The concept of “personality” was developed in order to understand the social nature of man. This is the most complex mental structure in which biological and social factors are inextricably linked. Intervention in this structure, the impact on balance and interaction, will necessarily affect the personality, both as a whole and on its relationship with other factors. To understand how to influence a subject correctly and harmlessly, you need to know about personality research methods.
In 1978, Bleicher and Burluchak proposed a classification of personality research methods as a conditional one. It includes the following methods:
- Observation. This includes studying biographies, clinical conversations, and more.
- Personality questionnaires, tests and similar methods that are based on assessments of oneself and other subjects.
- Special experimental methods, which include modeling of various situations and activities, as well as some instrumental techniques.
- Projective methods.
To understand the topic more, you need to study each method separately in more detail.
Observation
The essence of the method is that the researcher observes a person under experimental conditions or in natural conditions. In turn, this method can be divided into subtypes according to a number of characteristics.
By the nature of contact: • direct. Direct contact is established between the researcher and the object; • indirect. The subject of observation is “at a distance” from the researcher, and their acquaintance occurs indirectly through questionnaire forms or tests.
By the nature of interaction with the object: • open. The researcher openly declares his role; • included. By hiding his role, the researcher becomes a member of the interaction group; • not included. The researcher observes without interacting with the object.
By the nature of fixation: • evaluative. In addition to recording facts, the observer evaluates them; • stating. The researcher only records facts.
This is the most classic and traditional way of research in psychology.
Questionnaires and tests
The most popular method of personality assessment. The test taker takes certain tests, solves problems, draws, and performs other tasks. When designing such tests, many factors need to be taken into account, which should make the test more informative regarding what is being studied with its help:
- Reliability assessment. It is carried out using repeated testing, splitting the test and parallel form of the test.
- Validity. This is the indicator that shows how well the test measures the desired psychological property, quality or ability.
- Standardization. Helps adapt test scores into derivatives that make the results easier to understand.
- Practicality. Simplicity, cost-effectiveness and effectiveness of the test.
Experimental methods
It is the main method of psychology. The researcher intentionally recreates some conditions and circumstances that will help him evaluate a mental phenomenon. The experimental method is repeated the required number of times to identify the corresponding pattern.
There are two types:
- Natural experiment. For the object of study, its usual operating conditions are preserved. The person does not suspect that he is the object of research, and therefore does not experience tension.
- Laboratory experiment. Laboratory equipment is used that records the quantity and quality of exogenous factors, and the object’s reaction to them.
The influence of an adult’s assessment on the formation of a child’s self-awareness and self-esteem
Tatiana Plotnikova
The influence of an adult’s assessment on the formation of a child’s self-awareness and self-esteem
A person draws criteria for self-esteem evaluative relations existing in society . With age, children begin to react differently to external assessment . In a study by R. Kh. Shakurov, it was noted that the older the child , the stronger the emotional effect of external assessment is mediated by self-esteem , previously formed feelings, ideas and concepts. Stable feelings based on self-esteem : pride - a feeling aimed at specific qualities and skills, self-esteem and self-respect - a generalized emotional relationship to one’s personality. Stable feelings are the motive for socially valuable behavior.
between self-esteem and the child’s merits . Children often overestimate . One of the reasons
This phenomenon lies in the specifics of the development of moral consciousness: ideas about moral qualities are often limited by knowledge of their evaluative value . Verbally defining himself as the owner of this or that quality, the child may not understand the meaning of the words that he uses to designate “assigned”
them qualities, but to know only
the evaluative meaning , that is, only that it is commendable to have them.
Another reason for the inadequacy of children's self-esteem is the child's insufficient knowledge of himself and the poor development of his self-awareness . So, children 3-4 years old, claiming that they “help, therefore they are good”
, at best, note one or two facts of providing assistance to their loved ones.
