The concept of self-concept emerged in the 1950s. in line with humanistic psychology, whose representatives sought to consider the holistic, unique human self.

Originating in foreign psychological literature, in last decades XX century the concept of “Self-concept” has firmly entered into everyday life in Russian psychology. However, in the literature there is no single interpretation of this concept; the closest in meaning to it is the concept of “self-awareness”. Correlation of concepts " Self-concept” and “self-awareness” have not yet been precisely defined. They often act as synonyms. At the same time, there is a tendency to consider the self-concept, in contrast to self-awareness, as a result, the final product of the processes of self-awareness.

What does the term “ Self-concept“What real psychological meaning is put into it? Psychological dictionaries interpret self-concept as dynamic system a person's ideas about himself. The English psychologist R. Berne, in his book “Development of the Self-Concept and Education,” defines the Self-concept as “the totality of all an individual’s ideas about himself, associated with their assessment.” The self-concept arises in a person in the process of social interaction as an inevitable and always unique result mental development, as a relatively stable and at the same time subject to internal changes and fluctuations mental acquisition. The initial dependence of the self-concept on external influences is undeniable, but later it plays an independent role in the life of every person. The world, ideas about other people are perceived by us through the prism of the self-concept, which is formed in the process of socialization, but also has certain somatic, individual biological determinants.

How does the formation of an individual’s self-concept occur?? The relationship between man and the world is rich and diverse. In the system of these relationships, he has to act in different capacities, in different roles, to be the subject of the most various types activities. And from every interaction with the world of things and the world of people, a person “takes out” the image of his Self. In the process of self-analysis, the division of individual specific images of his Self into their constituent formations - external and internal psychological characteristics- there is, as it were, an internal discussion with oneself about one’s personality. Each time, as a result of self-analysis, according to S.L. Rubinstein, the image of one’s self “is included in ever new connections and, because of this, appears in ever new qualities, which are fixed in new concepts... it seems to turn the other side each time, new properties are revealed in it.”

Thus, a generalized image of one’s Self gradually emerges, which seems to be fused from many individual specific images of the Self in the course of self-perception, introspection and introspection. This generalized image of oneself, arising from individual, situational images, contains general, character traits and ideas about one’s essence and is expressed in the concept of oneself, or self-concept. In contrast to situational images of the Self, the Self-concept creates in a person a feeling of his constancy and self-identity.

The self-concept formed in the process of self-knowledge at the same time is not something given once and for all, frozen; it is characterized by constant internal movement. Its maturity and adequacy are tested and corrected by practice. The self-concept significantly influences the entire structure of the psyche, worldview as a whole, and determines the main line of human behavior.

What is the structure of the self-concept? R. Berne (like many Russian psychologists) identifies three components in the structure of the self-concept: cognitive, evaluative and behavioral. The cognitive component, or self-image, includes the individual's ideas about himself. The evaluative component, or self-esteem, includes an affective assessment of this self-image. The behavioral component includes potential behavioral reactions or specific actions that can be caused by knowledge about oneself and attitude towards oneself. This division of the self-concept into components is arbitrary; in fact, the self-concept is a holistic formation, all components of which, although they have relative independence, are closely interconnected.

What role does the self-concept play in the life of an individual?
The self-concept plays an essentially threefold role in the life of an individual: it contributes to the achievement of internal consistency of the individual, determines the interpretation of his experience, and is a source of expectations.

First, the most important function Self-concept is ensuring the internal consistency of the individual, the relative stability of his behavior. If the new experience gained by an individual is consistent with existing ideas about himself, he is easily assimilated and becomes part of the self-concept. If the new experience does not fit into existing ideas about oneself and contradicts the existing self-concept, then psychological defense mechanisms are triggered, which help the individual to tendentiously interpret the traumatic experience or deny it. This allows you to keep the self-concept in a balanced state, even if real facts put it at risk. This desire to protect the self-concept, to protect it from destructive influences, is, according to Burns, one of the fundamental motives of all normal behavior.

Second function it determines the nature of the individual's interpretation of his experience. The self-concept acts as a kind of internal filter that determines the nature of a person’s perception of any situation. Passing through this filter, the situation is comprehended and receives a meaning that corresponds to a person’s ideas about himself.

