GOVERNMENT OF THE RUSSIAN FEDERATION
FEDERAL STATE EDUCATIONAL INSTITUTION
HIGHER PROFESSIONAL EDUCATION
"St. Petersburg State University" (SPbSU)
Department of Developmental Psychology and Differential Psychology.
Head of department
developmental psychology
and differential psychology
Doctor of Psychology, Professor
Golovey L.A.
Final qualifying work on the topic:
Formation of gender identity and life satisfaction in adolescence and youth.
Direction 030300 – Psychology
Saint Petersburg
annotation
The purpose of this study was to study the relationship between the formation of gender identity and life satisfaction in adolescence and adolescence. To study this issue, the following methods were used: “Life Satisfaction” scale by E. Diener, Scales from the PEN methodology: Life Satisfaction Scale in General by O.S. Kopina and the Scale of Satisfaction with Basic Life Needs by O.S. Kopina, Methodology S. BEM, as well as Methodology for Studying Gender Identity (MIGI) L.B. Schneider. The study involved 100 young men aged 14 to 18 years. The study obtained relationships between gender identity statuses and the level of life satisfaction. It was also revealed that solving basic age-related problems is part of overall life satisfaction in adolescence and young adulthood.
The aim of this study was to investigate the relationship of formation of gender identity and life satisfaction in youth and adolescence. To explore this issue, the following techniques were used: Scale "Satisfaction with life"(SWSL) E. Diener, part of technique PEN: scales by O.S. Kopin, as well as techniques of study of gender identity by Sandra L. Bem and L.B. Schneider. The study involved 100 men aged 14 to 18 years. In the study were obtained relationship between the status of gender identity and the level of life satisfaction. The same was found that the solution of the main problems of age is part of the overall life satisfaction in adolescence and early adulthood.
Introduction.
The topic of this thesis research is the formation of gender identity and life satisfaction in adolescence and young adulthood. The topic of gender and gender identity has been studied in psychology for a long time. Such famous psychologists as E. Erikson, Z. Freud, K. Jung, B. G. Ananyev, L. I. studied this area of psychology. Bozhovich, V.S. Merlin and others. Today this topic has not lost its relevance, and, perhaps, has acquired greater significance. Traditionally, people are divided into two genders, each of which is unique in its own way. This division imposes on a person both certain opportunities and limitations, and also presupposes social attitudes, patterns of upbringing and behavior that affect various aspects of life in society. Accordingly, having a healthy awareness and acceptance of one’s gender allows one to take a comfortable position in society, as well as increase overall satisfaction with one’s life. Life satisfaction is an important component of an individual’s psychological well-being and is the subject of close attention of specialists in various fields of science. In psychology, this phenomenon is associated with such names as A. Maslow, V. Frankl, R. R. May, E. V. Benko and others.
However, despite quite extensive knowledge in these areas, people, in the process of identity formation, sometimes experience difficulties, disturbances or deviations that can significantly complicate both life in society and achieving satisfaction with different aspects of their lives. Undoubtedly, this problem remains relevant and is likely to remain relevant for a very long time.
The purpose of this study was to study the relationship between the status and direction of gender identity and the degree of life satisfaction in adolescents and young adults.
Tasks:
Object of study: Gender identity and the sphere of psychological well-being of the individual.
Subject of the study: the relationship between the formation and status of gender identity and the degree of life satisfaction in adolescents and young men.
Hypotheses:
1. Life satisfaction of adolescents and young men is associated with the formation of gender identity, which corresponds to the traditional norms accepted in society.
Study participants: 100 young men aged 14 to 18 years.
Chapter 1. Review of literature on the topic of research on the formation of gender identity and life satisfaction in adolescence and young adulthood.
1.1 Study of the phenomenon of life satisfaction in psychology.
At the present stage of development of society, in the age of high speeds, large volumes of information and constant lack of time, the most pressing question arises of considering such a phenomenon as life satisfaction.
At the moment, a large number of works by both foreign and domestic authors are devoted to the complex and multidimensional problem of life satisfaction. Nevertheless, their analysis shows that there is currently no single point of view on the interpretation of the concept of “life satisfaction” and its structure. Just as there is no clear distinction between similar but not identical concepts. Thus, in socio-psychological works devoted to the problem of studying the characteristics of a person’s assessment of his life as a whole, along with the term “life satisfaction”, such concepts as “happiness”, “well-being”, “subjective well-being”, “quality of life”, “subjective quality of life" and others. Consequently, there is a need to define the very concept of life satisfaction and separate it from others.
R. M. Shamionov considers life satisfaction as “a complex, constantly changing socio-psychological formation, based on the unity of cognitive and emotional-volitional processes, characterized by a subjective emotional-evaluative attitude and having a motivating force that encourages action, search, management of internal and external objects"
Among the factors influencing life satisfaction, there are mainly: health, gender, age, self-confidence, optimism, psychological stability, personal and family safety, family relationships, effective social contacts(relationships with friends, interpersonal trust, frequency of spending time with people, opportunities for emotional communication), fruitful leisure, creative self-realization, work, decent social status, achievement of goals, assessment based on subjective merits, financial situation, confidence in the future, social stability, a comfortable living environment (climate, ecology, developed social infrastructure), assessment of the performance of the healthcare system, government, assessment of the state of the economic situation in the country.
Since life satisfaction is a complex and complex parameter, it is necessary to present some more views on what may be the components of this concept. So, E.V. Balatsky, in an attempt to quantify life satisfaction, considered that the following factors could be part of the phenomenon we are considering:
Subjective and family security.
Material well-being.
Family well-being.
The ability to achieve set goals, which manifests itself in social and political freedom and the opportunity to realize the potential of social mobility.
Opportunities for creative self-realization.
Fruitful leisure (Availability of free time and opportunities for its fruitful use).
Good climate.
Subjective assessment of social status as worthy..
Effective informal social contacts (Friendship, sex, mutual understanding, communication).
Social stability.
Comfortable living environment.
Good health.
Also, according to some theories, it is believed that life satisfaction is determined by the difficulties overcome, goals achieved and changes occurring in professional and personal life. And also, to the extent that it is related to achievements and desired changes, Satisfaction also depends on various internal characteristics, such as self-confidence and one’s own strengths, the ability to plan and evaluate the consequences of one’s actions. It is also obvious that life satisfaction is directly related to self-esteem. Self-esteem is not only closely related to life satisfaction, but also regulates the influence of other characteristics on it.
At the same time, low ambition, a permissive attitude towards one’s responsibilities and the ability to enjoy life in the present moment, without thinking about plans for the future, can also create an overall positive perception of life in an individual. And the dividing line between satisfied and dissatisfied with life is determined by the individual’s ability to adapt to existing conditions. In other words, the relationships between personality traits and life satisfaction may be mediated by third characteristics.
We can say that the overall level of life satisfaction is influenced by a huge complex of characteristics.
The ambiguity of the psychological definition of the term “life satisfaction” is manifested in the fact that it is considered in different contexts:
in close connection with the concept of happiness
in the context of quality of life
as subjective well-being of an individual
as a result of a positive attitude towards oneself and the events of one’s life
as a process and result of the positive use of flow - a source of mental energy and motivation.
There are still questions in science about whether the assessment of global satisfaction with life depends on subjective judgments of satisfaction various areas life (the so-called bottom-up process)? Or is it the other way around, and the level of overall life satisfaction affects satisfaction with specific areas of life (a “top-down” process)?
The very phenomenon of life satisfaction is considered as a subjectively experienced state, which is a reaction to the quality of an individual’s interaction with life circumstances. Within the framework of a person’s subjective perception, the following are considered to be signs of life satisfaction:
general emotional state associated with the current life situation,
dynamic component of life such as activity - passivity, ambition, the presence of aspirations and desires,
subjective feeling of saturation or emptiness of life,
satisfaction associated with the implementation of plans and satisfaction of needs,
a feeling of stability in the surrounding world, as well as expectations from the future.
A large number of doubts are often expressed regarding the accuracy of measuring such a phenomenon as satisfaction, since often the indicators obtained in the course of research have a poor degree of correlation with the objective characteristics of a person’s life. As an example, we can take such an indicator as income level. It is not believed to have a strong impact on satisfaction. Another difficulty relates to cross-cultural comparisons: in some countries, respondents report extremely low subjective income indicators.
It is worth mentioning one more aspect of this problem: it is not known how much satisfaction is determined by factors such as the individual’s way of thinking. Also, it is worth remembering that the assessment of satisfaction can also be determined by such things as comparisons with the past or with other people. In addition, these judgments are influenced by the immediate emotional state at the time of measurement, as well as the simplest habit - adaptation to the situation and different visions of events. It is worth mentioning that satisfaction can also be illusory, arising when individuals delude themselves into thinking that they are completely satisfied with their lives. Satisfaction may also depend on the goals a person sets for himself. And sometimes the very presence of a goal can be a direct source of satisfaction. At the same time, the inability to remain in a state of satisfaction, or to achieve it, often turns out to be the cause of the opposite phenomenon - dissatisfaction. Some of the phenomena discussed can be taken both as errors of judgment and as sources of genuine judgments of satisfaction. If this statement is true, satisfaction can be influenced not only by changing the immediate existing situation, but by changing the person’s attitude towards it, for example, during therapy.
Another approach is to identify which areas, according to people’s subjective assessment, are the most important sources of satisfaction in their lives. Hall (1976) used this technique in a UK survey and obtained results showing that the most frequently mentioned areas were:
Home and family life;
Monetary sphere;
Standard of living;
Social values and norms;
Social relationships;
Living conditions;
Health;
Some well-being researchers have concluded that objective factors do not play an important role: the most important are individual differences, as well as cognitive and emotional processes. This point of view is supported by two findings. First of all, people with serious disabilities rate their happiness and satisfaction quite highly. Secondly, there is a fairly low level of correlation between satisfaction and financial income.
According to some theories of social comparison, people quite often, in comparison situations, evaluate their lives or qualities by comparing them with what is present in others. As an example, it has been found that as national income increases, individual satisfaction does not increase significantly - probably because everyone's income has increased. Wille (1981) has collected a large body of evidence that supports the hypothesis that people experience increased levels of subjective well-being when compared with less fortunate individuals; as well as another hypothesis, according to which, the “top-down” comparison is due to a decrease in subjective well-being. Based on this, the scientist concludes that people mainly compare their well-being on a “bottom-up” basis, but for individuals with low self-esteem the opposite phenomenon is typical.
In people assessed as happy or unhappy, the comparison process is carried out differently. Lyubomirsky and Ross (1997) found that the self-esteem of unhappy people is often determined by the performance of a partner who performed better or worse than them on a similar task. However, for people rated as happy, the participant who received the best results did not have a significant effect. Probably a partner with best results acted in this situation as an incentive and increased prospects, which made people happier.
People often choose their own comparison objects: for example, individuals with high levels of subjective well-being compare themselves with others in a more positive way. As a result of the comparison, it is possible to draw different conclusions. Bunk et al (1990) demonstrated that bottom-up comparisons influence people's feelings, both positively and negatively, about their health. Comparisons caused by some insurmountable external circumstances do not have a specific impact on satisfaction. “The choice of an object of comparison is a flexible process, not determined solely by the degree of accessibility of the relevant “others”,” some scientists note.
Some studies have compared the satisfaction predicted by social gap data with that expected when only actual achievements or opportunities are taken into account. Sometimes this gap itself can be a determining component of satisfaction, and not vice versa. Headey and Veenhoven (1989) obtained this evidence using results from the Victorian Panel Study in Australia: “The gap is caused by life satisfaction, not the other way around.” Campbell and colleagues (1976), based on this theory, tried to explain the phenomenon of increasing satisfaction with age, noting that the “gap” decreases over time.
According to the goal-achievement gap theory, high aspirations can lead to low levels of satisfaction. But some other theorists argue that the very fact of having any adequate life goals is a favorable factor.
Sometimes there are people in the world who, regardless of the circumstances, see everything “in the sunlight.” Such people are optimistic, happy, and all events seem joyful to them. They have a positive outlook on others, have many positive memories of pleasant events, and their free associations have a positive coloration. But how do such people manage to see things on the positive side? It is likely that a different type of thinking influences their level of happiness. It was explained above that top-down comparisons improve perceived well-being. A similar effect occurs if the partner of the subject being evaluated is made of a person who is physically handicapped, or disadvantaged in some other sense, or who is not so successful in performing the proposed laboratory tasks. But don't forget that we've seen the impact it can have on mood. happy people the success of their partner, since in this case they can presumably count on the fact that they themselves will be able to improve their results and achieve greater success in the future.
It was also noted that the very fact of having thoughts about positive events can encourage, but this effect greatly depends on how long ago this pleasant experience is. Strack et al (1985) found that when subjects were asked to mentally recall pleasant events from the recent past or present, subjects' feelings of subjective well-being increased. In the situation with events from the more distant past, thoughts about negative events had a stronger effect on the assessment of well-being. Past experience in this case acts as a contrast, and positive events that occur in the present act as subjective evidence of well-being.
The importance of what a person attributes an event to was also noted. There is evidence that people with depression often blame themselves for bad things that happen: they feel self-directed guilt that they believe is the cause and that the bad thing will happen again. There is no precise data yet on which influence is stronger: either this style of “attribution” causes depression, or it’s the other way around. But Fincham and Bradbury (1993) found that having similar attributions about spouses' behavior predicts the success of a marriage. If the blame for an unfavorable situation is placed on the shortcomings of another, this is considered an indicator of an unsuccessful marriage. Also, data were obtained that subjectively happy people are not characterized by such attribution of the causes of failure to themselves; on the contrary, they believe that good events in life occur directly due to the efforts of the person himself.
It is also worth mentioning the phenomenon of internal control. Internal control is a personality variable that has relationships with satisfaction. The essence of this phenomenon is the belief that a person is able to control current events. This is one of the main components of personal endurance, characteristic of stress-resistant people. Individuals with a high degree of internal control interpret stressful events as motivating them to take action and believe that they have the strength to overcome them. As already mentioned, happy people are not upset by the greater success of the dummy experimental partner in completing laboratory tasks. This happens because they view failure as an incentive for further self-improvement. Higgins et al (1997) found that people who had previously had uncontrollable health problems were more likely to expect their recurrence than other problems. Whereas individuals whose health problems were controllable were less likely to expect them to return.
Another type of positive thinking can be called humor, or, more precisely, a not too serious outlook on life. This means the ability to see the comic, not serious, side of things, their other facet, which devalues their importance and thus reduces the severity of the subjective perception of unpleasant incidents.
Definition of basic concepts
The phenomenon of satisfaction or dissatisfaction with life determines many aspects of a subject’s life, his actions, various types of his activities and such aspects of behavior as: household sphere, economic and political behavior. These experiences often act as significant factors in the state of social consciousness, relationships in society, as well as group moods and expectations. Without taking them into account, it is practically impossible to build scientifically based social policy, social management and planning.
The degree of satisfaction with life has a great influence on such aspects of life as the mental state, mood and psychological stability of the individual. The significance of this important phenomenon is quite well understood in science. However, in many scientific publications the phenomenon of life satisfaction is interpreted as a fairly simple phenomenon, which is some assessment that a person uses to characterize his current life. life situation. Without questioning the possibility of obtaining such an assessment from a respondent in situations of psychological or social testing, it is important to note that behind it lies a wide range of different experiences of the subjective sense of well-being of an individual. However, various aspects of subjective well-being and the internal picture of this experience have rarely been the subject of specific psychological research.
A discussion of the reasons for this state of the problem deserves separate consideration. It is only worth mentioning that attempts to describe the main manifestations of the subjective world of the individual using mathematical methods led to the fact that such descriptions had neither psychological nor mathematical content, which seriously affected the results.
To denote the characteristics of the state of a person’s subjective world in the aspect of its favorability, terms such as the experience (feeling) of happiness, life satisfaction, emotional comfort, and well-being are used.
In philosophical and psychological literature, the concept of “happiness” is often a phenomenon that largely belongs to the existential aspect of a person’s existence, perception and understanding of the world as a whole and human nature. This very concept contains a huge number of contradictions. Experiences of happiness often have significant cultural and ethnic backgrounds. For example, through sociological surveys, it was found that most often people who feel happy can be found in India and least often in Sweden. Therefore, it can be assumed that the level and quality of life have only a very small influence on the subjective experience of happiness.
“Satisfaction (and contentment)” is a term with a fairly broad meaning and is quite common. Therefore, because of this this term has a definition area with blurred boundaries. There are also publications about satisfaction with life in general. and about satisfaction with relationships with a specific person. It is believed that satisfaction can also be experienced from events of very different scales. This creates a situation where the use of one word denotes both the experience of a significant event, such as the successful completion of a book that took several years to write, and the feeling after a good dinner.
An important psychological feature of the term “life satisfaction” is the lack of clear definition in the subject of assessment, namely, what exactly satisfies or does not satisfy the respondent. The subject of assessment is very often hidden from the observer. Thus, there is a strong dependence on what exactly the respondent takes into account when assessing satisfaction. It could be like external circumstances life, and assessment of one’s actions, decisions and actions, as well as one’s own success.
Despite this ambiguity, it is not possible to abandon this term or completely replace it with another, since it occupies a strong place both in the consciousness of an individual and society as a whole, as well as the scientific community.
Another term that you can come across when studying scientific literature is the phrase “emotional comfort.” In most dictionaries, the concept of comfort has a fairly definite interpretation - “convenience, comfortable conditions.” Therefore, when using it to characterize the emotional life of an individual, one has to use its figurative meaning. For a scientific term, such a quality should be assessed as a disadvantage. Typically, concepts that do not have a clear interpretation and are based on metaphors make it difficult to create and develop theories that include them. For these reasons, among those discussed, the concept of well-being may be considered more promising.
The concept of well-being has a fairly clear meaning, and its interpretations are largely similar or coincide in different scientific disciplines. The phenomenon of well-being and the feeling of well-being are very significant for the entire inner world of the individual. That is why the concept of well-being is taken by the World Health Organization (WHO) as one of the main ones for defining health. According to WHO experts, well-being is more dependent on self-esteem and a sense of social belonging than on the biological functions of the body.
There are also some objective indicators of well-being. The idea of one’s own well-being, as well as the well-being of other people and the assessment of general well-being is based on accepted objective criteria of well-being, material wealth, success, health indicators, etc. They have one or another influence on the experience of well-being. But it is worth mentioning once again that this experience largely depends on the characteristics of the individual’s attitude towards himself and the world around him. All external factors of well-being, by the very nature of the psyche, cannot influence the experience of well-being directly, but only through subjective perception and subjective assessment.
In other words, the well-being of an individual, by its very nature, is primarily a subjective phenomenon. This means that objective external indicators of a person’s quality of life are not enough for an accurate determination and the internal processes of the respondent should always be taken into account. Because, for a psychologist, the subjective side of the existence of a person, as a subject of research, is of paramount importance.
It should also be noted that despite the significant role of subjective factors in the well-being of an individual, it is impossible to completely equate the concepts of well-being and subjective well-being, since behind them there are different, albeit close, phenomena.
The experience of well-being is influenced by various aspects of a person’s existence; it correlates many features of a person’s self-attitude, as well as his attitude to the world around him. It is generally accepted that the well-being of an individual consists of a number of components. Such as, for example, social, spiritual, material and psychological well-being.
Social well-being is a term that denotes an individual's satisfaction with his social status and the current state of the society in which he finds himself.
Spiritual well-being is considered to be a feeling of involvement in the spiritual culture of society, awareness of one’s ability to join various aspects of spiritual culture. And also, awareness and experience of the meaning of your life, the presence of faith in God or in yourself, or anything else.
Physical well-being is good physical health, excellent health, a sense of bodily comfort, a subjective feeling of health, as well as a satisfying physical tone.
Material well-being is considered subjective satisfaction with the material side of one’s existence in such aspects as housing, food, rest, etc. As well as a feeling of completeness of one’s security and stability of material wealth.
Psychological well-being is understood as the coherence of mental processes and functions, a sense of internal balance, and a sense of integrity.
All of the listed components of well-being are closely interconnected and have a direct impact on each other.
In subjective well-being, both in general and in its components, it would be advisable to distinguish two main components. These components are: cognitive. as ideas about individual aspects of one’s being, and emotional, as the dominant emotional tone of relations towards these aspects.
The subjective well-being of a particular person is a comprehensive feeling that consists of private assessments of various aspects of life. Then, the assessments of individual parameters merge into a complex feeling of subjective well-being. These aspects of life are the subject of study in various scientific disciplines. Thus, well-being appears to be an interesting subject of study and a pressing problem for psychology.