An equally significant role here is also played by the child’s desire for positive evaluation and self-esteem . R. Kh. Shakurov cites facts that indicate that in order for a child a sense of pride regarding a particular quality, it is important for him to know that this quality is positively assessed by others . Then he boldly declares himself its owner, without thinking about whether he has it or not. Studies of children show that when a child cannot reinforce a positive self-esteem by reference to specific skills and abilities. This is primarily due to lack of knowledge about moral qualities. Usually it is enough a child of some dignity associated in his mind with a positive assessment - and he willingly appropriates it to himself. This feature can be illustrated using the example of a group conversation, If one child says . That he is not afraid of the wolf, other children, who until this moment had found it difficult to justify their courage, rush to take advantage of the “hint”
.
“Praise fixes the child’s on his specific qualities” (P. 56)
.
Therefore, hearing praise addressed to him, the child , as he becomes more aware of his “I,”
gradually associates the pleasant emotions caused by the positive
assessment with his personality. Thus, the emergence of emotional reactions to praise creates internal conditions for the development of a child’s towards himself and his certain qualities.
As knowledge expands about positively and negatively evaluated patterns of behavior , the child gains the opportunity to judge the nature of his activities, anticipate and prepare for the perception of a possible assessment of his behavior by those present. His ideas about positive patterns of behavior are a condition for the formation of a sense of pride in certain actions. And vice versa: having caught an action “wrong”
,
the child immediately projects onto himself a negative assessment of another person and , if it means a loss of “prestige
,” experiences shame.
the child’s mind of a connection between a negative assessment and a form of behavior is of serious importance for the emergence of shame. Otherwise, according to R. Kh. Shakurov, the child does not perceive his behavior as incorrect and does not feel shame even in the presence of a strong negative assessment of his action in this moment. Such an assessment is unexpected for him due to its novelty, is perceived by him as unfair and usually causes a feeling of resentment and insult.
The assessment received from others is perceived differently by children of different ages. Thus, younger preschoolers vaguely feel the discrepancy between their behavior and the positive “model”
the assessment of others associated with this fact .
At an older age, all this is realized much more clearly. The studies of A. A. Lyublinskaya, N. A. Menchinskaya, R. Kh. Shakurov established the influence of indirect assessment on the emotional attitude towards the manifestations of certain qualities of another person and the desire to master these qualities. These relationships lay the foundation for the formation of the child’s corresponding attitudes towards himself and his behavior: he “tolerates”
takes on those emotional relationships that he previously had with the
assessed patterns of behavior of other people. In younger preschoolers, this transfer occurs indirectly. At the first stage, the child transfers only a positive attitude to himself, which is explained by the need for a positive assessment . His self-esteem is often not supported by deeds. At the second stage, the “transfer”
of emotional relationships aimed at the merits of others to one’s own actions begins.
The child’s attitude towards himself as the owner of “
appreciated model ” begins to be increasingly reinforced by his real actions.
When a child's need for positive evaluation and self-esteem is satisfied unimpeded, he has no incentive to change the status quo. He continues to evaluate himself positively even though this is not reality. Therefore, the child , says R. Kh. Shakurov, “needs support from other people; not only the child , but also the adult must see his wrong actions and evaluate them negatively (or be ready to give them such an evaluation )
»
(p. 153)
.
Depending on age, it is necessary to change the forms of evaluative relationships . At a younger age, direct praise is effective. In middle preschool age, to influence the emotional sphere of a child, one verbal reminder of the need to behave in a certain way is enough, and confirmation of the correctness of the action performed can serve as effective reinforcement. Each age group has its own specific characteristics of responding to evaluative influences : younger preschoolers pay little attention to the extent to which evaluations from adults are justified by their own behavior. But with age the child better understands what kind of assessment his actions deserve. External assessment begins to be refracted by self-esteem .
Analysis of research by scientists made it possible to highlight the influence of assessment on the formation of a child’s self-awareness and self-esteem
1. An unfavorable assessment a child’s activity causes a painless perception of it. (For example: You don’t know how to draw.”, “You don’t understand well.”)
2. When a child expresses an unfavorable assessment of his activities , the scope of what is subject to this criticism expands. child’s personality (“You not only read poorly, you also brag that you can read, you’re a braggart! And your nose is dirty . Dirty.” Meanwhile, in preschoolers and primary schoolchildren - even with a well-developed the ability to differentiate concepts, there is not yet the ability available to adults to fully differentiate their activities and themselves.
