals of the individual and, consequently, on her behavior.

Consistently expanding the boundaries of the personality's activity, the sociologist V. A. Yadov classifies the personality according to the levels of its inclusion in various spheres of social communication. He singles out the immediate social environment, further - numerous so-called small groups, labor collectives, where professional roles are formed - through all these channels, a person is included in an integral social system by mastering the ideological and cultural values of society.

Communication is a manifestation of the fundamental properties of the psyche. The person is always talking. Even L. S. Vygotsky drew attention to the fact that a person retains the functions of communication even when alone with himself. Similarly, Piaget noted that the individual creative process is associated with reflection, that is, a scientist, even deepened in scientific work, does not lose sight of his imaginary or real opponents and constantly conducts a mental discussion with them. Many scientists consider the development of consciousness as a reflection of internalized, transferred to the internal plan, communication.

Interpersonal communication is carried out at various levels. The classification proposed by A.U. Kharash seems to be successful. The lowest level can be labeled as communication at the level of cohabitation (for example, bus passengers or spectators in a stadium). The participants in such communication do not have a common subject of activity, and they are united only by the same goals. In this case, the personal characteristics of each other are not taken into account, and communication is carried out superficially, depending only on the role positions (passenger or spectator). The next stage is group communication, when the common goal of activity is crystallized and group norms of behavior are developed that contribute to its achievement. At the same time, stereotypes of communication are formed and a prejudice to their violations develops. In passing, we note that they to some extent weaken the desire of group members for new information that is not consistent with the positions and norms of the group. And, finally, the highest level is such communication in a group, when the personal characteristics of everyone are already taken into account, with their special position and original views on general norms and ways of realizing common goals.

One of the significant characteristics of a person is self-esteem, which implies an assessment of oneself, one's activities, one's position in the group and one's attitude towards other members of the group. The activity of a person and the desire for self-improvement depend on it. It develops through the gradual internalization of external assessments that express social requirements into the requirements of a person to himself.

At the same time, those who value themselves highly make high demands in communication, trying to meet them, because they consider it below their dignity to be in a bad standing in the team. As self-esteem is formed and strengthened, the ability to assert and defend one's life and ideological position increases.

The need for communication develops in children in stages. At first, this is a desire for attention from adults, then for cooperation with them, then children want not only to do something together, but to feel respect from them, and, finally, there is a need for mutual understanding. How the child's relationship with his parents develops, what place he will take in these relationships, depends on his attitude towards himself. Unjustifiably frequent emphasizing by parents of the real and imaginary merits of the child leads to the fact that he develops an overestimated level of claims. At the same time, parents' distrust of the child's abilities, the categorical suppression of children's negativism can lead to the child's feeling of weakness and inferiority.

For the development of positive self-esteem, it is important that the child is surrounded by constant love, regardless of what he is at the moment - good or bad (whether he washed the dishes today or broke a cup). The constant manifestation of parental love arouses in the child a sense of self-worth, but this, of course, does not mean that parents cease to give an impartial assessment of his specific actions. Parents should not only associate the condemned act with the overall assessment of the child's personality. For example, if a child lied, he should be punished, but it should not be said that he is a liar. Negative statements of parents about their children are strengthened in their minds and transform self-esteem.

In younger students, self-esteem is based on the opinions and assessments of others and is assimilated in finished form without critical analysis. These external influences are very significant up to adolescence.

When they studied the atmosphere in families where adolescents with positive self-esteem were brought up, they found that there was close contact between children and parents. Parents showed a deep interest in the problems of children, participated in their resolution and always showed that they consider their children worthy not only of interest and sympathy, but also of respect. It can be assumed that this attitude of parents encouraged children to view themselves in a positive light.

Children tend to come to school with a positive attitude towards it. Gradually, children with reduced abilities or poorly trained children may accumulate a bitter experience of getting poor grades, then motivation changes - the attitude towards school and learning can become negative, increasing learning difficulties reduce self-esteem. To prevent a fall in self-esteem, N. A. Menchinskaya considers it expedient to entrust poorly performing schoolchildren with the role of teachers in relation to younger children. Then the student has a need to fill in the gaps in knowledge, and success in this activity contributes to the normalization of his self-esteem. Violation of adequate self-esteem can also occur in children well prepared for entering school. Good preparation allows them to study in the lower grades successfully, with little or no effort. Against the backdrop of easy success, they strengthen the habit of constant praise, develop a high level of claims and high self-esteem. When moving to the upper grades, where the complexity of the educational material increases, these students, having no labor skills, may lose their superiority in relation to their comrades and, as a result, their self-esteem drops sharply. If the mark given by the teacher takes into account not only the final result, but also the student's labor contribution to its achievement, then it stimulates the student to maintain labor efforts at the right level and contributes to the formation of adequate self-esteem.