Third function The self-concept is that it also determines the individual's expectations, i.e. ideas about what should happen. People who are confident in their own worth expect others to treat them the same way, and, conversely, people who doubt their self-worth intrinsic value, believe that no one can like them, and begin to avoid all social contacts.

Thus, the development of personality, its activities and behavior are significantly influenced by the self-concept.

Introduction

From the moment of its inception, the “I” concept becomes an active principle, an important factor in the interpretation of experience. The self-concept contributes to the achievement of internal consistency of the individual, determines the interpretation of experience and is a source of expectations, that is, ideas about what should happen.

The self-concept is formed under the influence of various external influences that an individual experiences. Particularly important for him are contacts with significant others, who, in essence, determine the individual’s ideas about himself. But at first, almost any social contacts have a formative effect on him. However, from the moment of its inception, the self-concept itself becomes an active principle, an important factor in the interpretation of experience. Thus, the self-concept plays an essentially threefold role: it contributes to the achievement of internal consistency of the personality, determines the interpretation of experience, and is a source of expectations.

Therefore, research in the field of self-awareness has great value for each individual, since they allow you to most deeply study the characteristics of your own psyche, and, possibly, solve any significant problems.

The relevance of this problem lies in the fact that the phenomenon of self-concept has not been fully studied to this day and requires a more in-depth consideration, since from time immemorial people have asked the question “who am I?” and still haven't found the answer.

Purpose of the study: analysis of theoretical approaches to understanding the self-concept and its structure in psychological science.

The object of research is the Self - concept of personality, and the subject is theories that study the Self - concept of personality.

The goal is revealed through the following tasks:

1. Analyze scientific literature on the problem under study

2. Identify the views of domestic and foreign authors on the essence of the self-concept.

3. Determine the specifics of the structure of the self-concept.

The founder of the study of “I-concept” is considered to be W. James, who in his model divided personality into two components: “I” – the cognizable and “I” – the cognizing, emphasizing that such a division is conditional and it is possible to separate one from the other only in a purely theoretical constructions.

Also, many different scientists have contributed to the study of the phenomenon of self-concept, one way or another dealing with issues of personal self-awareness, and studying it from various positions, such as: W. James, C.H. Cooley, J.G. Mead, L.S. Vygotsky, I.S. Kon, V.V. Stolin, S.R. Pantileev, T. Shibutani, R. Burns, K. Rogers, K. Horney, E. Erickson...

Finally, a person, being a social being, simply cannot avoid accepting many social and cultural roles, standards and assessments determined by the very conditions of his life in society. He becomes the object not only of his own assessments and judgments, but also of the assessments and judgments of other people whom he encounters in the course of social interactions.

Chapter 1 Theoretical approaches to the study of self-concepts in psychological science

At this stage of development of psychology, the problematic of the self-concept attracts the attention of many domestic and foreign researchers. Not all authors use the term “I am a concept”; the terms “I-image”, “cognitive component of self-awareness”, “self-perception”, “self-attitude”, etc. are also used to designate this content area.

I - concept - is the totality of all an individual’s ideas about himself, associated with their assessment. The descriptive component of the Self is the concept – the image of the Self or the picture of the Self; a component associated with the attitude towards oneself or towards one’s individual qualities - self-esteem or self-acceptance. The self-concept determines not just what an individual is, but also what he thinks about himself, how he looks at his activity and possibilities for development in the future.

As Burns notes, the separation of descriptive and evaluative components allows us to consider the “I” concept as a set of attitudes aimed at oneself. In relation to the I-concept, the three main elements of the attitude can be specified as follows:

1. The cognitive component of the attitude is the self-image - the individual’s idea of ​​himself.

2. Emotionally - the evaluative component - self-esteem - an affective assessment of this idea, which can have varying intensity, since specific features of the self-image can cause more or less strong emotions associated with their acceptance or condemnation.