Determining the significance of the analyzed phenomenon for the object of a particular science is, without a doubt, important, but even more valuable is the disclosure of the totality of its connections with other phenomena, in our case, with the structures and processes occurring in the individual. For personality psychology and psychology as a science in general, it is especially important that the subjective experience of well-being is one of the most important components of the prevailing mood of the individual. It is through mood that subjective well-being, as an integrative, particularly significant experience, has a constant impact on various aspects of a person’s mental state and, consequently, on the success of behavior, the effectiveness of interpersonal interaction, productivity and many other aspects of the individual’s external and internal activity. Personality is a mechanism for integrating all the mental activity of an individual. This constant influence is the regulatory role of the subjective feeling of well-being of the individual.
The psychological well-being of an individual has a rather complex, multicomponent structure. In it, as in other components of the psyche, it is advisable to distinguish cognitive and emotional components.
The cognitive component of well-being arises with a holistic, relatively consistent picture of the world in the subject.
The emotional component of well-being is presented as an experience that unites feelings that are determined by the successful functioning of all parts of the personality.
We can say that well-being depends on the presence of conscious goals, the availability of conditions and resources for achieving goals, the successful implementation of plans, activities and behavior.
Well-being is influenced by satisfying interpersonal relationships, opportunities to satisfy the need for emotional warmth, communication and receiving positive emotions from this.
Thus, subjective well-being should be interpreted as a generalized and relatively constant experience that is of great significance to the individual. It is an important component of the prevailing mental state. For these reasons, we singled out the concept of subjective well-being among those close to it in meaning and took it in this work as one of the main aspects.
1.2 The concept of gender identity.
Psychological sex is understood as a set of the most significant personality characteristics used as distinctive features in correlating differences between male and female sexes. Psychological gender is usually called a complex of psychological, behavioral and cultural characteristics that provide an individual with the personal, social and legal status of a man and a woman. Traditionally, it is generally accepted that there is a set of certain personal characteristics assigned to one or another gender.
The gender approach to the study of psychological problems of gender is based on the understanding of gender identity as a multipolar construct that has two opposite poles.
What is identity? The widespread use of the term “Identity” and its introduction into the scientific community is usually associated with the name of E. Erikson, who first introduced this concept, and defined identity as the internal “continuity of the individual’s self-experience,” or lasting internal equality with himself. The main functions of identity are considered to be: adaptive function (identity protects the individuality and integrity of a person’s experience) and organizing function (i.e. synthesis of personal life experience into the individual “I”).
One of the meanings of the term “identity” was laid down in the theory of cognitive development by the famous Swiss psychologist J. Piaget. Piaget connected the phenomenon of identity with the development of the concept of object immutability, that is, the immutability of objects and the identity of objects are equal concepts. From a formal point of view, the concept of “individual identity” coincides with the concept of “object identity”.
The concept of identity in the NLP dictionary is defined as: “I”-image or I-concept. That is, what you think you are.
P. Vritsa defines identity as “a sense of individuality that encompasses various abilities and behaviors, beliefs and values at higher logical levels. We feel identity when we touch matters of deep and lasting importance to us. We also experience identity in other moments of deep interpersonal contact.”
Identity in neofaidism is meant by A. Adler as the unity of personality in every person . Each person represents at the same time a unity of personality and an individual style of expressing this unity.
You can also find similar ideas in C. Jung, in his discussions of the concepts of “individuation” and “self”. Individuation, according to Jung, is to become a separate, independent being and to find our fullest, final and incomparable uniqueness, to become our own self” (source year). Decomposition of the self is a manifestation of self-denial in favor of some external role or imaginary meaning. Consequently, the goal of individuation is nothing more than the separation of the self from the false veils of the person, on the one hand, and from the suggestive power of unconscious images, on the other. K. Jung makes an attempt to define himself not in the categories of self-consciousness, but in the categories of consciousness and the unconscious
According to the social philosopher M.V. Zakovorotny, identity is a model of life that allows us to separate the inner “I” and the world around us, as well as determine the relationship between the internal and external for a person, finite and infinite, adaptation and self-defense, and organize diversity for the purposes of self-realization and self-description.”
In general, we can say that identity is a dynamic structure. It continuously develops and changes, including structurally throughout life path of a person, and its development is uneven and determined by the strong desire of the individual to gain identity and the destructiveness of the consequences of its loss for a person.
Gender identity (in adolescence)
Let's clarify the concept of gender. S. Bern in his book “ Gender psychology” writes the following; Gender in psychology is a socio-biological characteristic with the help of which people define such concepts as “man” and “woman”. Because biological sex (sex) is a biological category, social psychologists often refer to those gender differences that are biologically grounded as “sex.”
Gender identity is the unity of self-awareness and behavior of an individual who identifies himself as one of certain biological sexes and is guided by the social requirements of the corresponding gender role.
Sexual socialization always depends on the norms and customs of the corresponding society, the culture in which the formation of personality occurs. It includes:
The system of division of sex roles, that is, sexual differentiation of labor, specific sex role prescriptions, as well as the rights, freedoms and responsibilities of men and women;
The system of stereotypes of masculinity and femininity accepted in society, that is, historical ideas about what men and women should be like.
Masculinity and femininity are traditional ideas about the physiological, mental and behavioral properties characteristic of men and women; an element of sexual symbolism associated with the division of gender roles.
Gender identity is based on physiological characteristics, body images and behavioral and characterological properties of the individual, assessed by the degree of their compliance with the traditionally established stereotype of masculinity or femininity.
It is believed that at 1.5 years the child already understands which gender he belongs to, that is, self-determination of gender appears.
And, by the age of 3-4, he begins to distinguish the gender of people around him through associations with random external signs. At 6-7 years old, the child begins to finally realize the constancy of gender, and depending on his biological sex, he chooses games and partners.
The society of peers of both sexes plays a great role in gender socialization.
The period of primary socialization occurs at 5-7 years of age; subsequently, it develops and is meaningfully saturated due to the life experience gained. The most important stage of secondary socialization is the age interval between 17 and 25 years, when the worldview of an individual is formed and her ideas about the meaning of life and her own purpose are enriched.
1.3 Main characteristics of development in adolescence and young adulthood.
Adolescence is a rather difficult period in a person’s life. During the period of the formation of psychology as an independent science, S. Hall called adolescence a period of “storm and stress”, and this can be considered a reasonable statement, since significant changes occur in the body, psyche and social situation in this short period of time. A lot can be said about adolescence. Let's start with the fact that the main characteristic of adolescence is its inconsistency. This inconsistency finds its expression in such features of adolescence as:
Intermediate, transitional between childhood and adulthood, this age combines the characteristics of both ages. The inclusion of a teenager both in the world of adults and in the world of children gives rise to anxiety and emotional instability, as well as conflict, maximalism and shyness.
Heterochronicity of development is reflected in the discrepancy between the points of achievement of physical, sexual, intellectual and social maturity.
Adolescence is simultaneously the age of socialization and individualization, which gives rise to additional crises.
One of the problems in defining adolescence is differences in periodization and definition of age boundaries. There are many age periods, here are a few of them:
B. Newman and P. Newman, based on Erikson - adolescent 13-18, youth - 18-22.
D.B. Elkonin - Junior teenager - 12-14, Senior teenager or early adolescence - 15-17, youth - 18-21.
S. Hall proposed the following periodization, the age from the onset of puberty, which occurs at 12-13 years, to the onset of adulthood, which occurs at 22-25 years. His student K. Getchinson identifies the so-called “agricultural stage”, which occurs between the ages of 11 and 15 years, which corresponds to adolescence, as well as the stage of “industry and trade, or the stage of modern man”, which replaces the previous one in between the ages of 14 and 20, which is considered to be adolescence.
A.E. In his concept of the period, Lichko combined the parameters of maturation he identified with the concept of D.B. Elkonin about the change in leading forms of human activity. This made it possible to accept the age period of 12-17 years as adolescence and divide it into the following periods: pre-adolescent or pre-pubertal - 10-11 years, junior teenage or first puberty - 12-13 years, middle teenage or second puberty - 14-15 years, senior adolescence or third puberty - 16-17 years old and, finally, post-adolescent or post-pubertal period - 18-19 years old.
L.I. Bozovic suggests that adolescence has two phases: 12-15 years and 15-17 years.
According to the generalized approach to the periodization of age, adolescence falls on the period from 10-11 years to 13-14 years and is not unreasonably considered one of the most difficult and most responsible periods in the life of a child and his parents. This age period is traditionally considered a crisis, since, at this stage of life, serious qualitative changes occur with the child, which affect all aspects of development and life. The crisis of adolescence is associated with changes in such aspects of life as the social situation and leading activities.
A social situation is a person’s special position in the system of social relationships accepted in a particular society. During adolescence, the social situation represents a leap from the dependent position of the child to the independence and responsibility of the adult. A teenager becomes intermediate between childhood and adulthood; new freedoms and responsibilities appear, which can be perceived differently by a person in this difficult situation. Therefore, it is quite important at this stage to properly teach the teenager how to use his freedoms and how to relate to his responsibilities.
Leading activity. This term is usually used to designate the activity that causes major changes in the child’s psyche at each individual stage of development.
For example, in the process of interaction and communication with peers, a qualitatively new level of self-awareness of the child is formed, as well as interpersonal social interaction skills, the ability to submit and dominate, as well as to defend one’s rights and not violate the rights of others. In addition, communication becomes a very important, almost leading, information channel for teenagers, through which they receive a huge amount of information about the world around them, people and how it all interacts.
As a result of such a sharp and sudden change in the sphere of interests in adolescence, such important areas of life as educational activities, school motivation, etc. often suffer. Trying to influence the learning process and restore the child’s former school successes, parents resort to such methods of influence as limiting children’s communication with peers. However, it is important to remember that communication with peers is one of the most important activities for adolescents during this period of personality formation, and it is necessary for the full mental and psychological development of the child and, therefore, it is necessary to thoughtfully approach limiting the teenager’s freedoms so as not to violate , both the psychological development of the child and contact with him, since children, and especially adolescents, react quite painfully to encroachment on their freedoms.
Many behavioral characteristics of a teenager often have a relationship not only with psychological changes, but also with changes occurring in the child’s physiology. Puberty and uneven physiological development of a teenager often influence many of his behavioral reactions during this period. Adolescence is characterized by some kind of emotional instability. The behavior of adolescents can often take unpredictable forms, so it should be taken into account that in a short period a teenager can demonstrate completely opposite reactions.
The most violent affective reactions usually occur when someone around him tries to hurt the teenager’s self-esteem. The peak phase of emotional instability usually occurs, depending on gender, several different periods. For boys, on average, the peak occurs at the age of 11-13 years, for girls - at 13-15 years.
During adolescence, a person faces a number of the most important personal tasks that he has to solve. The main directions of adolescent development are associated with the passage of such personal crises as: an identity crisis, as well as a crisis associated with separation from the family and the acquisition of independence.
Identity crisis.
As for this crisis, the following can be said about it; at this time there is a search and choice of a new adult identity, new values, new personal integrity, as well as a new attitude towards oneself, towards the world and towards others. Outwardly, these manifestations look like an increase in interest in yourself, in your inner world. The active development of consciousness and self-awareness determines interest in oneself, so a child in adolescence is often capable of withdrawing into himself, reflecting, and is also overly self-critical and sensitive to outside criticism from significant adults and peers. Consequently, any assessment from the outside must be adequate and careful, otherwise it can cause a violent and, often, unpredictable reaction.
As a result, at this age there is a sharp decrease in the value of communication in the family circle, and the highest authority is the opinion of friends, not parents, this must be taken into account when considering the interactions of a teenager in society. The demands put forward by the child’s parents during this period retain their influence on the teenager only if they are significant outside the family or have a fairly strong influence on the child’s ability to be outside the family.
Self-knowledge through similarities and differences with others occurs in adolescents when communicating with peers from reference groups. Teenagers often have their own personal and group norms, attitudes, as well as specific forms of behavior, which are the formative elements of a special teenage subculture. A sense of belonging to a significant peer group, as well as the opportunity to take their place in this group, is very important for them.
Thus, we can say that in adolescence, the authority of an adult drops quite significantly and the importance of the opinions of peers increases, however, despite the decline, the authority of an adult still retains its significance in situations where it is necessary to recognize the teenager’s adulthood. It is important to remember here that a teenager is unlikely to discuss personally significant, intimate things with adults, but, on the other hand, he will be happy to talk about various social phenomena that interest him, so you need to be careful when communicating with a teenager and always remember that you should not touch on some topics if the initiative does not come directly from the teenager.
A crisis associated with separation from the family and the acquisition of independence.
Some domestic psychologists highlight another important feature of adolescence - the feeling of adulthood that appears in a person. Outwardly, it looks like a desire for independence and independence, a kind of autonomy. The teenager develops a desire to expand his rights, to do as he wants, knows, and can do. This behavior often provokes various kinds of prohibitions. But this is not the right position, since it is in such confrontation with adults that a teenager explores the boundaries set by society, as well as the limits of his physical and social capabilities, and, accordingly, the limits of what is permitted by society. Through such a struggle for independence, he satisfies his needs for self-knowledge and self-affirmation, as well as knowledge of society and learns his capabilities, gaining experience of independent actions and interaction with others.
However, we should not forget that in this context, it is important that this struggle takes place under the safest possible conditions and does not take extreme forms that can seriously harm the teenager. After all, what is important for a child is not so much the immediate ability to manage himself, but the recognition of this opportunity by important adults. At this age, adolescents believe that there is not much difference between them and adults, despite all the existing objective differences. In addition, teenagers do not always understand the boundaries of their desired and real possibilities, which can sometimes lead the teenager into a state of frustration, giving rise to new psychological problems.
Another mistake often made by parents is the attempt of parents who have already gone through a period of self-affirmation and formation in life, but who do not have serious mistakes and difficulties in their life experience, try to protect their children from them. Often forgetting that a person cannot learn from positive experiences alone. In order to know “what is good and what is bad,” what is right and wrong, a teenager must go through this on his own, let it all pass through himself and gain the experience he so needs. The role of parents in this process should only be to protect the child from making irreparable or fatal mistakes, mitigating and not allowing the process of life learning to go to the extreme, but not limiting the child’s experience.
To summarize the above, we can say that the following set of features is characteristic of adolescence:
Puberty and uneven physiological development influence emotional instability;
Changes in the current social development situation, which provoke the emergence of various stressful situations;
Change of leading activity;
Finding and asserting your own “I”
Finding and asserting your own place in the system of human relationships;
Self-discovery through confrontation with the adult world and through a sense of belonging to the world of peers;
The emergence of a “sense of adulthood”, the teenager’s desire to be recognized by important people around him, as an adult.
Adolescence is the age period of a person’s life, located between adolescence and adulthood. It is generally accepted that the age defined as adolescence falls on 17-21 years old for boys and 16-20 years old for girls.
In Russian science, it is historically customary to consider adolescence as an independent period of human development, his personality and individuality. For example, I. S. Kon proposed defining youth within the boundaries of 14-18 years. However, more often they are narrowed down to the boundaries of 15-17 years, and then adolescence actually coincides with high school age.
It is believed that during adolescence, basically, the physical development of the body is completed, the process of puberty ends, muscle mass noticeably increases, the overall rate of body growth slows down, as well as performance, and the functional development of tissues and organs ends.
Adolescence is historically the latest age period that appeared before adulthood; its necessity is dictated by the increasing complexity of social life and the demands that modern developed societies place on the professional and personal maturity of their members. As a result, adolescence is still not fully established; people 15-17 years old, even within the same country, can find themselves in different social situations. If we take into account, moreover, that the processes of mental, social and somatic “maturation” often occur unevenly and at different times in different people, then the existing difficulties in studying and describing this important stage of human development become clear.
Chapter 2. Research methods and organization.
The purpose of this study is to study the relationship between the status and direction of gender identity and the degree of life satisfaction in adolescents and young people.
Study of life satisfaction level.
Research on gender identity.
3. Analysis of the relationship between gender identity parameters and life satisfaction.
Hypotheses.
1. Life satisfaction of adolescents and young men is associated with the formation of an identity that corresponds to traditional gender norms accepted in society.
2. Gender identity statuses are differently associated with a subjective sense of well-being in adolescents and young men with different levels of satisfaction with their lives.
Object of study: Gender identity and the sphere of psychological well-being of the individual.
Subject of study: The relationship between the formation and status of gender identity and the degree of life satisfaction.
2.1. Description of the study sample.
Describe as fully as possible who took part in the study.
Study participants: 100 young men aged 14 to 18 years, of which 26 with a high level of life satisfaction, 39 with low and 35 with average. The extreme groups were chosen for analysis.
2.2. Research methods.
In order, all the methods with a brief description of them (what they are aimed at, scales, interpretations)
The following methods were used in the study:
Questionnaire.(application)
A questionnaire was compiled containing. I have biographical data and questions about fulfillment in different areas of my life, and also included a Questionnaire of Life Orientations (Danilova M.V., 2015).
Scale"Satisfactionlife"E. Dinera (SWSL) (1985)
The works of E. Diener have become an important contribution to the problem of understanding the phenomenon of “subjective well-being” » , which, according to the researcher, consists of three main components: satisfaction, pleasant emotions (pleasant affect) and unpleasant emotions (unpleasant affect). In other words, we are talking here about the cognitive (intellectual assessment of satisfaction with various areas of one’s life) and emotional (the presence of a bad or good mood) sides of self-acceptance. Subjective well-being is not just meant to be an indicator of how depressed or anxious a person is, but it should show how much happier one person is than another. The man has high level subjective well-being if in most cases he experiences satisfaction from life, and only in certain situations he experiences unpleasant feelings, such as, for example, sadness or anger. E. Diener refers to data confirming that the majority of respondents consider subjective well-being a desirable state.
E. Diener, in accordance with his theoretical concept of subjective well-being, developed the “Life Satisfaction” Scale. Abroad, this jackal is systematically used in mass surveys and interethnic monitoring. Its English version contains 5 items, which subjects are asked to rate on a 7-point scale 13 . The E. Diener scale was translated into Russian by D.A. Leontiev in 2005 and was used in a number of studies on personal potential conducted during 2005-2007. department group general psychology Faculty of Psychology, Moscow State University.
The life satisfaction scale measures a cognitive assessment of the compliance of life circumstances with the individual's expectations and reflects a general measure of internal harmony and psychological satisfaction. The life satisfaction indicator shows slightly weaker relationships with other measures of subjective well-being, but it should be expected that it will be more closely related to objective indicators of the success of an individual’s life.
As noted by D.A. Leontiev, the resulting Russian version of the Life Satisfaction Scale has fairly high psychometric characteristics and correlates with wide range indicators of subjective and psychological well-being, and can be used in sociological and psychological research.
Based on the number of points, the following indicators of life satisfaction can be determined:
30–35 points - extremely satisfied, the result is much above average.
25–29 points - very satisfied, the result is above average.
20–24 points - more or less satisfied, an average result for an adult.
15–19 points - slightly dissatisfied, the result is slightly below average.
10–14 points - dissatisfied, the result is clearly below average.
5–9 points - very dissatisfied, the result is much below average.
Life satisfaction scale in general O.S. Kopina (scale from the PEN method)
Scales from the method of express diagnostics of the level of psycho-emotional stress (PEN)(Kopina O.S., Suslova E.A., Zaikin E.V. Psycho-emotional stress and its sources among the population of Klintsy, Bryansk region // Healthcare of the Russian Federation. 1994. No. 5. P. 57–53)
This scale assesses the subjective state of satisfaction or dissatisfaction with life in general.
On this scale, the points scored by the respondent may indicate the following:
A result from -15 to -5 points is an indicator of a low level of satisfaction with life in general, i.e. it indicates a state of dissatisfaction, stress, pessimistic mood, and the need for psychological help.
A result from -4 to +4 points indicates an average level of satisfaction with life in general.
A result from +5 to +15 points indicates a high level of satisfaction with life in general, psychological well-being and an optimistic outlook.
Scale of satisfaction with basic life needs O.S. Kopina (scale from the PEN method)
This scale assesses the subjective state of satisfaction or dissatisfaction with basic life needs.
Based on the number of points scored on this scale, we can say that a subject who scores less than 30 points has a low level of satisfaction with basic life needs, stress, and the need for psychological help. An indicator from 31 to 41 points indicates an average level of satisfaction of basic life needs.
An indicator above 42 points indicates a high level of satisfaction of needs and psychological well-being.
If the subject scores 1-2 points on any of the 11 sub-items of this scale, then the aspect of life (need) presented in this sub-item can be considered as a source of dissatisfaction and stress experienced by the subject.
The sub-items of the scale, on which the subject scores 4-5 points, should be considered as aspects of life that most satisfy the subject and are a source of his support.
Methodology “Masculinity-femininity” S. Bem(Rean A. A. Psychology of personality study. - St. Petersburg, 1999.
The technique was proposed by Sandra L. Bem (1974) for diagnosing psychological sex and determines the degree of androgyny, masculinity and femininity of an individual. The questionnaire contains 60 statements (qualities), to each of which the subject answers “yes” or “no,” thereby assessing the presence or absence of the mentioned qualities. The questionnaire can also be used in the form of an expert rating. In this case, the assessment of the subject according to the presented qualities is carried out by competent judges - people who know the subject well (husband, wife, parents, etc.).