Attention should be paid to the dependence of the formation of the correct self-esteem of the student on the attitude of teachers. The American psychologists Rosenthal and Jacobson [on 376] set up an experiment: at the beginning of the school year, they convinced teachers that certain students (“late bloomers”) should be expected to achieve great success only by the end of the school year.

In fact, the students labeled "late bloomers" were randomly selected. The follow-up to this experiment revealed that these "late-blooming" students actually improved their performance to a greater extent than other children. Such an improvement was to some extent determined by the expectations of the teachers, who, without realizing it, implemented certain attitudes towards the “late flowering” that manifested themselves in communication, in a special facial expression, tone of voice, manners - everything that could convey their positive expectations to students. . For example, if the teacher assumed that the student had a high intellectual potential, he waited longer for an answer and with an encouraging expression on his face. Analyzing the data of such experiments, we can conclude that if a teacher has a set for low learning outcomes, then, involuntarily realizing it by impatience in communicating with a student, an indifferent facial expression, the teacher contributes to a decrease in the student's self-esteem and a real deterioration in academic performance.

Academic performance has a great influence on student self-esteem. Pupils with poor academic performance may have a sharp deterioration in relations with the class team and a deformation of behavior can be observed. Some of them, despite their indifferent attitude towards them, reach out to other guys with all their might, trying at all costs to attract attention, but most of the underachievers take a passive position, experiencing loneliness. Such guys become closed, conflict, seek communication outside of school.

The most negative assessment and harsh criticism, relating only to a separate action or deed of a teenager, does not hurt him painfully, since it does not affect his self-esteem. It is not perceived by him as an infringement of his personality. At the same time, any, even relatively mild criticism and unfavorable assessment deeply hurts and therefore is perceived with hostility, if it is presented to a teenager and an adult as an assessment of him as a whole, since it gives him an idea of an unfriendly attitude. If we want our criticism to contribute to a change in human behavior in the right direction, then it is better to criticize particulars against the backdrop of general benevolence.

Self-esteem can show how a person evaluates himself in relation to some particular property, and self-esteem expresses a generalized self-esteem. High self-esteem means that a person does not consider himself inferior to others and has a positive attitude towards himself as a person. Low self-esteem implies disrespect for oneself, a negative assessment of one's own personality. Between the ideal, formed as a development perspective, and real self-esteem (at the moment) there is a certain discrepancy that stimulates self-improvement. The level of claims refers to the ideal, as it is associated with the goals that a person seeks to achieve. With goals, he proportions the difficulty of current tasks, choosing those that seem to him not only surmountable, but also attractive. Taking into account the level of claims allows us to understand why a person sometimes does not rejoice after successes and does not get upset after failure. Such a seemingly strange reaction is explained by the current level of claims. After all, if the calculation was for great success, then there is no reason to rejoice, and if success was not expected, then there is nothing to be upset about.

The level of claims depends on a person's belief in their abilities and is manifested in the desire to gain a certain reputation, to gain recognition in the eyes of a significant group of people for themselves. As you know, this can be achieved either with the help of actions useful for society - special achievements in creativity and work - or without making special efforts in these areas - extravagance in clothes, hairstyle, behavior style (Fig. 20).

The degree of self-esteem depends on the ratio of levels of success and claims. The higher the claims, the greater the successes must be in order for a person to feel satisfied. As a rule, in people with low and adequate self-esteem, long-term dissatisfaction with the results of their activities reduces their effectiveness. An increased but not too high level of aspirations can have a positive effect on a person's behavior, since it implies a deep inner conviction in one's abilities, a belief in oneself, which helps to resist long-term failure and lack of recognition. (In what follows, the terms "self-respect" and "self-esteem" are used interchangeably.)

(From the book: Bidstrup X. Drawings. T. 2. M., 1969.)