3. Potential behavioral response, that is, those specific actions that can be caused by self-image and self-esteem. .

I - the concept of personality can be presented as a cognitive system that performs the function of regulating behavior in appropriate conditions. It includes two large subsystems: personal identity and social identity. Personal identity refers to self-definition in terms of physical, intellectual and moral personality traits. Social identity consists of individual identifications and is determined by a person’s belonging to various social categories: race, nationality, class, gender, etc. Along with personal identity, social identity turns out to be an important regulator of self-awareness and social behavior.

Self-concept categories are based, like any categorization, on the perception of intragroup similarity and intergroup difference. They are organized into a hierarchically classified system and exist at different levels of abstraction: the greater the volume of meanings a category covers, the higher the level of abstraction, and each category is included in some other category unless it is the highest.

I.S. Kon, revealing the concept of “I” as an actively creative, integrative principle that allows an individual not only to be aware of himself, but also to consciously direct and regulate his activities, notes the duality of this concept; self-consciousness contains a dual “I”:

1) “I” as a subject of thinking, reflexive “I” - active, acting, subjective, existential “I” or “Ego”;

2) “I” as an object of perception and internal feeling – objective, reflective, phenomenal, categorical “I” or image of “I”, “concept of I”, “I am a concept”.

The reflective “I” is a kind of cognitive scheme that underlies the implicit theory of personality, in the light of which the individual structures his social perception and ideas about other people. In the psychological orderliness of the subject’s idea of ​​himself and his dispositions, the leading role is played by higher dispositional formations - the system of value orientations in particular.

I.S. Cohn raises the question of whether an individual can adequately perceive and evaluate himself, in connection with the problem of the relationship between the main functions of self-consciousness - regulatory-organizing and ego-protective. In order to successfully direct his behavior, the subject must have adequate information both about the environment and about the states and properties of his personality. On the contrary, the ego-protective function is focused primarily on maintaining self-esteem and stability of the “I” image, even at the cost of distorting information. Depending on this, the same subject can give both adequate and false self-assessments. The low self-esteem of a neurotic is a motive and at the same time a self-justification for leaving activities, while self-criticism creative personality– an incentive for self-improvement and overcoming new milestones.

The structure of the phenomenal “I” depends on the nature of the processes of self-knowledge of which it is the result. In turn, the processes of self-knowledge are included in the more comprehensive processes of communication between a person and other people, in the processes of the subject’s activity. The results of the analysis of the structure of his ideas about himself, his “I-images,” and his relationship to himself depend on how these processes are understood and how, consequently, the subject himself, the bearer of self-consciousness, appears in the study. .

Recognition and acceptance of all aspects of one’s authentic Self, as opposed to “conditional self-acceptance,” ensures the integration of the Self—the concept that the Self asserts as a measure of itself and its position in life space. Internal dialogue here will perform the functions of clarifying and affirming self-identity, and its specific forms, reasons for its occurrence and motives indicate the degree of harmony - inconsistency, maturity of self-awareness. Psychological conflicts then become an obstacle personal growth and self-actualization, when the interaction, the dialogue of I-images is interrupted, “split,” each of which, being an essential part of the I-concept, strives to “declare itself,” “speak,” “be heard,” but is not accepted as one’s own and is rejected or transforms protectively. A conflict may arise between any personality aspects resulting from dichotomous opposition.

The attitude of the individual towards himself, arising as a result of the activity of self-consciousness, being at the same time one of its fundamental properties, significantly influencing the formation of the meaningful structure and form of manifestation of an entire system of others mental characteristics personality. An adequately conscious and consistent emotional-value attitude of an individual towards himself is the central link of his internal mental world, creating its unity and integrity, coordinating and ordering the internal values ​​of the individual, accepted by him in relation to himself.