For each answer that matches the key, one point is awarded. Then the indicators of femininity (F) and masculinity (M) are determined in accordance with the following formulas.
F = (femininity score): 20
M = (sum of masculinity points): 20
The main index IS is defined as:
IS = (F – M) : 2.322
If the value of the IS index is in the range from -1 to +1, then a conclusion is made about androgyny.
If the IS index is less than -1, then a conclusion is made about masculinity.
And if the IS index is more than +1 - about femininity.
Moreover, in the case when IS is less than -2.025, they speak of pronounced masculinity.
And if IS is more than +2.025, they speak of pronounced femininity.
Methodology for Studying Gender Identity (MIGS)
To study gender identity, a technique based on the principles of direct and chain association tests is used. Initially, the subjects were presented with two stimulus words: “woman” and “man,” to which the subject recorded 10 associative reactions. Then, for these 10 stimulus words, they were again asked to write down any 10 words that came to mind. All associative reactions (primary and secondary) of the subjects were brought together.
Then, for each initial stimulus word “woman” and “man,” the following processing was carried out: groups of words forming a “nest of associations” were replaced with one word. Words found in both stimuli were excluded, obvious (overt) associations were removed, and random associations were also excluded from the general set. As a result, key associations with stimulus words were retained.
When calculating the results of this technique, the following algorithm is used; First, the number of matches for the key with a self-description in the category of man or woman (depending on gender) is counted, and then the number of matches for self-descriptions of the opposite sex. Next, you need to divide the number of reaction words describing yourself as a man/woman by the number of reaction words describing yourself as a man/woman of the opposite sex.
Depending on the result of the calculation, we can talk about the following identity status of the respondent:
From 0 to 1.0 – Premature identity. Premature identity occurs in cases where a person has not made independent life choices at all; identity is not realized; rather, it is a variant of an imposed identity.
From 1.0 to 2.0 – Diffuse identity. it is an identity status in which there are no strong goals, values, and beliefs and no attempt to actively form them.
From 2.0 to 3.0 – Moratorium. that identity status in which a person is in a state of identity crisis and actively tries to resolve it by trying different options.
From 3.0 to 4.0 – Achieved positive identity. identity status possessed by a person who has formed a certain set of personally significant goals, values and beliefs for him, experiencing them as personally significant,
providing him with a sense of direction and meaning in life.
From 4.0 and above – Pseudo-positive identity. Pseudopositive status is characterized by a stable denial of one’s uniqueness or, on the contrary, its ambitious emphasis with the transition to stereotypy, as well as a violation of the mechanisms of identification and isolation towards hypertrophy, a violation of the temporal coherence of life, a rigidity of the self-concept, a painful rejection of criticism addressed to oneself, low reflection.
2.3. Research procedure.
The study was conducted in October 2015, in one stage. The subjects were simultaneously asked to undergo a set of techniques for an unlimited amount of time, within a day.
2.4. Methods of mathematical and statistical data processing.
The research data were processed using the SPSS.20 computer program. As a mathematical and statistical processing, the following types of analysis were carried out:
Descriptive Statistics
Comparative analysis using t-Student and u-Mann-Whitney
Correlation analysis
Chapter 3. Research results and their discussion.
3.1 Study of life satisfaction in adolescents.
The results of the test according to the method of E. Dinner “ The “Life Satisfaction” scale allowed us to divide the sample of respondents into 3 groups. The study included extreme groups, a group with a high overall level of life satisfaction (group 2) with an average score of 27.81 (standard deviation 2.7), numbering 26 people. And a group with a low level of life satisfaction (group 1), the average score was 10.59 (standard deviation 2.7). Let's look at the groups separately, starting with group 2.
Analysis of individual parameters of subjective well-being, according to the methodology “ The “Life Satisfaction” scale” by E. Dinner showed that in the group with a high overall level of satisfaction with life, the most pronounced subjective perception of life circumstances as developing well (Average score 5.81, std. approx. 0.94), and the least pronounced symptom is compliance of life with the ideal (Average score 5.23, standard deviation 1.07) (Fig. 1).
Drawing. Life Satisfaction Scale by E. Diener
Accordingly, according to these results, we can say that for people with a high level of life satisfaction, the subjective perception of the current life situation as prosperous is more important than the conformity of life to a subjective ideal.
Now let's move on to the results of group 1.
Here is an analysis of the parameters of subjective well-being, according to the method of E. Dinner “
The “Life Satisfaction” scale showed that in the group with a low overall level of life satisfaction, the subjective availability of necessary life resources is most pronounced (Average score 2.43, standard deviation 1.19) and the least expressed desire is to change one’s life given the opportunity to live it again ( Average score 1.78, standard deviation 1.7) (Fig. 1). These results may indicate that people with low overall life satisfaction are more likely to be satisfied with what they have (this statement can be made based on the results of the scales “As long as I have everything I need from life” and “Basically my life corresponds to my ideal”, since these scales have the highest indicators for the group), and are also afraid of change, or believe that if they had the opportunity to start over, they could not do it better than what they have at this moment.
A comparative analysis using Diener’s method revealed significantly significant differences in the indicator of overall life satisfaction (-25.81, at the p level
subjective correspondence of life to the ideal (-12.67, at p level
subjective feeling of circumstances as developing well (-14.24, at p level
subjective life satisfaction (-16.85, at p level
subjective availability of necessary life resources (-9.07, at p level
subjective reluctance to start life over and change it (-9.91, at p level
According to the methodology “Scale of satisfaction of basic life needs O.S. Kopina (scale from the PEN method)” the following results were obtained. On the “Satisfaction with life in general” scale (Fig. 2), data were obtained showing that in the group with a high overall level of life satisfaction, this indicator is within the average degree of satisfaction. And, according to the “Satisfaction of basic life needs” scale (Fig. 3), the data obtained indicate that the degree of satisfaction of the basic life needs of the subjects is on the border between the average and high level (41.67, 31-41 - average level; 41+ - high, which indicates a high level of satisfaction of needs and psychological well-being.).
Drawing. Scale “Satisfaction with life in general”
Drawing. Scale “Satisfaction of basic life needs”
For group 1, data were obtained showing that on the scale “Satisfaction with life in general” (Figure 2.) the indicator is within the average degree of satisfaction.
According to the scale “Satisfaction of basic life needs” (Fig. 3), the data obtained indicate that the degree of satisfaction of basic life needs among the subjects is at a low level, this indicates a low level of satisfaction of basic life needs, stress and the need for receiving psychological help.
Having examined the results of both groups, we can proceed to comparing these groups according to the indicators described above.
According to the indicators of E. Dinner’s methodology, statistically significant differences were obtained (reliable significance according to the Student’s t-Criterion at the t level. According to the indicators from the methodology “O.S. Kopina’s Scale of Satisfaction with Basic Life Needs (scale from the PEN methodology)” we can say the following. According to on the “Satisfaction with life in general” scale, the indicators do not have significant differences. However, they do not contradict the results of E. Dinner’s methodology, since the general trend remains. On the “Satisfaction with basic life needs” scale. The results showed a reliably significant difference(t
3.2 Analysis of questionnaire data.
Analysis of the biographical questionnaire data showed the following results;
For group 2, the spheres of family relations (Average rank 5.08), cultural and spiritual development (4.92) and the sphere of professional development (4.88) are assessed as the most subjectively realized (Fig. 4).
For group 1 the results were as follows. The spheres of cultural and spiritual development (average rank 5.62), professional development (5.00) and the sphere of family relationships (4.50) are assessed as the most subjectively realized (Fig. 4).
Drawing. Analysis of parameters of fulfillment in different areas of life.
According to the method of expressiveness of life orientations, for group 2, the following results were obtained; The most pronounced are pragmatic guidelines (11.04 points, standard deviation 4.75, which corresponds to average results), indicators of orientation towards short-term prospects (10.92, standard deviation 5.29) and emotional and moral guidelines (5.46, standard deviation 3 .68) corresponds to a low level of expression (Fig. 5).
High scores on the scale of pragmatic guidelines indicate a practical orientation of the individual, an active desire to rationalize one’s life, and a focus mainly on results, often with a focus on external motivators of achievement.
And high indicators of focus on immediate prospects, indicate that a person is mainly focused on solving immediate problems, directing his activity to solving such age-related problems as the search for love and friendship, a group similar in interests and opportunities to realize his interests.
A low indicator of the intensity of focus on emotional and moral guidelines may indicate the immaturity of the value-semantic sphere and ideological positions of the individual.
For group 2, the results for value orientations are as follows: The most pronounced orientation towards short-term prospects (11.94, which corresponds to the border between the average and low level), low indicators on this scale may indicate blocking of activity in solving these problems, about possible difficulties in socializing a teenager. And also, pragmatic guidelines (10.35, low level), where low indicators in general may indicate difficulties in personal and professional self-determination, insufficient formation or lack of goals and plans for the future, or the irrelevance of these guidelines.
Drawing. Analysis of the Life Orientations Questionnaire
A comparative analysis revealed the presence of statistically significant differences in the parameter of hedonic orientations of the individual (t
3.3 Study of gender identity of adolescents.
An analysis of the indicators of S. Bem’s methodology showed the following results. In the group with a high overall indicator of life satisfaction, the most common indicators of androgynous (46.2%) and masculine (42.3%) psychological gender status are found (Figure 6).
For the group with low overall life satisfaction, the results are as follows; the most common are clearly expressed indicators of feminine (45.1%) psychological gender status (Figure 6).
Psychological gender is a general characteristic of certain psychological character traits of a person. Some traits may be “universal,” or genderless, while others are considered to be specific to a particular gender. Basically, the concept of “psychological gender” has three characteristics - femininity, masculinity and androgyny.
Masculinity implies the presence of qualities traditionally assigned to men, such as independence, assertiveness, dominance, aggressiveness, risk-taking, independence, self-confidence, etc.
Feminine qualities usually include compliance, softness, sensitivity, shyness, tenderness, cordiality, the ability to sympathize, empathize, etc.
Androgyny implies the presence of both feminine and masculine personality traits.
In group 2 (a group with a high overall level of life satisfaction), the largest percentage are people with masculine and androgynous psychological gender, which may indicate that the presence of personality traits in male adolescents that are traditionally adequate for men helps them to live most successfully in society and, accordingly, have a higher level of life satisfaction than subjects from group 1, in whom the feminine psychological gender is most common.
Through comparative analysis, statistically significant differences were obtained in feminine and androgynous identity status (p
Drawing. Data from the method of S. Bem
Data from the results of the Gender Identity Study Methodology (MIGS) showed the following: in group 2, the most pronounced identity status is “Diffuse” (42.3%) and “Premature” (42.3%) (Fig. 7).
In group 1, the results of the technique showed the following; the most pronounced identity status is “Diffuse” (58.8%), (Fig. 7)
Let's expand on the concept of statuses.
Premature identity – has high rates of authoritarianism and low levels of independence. Characteristic of people who have never made independent choices in their lives. The identity of such people is not realized and is rather of an imposed nature.
Diffuse identity is an identity status in which the individual does not have strong goals, values and beliefs. This identity is, in a way, a transitional state from which a person can either move to the “Moratorium” status, and then to a mature identity, or remain at the level of “premature identity.”
Moratorium is a state of identity crisis in which an individual finds himself in search of himself.
Achieved positive identity is an identity status characteristic of a person who has formed a set of personally significant goals, values and beliefs.
Pseudo-positive identity is an identity status characterized by a stable denial of one’s uniqueness or, on the contrary, its ambitious emphasis with the transition to stereotypy. In some cases, pseudo-identity can be interpreted as hyper-identity due to total absorption in status, role or work.
Drawing. These methods for studying gender identity by L.B. Schneider (MIGI)
Comparison of method indicators for groups 1 and 2, using the method of comparative analysis using the Mann-Whitney U test, did not reveal significantly significant differences.
Also, it is worth mentioning the fact that neither representatives of the group with a high overall level of life satisfaction, nor representatives of the group with a low overall level of life satisfaction, have in their ranks people with the identity status “Achieved Positive”.
3.4 Analysis of the obtained relationships between the results obtained.
As part of this thesis, a correlation analysis was carried out regarding groups with high and low subjective degrees of life satisfaction. For clarity, the following diagrams were created.
First, let's look at the group with a high degree of overall life satisfaction, or group 2. Let's start with the parameter of overall life satisfaction. This parameter has a direct relationship with the parameter of the Kopina Scale methodology from the PEN methodology “Satisfaction with life in general”, which, in turn, is associated with the parameter of the life orientation questionnaire “Orientation towards immediate prospects”. Analyzing these connections, we can say that there is a direct positive connection between life satisfaction and focus on solving current problems, mainly related, at a given age, to overcoming age-related crises and self-development. It can also be seen that the parameter of orientations towards immediate prospects has strong positive relationships with the parameters of emotional, moral and pragmatic guidelines. These relationships suggest that the current tasks that our respondents are focused on also have a desire to obtain some benefit from the current situation, to obtain resources for further self-development, but, at the same time, to remain within the framework of moral standards set by society, to remain a member and continue to function normally in society. As can be seen from the diagram, orientation parameters also have positive relationships with gender identity statuses. Pragmatic guidelines are positively related to masculine status, and emotional and moral guidelines are positively related to masculinity and androgyny. (I don’t remember what to write next here.) Don’t write anything yet.
It is worth mentioning the presence of connections between the “Moratorium” identity status and hedonic guidelines, as well as with the parameter of satisfaction of basic life needs. The inverse relationship between this status and the parameter of satisfaction of basic life needs, as well as a direct relationship with hedonic orientations, may indicate that people experiencing an identity crisis are in a state of lack of resources to satisfy their need for self-identification, or they lack resources to reduce the stress of being in a crisis.
Drawing. Data correlation analysis(Group 2)
Now let's turn to group 1. As can be seen from the attached diagram (Fig. 9), the results of the analysis of data from the group with a low overall level of life satisfaction did not reveal any relationships between the parameters of life satisfaction and the parameters of personality orientations. However, in this group, relationships were identified between parameters of life satisfaction and identity statuses. For example, there is a positive relationship between the parameter of overall life satisfaction of the E. Dinner “Life Satisfaction Scale” methodology and the “Diffuse” identity status. Taking into account the psychological characteristics of the diffuse identity status, it can be assumed that respondents included in this group, being in a transitional non-crisis state of identity, have a higher degree of life satisfaction than respondents who are in a crisis identity status “Moratorium”, which we can say about the negative relationship between these parameters. It is also worth mentioning the presence of a positive relationship between the androgynous status of gender identity and the parameter of satisfaction with basic life needs, which, in turn, has a positive relationship with the parameter of satisfaction with life in general. These associations suggest that androgynous gender identity allows respondents to more successfully satisfy their life needs and, therefore, increase their overall level of life satisfaction.
Another group of connections, characteristic of this group, is built around the parameter of orientation towards immediate prospects. This parameter has strong positive relationships with pragmatic and emotional-moral guidelines, as well as simple positive relationships with hedonic guidelines and feminine identity status. Also, the parameter of orientation towards immediate prospects has a negative relationship with masculinity and pseudo-positive identity status.
The connection between the parameter of orientation towards immediate prospects and pragmatic and emotional-moral guidelines may indicate that, when solving current problems, respondents in this group try to do it in the most profitable way possible, while remaining within the framework of social desirability. The connection with hedonic orientations can be interpreted as the desire to obtain the maximum amount of pleasure and/or some benefits in the process of solving current problems.
Comparing the obtained relationships for a group with a high overall level of life satisfaction (group 2) and a group with a low overall level of life satisfaction (group 1), one can notice similarities in the relationships between the indicators of both groups. For example, both groups have similar relationships around the short-term orientation dimension. However, unlike group 2, group 1 does not have relationships between the parameters of orientations and the parameters of life satisfaction. For group 1, the connection data has only identity status parameters. This fact suggests that respondents from group 2 have attitudes aimed at continuous development, which, receiving reinforcement from successfully overcoming current difficulties, have a positive impact on the overall level of life satisfaction. At the same time, in group 1, presumably, a similar mechanism of relationships is absent. Based on this, it can be assumed that respondents from the group with a low overall level of life satisfaction, in order to help overcome the state of low life satisfaction, should be helped in creating and consolidating a positive self-reinforcement mechanism based on a positive perception of the situation of overcoming difficulties associated with solving current problems .
Drawing. Correlation analysis data (Group 1)
conclusions
The results obtained allowed us to draw the following conclusions:
A study of the level of life satisfaction in adolescence and adolescence showed that overall satisfaction with one’s life corresponds to the satisfaction of basic needs.
Despite the differences in the general feeling of satisfaction with one’s life, there were no significant differences between groups of young men with low and high levels of life satisfaction in the degree of fulfillment in different areas of life. Apparently, in adolescence and adolescence, the assessment of overall fulfillment in one or another area of life is not significant for the overall feeling of satisfaction with life. Satisfaction with life may be associated with certain points relating to completely different sides life.
The results of a study of gender identity show that in a group with a high overall level of life satisfaction, masculine and androgynous identities predominate, and in a group with a low overall level of life satisfaction, feminine identities predominate. This allows us, presumably, to conclude that the presence of a gender identity that is traditionally considered adequate allows an individual to more easily adapt to society, solve current problems and demonstrate a higher level of life satisfaction, in contrast to people with a gender self-identification that is traditionally considered inadequate. Thus, the first hypothesis of the study can be considered confirmed.
A study of gender identity statuses has shown that, despite the fact that the formation of gender identity begins in the early periods of human development, it does not end in adolescence and young adulthood. Adolescence and adolescence are characterized by two main statuses: a premature, stable status, obviously accepted and consolidated at an earlier age under the influence of social education; and diffuse, which is an unstable status, but at the same time characterizing the passivity of the individual in the process of self-determination.
An analysis of the relationships between the results of research on gender identity and the degree of life satisfaction revealed the presence of differences between the groups we considered. In the group with a high overall level of life satisfaction, indirect connections were identified between gender identity statuses and the overall level of life satisfaction. These connections were mediated by the orientation of the respondents’ personality towards short-term life prospects and their involvement in the processes of solving current problems and tasks. In the group with a low level of life satisfaction, direct relationships were identified between the level of life satisfaction and the diffuse state of the respondent’s gender identity. Apparently, detachment from solving the problem of self-determination allows them to subjectively feel satisfaction with life. Thus, we can talk about confirmation of the second hypothesis.
It can be assumed that the diffuse status of gender identity has an ambiguous effect on life satisfaction. The lack of activity of the individual in his own self-determination, manifested in a group with a low level of satisfaction with his life, apparently creates a comfort zone, allowing him to be satisfied with what has been achieved.
Conclusion
The study was devoted to the study of the formation of gender identity and life satisfaction in adolescence and youth, as well as to the analysis of the relationships between these parameters.
During the work, it was found that representatives of the sample actually have different subjective levels of life satisfaction, which made it possible to divide the sample into three groups and take the extreme ones in terms of overall life satisfaction. During the analysis of relationships, it was revealed that in a group with a high overall level of life satisfaction, there are indirect positive relationships between the parameters of gender identity, traditionally perceived as adequate, and the parameter of overall life satisfaction. These relationships passed through the parameters of the individual’s orientation towards immediate prospects, emotional and moral guidelines and the pragmatic orientation of the individual. The presence of these connections allowed us to assume that having a traditionally adequate identity, our respondents had fewer difficulties in remaining within the framework of social desirability, solving current problems and tasks characteristic of the stage of development at which they were at the time of participation in the study, which and had an impact on the overall level of life satisfaction. As for the group with a low level of life satisfaction, they did not have these connections, which suggests that an identity that does not correspond to traditionally accepted norms creates obstacles to the successful solution of current tasks, which affects the overall level of life satisfaction.
The results obtained can be used both for further, more complete and in-depth study of this problem, and can be useful in working with adolescents with gender identity disorders and low self-perception of life satisfaction.
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Grebenyuk A.A. Current problems of developmental psychology. Symph.2001.
Anthology of gender studies. Sat./ Comp. and comments. E.I. Gapova and A.G. Usmanova. - Mn.: Propylene, 2000. - 384 p.
Galiakhmetova L. I. Personality psychology
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Karabanova O.A. Age-related psychology. M., 2005.
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Kulikov L.V. Determinants of life satisfaction. St. Petersburg, St. Petersburg University Publishing House, 2000.
Rean A.A. Human psychology from birth to death. St. Petersburg 2002.
Raigorodsky D.Ya. Practical psychodiagnostics. Samara. 2001
Frolov Yu.I. Psychology of teenagers, a textbook. Russian pedagogical agency. M., 1997.