With significant deviations of self-esteem from adequate, a person’s mental balance is disturbed and the whole style of behavior changes. The level of self-esteem is revealed not only in how a person talks about himself, but also in how he acts. Low self-esteem is manifested in increased anxiety, constant fear of a negative opinion about oneself, increased vulnerability, which prompts a person to reduce contacts with other people. In this case, the fear of self-disclosure limits the depth and intimacy of communication. Low self-esteem destroys a person's hopes for a good attitude towards him and successes, and he perceives his real successes and a positive assessment of others as temporary and accidental.

For a person with low self-esteem, many problems seem insoluble and then he transfers their solution to the plane of imagination, where he can overcome all obstacles and get what he wants in the world of dreams. Since the need not only to achieve goals, but also to communicate does not disappear, to the extent that it is realized in a fictional world - the world of fantasy, dreams (remember the hero of "White Nights" by F. M. Dostoevsky).

Due to the special vulnerability of people with low self-esteem, their mood is subject to frequent fluctuations, they react much more sharply to criticism, laughter, censure and, as a result, are more dependent, more often suffer from loneliness. Special studies have found that, other things being equal, only 35% of people with low self-esteem did not suffer from loneliness, and among those with a high level of self-esteem, there were 86% of them. Underestimation of one's usefulness reduces social activity, lowers initiative, and leads to a drop in interest in public affairs. People with low self-esteem avoid competition in their work, because, having set a goal for themselves, they do not hope for success.

Sufficiently high self-esteem is manifested in the fact that a person is guided by his principles, regardless of the opinions of others about them. If self-esteem is not too high, then it can have a positive effect on well-being, as it generates resistance to criticism. In this case, a person knows his own worth, the opinion of others does not have absolute, decisive significance for him. Therefore, criticism does not cause a violent defensive reaction and is perceived more calmly. But if the claims of the individual significantly exceed its capabilities, peace of mind is impossible. With overestimated self-esteem, a person self-confidently takes on work that exceeds his real capabilities, which, if unsuccessful, can lead him to disappointment and the desire to shift responsibility for it to circumstances or other people. Often people become unhappy because of the exaggerated idea of their importance instilled in them in childhood, suffering for many years because of wounded pride.

An overestimation of one's abilities often leads to disaster. Here is an example from the book by L. A. Rastrigin and P. S. Grave (excerpts from the first conversation between the patient and the doctor). The girl is 19 years old, you just dragged her in a serious condition from under the wheels of the car: “Ah, doctor! Are you asking what happened? Crash, life crash! Yes, I am young and look no worse than others. Yes, all paths are open to me. But I don't need it anyway! Back in the seventh grade, I realized: I have one way - to the stage. The smell of the wings, the footlight, the audience, success, all this theatrical atmosphere ... There is no life for me outside the theater ... Three times I kept in the theater. And this time the same thing: “We recommend that you think about another profession.” I left the institute, as if in a fog ... I decided that it’s not worth living in the world and ... I threw myself under a car ... ”.

Inflated self-esteem and claims, of course, do not receive the desired response and recognition from the surrounding people, which can contribute to the alienation of such a person from the norms of behavior accepted in this society and encourage a person to search for such a lifestyle and such an environment that would provide him with the satisfaction of excessive claims.

A person who has a positive attitude towards himself is usually more favorable and trusting towards others, while low self-esteem is often combined with a negative, distrustful and unfriendly attitude towards other people. True self-esteem maintains the dignity of a person and gives him moral satisfaction.

Both too high and too low self-esteem are fraught with mental disorders. Extreme cases are classified as pathological abnormalities - psychosthenia and paranoia. Psychosthenia occurs against a background of extremely low self-esteem and is characterized by chronic lack of will, manifested in lack of initiative, constant indecision, timidity, increased susceptibility, suspiciousness. Such people are always afraid of not being on time, being late, avoiding any opportunity to take the initiative, constantly doubting everything.

The other extreme leads to such a state of the psyche, when a person constantly feels his imaginary superiority over others, supposedly a special significance of his personality. Small grievances are perceived by him very sharply. Usually such people exaggerate the shortcomings of others, are highly critical, distrustful and suspicious of others. All this often pushes them to quarrels over trifles, they bother everyone with complaints and statements, while revealing irrepressible energy.