Self-concept

Relatively stable, more or less conscious, experienced as a unique system of ideas of the individual about himself, on the basis of which he builds his relationship with other people and relates to himself. I-k. - holistic, although not devoid of internal contradictions, of one’s own Self, acting as in relation to oneself and including components: cognitive - one’s qualities, abilities, appearance, social significance, etc. (); emotional - self-esteem, selfishness, self-abasement, etc.; evaluative-volitional - the desire to increase self-esteem, gain respect, etc. I-k. - a prerequisite and consequence of social interaction, determined by social experience. Its components: real Self (the idea of ​​oneself in the present tense), Self (what the subject, in his opinion, should become, focusing on moral ones), dynamic Self (what the subject intends to become), fantastic Self (that , what the subject would like to become, even if this obviously turned out to be impossible, the emotional attitude towards these ideas and beliefs about himself, the corresponding behavioral), etc. I-k. - important structural element the psychological appearance of the individual, developing in communication and activity, the ideal representation of the individual in himself as in another. Becoming Y-k., being ultimately conditioned by a broad socio-cultural context, arises in circumstances of exchange of activities between people, during which the subject “looks like in a mirror at another person” and thereby fine-tunes, clarifies, and corrects the images of his self. Formation of an adequate Self-awareness, and above all self-awareness, is one of the important conditions for the education of a conscious member of society.

Brief psychological dictionary. - Rostov-on-Don: “PHOENIX”. L.A. Karpenko, A.V. Petrovsky, M. G. Yaroshevsky. 1998 .

Self-concept

Relatively stable, more or less conscious, experienced as a unique system of an individual’s ideas about himself, on the basis of which he builds interactions with other people and relates to himself. A holistic, although not without internal contradictions, image of one’s own self, acting as an attitude towards oneself. Self-concept contains components:

2 ) emotional - self-respect, selfishness, self-abasement, etc.;

3 ) evaluative-volitional - the desire to increase self-esteem, gain respect, etc.

Self-concept is a prerequisite and consequence of social interaction, determined by social experience. Its components include:

1 ) physical self - a diagram of one’s own body;

2 ) real self - the idea of ​​oneself in the present tense;

3 ) dynamic self - what the subject intends to become;

4 ) social self - correlated with the spheres of social integration: gender, ethnicity, civil, role, etc.;

5 ) existential self -; as an assessment of oneself in the aspect of life and death;

6 ) the ideal self is what the subject, in his opinion, should become, focusing on moral norms;

7 ) fantastic I - what the subject would like to become, if it were possible.

Self-concept is an important structural element of appearance psychological personality, the ideal representation of an individual in himself as in another, formed in communication and activity. The formation of a person’s self-concept occurs with the accumulation of experience in solving life problems and when they are assessed by other people, especially parents. The formation of the self-concept, ultimately conditioned by a broad socio-cultural context, arises in the circumstances of the exchange of activities between people, during which the subject “looks like in a mirror at another person” and thus fine-tunes, clarifies, and corrects the images of his self. Formation of an adequate self -concepts, and above all self-awareness, are one of the important conditions for educating a conscious member of society.

Dictionary practical psychologist. - M.: AST, Harvest. S. Yu. Golovin. 1998.

A person's system of ideas about himself.

Specificity.

The formation of a person’s self-concept occurs with the accumulation of experience in solving life problems and when they are assessed by other people, especially parents. The main sources of self-concept are:

1. Comparing yourself with others;

2. Evidence of others' perceptions;

3. Evaluation of performance results;

4. Experience of internal states;

5. Perception of one's appearance.

Performs the following functions:

Structuring and processing incoming information in terms of existing schemes reflecting personal qualities,

Motivation to increase self-worth.

Structure.

The following components are distinguished:

I-physical, as a diagram of one’s own body;

I-social, correlated with the spheres of social integration (gender, ethnic, civil, role);

I-existential, as an assessment of oneself in the aspect of life and death.

Psychological Dictionary. THEM. Kondakov. 2000.

I-CONCEPT

(English) self-concept) - developing system submissions a person about himself, including: a) awareness of his physical, intellectual, characterological, social, etc. properties; b) self-esteem; c) subjective perception of those influencing one’s own external factors. The concept of I-k. born in the 1950s in line with the phenomenological, humanistic psychology, whose representatives ( A.Maslow,TO.Rogers), unlike behaviorists and Freudians, sought to consider the holistic human self as a fundamental factor in behavior and personality development. Significant influence The formation of this concept was also influenced by symbolic interactionism (C. Cooley, J. Mead) and the concept of identity ( E.Erickson). However, the first theoretical developments in area Ya-k. undoubtedly belong to W. James, which divided the global, personal Self ( Self) to interacting I-consciousness ( I) and I-as-object ( Me).