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Schneider L.B. Personal, gender and professional identity: theory and diagnostic methods. M.:2007
Applications
Annex 1
Questionnaire
Your name ____________________________________________________________________
Age (indicate the number of completed years): _____________________________________________________
Your education:
Average (general, complete) (underline)
Specialized secondary
Incomplete higher
Who did you live with most of the time growing up?
With mother and father
Only with mother/only with father (underline)
With grandparents (underline)
Be a leader
Be looked after
Equal Relationships
Be independent
Other (specify yourself).
Do you have any siblings? If so, how many are there?_____________________
In your family by birth order you are:
eldest child middle child youngest child
Which area of life and activity from the list below is most IMPORTANT for you, please rank according to your preference. 8 is the highest score to 1 is the lowest score). Below are areas of life numbered from 1 to 8. POINTS MUST NOT BE REPEATED! IMAGINE YOU ARE GIVING OUT SEATS TO SPHERES. For example, if personal life is in 1st place, then no other area of life can be in this place.
Personal life (love, friendship) _№
_№
Family (relationships with loved ones) _№
Professional Development _№
Cultural, spiritual development _№
_№
_№
Material condition _№
Which area of life and activity from the list below is the most DIFFICULT for you to implement, please rank according to your preference:
Personal life (love, friendship) _№
Relationships with society (communication sphere) _№
Family (relationships with loved ones) _№
Professional Development _№
Cultural, spiritual development _№
Social life, participation in any party, movement, organization _№
Physical health, keeping fit _№
Material condition _№
In which area of life and activity from the list below do you feel MOST FULFILLED, please rank according to your preference:
Personal life (love, friendship) _№
Relationships with society (communication sphere) _№
Family (relationships with loved ones) _№
Professional Development _№
Cultural, spiritual development _№
Social life, participation in any party, movement, organization _№
Physical health, keeping fit _№
Material condition _№
8.What exactly is important At the moment Of your life? From 0 to 4, where 0 means it’s not important to me at all, and 4 means it’s very important to me.
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Health |
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The opportunity to show patriotism, love for one’s country, civic position, love for one’s homeland |
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Understanding the meaning of life and death |
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Family, close people |
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Humanism, significance and value of the human personality |
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Caring for nature, for ecological balance in nature |
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Hobbies, favorite activities |
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Interesting, enjoyable time |
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Love, beloved (beloved) |
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Desire to rest more |
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Freedom of expression |
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Your own opinion and your outlook on life |
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Obtaining new knowledge and information |
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Rational allocation of time |
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Keeping fit, healthy lifestyle |
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Professional career |
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Reflections on life |
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High status, position in society |
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Opportunity to participate in creativity |
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Achievements in different areas of life |
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Life planning |
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Interesting job |
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Religion, spirituality |
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The desire to keep abreast of events in art and cultural life |
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Having good, loyal friends |
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9. Instructions: Please indicate to what extent the proposed questionnaire items are important to you. At the moment life (from 0 to 4, where 0 is not at all important to me, and 4 is very important to me).
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Parameters of life guidelines |
Points |
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Family, close people |
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Having good, loyal friends |
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Obtaining and continuing education |
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Humanism, kind attitude towards all living things, humanity, philanthropy |
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Striving for achievements in different areas of life |
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Achieving high status in society |
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Opportunity to receive money, financial security |
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The desire to plan and build a professional career |
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The desire for external beauty (appearance, fashion, etc.) |
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Striving to stay fit |
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The desire to be aware of cultural life |
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The desire to benefit others and society |
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Caring for nature, protecting the environment |
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Opportunity to participate in creative activities |
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An opportunity to show patriotism and love for your country |
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Opportunity for interesting, pleasant pastime and entertainment |
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Desire to rest more |
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Love, loved one |
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Availability of free time for your personal affairs and activities |
||
|
20 Development of love in teenage And youthful age. At the first stage... very difficult, formed influences of the social environment... life person, gaining feeling identity. ... and incomplete), and the degree satisfaction relationships with parents (Rostovtsev... Mikhail Meerovich Beilkin Sex in cinema and literature AbstractDocumentNo! Satisfied? - A... teenage– early youthful age...sexual identity, ... gender variants of behavior (the game of “father - mother”), finally, about erotic, and later teenage age ... formed ... life in general and in sexual life ... Primary general education program (with changes and additions)Program... ; formation basics of civil identity; ...children's and teenage age. Subject..., children's youth movements, ... by gender signs. ... Level satisfaction educational process... healthy image life. 5. Formation health culture... Basic educational program of basic general education for the period 2013-2017Main educational programFeatures teenage age, success... growth satisfaction students... examples gender ... formation universal educational activities: - formation basics of civil identity...in children's youth organizations and... their life And life others... |
Introduction
What personal characteristics are associated with such an internal picture of the world of the individual and his style, way of life? The answer to this question is more complicated, since different researchers, when describing even similar personality traits, often use different concepts, different dictionary.
The following indicators are usually identified as the basic components of psychological well-being:
Ø positive relationships with others;
Ø self-acceptance (positive assessment of yourself and your life);
Ø autonomy (the ability to follow one's own beliefs);
Ø competence (control over environment, the ability to effectively manage your life);
Ø having goals that give life direction and meaning;
Ø personal growth as a feeling of continuous development and self-realization.
Approximately the same list can be formulated in other concepts, suggesting that psychological well-being is associated with such personal characteristics as self-confidence, adequate self-esteem, a positive outlook on life, goodwill, sociability, and emotional stability.
The concept of “psychological well-being” is closely related to such concepts as mental health and meaningful life. As P.P. writes Fesenko, “Existing research in personality psychology does not give a clear answer to this question,” however, based on his own research, the author argues that the meaningfulness of life and the psychological well-being of an individual directly and significantly correlate with each other. According to his data, “all structural components of psychological well-being directly correlate with the level of meaningfulness in life and life-meaning orientations.”
Issues of psychological well-being were dealt with by N. Bradburn, Waterman, A.A. Kronik. E. Dinera introduced the concept of “subjective well-being” in his works; A. Maslow, C. Rogers G. Allport, K.-G. studied the problem of positive psychological functioning of the individual. Jung, E. Erikson, S. Bühler, B. Newgarten, M. Jahoda, D. Birren, K. Rieff.
Purpose of the study: To study the level of psychological well-being of adolescent children.
Object of study: Adolescent children.
Subject of research: Level of mental well-being of adolescent children.
Research objectives:
Ø Explore the concept of “psychological well-being”;
Ø Consider “youth” as the age of mental development;
Ø Select diagnostic tools and carry out diagnostics;
Ø Analyze the results of a diagnostic study.
Hypothesis: Preschool children have a satisfactory level of psychological well-being.
Course work consists of an introduction, two chapters, chapter-by-chapter conclusions, a conclusion, a list of references consisting of 26 sources, 1 appendix, 1 figure, 10 tables, 3 diagrams. Total volume of work: 68 pages.
CHAPTER I. THEORETICAL FOUNDATIONS OF PSYCHOLOGICAL WELL-BEING IN ADOLESCENCE
1.1 The concept of psychological well-being
The problem of positive psychological functioning began to attract the attention of researchers starting in the mid-20th century. The theoretical basis for understanding the phenomenon of psychological well-being was laid by the research of N. Bradburn, according to whom, to describe this phenomenon it is necessary to operate with signs reflecting the state of happiness or unhappiness, a subjective feeling of general satisfaction or dissatisfaction with life. Bradburn’s views on the nature and structure of personal well-being have received wide recognition in scientific circles, and the “Affect Balance Scale” methodology he developed is still used in studies related to the study of various aspects of psychological well-being. Bradburn studied the relationships that exist between the level of psychological well-being and various social factors.
All approaches to studying the phenomenon of psychological well-being can be divided into several groups.
In the first group we will consider the phenomenon of “psychological well-being” as two main trends: hedonic and eudaimonic.
Hedonic theories include all those teachings where well-being is described mainly in terms of satisfaction - dissatisfaction, built on the balance of positive and negative affects - these are the concepts of N. Bradburn and E. Diener.
N. Bradburn created an idea of the structure (model) of psychological well-being, which, from his point of view, represents the balance achieved by the constant interaction of two types of affect - positive and negative. Events Everyday life, carrying joy or disappointment, reflected in our consciousness, accumulate in the form of a correspondingly colored affect. While the things that upset us and the things we worry about add up to negative affect, the same events in daily life that bring us joy and happiness tend to increase positive affect.
The difference between positive and negative affect is an indicator of psychological well-being and reflects an overall feeling of satisfaction or dissatisfaction with life. E. Diener introduced the concept of “subjective well-being” in his works. Subjective well-being consists of three main components: satisfaction, pleasant emotions and unpleasant emotions, all these three components together form a single indicator of subjective well-being. As the author himself notes, we are talking here about the cognitive (intellectual assessment of satisfaction with various areas of one’s life) and emotional (the presence of a bad or good mood) sides of self-acceptance. Diener believes that most people, one way or another, evaluate what happens to them in terms of “good or bad,” and such an intellectual assessment always has an appropriately colored emotion behind it. Subjective well-being is not intended to simply serve as an indicator of how depressed or anxious a person is, but should demonstrate how one person is happier than another, that is, the author equates subjective well-being with the experience of happiness.
Thus, it can be argued that a person has a high level of subjective well-being if in most cases he experiences satisfaction from life, and only in certain situations does he experience unpleasant feelings.
The eudaimonic understanding of this problem is based on the postulate that personal growth is the main and most necessary aspect of well-being. From the point of view of A.A. Kronika, the relationship of a person to possible ways Finding happiness is also formed by the so-called eudaimonic attitudes: hedonistic, ascetic, active, contemplative. These settings are psychological material, which to a certain extent characterizes where, in what area of objective activity, a person strives to realize himself, as well as how, with the help of what psychological methods he tries to do this.
Here, happiness is understood as a form of experiencing the fullness of being associated with self-realization: “this experience occurs when a person’s motivation for peace turns into an infinitely large value.” The author understands psychological ways of finding happiness as ways for a person to self-regulate his motivation for the world and identifies two forms of such self-regulation: a person’s strengthening of the significance of the world and strengthening of his capabilities. Based on these two forms of self-regulation, four relatively independent principles of self-regulation by a person of his motivation for the world are formed: maximizing utility, minimizing needs, minimizing complexity, maximizing abilities. The second form of psychological well-being should be considered on the basis of studying the problem of positive psychological functioning of the individual (theories of A. Maslow, C. Rogers, G. Allport, C.-G. Jung, E. Erikson, S. Buhler, B. Newgarten, M. Jahoda, D. Birren).
The founder of this approach was K. Rieff. She summarized and identified six main components of psychological well-being: self-acceptance, positive relationships with others, autonomy, environmental management, purpose in life, personal growth.
K. Rieff notes that the identified components of psychological well-being correlate with various structural elements of theories in which one way or another we're talking about about positive personality functioning. For example, “self-acceptance” (as a component of psychological well-being according to K. Rieff) correlates not only with the concepts of “self-esteem” and “self-acceptance” introduced and developed by A. Maslow, K. Rogers, G. Allport and M. Jahoda. . It also includes a person's recognition of his strengths and weaknesses, correlated with the concept of individuation by C. G. Jung, as well as a person's (mostly) positive assessment of his own past, described by E. Erikson as part of the process of ego integration.
The third group includes an understanding of the phenomenon of “psychological well-being” based on the psychophysiological preservation of functions. The core of this group is the belief that genetic factors can also explain individual differences in psychological well-being. R.M. Ryan and E.L. Disi believe that the connection between physical health and psychological well-being is obvious. Illness often causes functional limitations that reduce opportunities for life satisfaction.
R.M. Ryan and K. Frederick identified subjective vitality as an indicator of psychological well-being. They concluded that subjective vitality correlated not only with psychological well-being scales such as Autonomy and Positive Relationships with Others, but also with physical symptoms.
A.V. Voronin considers the space of human existence to be biological space in which man acts as a natural being. The source of the formation of biological space is the preservation of the biological systems of the body, the expression of which is the barrier of mental adaptation. The level of psychological well-being in this case is psychosomatic health as a reflection of the process of interconnection between the mental and somatic spheres.
A.V. Voronina developed a level model of psychological well-being: on different levels spaces of human existence, formed in different types activities, internal intentions are laid (conscious and unconscious resource settings). They develop into qualitative, uniquely hierarchical levels of a person’s psychological well-being: psychosomatic health, social adaptation, mental health and psychological health. The author believes that each next level, formed in the process of development and education, gives a person a new vision of himself, the world and himself in the world and, because of this, new opportunities for the implementation of plans, creative activity, a greater “degree of freedom” to choose paths adequate response.
The fourth group includes the understanding of the phenomenon of “psychological well-being” considered by P.P. Fesenko and T.D. Shevelenkova, as a holistic experience, expressed in a subjective feeling of happiness, satisfaction with oneself and one’s own life, and also associated with basic human values and needs.
Here, psychological well-being is considered as a subjective phenomenon, an experience (similar to the concept of subjective well-being in the works of E. Diener), which directly depends on the system of internal assessments of the bearer of this experience. When developing the concept of psychological well-being, the authors focus on a person’s subjective assessment of himself and his own life, as well as on aspects of the positive functioning of the individual, believing that these two aspects are most successfully synthesized in K. Rieff’s six-component theory of psychological well-being described above.
Based on the theory of K. Rieff (which was formed in line with humanistic psychology), P.P. Fesenko and T.D. Shevelenkov proposed to understand the psychological well-being of an individual as a rather complex person’s experience of satisfaction with his own life, reflecting both actual and potential aspects of an individual’s life. Characterizing a person’s experience of psychological well-being, we note that any experience involves comparing this experience with a norm, standard, ideal, which are present in the consciousness of the experiencing person in the form of a certain version of self-esteem, self-attitude.
2 Youth as an age period of mental development
Adolescence is the period of human life between adolescence and adulthood. Psychologists differ in determining the age limits of adolescence. In Western psychology, the prevailing tradition is to combine adolescence and youth into an age period called the period of growing up, the content of which is the transition from childhood to adulthood, and the boundaries of which can extend from 12 to 14 to 25 years.
In domestic science, youth is defined within the boundaries of 14 - 18 years and is considered as an independent period of human development, his personality and individuality. The age of 15 - 17 years is called early adolescence or the age of early adolescence.
The peculiarities of mental development in early adolescence are largely related to the specifics of the social development situation, the essence of which today is that society sets before the young person an urgent, vital task to accomplish precisely at that very time. professional self-determination, and not only internally in the form of a dream, an intention to become someone in the future, but in terms of a real choice. If earlier this problem was solved mainly by family and school, today parents often find themselves disoriented in the matter of choosing a profession and unauthoritative in the eyes of the child.
A fundamentally important characteristic of the modern situation is noted by B. D. Elkonin, defending the position that the historical period we are experiencing in the development of childhood can be characterized as a crisis; he sees the essence of this crisis in the gap, divergence educational system and maturation systems. Nowhere is this same gap more clearly visible than in early adolescence. Growing up takes place outside the educational system, and education takes place outside the system of growing up. There may be two leading activities. The question of leading activity in early adolescence, which has always been debatable, remains open today.
Choice problem future profession, professional self-determination fundamentally cannot be successfully solved without and beyond the solution of the broader task of personal self-determination, including the construction of a holistic plan for life, self-projection of oneself into the future. L. I. Bozhovich considered looking to the future, building life plans and prospects to be the affective center of a senior schoolchild’s life. She associated the transition from adolescence to early adolescence with a change in attitude towards the future. She argues that a teenager looks at the future from the position of the present, and a boy or girl looks at the present from the position of the future.
The solution of these central tasks for a given age affects the entire process of mental development, including the development of not only the motivational sphere, but also the development of cognitive processes. By the age of fifteen to sixteen, general mental abilities have already been formed, but throughout early adolescence they continue to improve. Boys and girls master complex intellectual operations, enrich their conceptual apparatus, their mental work becomes more stable and effective, approaching in this regard the activities of adults.
A specific feature of age is the rapid development of special abilities, often directly related to the chosen professional field. Differentiation of the orientation of interests makes the structure of the mental activity of a boy or girl much more complex and individual than in more younger ages. In boys, this same process begins earlier and is more pronounced than in girls. Specialization of abilities and interests makes many other individual differences more noticeable.
In early adolescence, the process of developing self-awareness continues. In youth, the discovery of oneself as a unique individual is inextricably linked with the discovery of the social world in which one will exist. The questions addressed to oneself in the process of self-analysis and reflection by a young man, unlike a teenager, are more often of an ideological nature, becoming an element of social, moral or personal self-determination. Many psychologists consider self-determination as the main new formation that sums up early youth. I.V. Dubrovina: “Since we do not share the prevailing opinion that the process of personal development ends in early adolescence, and since, from our point of view, the processes of personal and life self-determination are carried out in subsequent ages, we believe that the main new formation of early adolescence is readiness (ability) for personal and life self-determination."
This idea of the central neoplasm of early adolescence is essentially close to the idea of identity - the concept most often encountered when describing this age by foreign researchers. The famous American psychologist E. Erikson, who coined this concept, understands identity as a person’s identity with himself and integrity. Identity is a feeling of acquisition, adequacy and personal ownership of one’s own Self, regardless of changing situations. E. Erikson associates youth with an identity crisis that “occurs at that time life cycle, when every young person must develop, from the effective elements of childhood and the hopes associated with the foreseeable coming of age, his main prospects and path, that is, a certain working integrity; he must determine the significant similarity between how he expects to see himself and what, according to the evidence of his heightened senses, others expect from him.”
If a young person successfully copes with the task of gaining identity, then he has a sense of who he is, where he is and where he is going. Otherwise, "role confusion" or "identity confusion" occurs. Often, “confused identity” is the result of a difficult childhood or difficult life. Research has shown, for example, that girls who exhibit sexual promiscuity at this age very often have a fragmented idea of their personality and do not correlate their promiscuity with either their intellectual level or their value system. In some cases, boys and girls strive for a “negative identity,” that is, they identify themselves with an image opposite to what their parents and friends would like to see. According to E. Erikson, in the search for one’s own identity, it is better to identify oneself with a hippie, with a juvenile delinquent, and, moreover, with a drug addict, than not to find one’s self, one’s own identity at all.
A feature of youth can be called its closeness to the history of the country, its special consonance with the era. I.V. Dubrovina notes that people, as a rule, retain their love for the rest of their lives for the music that they discovered and fell in love with in their youth, for the style of clothing that dominated then, for the type of female and male beauty that was in price and which was personified in their favorite actresses and actors, finally, to the values and ideals to which they were committed when entering adulthood.
T. Thome proposes to distinguish between two fundamentally different types of development in adolescence: pragmatic and creative. The first is characterized by an orientation towards expediency and avoidance of sources of anxiety, which is subjectively given a primary role. Such development cannot be called truly individual development, because the personality of such young man strives for homeostatic balance.
The second path can be called the path of conscious self-development. The self-determination of a young man is different in that he is already starting to work, implementing these plans, establishing this or that way of life, and beginning to master his chosen profession. In almost every person’s youth, first love and first friendship occur - events and associated experiences that not only remain in a person’s memory, but also influence his entire life.
Youth is a unique period of a person’s entry into the world of culture, when he has not only the intellectual, but also the physical opportunity to read a lot, travel, go to museums, concerts, as if being charged with the energy of culture for the rest of his life. If that same chance is missed in youth, such a fresh, intense and free introduction to culture, not bound by professional, parental or any other needs, is often impossible in the future.
Youth is valued by everyone - this is an age from which it is sad to part with, to which many would like to return, which in this sense, moreover, is dangerously overvalued at the expense of other ages. But this subjective and objective value and significance of youth make it especially important to successfully solve the developmental tasks that are set before a person in early adolescence. Researchers name various tasks, which depends on the general concept of age development shared by one or another author, and on the specific historical conditions of personality development at a given age stage.
Let us highlight the following main developmental tasks in early adolescence:
1. Gaining a sense of personal identity and integrity (identity);
Acquiring psychosexual identity - awareness and self-perception of oneself as a worthy representative of a certain sex, as well as the selection of a future marriage partner;
Professional self-determination - independent and independent determination of life goals and selection of a future profession.
Development of readiness for self-determination in life, which presupposes a sufficient level of development of value concepts, volitional sphere, independence and responsibility. All this allows you to “get involved” in the world of adults.
Conclusions on the first chapter
The concept of “psychological well-being” describes the state and characteristics of a person’s inner world, which determine the experience of well-being, as well as behavior that produces and manifests situational well-being.
Psychological well-being in adolescence directly depends on a person’s successful future, with the emergence of a sense of who he is. Thus, the issue of psychological well-being is very important.
CHAPTER II. EMPIRICAL RESEARCH ON IDENTIFYING THE LEVEL OF PSYCHOLOGICAL WELL-BEING IN ADOLESCENT AGE
The study was conducted in the 10th grade of secondary school No. 117 in Minsk.
Tasks: 1. Select diagnostic tools;
2. Carry out diagnostics;
.Process the results obtained;
4.Prepare research protocols.