There is an age-related dynamics of self-esteem. The perception of the appearance of one person by another or the perception of one's own portrait not only depends on self-esteem, but also on its age-related transformations. This was clearly manifested in Gottschalf's experiments [36]. The teenagers under test were presented with specially made photographs, in which there were undistorted and distorted portraits - somewhat narrowed or enlarged. Among them were portraits of parents, classmates, teachers, and the subjects themselves. In all cases, it was necessary to choose an undistorted portrait. Although the subjects, looking at themselves in the mirror, had the opportunity to choose undistorted photographs from a number of their own portraits, they, looking for the most similar one, found a tendency to choose an enlarged or narrowed image depending on self-esteem. When choosing a photo of a fellow student, the expanded image was preferable if his superiority was recognized, and the narrowed one - in case of a dismissive attitude towards him. When the subjects of two groups (10 and 16 years old) chose their photographs and portraits of their parents, it was found that the children of the first group chose undistorted portraits among their own, but enlarged portraits among their parents. The subjects of the second group chose their portraits in the expanded version, and the portraits of their parents - in the narrowed one. Thus, a change (increase) in self-esteem with age, imperceptibly for the person himself, affects not only the perception of his appearance, but also the perception of other people.

A person always strives for a state of peace of mind and for this he can change the assessment of external events and himself, thus achieving self-respect. L. N. Tolstoy believed that it is typical for a person to strive for self-justification, the desire to combine conveniences, benefits, satisfaction of desires with a sense of dignity and significance, with the approval of the environment.

Tolstoy called such states of mind tricks of the mind. In the novel Resurrection, he gave a sketch of such a state, remarkable in its distinctness:

“He (Nekhlyudov) was surprised that Maslova was not ashamed of her position - not a prisoner (she was ashamed of this position of hers), but her position as a prostitute - but as if she was even pleased, almost proud of him. And yet it could not be otherwise. Every person, in order to act, must consider his activity important and good. And therefore, whatever the position of a person, he will certainly form for himself such a view of human life in general, in which his activity will seem to him important and good ... For ten years, wherever it may be, starting with Nekhlyudov and the old man - police officer and ending with guards, she saw that all the men needed her. And so the whole world seemed to her a collection of people overwhelmed with lust, guarding her from all sides ... This is how Maslova understood life, and with such an understanding of life, she was not only not the last, but a very important person. And Maslova cherished this understanding more than anything else. Feeling that Nekhlyudov wanted to take her to another world, she resisted him, foreseeing that in the world to which he attracted her, she would have to lose her place in life, which gave her confidence and self-respect.

With this example, I would like to draw attention to the important fact that self-esteem is determined primarily by the system of a person's actions, his own life experience. Beliefs acquired without the expenditure of one's own efforts, only by ear, quickly turn out to be devoid of any value, and a person is not capable of actively defending his convictions when faced with real life difficulties.

Sh. A. Nadirashvili formulates useful recommendations that should be taken into account if in the process of communication there is a need to change a person's life position. Verbal explanation of a new position, communication of evidence of its expediency is often completely insufficient, it is necessary to encourage a person to act in accordance with this position.

For effective reorientation, it is undesirable to sharply oppose the new position to the old one based on experience; it is also inappropriate to speak categorically about the unsuitability of the old position. In such cases, a negative effect is inevitable: people change their attitudes in the direction opposite to what is desired. This phenomenon in psychology is called the contrast effect. Actions should be implemented in the form of successive steps with breaks. Each step should lead to a partial change in position, and the break should help the person feel the new, changed position as his own. A partial change is perceived more easily than a cardinal one, it may not even be realized. This phenomenon in psychology is called the assimilation effect. Of great importance is the source of this influence. It was found that the desired influence can be exerted on us by those people with whom we have a positive attitude. The people we treat negatively develop an attitude in us that is the opposite of the one they are trying to create.

Self-esteem and the level of claims, determining the state of mind of a person and the productivity of his activity, go through a difficult path in their development and are not easily amenable to change. Only some self-criticism allows a person to realize the discrepancy between his claims and real possibilities and correct the level of claims. However, studies have shown that such a correction is easily carried out in the direction of increasing claims and very difficult - in the direction of lowering them. For the necessary correction of self-esteem, it is first of all necessary to change the system of actions, and then on this new basis it becomes possible to change the worldview, generalized and clarified by verbal formulas. Only the inclusion of a person in a new activity can lead to a radical shift in self-esteem.

INTRODUCTION

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

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

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

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

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

CONCLUSION

LIST OF USED SOURCES

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 extremely 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 was 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 increased anxiety. 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 increased 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-Rubinshtein 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, point of view of the interviewee based on his answers to any pre-formulated question or group of questions.

