INVESTIGATION OF THE PHENOMENON OF INSUFFICIENT FORMATION OF SELF-CONCEPTS IN YOUNG PEOPLE

  • Lyudmyla Shistko
Keywords: self-concept, self-awareness, adolescence and young adult age, temperament

Abstract

The article presents the results of the study of the phenomenon of insufficient formation of the self-concept in adolescents. The study analyzes the individual-typological and socio-psychological features that affect the formation of the self-concept in modern boys and girls living in Ukraine. The relationship between self-concept and gender identity is considered. The structure of self-knowledge and insufficient formation of the self-concept, uncertainty of ideas about oneself are investigated. As a result of using a set of test tools, we were able to identify specific features of the hierarchy of indeterminate areas of the self-concept of modern boys and girls. Boys and girls experience the greatest difficulties in understanding the emotional and communicative properties of their own personality. Peculiarities of self-concept formation in adolescence are conditioned by individual-typological characteristics. The contribution to the formation of the self-concept of temperamental features was similar in boys and girls - adolescents who tend to extraversion have fewer "white spots". In girls, the preconditions that form the self-concept are the subject and social properties of temperament, and in boys - the subject. The list of socio-psychological factors influencing the formation of self-awareness in boys and girls have common features: with high adaptability, internality, emotional comfort and selfishness, there are more formed ideas about themselves. Young people have fewer "white spots" in the self-concept in the case of adequate gender identity, a high degree of self-acceptance, aggression, high intelligence. Girls have better formed ideas about themselves with high rates of authoritarianism and selfishness, with high rates of "acceptance of others". Indicators of intellectual development were not related to the degree of formation of the self-concept. With the help of the Kettel questionnaire it is possible to identify areas of insufficient formation of the self-concept in boys and girls 16-18 years. This questionnaire allowed us to establish that the problem of insufficient formation of certain ideas about themselves are determined by both socio-psychological features and individual-typological. At the same time, the contribution of the latter to the formation of the self-concept turned out to be similar in boys and girls.

References

Glazer, S. , & Liu, C. (2017). Work, stress, coping, and stress management. Oxford Research Encyclopedia of Psychology.
Peiffer, H., Ellwart, T., Preckel, F. (2020). Ability self-concept and self-efficacy in higher education: An empirical differentiation based on their factorial structure. PLoS ONE 15(7): e0234604. https://doi.org/10.1371/journal.pone.0234604
Marsh, H.W., Martin, A.J., Yeung, A.S., Craven, R.G. (2017). Competence self-perceptions. In: Elliot AJ, Dweck C, Yeager DS, editors. Handbook of competence and motivation. Theory and application. New York, London: The Guilford Press. pp. 85–115.
Marsh, H.W., Pekrun, R., Parker, P.D., Murayama, K., Guo, J., Dicke, T., et al. (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. J Educ Psychol. 111(2): 331–353.
Schneider, M., Preckel, F. (2017). Variables associated with achievement in higher education: a systematic review of meta-analyses. Psychol Bull. 143(6): 565–600.
Gogol ,K., Brunner, M., Martin, R., Preckel, F., Goetz, T. (2017). Affect and motivation within and between school subjects: Development and validation of an integrative structural model of academic self-concept, interest, and anxiety. Contemp Educ Psychol. 49: 46–65.
Paulick, I., Großschedl, J., Harms, U., Möller, J. (2018). Preservice teachers’ professional knowledge and its relation to academic self-concept. 2018. J Teach Educ. 67(3):173–182.
Yang, L. (2017). Academic Self-Concept and Academic Achievement: Taking account of the twofold multidimensional structure of academic self-concept and cultural influences on learning beliefs. In: Margaret W, editor. Self-concept perceptions, cultural influences and gender differences. New York: Nova Science Publishers. pp. 27–41.
Yang, L. (2018). The internal/ external frame of reference model of academic self-concept formation: Extension to a foreign language and Chinese vocational students. In: Kennedy KJ, Lee JCK, editors. Routledge International Handbook of Schools and Schooling in Asia. United Kingdom: Routledge. pp. 189–204.
Phan, H.P., Ngu, B.H., Alrashidi, O. (2018). Contextualised self-beliefs in totality: an integrated framework from a longitudinal perspective. Educ Psychol. 38(4): 411–434.
Yang, L., Arens, K., Xu, M., Sin, K.F. (2018). Testing the Internal/External Frame of Reference for Academic Self-Concept in Chinese Vocational Students. In: King RB, Bernardo ABI, editors. The Psychology of Asian Learners: A Festschrift in Honor of David Watkins. Singapore: Springer. pp. 101–123.
Stankov, L., Lee, J. (2019). Confidence: Is it different from self-efficacy? In: Guay F, Marsh HW, Craven RG, McInerney D, editors. Self-concept, Motivation, and Identity: Underpinning success with research and practice. International Advances in Self Research. Charlotte, NC: Information Age Publishing. pp. 225–248.
Di Stefano, G., Gino, F., Pisano, G.P., Staats, B.R. (2019). Making experience count: The role of reflection in individual learning. Boston: Harvard Business School Technology & Operations Mgt. Unit. Paper No. 14–093.
Hulleman, C.S., Barron, K.E., Kosovich, J.J., Lazowski, R.A. (2018). Student motivation: Current theories, constructs, and interventions within an expectancy-value framework. In: Lipnevich AA, Preckel F, Roberts RD, editors. Psychosocial skills and school systems in the 21st century. Theory, research, and practice. New York: Springer. pp. 241–278.
Marsh, H.W., Dowson, M., Pietsch, J., Walker, R. (2018). Why multicollinearity matters: a reexamination of relations between self-efficacy, self-concept, and achievement. J Educ Psychol. 96(3):518–522.
Published
2021-12-23