In preparation for the study, various techniques were considered:
Ø Test to assess the level of personality conflict V. Ryakhovsky;
Ø Budassi personality self-assessment technique;
To conduct research in 10th grade, the most successful methods (from those listed above) are:
Ø ;
Ø ev
Ø Anxiety scale by A.M. Prikhozhan;
1 Identifying the level of psychological well-being
Method of “self-esteem” Dembo-Rubinstein
To diagnose self-esteem, a personality self-esteem scale developed by A.M. Prikhozhan is used, based on the well-known Dembo-Rubenstein technique.
Material: cards with a scale (Fig. 1.), pens.
Instructions: Any person evaluates his abilities, capabilities, character, etc. The level of development of each quality, side of the human personality can be conventionally depicted by a vertical line, the lowest point of which will symbolize the lowest development, and the top - the highest. They mean:
ØHealth;
Ø Mental capacity;
Ø The ability to do a lot with your own hands (skillful hands);
Ø Self confidence;
Ø Appearance.
Below each line is written what it means. On each line (-), note how you assess the development of this quality, side of your personality at a given moment in time. After this (X), note at what level of development of these qualities you would be satisfied with yourself or feel proud of yourself.
Assignment: Seven lines are shown, each 100 mm long, indicating the top, bottom points and the middle of the scale. At the same time, the upper and lower points are distinguished by noticeable features, the middle - by a barely noticeable point. The technique can be carried out either frontally - with the whole class (or group), or individually. When working frontally, it is necessary to check how each student filled out the first scale. You need to make sure whether the proposed icons are used correctly and answer the questions. After this, the subject works independently. The time allotted for filling out the scale along with reading the instructions is 10-12 minutes.
Processing of results: processing is carried out on six scales (the first, training - “health” - is not taken into account). Each answer is expressed in points. As noted earlier, the dimensions of each scale are 100 mm, according to which the students’ answers receive a quantitative description (for example, 54 mm = 54 points).
For each of the six scales, determine:
a) level of aspirations;
b) the height of self-esteem;
c) the meaning of the discrepancy between the level of aspirations and self-esteem.
Evaluation and interpretation of individual parameters
Level of aspiration
The norm, the realistic level of aspirations, is characterized by a result from 60 to 89 points. The most optimal is a relatively high level - from 75 to 89 points, confirming an optimal understanding of one’s capabilities, which is important factor personal development. A score from 90 to 100 points usually indicates an unrealistic, uncritical attitude of children towards their own capabilities. A score of less than 60 points indicates a low level of aspirations; it is an indicator of unfavorable personality development.
Height of self-esteem
The number of points from 45 to 74 (“average” and “high” self-esteem) certifies realistic (adequate) self-esteem. A score from 75 to 100 and above indicates inflated self-esteem and indicates certain deviations in personality formation. Inflated self-esteem can confirm personal immaturity, the inability to correctly evaluate the results of one’s activities, and compare oneself with others; such self-esteem can indicate significant distortions in the formation of personality - “closedness to experience”, insensitivity to one’s mistakes, failures, comments and assessments of others. A score below 45 indicates low self-esteem (underestimation of oneself) and indicates extreme disadvantage in personal development. These students constitute a “risk group”; as a rule, there are few of them. Low self-esteem can hide two completely different psychological phenomena: genuine self-doubt and “defensive”, when declaring (to oneself) one’s own inability, lack of ability, etc. allows you to make no effort.
Discrepancy between the level of aspirations and self-esteem
a point or more - a sharp gap, that is, a conflict between what a person strives for and what he considers himself to be;
22 is the norm - a person sets goals that can be achieved;
7 or if there is a coincidence - the level of aspirations is not an incentive for development. If the level of aspiration is lower than self-esteem, then “I can, but I don’t want to”
“Study of value orientations” M. Rokeach
To identify the rank structure and the degree of realization of terminal and instrumental values, M Rokichev’s method of “studying value orientations” is used.
In this technique, two classes of values are presented: terminal (goal values) and instrumental (means values). Terminal values - the belief that some ultimate goal of a person’s individual existence (for example, a happy family life, etc.) is worth striving for. Instrumental values are beliefs that some course of action or personality trait (for example, honesty, rationalism, etc.) are preferable for a person in any situation.
Material: tables of terminal and instrumental values (Table 1, Tab 2), pens.
Terminal values
1Active activity2Life wisdom3Health4Interesting work5Beauty of nature and art6Love7Financially secure life8Having good and faithful friends9Social recognition10Knowledge11Productive life12Development13Entertainment14Freedom15Happy family life16Happiness of others17Creativity18Self-confidence
Instrumental values
1 Neatness (cleanliness) 2 Good manners 3 High demands 4 Cheerfulness 5 Execution 6 Independence 7 Intransigence to shortcomings in oneself and in others 8 Education 9 Responsibility 10 Rationalism 11 Self-control 12 Courageous in defending your opinion and views 13 Firm will 14 Tolerance 15 Honesty 16 Sensitivity 17 Broad-mindedness 18 Effect activity in business
Assignment: Each student is given two lists of values, each list containing 18 points (with a brief explanation), and is asked to rank them in an order that is meaningful to him.
Instructions: Here is a list of some goals that people can strive for. Select the most significant goal from them (from your point of view) and in brackets to the left of them put the number 1. Then choose the next most important goal and mark it with the number 2, and so on. The least important one will receive number 18.
Let's also consider the second list lying in front of you, including some positive features manifested in people's behavior. Choose the one that you consider the most valuable under any circumstances, put the number 1 in parentheses to the left of it. Then choose the next most important one and mark it with the number 2, and so on. The least important one will receive number 18.
Processing of results: To obtain group results, for each of the values the arithmetic mean of the rank is calculated based on the data of the entire group. Then the averaged ranks of all values are ranked a second time in ascending order: the values with the lowest average rank are rewritten a second time.
As a result of the procedure, a group hierarchy of value orientations is obtained.
To identify the level of personal anxiety, the “anxiety scale” of A.M. will be used. Parishioners, developed according to the principle of the “Socio-situational anxiety scale” by V. Kandash.
The peculiarity of scales of this type is that in them a person evaluates not the presence or absence of any experiences or symptoms of anxiety, but the situation from the point of view of how much it can cause anxiety. The advantage of scales of this type is, firstly, that they allow us to identify areas of reality, objects that are the main sources of anxiety for a student, and secondly, to a lesser extent than other types of questionnaires, they are dependent on the characteristics of the development of introspection in students .
The technique includes situations of 3 types:
)Situations related to school, communication with the teacher;
2)Situations that update ideas about oneself;
)Communication situations.
Accordingly, the types of anxiety identified using this scale are designated as follows: school, self-esteem, interpersonal. Data on the distribution of scale items are presented in Table 3.
Type of anxiety Scale item number School 14710131619222528 Self-esteem 25811141720232629 Interpersonal 36912151821242730
Material: method form containing instructions and assignments, indicating the surname, name of the student, class, age and date (Table 4.), pens.
Text of the technique1 Answer at the blackboard1 2 3 42Go to the house of strangers1 2 3 43Participate in competitions, competitions, olympiads1 2 3 44Talk with the school principal1 2 3 45Think about your future1 2 3 46The teacher looks in the magazine for who to ask1 2 3 47You are criticized for something reproached1 2 3 48They look at you when you do something1 2 3 49You write a test1 2 3 410After the test, the teacher announces your grades1 2 3 411They don’t pay attention to you1 2 3 412Something doesn’t work out for you1 2 3 413Waiting for your parents from the parent-teacher meeting1 2 3 414You are in danger of failure, failure1 2 3 415You hear laughter behind your back1 2 3 416Taking an exam at school1 2 3 417They are angry with you, it’s not clear why1 2 3 418Speaking in front of a large audience1 2 3 419An important, decisive matter lies ahead1 2 3 420You don’t understand the teacher’s explanations1 2 3 421C They don’t agree with you, they contradict you1 2 3 422Compare themselves with others1 2 3 423Your abilities are being tested1 2 3 424They look at you like you’re small1 2 3 425In class, the teacher unexpectedly asks you a question1 2 3 426They fell silent when you approached1 2 3 427Your work is being evaluated1 2 3 428You think about your affairs1 2 3 429You need to make an important decision1 2 3 430You can’t cope with your homework1 2 3 4
Assignment: Imagine each of the situations read, circle one of the numbers depending on how much it can cause you anxiety, concern, apprehension or fear.
Instructions: Situations that you have often encountered in life will be read to you. Some of them may be unpleasant for you because they cause anxiety, worry, worry or fear. Read each sentence carefully and circle one of the numbers on the reference: 0, 1, 2, 3 or 4, depending on how unpleasant this situation is for you, how much it can cause anxiety, concern, apprehension or fear in you.
Processing of results: The total score is calculated separately for each section of the scale and for the scale as a whole. The results obtained are interpreted as indicators of the levels of the corresponding types of anxiety, the indicator on the entire scale is the general level of anxiety.
Table of standard data allowing to characterize indicators of the level of anxiety (Table 5, Tab. 6).
Anxiety levelClassSchool anxietyGeneral anxietyDMDM1-normal102-141-1317-5410-482-slightly increased1015-2014-1955-7249-673-high1021-2620-2573-9068-864-very high10More than 26More than 25More than 90More e 865 “excessive” calm10 Less than 2--- -------Under 17Under 10
Anxiety levelClassInterpersonal anxietySelf-rated anxietyDMDM1-normal104-193-176-191-172-slightly increased1020-2618-2520-2618-263-high1027-3326-3227-3227-344-very high10More than 34More than 32More than 33 More than 345 “excessive” calm 10 Less than 4 Less than 3 Less than 6- -------
2.2 Analysis of the obtained data
Method of “self-esteem” Dembo-Rubinstein
The study was conducted in a calm environment. The time to complete was 15 minutes.
During processing, indicators of the level of self-esteem were taken into account.
Analyzes of the results are presented in Table 7 and Diagram 1.
Full name IIIIIIVVVIVII ClaimSelf-esteemLevel of self-esteemZhenya K.85729910010010055692InflatedOlya M.769485981009654992InflatedOleg B.73787280777745776HighRoman Zh.5859687786924 4073HighBoris K.45235238672525042LowedAnatoly G.58488919921532154MediumAnna M.787898888310052588HighLisa D.76667980727945275HighMarina S.75837898968 251285 Inflated Katya M. 88908991939354491 Inflated Violetta P. 979896931009658097 Inflated Semyon D. 40365438265925342 Understated Maria G. 48443957697032755 Average Sergey V. 9398849 8899655593InflatedKonstantin P. 505098958510047880 Inflated Zhenya M. 85729910010010055692 Inflated Oleg M. 769485981009654992 Inflated Olya B. 73787280777745776 High Roman Zh. 58596877869244073 HighGrigory K.95759998879955392InflatedMaxim G.58488919921532154MediumAnna M.787898888310052588InflatedLinda D.76667980727945275HighKarina S.758378989682512 85 Inflated Sasha M. 88908991939354491 Inflated Yesenia P. 979896931009658097 Inflated Angelina D. 90679474999953387 Inflated Snezhana G. 48443957697032755 Average Pavel V. 93988498899 655593InflatedKonstantin E.505098958510047880Inflated
Diagram 1.
Based on the results of this technique, we can conclude that 18 people have high self-esteem, which is 60%, 6 people have high self-esteem (20%), 4 people have average (13.4%), 2 people have low self-esteem (6.6%) .
“Study of value orientations” M. Rokeach
The study was conducted in a calm environment. The time to complete was 25 minutes.
Protocols for carrying out the methodology (Appendix 1).
Analyzes of the results (terminal values) are presented in Table 8., Diagram 2.
Full name 123456789101112131415161718 Zhenya K.910181811133261671554141712Olya M.817196751015314161121241813Oleg B.134112915103121161467171 885Roman Zh.110121113398144152161875196Boris K.510121113217154614316781819Anatoly G.678102149134111815512316171Anna M.5101211132171546143167 81819Liza D.910181811133261671554141712Marina S.817196751015314161121241813Katya M.134112915103121161467171885Violetta P.11012111339814415216 1875196Semyon D.141153132510167891112618417Maria G.678102149134111815512316171Sergey V.937178116610141521811412513Kostya P .910181811133261671554141712Zhenya M.817196751015314161121241813Oleg M.134112915103121161467171885Olya B.110121113398144152161875196Ro man Zh.141153132121016785119618417Grigory K.678102149134111815512316171Maxim G.510121113217154614316781819Anna M.91018181113326167155414171 2Linda D.817196751015314161121241813Karina S.134112915103121161467171885Sasha M.110121113398144152161875196Esenia P.141153132410167851112618 917Angelina D.678102149134111815512316171Snezhana G.510121113217154614316781819Pavel V.134112915103121161467171885Kostya E.1101211133981441521618 75196Avg. value8,28,48,510,810,47,710,28,69,65,414,78,811,69,18,312,912,38,7Place 356141321271111891510417168
Analyzes of the results (instrumental values) are presented in Table 9., Diagram 2.
Full name 123456789101112131415161718 Zhenya K.910181811133261671554141712 Olya M.817196751015314161121241813Oleg B.841817719316145121015211 136Roman Zh.152816117714491251831113610Boris K.147155481610631791121218113Anatol. G.114121065131821737141815169Anna M.510121113217154614316781819Liza D.910181811133261671554141712Marina S.115143101721171241689651813Ka cha M.618317115741314162101181295Violet.P.110124117141381595218161736Semyon D.218416715631498510113111217Maria G.6781021491341118155123161 71Sergey V.937178116610141521811412513Kostya P.817196751015314161121241813Zhenya M.911881031117216121346141557Oleg M.11514313216184126115171 0798 Olya B.110121113398144152161875196Roman Zh.141153132121016785119618417Grig. K.678102149134111815512316171Maxim G.147155481610631791121218113Anna M.114121065131821737141815169Linda D.817196751015314161121241813 Karina S.127811115391061813214416517Sasha M.817196751015314161121241813Esenia P.141153132410167851112618917Angel.D.67810214913411181551231617 1Snow. G.510121113217154614316781819Pavel V.134112915103121161467171885Kostya E.110121113398144152161875196Avg. value7,87,29,38,88,481010,28,78,612,69,110,68,18,512,511,29,8Rank211195313148718101546171612
As a result of the study, in a group (30 people), to identify the rank structure of the degree of realization of terminal and instrumental values, in the group hierarchy of values (terminal) the first positions are occupied by: 1 - Cognition; 2 - Love; 3 - Active active life, the last positions are occupied by: 16 - Creativity; 17 - The happiness of others; 18 - productive life, (instrumental) the first positions are occupied by: 1 - Good manners; 2 - Accuracy; 3 - Independence, last positions are occupied by: 16 - Open-mindedness; 17 - Sensitivity; 18 - Self-control.
“Anxiety Scale” by A.M. Prikhozhan
The study was conducted in a calm environment. The time to complete was 20 minutes.
Protocols for carrying out the methodology (Appendix 1).
As a result of the survey, interpretation of the data as indicators of the levels of the corresponding types of anxiety, according to the anxiety scale of A.M. Parishioners, the data obtained were characterized as follows: (analysis of the results are presented in Table 10. and Diagram 3.)
Full name School anxiety Self-esteem anxiety Interpersonal anxiety General anxiety Zhenya K. 1121 Olya M. 2322 Oleg B. 3222 Roman Zh. 1151 Boris K. 3332 Anatoly G. 2154 Anna M. 1111 Liza D. 4423 Marina S. 2213 Katya M. 1111 Violetta P. 2321 S Emen D.5515Maria G.1151Sergey V.3332Konstantin P.2154Zhenya M.1111Oleg M.4423Olya B.1212Roman Zh.2213Grigory K.1111Maxim G.2321Anna M.5515Linda D.1151Karina S.3332Sasha M.2154Yesenia P.1111Angelina D.4423Snezhana G. 1212Pavel V.2213Konstantin E. 2521Wed. value2,12,32,32,2
Indicator Level of anxiety 1 Normal 2 Slightly increased 3 High 4 Very high 5 “Excessive” calm
Conclusions on the second chapter
In the second chapter, we selected diagnostic techniques, carried out diagnostics, and processed the results. To conduct the study in 10th grade, the following methods were chosen:
Ø Method of “self-assessment” Dembo-Rubinstein;
Conclusion
The problem of positive psychological functioning began to attract the attention of researchers starting in the mid-20th century. All approaches to studying the phenomenon of psychological well-being are divided into several groups.
The concept of “psychological well-being” describes the state and characteristics of a person’s inner world, which determine the experience of well-being, as well as behavior that produces and manifests situational well-being.
Adolescence is the period of human life between adolescence and adulthood. Features of mental development in early adolescence are largely related to the specifics of the social situation of development, the essence of which today is that society sets before a young person the urgent, vital task of realizing professional self-determination at that very time, and not only in the internal in terms of a dream, an intention to become someone in the future, but in terms of a real choice.
To diagnose the level of mental well-being, the following methods were used:
Ø Method of “self-assessment” Dembo-Rubinstein;
Ø “Study of value orientations” M. Rokichev;
Ø Anxiety scale by A.M. Prikhozhan.
Based on the results of the methods, we can conclude that the subjects have a satisfactory level of psychological well-being.
In educational activities, the teacher should pay attention to a group of children with a high level of self-esteem and a group of children with a low level of self-esteem.
When organizing extracurricular activities include students in group work;
Ø Learn to listen to others;
Ø Foster a sense of empathy;
Ø When evaluating work, show both positive and negative points;
Ø Give reasons for your assessments.
Ø Do not place excessive demands on your child;
Ø Do not use words that degrade a person’s dignity, i.e. evaluate the result of an activity, not the personality;
Ø Involve students in team work;
Ø When organizing extracurricular activities, assign students to responsible positions;
Ø Offer creative tasks in educational activities.
Also, in educational activities, the teacher should pay attention to a group of children with high and low levels of anxiety.
The topic of this work remains relevant.