According to the goal that the researcher seeks to realize, there are opinion interviews that 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 the code in any case 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 step. 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 data received.

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. The 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

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 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 “Study of self-esteem 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 they need to not be suppressed in the class by other students, for this they need to increase their self-esteem and level of claims, you need to help 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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STUDY OF THE LEVEL OF CLAIMS AND SELF-ESTIMATION OF HIGH ADOLESCENT CHILDREN IN A RURAL SCHOOL

Chesnokova Tatyana Dmitrievna 1 , Scheulova Ekaterina Alekseevna 2
1 Federal State Autonomous Educational Institution of Higher Education "National Research Nizhny Novgorod State University. N.I. Lobachevsky", Arzamas branch, psychological and pedagogical faculty, student
2 Federal State Autonomous Educational Institution of Higher Education "National Research Nizhny Novgorod State University. N.I. Lobachevsky", Arzamas branch, Psychological and Pedagogical Faculty, Assistant of the Department of General Pedagogy and Pedagogy of Vocational Education

annotation
This article reveals the problem of the formation of low self-esteem in older adolescents. The level of claims and self-esteem is revealed on the basis of a study of students in the 9th and 10th grades.

THE STUDY OF LEVEL OF ASPIRATION AND SELF-ESTEEM OF TEENAGERS IN RURAL SCHOOLS

Chesnokova Tatiana Dmitrievna 1 , Sheulova Ekaterina Alekseevna 2
1 Federal STATE Autonomous educational institution of Higher Education “National research Nizhny Novgorod state University. N. And. Lobachevsky", Arzamas branch, psycho-pedagogical faculty, student
2 Federal STATE Autonomous educational institution of Higher Education “National research Nizhny Novgorod state University. N. And. Lobachevsky", Arzamas branch, psycho-pedagogical faculty, assistant of the chair of General pedagogy and pedagogy of professional education

Abstract
In this article the problem of formation of low self-esteem in teenagers. Reveals the level of claims and self-evaluation on the basis of the study students of 9th, 10th classes.

Bibliographic link to the article:
Chesnokova T.D., Scheulova E.A. The study of the level of claims and self-esteem of children of senior adolescence in a rural school // Modern scientific research and innovation. 2016. No. 8 [Electronic resource]..03.2019).

The teenage period of a child's life is one of the most difficult, crisis, but the most interesting periods of a person's life to study. Adolescence is considered to be the period of development of children from 11 to 16 years. With the onset of a crisis, older adolescents in some way change their attitude towards others, change priorities and goals, change their opinion about the world around them. In rural schools, many teenagers are brought up under the influence of negative factors. It is interesting to see how this can affect the self-esteem and level of aspirations of adolescents, which was the purpose of this study.

At this age, one of the most important and inevitable crises occurs. Like any other crisis, it has its own prerequisites, distinguish between external and internal, which contribute to its development, mark the onset of the crisis.

External prerequisites are associated with the transition to a more complex stage of education, a change in educational activities, where adolescents have to deal with a new team, other teachers, other teaching requirements, higher requirements from parents. All this makes it necessary to form one's own position and reject the dependence and influence of adults.

The internal prerequisites include biological and psychological factors that manifest themselves in rapid physical growth and changes in psychosexual development. Subsequently, these factors lead to irritability, a negative assessment of the environment, increased excitability and fatigue.

L.S. Vygotsky singled out a central neoplasm in adolescence - a sense of adulthood, which is expressed in the desire to be an adult, in changing views, assessments, behavior and relationships with peers and adults.

Older teenagers who are psychologically dependent on their parents tend to have an ambivalent relationship with their parents. On the one hand, this is complaisance towards parents, establishing trusting communication with them, accepting their help and advice. And on the other hand, the presence of emotional tension, the denial of any dependence on parents.

An important point in the mental development of a teenager is the development of his self-awareness, or rather the emergence of stability of self-esteem and the image of "I".

The most important thing in the self-consciousness of a teenager is the idea of his bodily appearance, comparison and evaluation of himself in terms of the standards of "masculinity" and "femininity", that is, the image of the physical "I". It is violations in the physical development of a teenager that can cause a decrease in self-esteem and self-esteem, fear of a poor assessment of his personality by others, which ultimately can lead to self-rejection and a feeling of inferiority.