3. The psychotraumatic effect of the conscious side of a low assessment is enhanced by the emotional coloring of the evaluative statement . Typically, adults’ low assessment of a child is expressed in reproaching, blaming, punishing intonations and often in a grossly offensive form , to which the child can react with an effective outburst of despair followed by apathy (loss of strength)
.
a child with someone else , contrasted with him as an example, a model, has a very significant psycho-traumatic effect In addition to low self-esteem , it creates the basis for the subsequent development of envy, egocentrism and anxious wariness towards evaluations in general , and especially towards oneself.
Projective methods
They are characterized by a global approach to personality assessment. The subjects are asked to complete sentences, interpret pictures, and more. There are no wrong or right answers in this group of techniques; the range of solutions is quite wide. Personality is assessed by its “projection” in the answers.
Every science has its own diagnostic and research methods, and psychology is no exception. New methods are being studied and developed, and researchers are combining existing ones. All this in order to comprehensively study the object of interest and delve into such a complex system as a person.
Self-esteem as an important factor in personality development (Part I)
Historically, in psychological research, both domestic and foreign psychologists, a certain attitude has developed towards understanding self-esteem as an important factor in the development of personality. The greatest contribution to the development of theoretical aspects of self-esteem was made by Soviet psychologists such as B.G. Ananyev, I.S. Kohn, L.I. Bozhovich, M.I. Lisina, V.V. Stolin, A.I. Lipkina, E.V. Shorokhova. A similar contribution to the development of foreign psychology in this direction was made by such scientists as W. James, C. Cooley, E. Erikson, J. Mead, K. Rogers.
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These scientists defined and systematized self-esteem, highlighting its structure and main functions, features and patterns of its formation. Self-esteem is considered by them as one of the most important personal formations, which is directly involved in a person’s regulation of his own behavior and activities, as an independent characteristic of the personality, its core and central component, formed with the active participation of the individual himself and reflecting the qualitative originality of his inner world.
Self-esteem as a personal formation plays a central role in the general context of personality formation . Self-esteem plays an important role in assessing its capabilities, direction, activity, and social significance. Based on their research, scientists concluded that the values accepted by an individual form the basis, the core for self-esteem, which determines the specifics of its functioning as a mechanism of self-regulation and personal improvement.
In addition, self-esteem plays an important role within the framework of the study of problems of self-awareness . It can be characterized as the core of this process, an indicator of the individual level of development, an integrating principle and its personal aspect, organically included in the process of self-knowledge . Self-esteem is associated with the evaluative functions of self-awareness, which incorporate the individual’s emotional and value-based attitude towards himself, reflecting the specifics of his understanding of himself.
Thus, psychological research addresses the problems of the connection between personality and self-esteem, as well as self-awareness and self-esteem. Different approaches to revealing the essence of self-esteem do not contradict each other at all, but only reveal its complexity and ambiguity as a psychological phenomenon, its involvement in the development and functioning of various mental manifestations of personality.
And finally, another view on the nature and formation of self-esteem is that a person evaluates the success of his actions and manifestations through the prism of his identity. He feels satisfaction not from the fact that he simply does something well, but from the fact that he has chosen a certain task and is doing it well. In general, it looks like people are making great efforts to “fit” into the structure of society with the greatest success.
In Russian psychology, self-esteem has been studied directly in connection with the problem of development and formation of self-awareness. Psychological research in this direction is concentrated around two groups of questions. On the one hand, in the general theoretical aspect and methodological aspect, the issue of the formation of self-awareness in the context of the more general problem of personality development .
This issue was examined in more detail in the works of such psychologists and teachers as B.G. Ananyev, A.N. Leontyev, S.S. Rubinstein and M.N. Skatkin.
Another group of studies examined more specialized issues, primarily related to the characteristics of self-esteem and their specific relationship with the assessments of others . Among the researchers in this area, A.I. stands out. Lipkin and E.I. Savanko.
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Criteria for personality upbringing (Part 2)