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Application
Annex 1
FULL NAME. Zhenya K. Class 10
FULL NAME. Olya M. Class 10
Text of the method 1 Answer at the blackboard 116 Take an exam at school 12 Go to the house of strangers 217 They are angry with you, it’s not clear why 23 Participate in competitions, contests, olympiads 2 18 Speak in front of a large audience 34 Talk with the school director 219 An important, decisive matter is ahead 25 Think about your future 320 You don’t understand the teacher’s explanations 36 The teacher looks at the magazine who to ask 121 They don’t agree with you , contradict you27 They criticize you, reproach you for something222 Compare yourself with others48 They look at you when you do something523 Your abilities are tested59 You write a test524 They look at you like you’re little310After the test, the teacher calls out your grades525In class, the teacher unexpectedly asks you a question211They don’t pay attention to you226They fell silent when you approached312U something is not working out for you327Your work is being evaluated213Waiting for your parents from the parent-teacher meeting128Thinking about your own affairs114You are in danger of failure, failure429You need to make an important decision215You hear laughter behind your back230You cannot cope with your homework1
FULL NAME. Oleg B. Class 10
p/pTerminal valuesp/pInstrumental values1Active activity131Neatness (cleanliness)82Life wisdom42Good manners43Health113High demands184Interesting work24Cheerfulness175Beauty of nature and art95Executiveness76Love156Independence17Financially secure life107Intransigence to shortcomings in yourself and in others98Having good and loyal friends38Education39Social recognition129Responsibility1610Knowledge110Rationalism1411Productive life1611Self-control512Development1412Courage in defending your opinions and views1213Entertainment613Solid will1014Freedom714Tolerance1515Happy family life17 15 Honesty 216 Happiness of others 1816 Sensitivity 1117 Creativity 817 Open-mindedness 1318 Self-confidence 518 Efficiency in business 6
Text of the method 1 Answer at the blackboard 116 Take an exam at school 22 Go to the house of strangers 217 They are angry with you, it’s not clear why 33 Participate in competitions, contests, olympiads 2 18 Speak in front of a large audience 14 Talk with the school director 319 An important, decisive matter is ahead 25 Think about your future 220 You don’t understand the teacher’s explanations 36 The teacher looks at the magazine who to ask 121 They don’t agree with you , contradict you47 They criticize you, reproach you for something322 Compare yourself with others28 They look at you when you do something423 Your abilities are tested19 You write a test324 They look at you like you’re little310After the test, the teacher calls out your grades125In class, the teacher unexpectedly asks you a question211They don’t pay attention to you326They fell silent when you approached312U something is not working out for you227Your work is being evaluated213Waiting for your parents from the parent-teacher meeting228Thinking about your own affairs314You are in danger of failure, failure129You need to make an important decision215You hear laughter behind your back230You cannot cope with your homework1
FULL NAME. Roman J. Class 10
n/p Terminal values n/p Instrumental values 1 Active work 11 Neatness (cleanliness) 152 Life wisdom 102 Good manners 23 Health 123 High demands 84 Interesting work 114 Cheerfulness 165 Beauty of nature and art 135 Execution 16 Love 36 Independence 177 Financially secure life 97 Intransigence to shortcomings in yourself and in others78 Having good and loyal friends88 Education149 Social recognition149 Responsibility410 Knowledge410 Rationalism911 Productive life1511 Self-control1212 Development212 Courageous in defending your opinions and views513 Entertainment1613 Firm will1814 Freedom1814 Tolerance315 Happy family life71 5 Honesty 1116 Happiness of others 516 Sensitivity 1317 Creativity 1917 Open-mindedness 618 Self-confidence 618 Efficiency in business 10
Text of the method 1 Answer at the blackboard 116 Take an exam at school 22 Go to the house of strangers 217 They are angry with you, it’s not clear why 33 Participate in competitions, contests, olympiads 2 18 Speak in front of a large audience 14 Talk with the school director 319 An important, decisive matter is ahead 25 Think about your future 220 You don’t understand the teacher’s explanations 36 The teacher looks at the magazine who to ask 321 They don’t agree with you , contradict you57They criticize you, reproach you for something222Compare yourself with others38They look at you when you do something123Your abilities are tested29You write a test424They look at you like you’re small310After the test, the teacher calls out your grades125During the lesson, the teacher unexpectedly asks you a question211They don’t pay attention to you226They fell silent when you approached312U something is not working out for you327Your work is being evaluated213Waiting for your parents from the parent-teacher meeting528Thinking about your own affairs314You are in danger of failure, failure529You need to make an important decision215You hear laughter behind your back530You cannot cope with your homework1
FULL NAME. Boris K. Class 10
Text of the method 1 Answer at the blackboard 116 Take an exam at school 22 Go to the house of strangers 217 They are angry with you, it’s not clear why 33 Participate in competitions, contests, olympiads 3 18 Speak in front of a large audience 24 Talk with the school principal 219 An important, decisive matter is ahead 25 Think about your future 520 You don’t understand the teacher’s explanations 36 The teacher looks at the magazine who to ask 221 They don’t agree with you , contradict you47 They criticize you, reproach you for something222 Compare yourself with others18 They look at you when you do something323 Your abilities are tested29 You write a test124 They look at you like you’re small510After the test, the teacher calls out your grades225In class, the teacher unexpectedly asks you a question211They don’t pay attention to you326They fell silent when you approached212U something is not working out for you127Your work is being evaluated213Waiting for your parents from the parent-teacher meeting228Thinking about your own affairs314You are in danger of failure, failure429You need to make an important decision215You hear laughter behind your back230You cannot cope with your homework1
FULL NAME. Anatoly G. Class 10
p/pTerminal valuesp/pInstrumental values1Active activity61Neatness (cleanliness)112Life wisdom72Good manners43Health83High demands124Interesting work104Cheerfulness105Beauty of nature and art25Executiveness66Love146Independence57Financially secure life97Intransigence towards shortcomings in oneself and in others138Having good and loyal friends138Education189Public recognition49Responsibility210Knowledge1110Rationalism1711Productive life1811Self-control312Development1512Courageous in defending your opinions and views713Entertainment513Firm will1414Freedom1214Tolerance115Happy family life31 5 Honesty 816 Happiness of others 1616 Sensitivity 1517 Creativity 1717 Open-mindedness 1618 Self-confidence 118 Efficiency in business 9
Text of the methodology1 Answer at the blackboard116 Take an exam at school12 Go to the house of strangers217 They are angry with you, it’s not clear why23 Participate in competitions, competitions, olympiads3 18 Speak in front of a large audience24 Talk with the school director419 An important, decisive matter is ahead25 Think about your future520 You don’t understand the teacher’s explanations36 The teacher looks at the magazine who to ask121 They don’t agree with you , contradict you47 They criticize you, reproach you for something222 Compare yourself with others28 They look at you when you do something123 Your abilities are tested19 You write a test224 They look at you like you’re small210After the test, the teacher calls out your grades325In class, the teacher unexpectedly asks you a question311They don’t pay attention to you426They fell silent when you approached412U something is not working out for you227Your work is being evaluated213You are waiting for your parents from the parent-teacher meeting128You are thinking about your own affairs114You are in danger of failure, failure329You need to make an important decision315You hear laughter behind your back230You cannot cope with your homework2
FULL NAME. Anna M. Class 10
Text of the method 1 Answer at the blackboard 116 Take an exam at school 12 Go to a stranger’s house 217 People are angry with you, it’s not clear why 23 Participate in competitions, competitions, olympiads 5 18 Speak in front of a large audience 44 Talk with the school principal 319 An important, decisive matter is ahead 35 Think about your future 220 You don’t understand the teacher’s explanations 26 The teacher looks at the magazine who to ask 121 They don’t agree with you , contradict you57They criticize you, reproach you for something222Compare yourself with others28They look at you when you do something323Your abilities are tested39You write a test524They look at you like you’re small110After the test, the teacher calls out your grades125In class, the teacher unexpectedly asks you a question211They don’t pay attention to you226They fell silent when you approached312U something is not working out for you427Your work is being evaluated113You are waiting for your parents from the parent-teacher meeting128You are thinking about your own affairs214You are in danger of failure, failure229You need to make an important decision315You hear laughter behind your back330You cannot cope with your homework2 mental development self-realization well-being
FULL NAME. Lisa D. Class 10
n/p Terminal values n/p Instrumental values 1 Active activity 91 Neatness (cleanliness) 92 Life wisdom 102 Good manners 103 Health 13 High demands 14 Interesting work 84 Cheerfulness 85 Beauty of nature and art 185 Execution 186 Love 116 Independence 117 Financially secure life 137 Intransigence to shortcomings in yourself and in others138Having good and loyal friends38Education39Social recognition29Responsibility210Knowledge610Rationalism611Productive life1611Self-control1612Development712Courageous in defending your opinions and views713Entertainment1513Firm will1514Freedom514Tolerance515Happy family life415H authenticity 416 Happiness of others 1416 Sensitivity 1417 Creativity 1717 Open-mindedness 1718 Self-confidence 1218 Efficiency in business 12
Text of the method 1 Answer at the blackboard 116 Take an exam at school 12 Go to the house of strangers 217 They are angry with you, it’s not clear why 23 Participate in competitions, competitions, olympiads 3 18 Speak in front of a large audience 24 Talk with the school principal 219 An important, decisive matter is ahead 45 Think about your future 220 You don’t understand the teacher’s explanations 56 The teacher looks at the magazine to see who to ask 321 They don’t agree with you , contradict you 27 You are criticized, reproached for something 122 Compare yourself with others 28 They look at you when you do something 423 Your abilities are tested 29 You write a test 224 They look at you like you’re little 210 After the test, the teacher calls out your grades 325 During the lesson, the teacher unexpectedly asks you a question 311 They don’t pay attention to you 126 They fell silent when you approached 112 U something is not working out for you227Your work is being evaluated213Waiting for your parents from the parent-teacher meeting328Thinking about your own affairs114You are in danger of failure, failure129You need to make an important decision515You hear laughter behind your back330You cannot cope with your homework5
FULL NAME. Marina S. Class 10
p/pTerminal valuesp/pInstrumental values1Active activity81Neatness (cleanliness)12Life wisdom172Good manners153Health13High demands144Interesting work94Cheerfulness35Beauty of nature and art65Executiveness106Love76Independence177Financially secure life57Intransigence towards shortcomings in oneself and in others 28 Having good and loyal friends 108 Education 119 Social recognition 159 Responsibility 710 Knowledge 310 Rationalism 1211 Productive life 1411 Self-control 412 Development 1612 Courageous in defending your opinions and views 1613 Entertainment 1113 Firm will 814 Freedom 214 Tolerance 915 Happy family life 121 5 Honesty 616 Happiness of others 416 Sensitivity 517 Creativity 1817 Open-mindedness 1818 Self-confidence 1318 Efficiency in business 13
Text of the method 1 Answer at the blackboard 116 Take an exam at school 2 Go to the house of strangers 217 They are angry with you, it’s not clear why 13 Participate in competitions, competitions, olympiads 3 18 Speak in front of a large audience 24 Talk with the school director 219 An important, decisive matter is ahead 35 Think about your future 320 You don’t understand the teacher’s explanations 26 The teacher looks at the magazine who to ask 321 They don’t agree with you , contradict you 27 You are criticized, reproached for something 322 Compare yourself with others 28 They look at you when you do something 323 Your abilities are tested 39 You write a test 324 They look at you like you’re little 410 After the test, the teacher calls out your grades 225 During the lesson, the teacher unexpectedly asks you a question 111 They don’t pay attention to you 126 They fell silent when you approached 112 U something is not working out for you227Your work is being evaluated113You are waiting for your parents from the parent-teacher meeting328You are thinking about your own affairs514You are in danger of failure, failure229You need to make an important decision515You hear laughter behind your back130You cannot cope with your homework5
FULL NAME. Katya M. Class 10
n/p Terminal values n/p Instrumental values 1 Active work 131 Neatness (cleanliness) 62 Life wisdom 42 Good manners 183 Health 113 High demands 34 Interesting work 24 Cheerfulness 175 Beauty of nature and art 95 Execution 16 Love 156 Independence 157 Financially secure life 107 Intransigence to shortcomings in yourself and in others78Having good and loyal friends38Education49Social recognition129Responsibility1310Knowledge110Rationalism1411Productive life1611Self-control1612Development1412Courageous in defending your opinions and views213Entertainment613Firm will1014Freedom714Tolerance1115Happy family life1 715 Honesty 816 Happiness of others 1816 Sensitivity 1217 Creativity 817 Open-mindedness 918 Self-confidence 518 Efficiency in business 5
Text of the method 1 Answer at the blackboard 116 Take an exam at school 12 Go to a stranger’s house 217 People are angry with you, it’s not clear why 23 Participate in competitions, competitions, olympiads 3 18 Speak in front of a large audience 34 Talk with the school principal 219 An important, decisive matter is ahead 25 Think about your future 320 You don’t understand the teacher’s explanations 26 The teacher looks at the magazine to see who to ask 221 They don’t agree with you , contradict you 27 You are criticized, reproached for something 222 Compare yourself with others 18 They look at you when you do something 223 Your abilities are tested 39 You write a test 124 They look at you like you’re little 210 After the test, the teacher calls out your grades 425 During the lesson, the teacher unexpectedly asks you a question 411 They don’t pay attention to you 526 They fell silent when you approached 212 U something is not working out for you527Your work is being evaluated113Waiting for your parents from the parent-teacher meeting228Thinking about your own affairs514You are in danger of failure, failure329You need to make an important decision515You hear laughter behind your back230You cannot cope with your homework2
FULL NAME. Violetta P. Class 10
n/p Terminal values n/p Instrumental values 1 Active work 11 Neatness (cleanliness) 12 Life wisdom 102 Good manners 103 Health 123 High demands 124 Interesting work 114 Cheerfulness 45 Beauty of nature and art 135 Execution 116 Love 36 Independence 77 Financially secure life 97 Intransigence to shortcomings in yourself and in others148Having good and loyal friends88Education139Social recognition149Responsibility810Knowledge410Rationalism1511Productive life1511Self-control912Development212Courageous in defending your opinions and views513Entertainment1613Firm will214Freedom1814Tolerance1815Happy family life7 15 Honesty 1616 Happiness of others 516 Sensitivity 1717 Creativity 1917 Open-mindedness 318 Self-confidence 618 Efficiency in business 6
Text of the method 1 Answer at the blackboard 116 Take an exam at school 52 Go to the house of strangers 217 They are angry with you, it’s not clear why 53 Participate in competitions, contests, olympiads 3 218 Speak in front of a large audience 54 Talk with the school director 319 An important, decisive matter is ahead 55 Think about your future 220 You don’t understand the teacher’s explanations 16 The teacher looks at the magazine who to ask 321 They don’t agree with you , contradict you17 They criticize you, reproach you for something222 Compare yourself with others28 They look at you when you do something223 Your abilities are tested39 You write a test224 They look at you like you’re small210After the test, the teacher calls out your grades225In class, the teacher unexpectedly asks you a question311They don’t pay attention to you326They fell silent when you approached212U something is not working out for you127Your work is being evaluated113Waiting for your parents from the parent-teacher meeting428Thinking about your own affairs414You are in danger of failure, failure529You need to make an important decision415You hear laughter behind your back530You cannot cope with your homework5
FULL NAME. Semyon D. Class 10
p/pTerminal valuesp/pInstrumental values1Active activity141Neatness (cleanliness)22Life wisdom12Good manners183Health153High demands44Interesting work34Cheerfulness165Beauty of nature and art135Executiveness76Love26Independence157Financially secure life57Intransigence to shortcomings in yourself and in others68Having good and loyal friends108Education39Social recognition169Responsibility1410Knowledge710Rationalism911Productive life811Self-control812Development912Courageous in defending your opinions and views513Entertainment1113Firm will1014Freedom1214Tolerance115Happy family life615H authenticity 1316 Happiness of others 1816 Sensitivity 1117 Creativity 417 Open-mindedness 1218 Self-confidence 1718 Efficiency in business 17
Text of the method 1 Answer at the blackboard 216 Take an exam at school 52 Go to a stranger’s house 117 People are angry with you, it’s not clear why 23 Participate in competitions, competitions, olympiads 2 18 Speak in front of a large audience 14 Talk with the school principal 219 An important, decisive matter lies ahead 35 Think about your future 320 You don’t understand the teacher’s explanations 26 The teacher looks at who to ask from the magazine 221 They don’t agree with you , contradict you17 They criticize you, reproach you for something522 Compare yourself with others28 They look at you when you do something223 Your abilities are tested39 You write a test124 They look at you like you’re small410After the test, the teacher calls out your grades425In class, the teacher unexpectedly asks you a question211They don’t pay attention to you126They fell silent when you approached112U something is not working out for you327Your work is being evaluated213Waiting for your parents from the parent-teacher meeting228Thinking about your own affairs314You are in danger of failure, failure329You need to make an important decision215You hear laughter behind your back130You cannot cope with your homework2
FULL NAME. Maria G. Class 10
Text of the methodology1 Answer at the blackboard116 Take an exam at school2 Go to the house of strangers117 They are angry with you, it’s not clear why13 Participate in competitions, contests, olympiads2 18 Speak in front of a large audience24 Talk with the school director519 An important, decisive matter is coming up35 Think about your future220 You don’t understand the teacher’s explanations56 The teacher looks at the magazine who to ask321 They don’t agree with you , contradict you 27 You are criticized, reproached for something 222 Compare yourself with others 28 They look at you when you do something 123 Your abilities are tested 59 You write a test 424 They look at you like you’re little 210 After the test, the teacher calls out your grades 225 During the lesson, the teacher unexpectedly asks you a question 111 They don’t pay attention to you 326 They fell silent when you approached 412 U something is not working out for you227Your work is being evaluated113You are waiting for your parents from the parent-teacher meeting128You are thinking about your own affairs114You are in danger of failure, failure229You need to make an important decision215You hear laughter behind your back530You cannot cope with your homework3
FULL NAME. Sergey V. Class 10
n/p Terminal values n/p Instrumental values 1 Active activity 91 Neatness (cleanliness) 92 Life wisdom 32 Good manners 33 Health 73 High demands 74 Interesting work 174 Cheerfulness 175 Beauty of nature and art 85 Performance 86 Love 16 Independence 17 Financially secure life 167 Intransigence towards shortcomings in oneself and in others168Having good and loyal friends68Education69Public recognition109Responsibility1010Knowledge1410Rationalism1411Productive life1511Self-control1512Development212Courageous in defending your opinions and views213Entertainment1813Firm will1814Freedom1114Tolerance1115Happy family life41 5 Honesty 416 Happiness of others 1216 Sensitivity 1217 Creativity 517 Open-mindedness 518 Self-confidence 1318 Efficiency in business 13
Text of the method 1 Answer at the blackboard 116 Take an exam at school 22 Go to the house of strangers 217 They are angry with you, it’s not clear why 33 Participate in competitions, competitions, olympiads 3 18 Speak in front of a large audience 24 Talk with the school director 319 An important, decisive matter lies ahead 15 Think about your future 220 You don’t understand the teacher’s explanations 46 The teacher looks at the magazine who to ask 221 They don’t agree with you , contradict you47 They criticize you, reproach you for something522 Compare yourself with others18 They look at you when you do something223 Your abilities are tested29 You write a test124 They look at you like you’re small510After the test, the teacher calls out your grades425In class, the teacher unexpectedly asks you a question211They don’t pay attention to you426They fell silent when you approached212U something is not working out for you127Your work is being evaluated313You are waiting for your parents from the parent-teacher meeting228You are thinking about your own affairs214You are in danger of failure, failure329You need to make an important decision215You hear laughter behind your back230You cannot cope with your homework3
FULL NAME. Konstantin P. Class 10
n/p Terminal values n/p Instrumental values 1 Active activity 91 Neatness (cleanliness) 82 Life wisdom 102 Good manners 173 Health 13 High demands 14 Interesting work 84 Cheerfulness 95 Beauty of nature and art 185 Execution 66 Love 116 Independence 77 Financially secure life 137 Intransigence towards shortcomings in oneself and in others 58 Having good and loyal friends 38 Education 109 Social recognition 29 Responsibility 1510 Knowledge 610 Rationalism 311 Productive life 1611 Self-control 1412 Development 712 Courageous in defending your opinions and views 1613 Entertainment 1513 Firm will 1114 Freedom 514 Tolerance 215 Happy family life 415 H authenticity1216Happiness of others1416Sensitivity417Creativity1717Broad-mindedness1818Self-confidence1218Efficiency in business13
Text of the method 1 Answer at the blackboard 116 Take an exam at school 12 Go to a stranger’s house 217 People are angry with you, it’s not clear why 23 Participate in competitions, competitions, olympiads 3 18 Speak in front of a large audience 34 Talk with the school principal 219 An important, decisive matter is ahead 25 Think about your future 220 You don’t understand the teacher’s explanations 26 The teacher looks at the magazine to see who to ask 321 They don’t agree with you , contradict you17 They criticize you, reproach you for something222 Compare yourself with others48 They look at you when you do something223 Your abilities are tested19 You write a test524 They look at you like you’re little210After the test, the teacher calls out your grades225In class, the teacher unexpectedly asks you a question311They don’t pay attention to you126They fell silent when you approached212U something is not working out for you227Your work is being evaluated213You are waiting for your parents from the parent-teacher meeting328You are thinking about your own affairs214You are in danger of failure, failure229You need to make an important decision315You hear laughter behind your back130You cannot cope with your homework2
FULL NAME. Zhenya M. Class 10
Mental abilitiesCharacterAuthoritySkillful handsAppearanceSelf-confidence857299100100100p/pTerminal valuesp/pInstrumental values1Active activity81Neatness (cleanliness)92Life wisdom172Good manners13Health13High demands184Interesting work94Cheerfulness85Beauty of nature and arts65 Performance 106 Love 76 Independence 37 Financially secure life 57 Intransigence to shortcomings in oneself and others 118 Having good and loyal friends 108 Education 179 Social recognition 159 Responsibility 210 Knowledge 310 Rationalism 1611 Productive life 1411 Self-control 1212 Development 1612 Courageous in defending one’s opinions and views 131 3 Fun 1113 Strong will 414 Freedom 214 Tolerance 615 Happy family life 1215 Honesty 1416 Happiness of others 416 Sensitivity 1517 Creativity 1817 Open-mindedness 518 Self-confidence 1318 Efficiency in business7
Text of the method 1 Answer at the blackboard 116 Take an exam at school 12 Go to the house of strangers 217 They are angry with you, it’s not clear why 13 Participate in competitions, competitions, olympiads 3 18 Speak in front of a large audience 24 Talk with the school director 219 An important, decisive matter is ahead 35 Think about your future 120 You don’t understand the teacher’s explanations 26 The teacher looks at the magazine who to ask 221 They don’t agree with you , contradict you57They criticize you, reproach you for something322Compare yourself with others58They look at you when you do something223Your abilities are tested59You write a test424They look at you like you’re small210After the test, the teacher calls out your grades125During the lesson, the teacher unexpectedly asks you a question311They don’t pay attention to you226They fell silent when you approached212U something is not working out for you327Your work is being evaluated113You are waiting for your parents from the parent-teacher meeting228You are thinking about your own affairs214You are in danger of failure, failure129You need to make an important decision315You hear laughter behind your back230You cannot cope with your homework2
FULL NAME. Oleg M. Class 10
p/pTerminal valuesp/pInstrumental values1Active activity131Neatness (cleanliness)12Life wisdom42Good manners153Health113High demands144Interesting work24Cheerfulness35Beauty of nature and art95Executiveness136Love156Independence27Financially secure life107Intransigence to shortcomings in yourself and in others168Having good and loyal friends38Education189Social recognition129Responsibility410Knowledge110Rationalism1211Productive life1611Self-control612Development1412Courageous in defending your opinions and views1113Entertainment613Firm will514Freedom714Tolerance1715Happy family life1 715 Honesty 1016 Happiness of others 1816 Sensitivity 717 Creativity 817 Open-mindedness 918 Self-confidence 518 Efficiency in business 8