Unlike younger students who experience anxiety in communicating with strangers, adolescents experience tension in communicating with parents and peers. As mentioned above, adolescence is characterized by a change in goals, attitudes and ideals, which leads to conflict situations with parents and peers.

Self-doubt in adolescents is accompanied by emotional reactions, such as aggressiveness, stubbornness, negativism.

Also, adolescence is characterized by character accentuations - a pronounced expression of any character trait, bordering on pathology.

We set a goal: to study the level of claims and self-esteem of older adolescents in a rural school. To achieve this goal, the Dembo-Rubinshtein method modified by A.M. parishioners. This technique helps to identify the level of claims and self-esteem of the subjects. Pupils were asked to evaluate their capabilities, abilities, character traits, etc. on seven scales on previously prepared sheets. Then, with another sign, mark the level on each scale at which the student would feel contentment, pride in himself.

The experimental base of our study was the MBOU Vitkulovskaya secondary school of the Sosnovsky district of the Nizhny Novgorod region . We selected 15 students of grades 9-10 as subjects, 9 of them boys and 6 girls.

According to the results of the study, the following indicators were identified among students, presented in Figure 1.

Figure 1. Results of the Dembo-Rubinstein study: a study of self-esteem in older adolescents in a rural school.

Figure 1 shows that the majority of students in grades 9 and 10 have an adequate level of aspirations and a level of self-esteem (53% and 80%, respectively). Such results indicate that the majority of students realistically assess their capabilities. Adolescents realistically evaluate themselves according to the methods and other parameters indicated in the methodology. Adequate self-esteem is a normal ratio between “I-real” and “I-ideal”. Low self-esteem is characterized by attributing non-existent shortcomings to oneself. Inflated self-esteem is an overestimation of one's own capabilities. The person behaves appropriately to the situation.

Despite many negative factors of raising children in rural areas (for example, a low cultural level, material lack, the inability to develop children's artistic, musical, mental and physical abilities normally, and many other factors), most adolescents still adequately assess their abilities and themselves.

A low level of claims is observed in 20% of adolescents, and an underestimated level of self-esteem is only in 7%. This suggests that students do not evaluate their capabilities high enough, do not believe in themselves, and also do not claim anything more than they have at the moment.

A high level of claims is observed in 27% of adolescents, and an overestimated level of self-esteem in 13%. Which indicates an overestimation of the level of their capabilities and an overestimation of their capabilities.

Thus, we conducted a study of self-esteem and the level of aspirations of older adolescents in a rural school. As a result, it was found that even under the influence of negative factors (for example, a low cultural level, strict control, the unwillingness of the father to participate in raising children, and others), which is typical of many rural families, adolescents have formed an adequate self-esteem and assessment of the level of their capabilities.

These results allow us to develop recommendations for older adolescents on harmonizing the level of self-esteem:

Remember and write down all your achievements (including small victories). Review this list as often as possible, remembering the feelings of joy and pride in your achievements.
Write down your positive qualities (as much as possible). Review the list often and focus on your strengths.
Each person is individual, each is unique, someone has more, someone less. Keep this in mind and don't compare yourself to anyone. You are unique too.
Your self-esteem is influenced by the people around you, so try to surround yourself with confident and positive people who understand you and accept you, encouraging you to do the right thing.
Learn to accept compliments correctly, answering at least “thank you”. Every compliment you hear boosts your self-esteem, so don't push them away.
If something doesn’t work out, something is wrong, there was a quarrel, you don’t have to blame yourself for everything. Stop scolding and blaming yourself. You need to boldly look at the situation, look for positive and negative in it, try to correct the latter. Many combinations of circumstances, albeit unsuccessful, will only lead to a better result.
If school everyday life is boring for you, find a hobby to your liking. Favorite activity will surely distract from the gray everyday life and brighten up the usual way of life.
It's great to feel needed, useful to society. Therefore, do not sit still and help others, at least support with a kind word.
Remember that you are a person just like everyone else. Therefore, you have the right to express your opinion, reject criticism or unfair treatment, make mistakes (in order to find the right path), act on your own convictions, change your decisions.

Thus, we conducted a study of the level of claims and self-esteem of older adolescents in a rural school. Positive results were obtained, namely, adequately formed self-esteem and the level of aspirations among older adolescents in a rural school. Based on these results, recommendations have been developed to help older adolescents harmonize their self-esteem.