Text of the method 1 Answer at the blackboard 116 Take an exam at school 2 Go to the house of strangers 217 They are angry with you, it’s not clear why 13 Participate in competitions, contests, olympiads 3 18 Speak in front of a large audience 24 Talk with the school principal 119 An important, decisive matter is ahead 35 Think about your future 220 You don’t understand the teacher’s explanations 26 The teacher looks at the magazine who to ask 221 They don’t agree with you , contradict you 57 You are criticized, reproached for something 322 Compare yourself with others 28 They look at you when you do something 223 Your abilities are tested 39 You write a test 124 They look at you like you’re little 210 After the test, the teacher calls out your grades 125 During the lesson, the teacher unexpectedly asks you a question 611 They don’t pay attention to you 126 They fell silent when you approached 212 U something is not working out for you227Your work is being evaluated113Waiting for your parents from the parent-teacher meeting328Thinking about your own affairs414You are in danger of failure, failure529You need to make an important decision115You hear laughter behind your back530You cannot cope with your homework2
FULL NAME. Olya B. Class 10
Text of the method 1 Answer at the blackboard 116 Take an exam at school 12 Go to the house of strangers 217 They are angry with you, it’s not clear why 23 Participate in competitions, competitions, olympiads 3 18 Speak in front of a large audience 34 Talk with the school principal 219 An important, decisive matter is ahead 55 Think about your future 520 You don’t understand the teacher’s explanations 26 The teacher looks at the magazine who to ask 221 They don’t agree with you , contradict you17 They criticize you, reproach you for something522 Compare yourself with others28 They look at you when you do something223 Your abilities are tested39 You write a test124 They look at you like you’re small210After the test, the teacher calls out your grades425In class, the teacher unexpectedly asks you a question511They don’t pay attention to you226They fell silent when you approached112U something is not working out for you327Your work is being evaluated213Waiting for your parents from the parent-teacher meeting228Thinking about your own affairs514You are in danger of failure, failure529You need to make an important decision215You hear laughter behind your back230You cannot cope with your homework3
FULL NAME. Roman J. Class 10
n/p Terminal values n/p Instrumental values 1 Active work 141 Neatness (cleanliness) 142 Life wisdom 12 Good manners 13 Health 153 High demands 154 Interesting work 34 Cheerfulness 35 Beauty of nature and art 135 Execution 136 Love 26 Independence 27 Financially secure life 127 Intransigence to shortcomings in yourself and in others128Having good and loyal friends108Education109Social recognition169Responsibility1610Knowledge710Rationalism711Productive life811Self-control812Development512Courageous in defending your opinions and views513Entertainment1113Firm will1114Freedom914Tolerance915Happy family life61 5 Honesty 616 Happiness of others 1816 Sensitivity 1817 Creativity 417 Open-mindedness 418 Self-confidence 1718 Efficiency in business 17
Text of the methodology1 Answer at the blackboard516 Take an exam at school2 Go to the house of strangers117 They are angry with you, it’s not clear why13 Participate in competitions, competitions, olympiads2 18 Speak in front of a large audience24 Talk with the school director119 An important, decisive matter is ahead35 Think about your future220 You don’t understand the teacher’s explanations46 The teacher looks at the magazine who to ask321 They don’t agree with you , contradict you 27 You are criticized, reproached for something 522 Compare yourself with others 18 They look at you when you do something 123 Your abilities are tested 29 You write a test 224 They look at you like you’re little 210 After the test, the teacher calls out your grades 525 During the lesson, the teacher unexpectedly asks you a question 211 They don’t pay attention to you 226 They fell silent when you approached 212 U something is not working out for you227Your work is being evaluated313Waiting for your parents from the parent-teacher meeting328Thinking about your own affairs514You are in danger of failure, failure229You need to make an important decision515You hear laughter behind your back130You cannot cope with your homework5
FULL NAME. Gregory K. Class 10
p/pTerminal valuesp/pInstrumental values1Active activity61Neatness (cleanliness)62Life wisdom72Good manners73Health83High demands84Interesting work104Cheerfulness105Beauty of nature and art25Executiveness26Love146Independence147Financially secure life97Intransigence towards shortcomings in oneself and in others98Having good and loyal friends138Education139Social recognition49Responsibility410Knowledge1110Rationalism1111Productive life1811Self-control1812Development1512Courageous in defending your opinions and views1513Entertainment513Firm will514Freedom1214Tolerance1215Happy family life31 5 Honesty 316 Happiness of others 1616 Sensitivity 1617 Creativity 1717 Open-mindedness 1718 Self-confidence 118 Efficiency in business1
Text of the methodology1 Answer at the blackboard116 Take an exam at school12 Go to the house of strangers217 They are angry with you, it’s not clear why23 Participate in competitions, competitions, olympiads318 Speak in front of a large audience34 Talk with the school director219 An important, decisive matter is ahead55 Think about your future420 You don’t understand the teacher’s explanations26 The teacher looks at the magazine who to ask121 They don’t agree with you, contradict you27They criticize you, reproach you for something222Compare yourself with others58They look at you when you do something323Your abilities are tested29You write a test224They look at you like you’re small310After the test, the teacher calls out your grades525In class, the teacher unexpectedly asks you a question111They don’t pay attention to you226They fell silent when you approached212You something is not working out327Your work is being evaluated313You are waiting for your parents from the parent-teacher meeting228You are thinking about your own affairs414You are in danger of failure, failure129You need to make an important decision115You hear laughter behind your back230You cannot cope with your homework2
FULL NAME. Maxim G. Class 10
n/p Terminal values n/p Instrumental values 1 Active activity 51 Neatness (cleanliness) 142 Life wisdom 102 Good manners 73 Health 123 High demands 154 Interesting work 114 Cheerfulness 55 Beauty of nature and art 135 Execution 46 Love 26 Independence 87 Financially secure life 177 Intransigence to shortcomings in yourself and in others168Having good and loyal friends158Education109Social recognition49Responsibility610Knowledge610Rationalism311Productive life1411Self-control1712Development312Courageous in defending your opinions and views913Entertainment1613Firm will1114Freedom714Tolerance215Happy family life81 5 Honesty 1216 Happiness of others 1816 Sensitivity 1817 Creativity 117 Open-mindedness 118 Self-confidence 918 Efficiency in business 13
Text of the method 1 Answer at the blackboard 116 Take an exam at school 22 Go to the house of strangers 217 They are angry with you, it’s not clear why 13 Participate in competitions, competitions, olympiads 3 18 Speak in front of a large audience 24 Talk with the school director 219 An important, decisive matter is ahead 35 Think about your future 220 You don’t understand the teacher’s explanations 56 The teacher looks at the magazine who to ask 321 They don’t agree with you , contradict you 27 You are criticized, reproached for something 122 Compare yourself with others 18 They look at you when you do something 523 Your abilities are tested 29 You write a test 224 They look at you like you’re little 210 After the test, the teacher calls out your grades 425 During the lesson, the teacher unexpectedly asks you a question 211 They don’t pay attention to you 226 They fell silent when you approached 312 U something is not working out for you327Your work is being evaluated513You are waiting for your parents from the parent-teacher meeting128You are thinking about your own affairs214You are in danger of failure, failure229You need to make an important decision115You hear laughter behind your back330You cannot cope with your homework2
FULL NAME. Anna M. Class 10
n/p Terminal values n/p Instrumental values 1 Active activity 91 Neatness (cleanliness) 112 Life wisdom 102 Good manners 43 Health 13 High demands 124 Interesting work 84 Cheerfulness 105 Beauty of nature and art 185 Execution 66 Love 116 Independence 57 Financially secure life 137 Intransigence to shortcomings in oneself and in others138Having good and loyal friends38Education189Social recognition29Responsibility210Knowledge610Rationalism1711Productive life1611Self-control312Development712Courageous in defending your opinions and views713Entertainment1513Firm will1414Freedom514Tolerance115Happy family life415 Honesty816Happiness of others1416Sensitivity1517Creativity1717Broad-mindedness1618Self-confidence1218Efficiency in business9
Text of the method 1 Answer at the blackboard 116 Take an exam at school 2 Go to the house of strangers 217 They are angry with you, it’s not clear why 33 Participate in competitions, competitions, olympiads 5 18 Speak in front of a large audience 54 Talk with the school principal 119 An important, decisive matter lies ahead 35 Think about your future 220 You don’t understand the teacher’s explanations 56 The teacher looks at who to ask from the magazine 321 They don’t agree with you , contradict you27 They criticize you, reproach you for something222 Compare yourself with others18 They look at you when you do something423 Your abilities are tested29 You write a test124 They look at you like you’re small510After the test, the teacher calls out your grades225In class, the teacher unexpectedly asks you a question211They don’t pay attention to you326They fell silent when you approached112U something is not working out for you227Your work is being evaluated413You are waiting for your parents from the parent-teacher meeting128You are thinking about your own affairs114You are in danger of failure, failure229You need to make an important decision215You hear laughter behind your back230You cannot cope with your homework3
FULL NAME. Linda D. Class 10
n/p Terminal values n/p Instrumental values 1 Active activity 81 Neatness (cleanliness) 82 Life wisdom 172 Good manners 173 Health 13 High demands 14 Interesting work 94 Cheerfulness 95 Beauty of nature and art 65 Performance 66 Love 76 Independence 77 Financially secure life 57 Intransigence towards shortcomings in oneself and in others 58 Having good and loyal friends 108 Education 109 Social recognition 159 Responsibility 1510 Knowledge 310 Rationalism 311 Productive life 1411 Self-control 1412 Development 1612 Courageous in defending your opinions and views 1613 Entertainment 1113 Firm will 1114 Freedom 214 Tolerance 215 Happy family life 1215 Honesty1216Happiness of others416Sensitivity417Creativity1817Broad-mindedness1818Self-confidence1318Efficiency in business13
Text of the method 1 Answer at the blackboard 116 Take an exam at school 52 Go to the house of strangers 217 People are angry with you, it’s not clear why 13 Participate in competitions, competitions, olympiads 518 Speak in front of a large audience 24 Talk with the school director 219 An important, decisive matter is ahead 35 Think about your future 320 You don’t understand the teacher’s explanations 56 The teacher looks at the magazine who to ask 221 They don’t agree with you , contradict you27 They criticize you, reproach you for something122 Compare yourself with others28 They look at you when you do something223 Your abilities are tested19 You write a test324 They look at you like you’re small510After the test, the teacher calls out your grades225In class, the teacher unexpectedly asks you a question211They don’t pay attention to you526They fell silent when you approached312U something is not working out for you227Your work is being evaluated513Waiting for your parents from the parent-teacher meeting328Thinking about your own affairs214You are in danger of failure, failure129You need to make an important decision115You hear laughter behind your back230You cannot cope with your homework4
FULL NAME. Karina S. Class 10
p/pTerminal valuesp/pInstrumental values1Active activity131Neatness (cleanliness)122Life wisdom42Good manners73Health113High demands84Interesting work24Cheerfulness15Beauty of nature and art95Executiveness116Love156Independence157Financially secure life107Intransigence to shortcomings in yourself and in others38Having good and loyal friends38Education99Social recognition129Responsibility1010Knowledge110Rationalism611Productive life1611Self-control1812Development1412Courageous in defending your opinions and views1313Entertainment613Firm will214Freedom714Tolerance1415Happy family life17 15 Honesty 416 Happiness of others 1816 Sensitivity 1617 Creativity 817 Open-mindedness 518 Self-confidence 518 Efficiency in business 17
Text of the method 1 Answer at the blackboard 116 Take an exam at school 22 Go to the house of strangers 217 They are angry with you, it’s not clear why 13 Participate in competitions, competitions, olympiads 3 18 Speak in front of a large audience 34 Talk with the school director 519 An important, decisive matter is ahead 45 Think about your future 220 You don’t understand the teacher’s explanations 56 The teacher looks at the magazine who to ask 321 They don’t agree with you , contradict you 27 You are criticized, reproached for something 422 Compare yourself with others 28 They look at you when you do something 523 Your abilities are tested 29 You write a test 224 They look at you like you’re little 310 After the test, the teacher calls out your grades 225 During the lesson, the teacher unexpectedly asks you a question 211 They don’t pay attention to you 226 They fell silent when you approached 112 U something is not working out for you427Your work is being evaluated113You are waiting for your parents from the parent-teacher meeting428You are thinking about your own affairs114You are in danger of failure, failure529You need to make an important decision515You hear laughter behind your back630You cannot cope with your homework5
FULL NAME. Sasha M. Class 10
p/pTerminal valuesp/pInstrumental values1Active activity11Neatness (cleanliness)82Life wisdom102Good manners173Health123High demands14Interesting work114Cheerfulness95Beauty of nature and art135Executiveness66Love36Independence77Financially secure life97Intransigence towards shortcomings in oneself and in others 58 Having good and loyal friends 88 Education 109 Social recognition 149 Responsibility 1510 Knowledge 410 Rationalism 311 Productive life 1511 Self-control 1412 Development 212 Courageous in defending your opinions and views 1613 Entertainment 1613 Firm will 1114 Freedom 1814 Tolerance 215 Happy family life 71 5 Honesty 1216 Happiness of others 516 Sensitivity 417 Creativity 1917 Open-mindedness 1818 Self-confidence 618 Efficiency in business 13
Text of the method 1 Answer at the blackboard 116 Take an exam at school 12 Go to a stranger’s house 217 People are angry with you, it’s not clear why 23 Participate in competitions, competitions, olympiads 3 18 Speak in front of a large audience 54 Talk with the school principal 519 An important, decisive matter is ahead 25 Think about your future 220 You don’t understand the teacher’s explanations 16 The teacher looks at who to ask from a magazine 521 They don’t agree with you , contradict you47 They criticize you, reproach you for something222 Compare yourself with others18 They look at you when you do something323 Your abilities are tested39 You write a test124 They look at you like you’re small210After the test, the teacher calls out your grades225In class, the teacher unexpectedly asks you a question311They don’t pay attention to you426They fell silent when you approached412U something is not working out for you527Your work is being evaluated513You are waiting for your parents from the parent-teacher meeting228You are thinking about your own affairs214You are in danger of failure, failure529You need to make an important decision115You hear laughter behind your back230You cannot cope with your homework2
FULL NAME. Yesenia P. Class 10
p/pTerminal valuesp/pInstrumental values1Active activity141Neatness (cleanliness)142Life wisdom12Good manners13Health153High demands154Interesting work34Cheerfulness35Beauty of nature and art135Executiveness136Love26Independence27Financially secure life47Intransigence to shortcomings in yourself and in others48Having good and loyal friends108Education109Social recognition169Responsibility1610Knowledge710Rationalism711Productive life811Self-control812Development512Courageous in defending your opinions and views513Entertainment1113Firm will1114Freedom1214Tolerance1215Happy family life61 5 Honesty 616 Happiness of others 1816 Sensitivity 1817 Creativity 917 Open-mindedness 918 Self-confidence 1718 Efficiency in business 17
Text of the methodology1 Answer at the blackboard116 Take an exam at school12 Go to the house of strangers117 They are angry with you, it’s not clear why23 Participate in competitions, competitions, olympiads2 18 Speak in front of a large audience44 Talk with the school director519 An important, decisive matter is ahead55 Think about your future220 You don’t understand the teacher’s explanations16 The teacher looks at the magazine who to ask121 They don’t agree with you , contradict you27 They criticize you, reproach you for something422 Compare yourself with others48 They look at you when you do something123 Your abilities are tested29 You write a test224 They look at you like you’re little110After the test, the teacher calls out your grades325In class, the teacher unexpectedly asks you a question311They don’t pay attention to you526They fell silent when you approached212U something is not working out for you227Your work is being evaluated113You are waiting for your parents from the parent-teacher meeting228You are thinking about your own affairs414You are in danger of failure, failure229You need to make an important decision115You hear laughter behind your back330You cannot cope with your homework2
FULL NAME. Angelina D. Class 10
p/pTerminal valuesp/pInstrumental values1Active activity61Neatness (cleanliness)62Life wisdom72Good manners73Health83High demands84Interesting work104Cheerfulness105Beauty of nature and art25Executiveness26Love146Independence147Financially secure life97Intransigence towards shortcomings in oneself and in others98Having good and loyal friends138Education139Social recognition49Responsibility410Knowledge1110Rationalism1111Productive life1811Self-control1812Development1512Courageous in defending your opinions and views1513Entertainment513Firm will514Freedom1214Tolerance1215Happy family life31 5 Honesty 316 Happiness of others 1616 Sensitivity 1617 Creativity 1717 Open-mindedness 1718 Self-confidence 118 Efficiency in business1
Text of the method 1 Answer at the blackboard 116 Take an exam at school 12 Go to the house of strangers 217 They are angry with you, it’s not clear why 23 Participate in competitions, contests, olympiads 5 218 Speak in front of a large audience 44 Talk with the school director 119 An important, decisive matter is ahead 15 Think about your future 220 You don’t understand the teacher’s explanations 26 The teacher looks at the magazine who to ask 321 They don’t agree with you , contradict you37 They criticize you, reproach you for something322 Compare yourself with others58 They look at you when you do something323 Your abilities are tested29 You write a test324 They look at you like you’re small110After the test, the teacher calls out your grades225In class, the teacher unexpectedly asks you a question211They don’t pay attention to you126They fell silent when you approached512U something is not working out for you527Your work is being evaluated213Waiting for your parents from the parent-teacher meeting228Thinking about your own affairs314You are in danger of failure, failure129You need to make an important decision415You hear laughter behind your back530You cannot cope with your homework1
FULL NAME. Snezhana G. Class 10
n/p Terminal values n/p Instrumental values 1 Active activity 51 Neatness (cleanliness) 52 Life wisdom 102 Good manners 103 Health 123 High demands 124 Interesting work 114 Cheerfulness 115 Beauty of nature and art 135 Execution 136 Love 26 Independence 27 Financially secure life 177 Intransigence towards shortcomings in oneself and in others178Having good and loyal friends158Education159Public recognition49Responsibility410Knowledge610Rationalism611Productive life1411Self-control1412Development312Courage in defending your opinions and views313Entertainment1613Firm will1614Freedom714Tolerance715Happy family life 815 Honesty 816 Happiness of others 1816 Sensitivity 1817 Creativity 117 Open-mindedness 118 Self-confidence 918 Efficiency in business 9
Text of the methodology1 Answer at the blackboard516 Take an exam at school12 Go to a stranger’s house117 They are angry with you, it’s not clear why23 Participate in competitions, competitions, olympiads 318 Speak in front of a large audience34 Talk with the school director219 An important, decisive matter is ahead45 Think about your future320 You don’t understand the teacher’s explanations26 The teacher looks at the magazine who to ask521 They don’t agree with you , contradict you17 They criticize you, reproach you for something222 Compare yourself with others38 They look at you when you do something123 Your abilities are tested29 You write a test124 They look at you like you’re small110After the test, the teacher calls out your grades225In class, the teacher unexpectedly asks you a question211They don’t pay attention to you326They fell silent when you approached312U something is not working out for you127Your work is being evaluated213Waiting for your parents from the parent-teacher meeting428Thinking about your own affairs114You are in danger of failure, failure129You need to make an important decision415You hear laughter behind your back230You cannot cope with your homework2
FULL NAME. Pavel V. Class 10
p/pTerminal valuesp/pInstrumental values1Active activity131Neatness (cleanliness)132Life wisdom42Good manners43Health113High demands114Interesting work24Cheerfulness25Beauty of nature and art95Executiveness96Love156Independence157Financially secure life107Intransigence to shortcomings in yourself and in others108Having good and loyal friends38Education39Social recognition129Responsibility1210Knowledge110Rationalism111Productive life1611Self-control1612Development1412Courageous in defending your opinions and views1413Entertainment613Firm will614Freedom714Tolerance715Happy family life17 15 Honesty 1716 Happiness of others 1816 Sensitivity 1817 Creativity 817 Open-mindedness 818 Self-confidence 518 Efficiency in business 5
Text of the method 1 Answer at the blackboard 116 Take an exam at school 12 Go to the house of strangers 217 They are angry with you, it’s not clear why 23 Participate in competitions, competitions, olympiads 4 18 Speak in front of a large audience 34 Talk with the school principal 119 An important, decisive matter lies ahead 25 Think about your future 220 You don’t understand the teacher’s explanations 36 The teacher looks at the magazine who to ask 321 They don’t agree with you , contradict you 27 You are criticized, reproached for something 222 Compare yourself with others 38 They look at you when you do something 123 Your abilities are tested 29 You write a test 224 They look at you like you’re little 510 After the test, the teacher calls out your grades 225 During class, the teacher unexpectedly asks you a question 511 They don’t pay attention to you 226 They fell silent when you approached 212 U something is not working out for you327Your work is being evaluated113You are waiting for your parents from the parent-teacher meeting128You are thinking about your own affairs214You are in danger of failure, failure529You need to make an important decision315You hear laughter behind your back230You cannot cope with your homework2
FULL NAME. Konstantin E. Class 10
n/p Terminal values n/p Instrumental values 1 Active work 11 Neatness (cleanliness) 12 Life wisdom 102 Good manners 103 Health 123 High demands 124 Interesting work 114 Cheerfulness 115 Beauty of nature and art 135 Execution 136 Love 36 Independence 37 Financially secure life 97 Intransigence towards lack m in yourself and in others98Having good and loyal friends88Education89Social recognition149Responsibility1410Knowledge410Rationalism411Productive life1511Self-control1512Development212Courageous in defending your opinion and views213Entertainment1613Firm will1614Freedom1814Tolerance1815Happy family life 715 Honesty 716 Happiness of others 516 Sensitivity 517 Creativity 1917 Open-mindedness 1918 Self-confidence 618 Efficiency in business 6
Text of the method 1 Answer at the blackboard 116 Take an exam at school 2 Go to the house of strangers 217 They are angry with you, it’s not clear why 23 Participate in competitions, competitions, olympiads 3 18 Speak in front of a large audience 34 Talk with the school principal 519 An important, decisive matter is ahead 25 Think about your future 220 You don’t understand the teacher’s explanations 46 The teacher looks at the magazine who to ask 221 They don’t agree with you , contradict you 27 You are criticized, reproached for something 322 Compare yourself with others 38 They look at you when you do something 523 Your abilities are tested 29 You write a test 124 They look at you like you’re little 410 After the test, the teacher calls out your grades 225 During the lesson, the teacher unexpectedly asks you a question 211 They don’t pay attention to you 126 They fell silent when you approached 112 U something is not working out for you427Your work is being evaluated213You are waiting for your parents from the parent-teacher meeting128You are thinking about your own affairs214You are in danger of failure, failure229You need to make an important decision215You hear laughter behind your back230You cannot cope with your homework5
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The problem of positive psychological functioning began to attract the attention of researchers starting in the mid-20th century. The theoretical basis for understanding the phenomenon of psychological well-being was laid by the research of N. Bradburn, according to whom, to describe this phenomenon it is necessary to operate with signs reflecting the state of happiness or unhappiness, a subjective feeling of general satisfaction or dissatisfaction with life. Bradburn’s views on the nature and structure of personal well-being have received wide recognition in scientific circles, and the “Affect Balance Scale” methodology he developed is still used in studies related to the study of various aspects of psychological well-being. Bradburn studied the relationships that exist between the level of psychological well-being and various social factors.
All approaches to studying the phenomenon of psychological well-being can be divided into several groups.
In the first group we will consider the phenomenon of “psychological well-being” as two main trends: hedonic and eudaimonic.
Hedonic theories include all those teachings where well-being is described mainly in terms of satisfaction - dissatisfaction, built on the balance of positive and negative affects - these are the concepts of N. Bradburn and E. Diener.
N. Bradburn created an idea of the structure (model) of psychological well-being, which, from his point of view, represents the balance achieved by the constant interaction of two types of affect - positive and negative. Events of everyday life that carry joy or disappointment, reflected in our consciousness, accumulate in the form of a correspondingly colored affect. While the things that upset us and the things we worry about add up to negative affect, the same events in daily life that bring us joy and happiness tend to increase positive affect.
The difference between positive and negative affect is an indicator of psychological well-being and reflects an overall feeling of satisfaction or dissatisfaction with life. E. Diener introduced the concept of “subjective well-being” in his works. Subjective well-being consists of three main components: satisfaction, pleasant emotions and unpleasant emotions, all these three components together form a single indicator of subjective well-being. As the author himself notes, we are talking here about the cognitive (intellectual assessment of satisfaction with various areas of one’s life) and emotional (the presence of a bad or good mood) sides of self-acceptance. Diener believes that most people, one way or another, evaluate what happens to them in terms of “good or bad,” and such an intellectual assessment always has an appropriately colored emotion behind it. Subjective well-being is not intended to simply serve as an indicator of how depressed or anxious a person is, but should demonstrate how one person is happier than another, that is, the author equates subjective well-being with the experience of happiness.
Thus, it can be argued that a person has a high level of subjective well-being if in most cases he experiences satisfaction from life, and only in certain situations does he experience unpleasant feelings.
The eudaimonic understanding of this problem is based on the postulate that personal growth is the main and most necessary aspect of well-being. From the point of view of A.A. Kronika, a person’s attitude to possible ways of finding happiness also forms the so-called eudaimonic attitudes: hedonistic, ascetic, active, contemplative. These attitudes are the psychological material that, to a certain extent, characterizes where, in what area of objective activity, a person strives to achieve self-fulfillment, as well as how, with the help of what psychological methods he tries to do this.
Here, happiness is understood as a form of experiencing the fullness of being associated with self-realization: “this experience occurs when a person’s motivation for peace turns into an infinitely large value.” The author understands psychological ways of finding happiness as ways for a person to self-regulate his motivation for the world and identifies two forms of such self-regulation: a person’s strengthening of the significance of the world and strengthening of his capabilities. Based on these two forms of self-regulation, four relatively independent principles of self-regulation by a person of his motivation for the world are formed: maximizing utility, minimizing needs, minimizing complexity, maximizing abilities. The second form of psychological well-being should be considered on the basis of studying the problem of positive psychological functioning of the individual (theories of A. Maslow, C. Rogers, G. Allport, C.-G. Jung, E. Erikson, S. Buhler, B. Newgarten, M. Jahoda, D. Birren).
The founder of this approach was K. Rieff. She summarized and identified six main components of psychological well-being: self-acceptance, positive relationships with others, autonomy, environmental management, purpose in life, personal growth.
K. Rieff notes that the identified components of psychological well-being correlate with various structural elements of theories that in one way or another deal with the positive functioning of the individual. For example, “self-acceptance” (as a component of psychological well-being according to K. Rieff) correlates not only with the concepts of “self-esteem” and “self-acceptance” introduced and developed by A. Maslow, K. Rogers, G. Allport and M. Jahoda. . It also includes a person's recognition of his strengths and weaknesses, correlated with the concept of individuation by C. G. Jung, as well as a person's (mostly) positive assessment of his own past, described by E. Erikson as part of the process of ego integration.
The third group includes an understanding of the phenomenon of “psychological well-being” based on the psychophysiological preservation of functions. The core of this group is the belief that genetic factors can also explain individual differences in psychological well-being. R.M. Ryan and E.L. The Deacys believe that the link between physical health and psychological well-being is clear. Illness often causes functional limitations that reduce opportunities for life satisfaction.
R.M. Ryan and K. Frederick identified subjective vitality as an indicator of psychological well-being. They concluded that subjective vitality correlated not only with psychological well-being scales such as Autonomy and Positive Relationships with Others, but also with physical symptoms.
A.V. Voronin considers the space of human existence to be biological space in which man acts as a natural being. The source of the formation of biological space is the preservation of the biological systems of the body, the expression of which is the barrier of mental adaptation. The level of psychological well-being in this case is psychosomatic health as a reflection of the process of interconnection between the mental and somatic spheres.
A.V. Voronina developed a level model of psychological well-being: at different levels of the space of human existence, formed in different types of activity, internal intentions (conscious and unconscious resource settings) are laid down. They develop into qualitative, uniquely hierarchical levels of a person’s psychological well-being: psychosomatic health, social adaptation, mental health and psychological health. The author believes that each next level, formed in the process of development and education, gives a person a new vision of himself, the world and himself in the world and, because of this, new opportunities for the implementation of plans, creative activity, a greater “degree of freedom” to choose paths adequate response.
The fourth group includes the understanding of the phenomenon of “psychological well-being” considered by P.P. Fesenko and T.D. Shevelenkova, as a holistic experience, expressed in a subjective feeling of happiness, satisfaction with oneself and one’s own life, and also associated with basic human values and needs.
Here, psychological well-being is considered as a subjective phenomenon, an experience (similar to the concept of subjective well-being in the works of E. Diener), which directly depends on the system of internal assessments of the bearer of this experience. When developing the concept of psychological well-being, the authors focus on a person’s subjective assessment of himself and his own life, as well as on aspects of the positive functioning of the individual, believing that these two aspects are most successfully synthesized in K. Rieff’s six-component theory of psychological well-being described above.
Based on the theory of K. Rieff (which was formed in line with humanistic psychology), P.P. Fesenko and T.D. Shevelenkov proposed to understand the psychological well-being of an individual as a rather complex person’s experience of satisfaction with his own life, reflecting both actual and potential aspects of an individual’s life. Characterizing a person’s experience of psychological well-being, we note that any experience involves comparing this experience with a norm, standard, ideal, which are present in the consciousness of the experiencing person in the form of a certain version of self-esteem, self-attitude.
Positive psychology
Positive psychology is a special area of psychological knowledge and practice that puts the positive potential inherent in us in the center of attention. Similar ideas were discussed many times, but positive psychology appeared only in the late 90s, and its main initiators were psychologists from the USA Martin Seligman, E. Diener, J. Vaillant, M. Csikszentmihalyi, etc. Today this direction is actively developing and has various directions and sections.
What happens positive psychology?
Scientists distinguish two main sections:
Subjective perception of happiness (various positive emotions, satisfaction with life, pleasure, feeling of closeness, optimism, fullness of “vitality” and energy, self-confidence, constructive thoughts about yourself and your life).
The highest individual and psychological qualities of a person (love, spirituality, kindness, wisdom, courage, honesty, sense of reality, creativity, forgiveness, compassion, search for meaning, altruism, generosity, empathy, etc.).
Also in positive psychology there are three main directions:
Affirmations are positive statements.
Belief in the fulfillment of desires is a positive attitude.
The ability to look at the world “correctly” is positive thinking.
Affirmations: everything we think and say
Affirmation– a short positive statement that allows you to replace negativity with positive attitudes. An affirmation can also be understood as a confident statement that emphasizes what you want to have (money, health, love, etc.).
Affirmations involve productive programming of our subconscious. This is positive psychology, which teaches us positive affirmations and sets us up for health, happiness, success and fulfillment. It often happens that what you believe in and what you desire have different vibrations, and affirmations help you tune in to the right “wave”.
At the same time, affirmations cannot be pronounced mechanically - such positive psychology will not give results, but will only force you to remember the information, which is only half the battle. Your task is to use this statement to create positive experiences in yourself instead of negative ones. That is, if you claim that you are loved, but inside you don’t believe it, it will simply be self-deception. The real result will be achieved only when positive psychology causes truly vivid positive experiences.
Here are some examples of affirmations:
I love, and my heart lives in this rhythm.
I am loved as much as I desire.
I talk about everything with love and exhale only good things.
I live in the same rhythm with life.
I was freed from pain.
I heal and clear my thoughts of worry, allowing my body to heal naturally.
My life is harmonious: there is time for everything - rest, work and entertainment.
My sleep is healthy and sound, and my body appreciates how I take care of it.
I only think about what makes me happy.
Positive attitude
This part positive psychology presupposes the presence of internal faith that the desired will come true. You need to tune in using the phrases “I am worthy”, “I can”, “I can do it”. The main motto of people who have positive attitude: “By changing yourself, you change reality.” A positive attitude has several rules:
it needs to be developed with affirmative phrases expressed in the present tense (for example, “I have earned the desired amount and am going on a trip”),
you must definitely use the pronoun “I” - the first letter in the life of a successful person (try saying: “I am responsible for this” - and this will be the first step on the path to leadership).
Positive thinking
This is positive psychology, based on thoughts and statements that describe any events in a positive way. In many ways, this is the same as optimism, where you see the glass half full and are happy about it.
And remember: we can independently choose how to react to different circumstances in our lives, and it is our attitude that determines how we relate to life and others. Moreover, feelings and thoughts are always material, so we will always receive exactly what we emit, and this is what we teach positive psychology.
The problem of subjective human well-being has deep roots in the history of philosophy, sociology and other sciences. In psychology this problem in recent decades has increasingly attracted the attention of researchers, which is largely caused by acute psychological practice the need to determine and understand what serves as the basis for the psychological balance of the individual.
R. M. Shamionov defines subjective well-being as a person’s emotional and evaluative attitude towards his life, his own personality, relationships with other people, as well as processes that are important for him from the point of view of acquired normative, value and semantic ideas about prosperous external and internal environment, expressed in satisfaction with it and the experience of happiness.
Researchers interpret the structure of an individual’s subjective well-being in different ways. E. Diener and R. Bradburn model of psychological well-being, which includes two components: cognitive (intellectual assessment of satisfaction with various areas of one’s life) and emotional (presence of a good or bad mood) [according to: 3, p. 25].
Later, other models of subjective well-being were proposed. Thus, K. Rieff developed a six-component model of psychological well-being. In this model, psychological well-being acts as an integral indicator that combines self-acceptance, positive relationships with others, autonomy, environmental management, purpose in life and personal growth. In L.V. Kulikov’s model, subjective well-being is presented as consisting of several interconnected types of well-being - social, spiritual, physical (bodily), material and psychological, each of which has its own structure. N.A. Baturin and co-authors, considering the cognitive-affective theory of social learning by U. Michel, came to the conclusion that it is advisable to use a three-component structure of well-being, including affective, cognitive-affective and cognitive components.
Recently, more and more researchers are leaning towards a three-component structure of an individual’s psychological well-being, including cognitive, emotional and conative (behavioral) aspects. The cognitive component includes an individual's assessment of his own life and is characterized by the main indicator - life satisfaction. The emotional component of psychological well-being is represented by a positive or negative emotional pole (depending on the experience of events), facilitating or hindering the realization of the goals, needs and intentions of the individual. The conative component is expressed in the relationship of the individual to the surrounding reality through the prism of intrapersonal and interpersonal relationships [according to: 7, p. 6].
When considering subjective well-being as a systemic phenomenon, researchers pay special attention to the mechanisms of its formation. E. Diener, for example, believed that the well-being of an individual can only be determined on the basis of internal experience, and external criteria must be considered through the prism of subjectivity, which is directly dependent on the level of well-being. E. Diener clarified N. Bradburn’s theory, according to which a person experiences certain emotions of varying strength throughout life, interacting with each other and developing a certain locus of satisfaction, which influences the perception and assessment of various life circumstances [according to: 8, p. 414].
The mechanism for the formation of well-being described by R. M. Shamionov deserves attention. The author believes that various components of well-being (such as satisfaction with oneself, life, marriage, profession, working conditions, etc.) are not only interconnected, but a number of them are mutually integrated, that is, satisfaction with work contains satisfaction with relationships, etc. Psychological defense mechanisms can perform a regulatory function in relation to various areas of life, compensating for dissatisfaction in any area not only by revaluing it, but also by possibly redirecting activity to areas where the individual experiences satisfaction. The chain-hierarchy of various psychological and socio-psychological components in interrelation and mutual determination with various spheres of satisfaction creates conditions for the emergence of subjective well-being, influencing the personal priorities of the subject.
By satisfaction, R. M. Shamionov understands a complex, dynamic socio-psychological formation based on the integration of cognitive and emotional-volitional processes, characterized by a subjective emotional-evaluative attitude (toward oneself, social relationships, life, work) and having a motivating force that promotes action , search, management of internal and external objects. Guidelines for qualifying the personal level of well-being, according to R. M. Shamionov, lie in the sphere of socialization. An individual’s assessment of the level of his well-being is based on social comparison, during which the subject correlates the results of his activities and external relations to it by comparing oneself and one’s well-being with others, by correlating the well-being of others with one’s own well-being, or by comparing the level of personal well-being at different time periods with active needs and expresses an emotional-evaluative attitude, which qualifies as a certain level of well-being.
The uniqueness of subjective well-being lies in the fact that the mechanisms of its formation are not only in social environment, but, at the same time, in the inner world of the individual. Subjective well-being acts as a mechanism for regulating the subject’s selective activity in various spheres of social life and is determined by various factors.
Target of this study: studying the relationship between life satisfaction and gender identity and socio-demographic characteristics of the individual.
Techniques: 1) E. Diener’s Life Satisfaction Scale (SWLS); 2) questionnaire S. Bem. E. Diener's Life Satisfaction Scale has extensive practice. This scale was proposed by E. Diener, R. A. Emmons, R. J. Larsen and S. Griffin in 1985, adapted and validated in Russian by D. A. Leontyev and E. N. Osin in 2003. The validity of this brief screening technique is confirmed by exploratory factor analysis. The life satisfaction scale measures the cognitive assessment of the conformity of life circumstances with the individual's expectations. This indicator shows somewhat weaker relationships with other measures of subjective well-being, however, as one would expect, it will be more closely related to objective indicators of the success of an individual’s life. The scale has fairly high psychometric characteristics and is interconnected with a wide range of indicators of subjective and psychological well-being. Abroad, the methodology is systematically used in cross-national monitoring.
The Sex Role Inventory (BSRI) was proposed by Sandra Bem in 1974 to diagnose psychological sex and determine the degree of androgyny, masculinity and femininity of an individual. The questionnaire can be used in different ways: the subject can fill it out himself to determine psychological gender; also, by changing the instructions, one can study the individual’s susceptibility to stereotypes of masculinity-femininity, and in the form of an expert rating, when the subject is an expert for assessing people well known to him (husband, wife, parents, etc.).
Sample. The respondents were 118 people aged from 26 to 40 years, of which 69 were women and 49 men. Level of education: 81.8% of respondents with higher education, 9.1% with incomplete secondary education, 6.8% with specialized secondary education, 2.3% with an academic degree. 72.9% of respondents rated their level of material well-being (self-esteem) as “average”, 16.9% - “low”, 9.3% - “high”, 0.9% - “very low”.
Research results. A study of life satisfaction using E. Diener’s methodology showed that 12 people (10.2%) were “extremely satisfied” with their lives. Largest number respondents - 42 people (37.3%) showed the level of “very satisfied” (the result is above average). “More or less satisfied” with their life (average result) - 32 people (27.1%). 25 respondents (21.2%) were “slightly dissatisfied” with their lives. Five people (4.2%) were “dissatisfied” with their lives. The “very dissatisfied” level was not identified in our sample.
Let us present the results of a comparative analysis of life satisfaction among men and women (Fig.). There were no statistically significant differences in life satisfaction between men and women.
Rice. Life satisfaction in men and women
As a result of the study of the characteristics of the respondents’ gender identity using S. Bem’s methodology, it was revealed that 83% of the entire sample of respondents (men and women) belong to the androgynous type of psychological gender. The masculine type was detected in 14% of men and one woman. 17% of women belong to the feminine type. The types of “pronounced masculinity” and “pronounced femininity” were not identified among respondents.
Correlation analysis using the Pearson coefficient did not reveal any connections between life satisfaction and gender identity (androgyny and masculinity) of respondents. Although we note that according to S. Bem, androgyny contributes to the subjective well-being of the individual. At the same time, our study revealed (at the trend level) that women’s femininity increases their life satisfaction (Pearson’s coefficient). This result may indicate that in the modern sociocultural situation, gender identity is not as significant as other factors, in particular socio-demographic factors, influence an individual’s life satisfaction.
Using cross-tabulations compiled in SPSS, we correlated the results on the life satisfaction scale with gender, age, education, marital status, presence of children, and level of material well-being of respondents.
We will describe the “portrait” of a person satisfied with their life based on the results of a sample of 44 respondents (37.3%), 20 men and 24 women, who showed high satisfaction with life (the “very satisfied” level). Satisfied with their life: man (38.8%) or woman (36.2%), aged 29-31 years (45.4%), mostly with higher education (84.1%), registered married (63. 6%) and having 1 child (63.6%), with an average (according to their own assessment) level of material well-being (77.3%). The portrait of a person “dissatisfied” with his life looks different (there are 5 people in our sample): this is a 26- or 39-year-old man with a higher education, unmarried, without children, who assesses his material well-being as low.
One-factor analysis of variance revealed significant differences between subjective satisfaction and self-assessment of the level of material well-being of respondents. The higher respondents (men and women) assess their material well-being, the higher their life satisfaction. This is probably due to the fact that in the modern sociocultural situation, at the age of 26-40, men and women are at the peak of social and economic activity, comfortable life, are responsible for the financial support of their family.
Thus, the study revealed that life satisfaction, which does not differ statistically significantly between men and women, is not associated with their androgyny and masculinity. At the same time, at the trend level, it was revealed that a woman’s femininity increases her life satisfaction. Data were obtained that in this sample, of the factors taken into account (gender, age, marital status, presence of children, self-assessment of material well-being), self-assessment of material well-being has the greatest influence on the life satisfaction of men and women.