I-k. often defined as a set of attitudes aimed at oneself, and then, by analogy with attitude, there are 3 structural components in it: 1) cognitive component- “Image of Self” (English) self-image), which includes the content of ideas about oneself; 2) emotional-value() a component that is an experienced attitude towards oneself as a whole or towards individual aspects of one’s personality, activity, etc.; This component, in other words, includes the system of self-esteem (eng. self-esteem); 3) behavioral component, which characterizes the manifestations of cognitive and evaluative components in behavior (including in speech, in statements about oneself).

I-k. - a holistic education, all components of which, although they have a relatively independent logic of development, are closely interconnected. It has conscious and unconscious aspects and is described from the point of view. the content of ideas about oneself, the complexity and differentiation of these ideas, their subjective significance for the individual, as well as internal integrity and consistency, coherence, continuity and stability over time.

In the literature there is no single scheme for describing complex buildings Ya-k. For example, R. Burns represents Ya-k. in the form of a hierarchical structure. The top is global I-k., concretized in the totality of the individual’s attitudes towards himself. These settings have different modalities: 1) real self(what I think I really am); 2) I(what I would like and/or should become); 3) mirror self(how others see me). Each of these modalities includes a number of aspects - physical self, social self, mental self, emotional self.

The discrepancy between the “ideal self” and the “real self” is the basis for self-esteem feelings, serves as an important source of personality development, however, significant contradictions between them can become a source of intrapersonal conflicts and negative experiences (see ).

Depending on what level - the body, social individual or personality - a person’s activity is manifested in the I-k. distinguished: 1) at the “organism-environment” level - physical self-image(), caused by the need for the physical well-being of the body; 2) at the level of the social individual - social identities: gender, age, ethnic, civil, social-role, related to a person’s need to belong to a community; 3) at the personal level - differentiating image of self, characterizing knowledge about oneself in comparison with other people and giving the individual a sense of his own uniqueness, providing the needs for self-determination and self-realization. The last 2 levels are described in the same way as the 2 components of I-k. (V.V. Stolin): 1) “connecting”, ensuring the unification of the individual with other people and 2) “differentiating”, promoting his isolation in comparison with others and creating the basis for a sense of one’s own uniqueness.

Also distinguished are the dynamic “I” (according to my ideas, I change, develop, what I strive to become), the “presented I” (“I-mask”, how I show myself to others), the “fantastic I”, the triad of chronological I: I -past, present self, future self, etc.

The most important function I-k. is to ensure the internal consistency of the individual and the relative stability of his behavior. Ya-k herself. is formed under the influence of a person’s life experience, primarily child-parent relationships, but quite early it acquires an active role, influencing the interpretation of this experience, the goals that the individual sets for himself, the corresponding system of expectations, forecasts about the future, and assessment of their achievement - and thereby on one’s own formation, personality development, activity and behavior.

Ratio concepts I-k. And self-awareness not exactly defined. They often act as synonyms. At the same time, there is a tendency to consider I-k. as a result, the final product of the processes of self-awareness. (A.M. Parishioner.)

Large psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .

Self-concept

   "I-CONCEPT" (With. 665) - see "I-concept"

Popular psychological encyclopedia. - M.: Eksmo. S.S. Stepanov. 2005.

Self-concept

A dynamic, more or less conscious system of a person’s ideas about himself. We experience a sense of self-identity (difference from others), as well as a sense of interdependence (belonging to society and association with other people). IN different cultures there is a tendency to increase the role of individuality or interdependence in individuals. In individualistic cultures, such as Great Britain, the USA and Australia, the leading role of individualism in the process of sociosis is emphasized, and in collectivist cultures. such as Japan and China, the focus is on the mutual dependence of members of society. The “I” concept has two main aspects: and self-esteem.

Psychology. AND I. Dictionary reference / Transl. from English K. S. Tkachenko. - M.: FAIR PRESS. Mike Cordwell. 2000.

See what “I-concept” is in other dictionaries:

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Self-concept - a relatively stable system of an individual’s ideas about himself, which is the basis for interaction with other people and attitude towards himself. It includes: awareness of one’s physical, intellectual, emotional, volitional and other properties; self-esteem; subjective perception of external factors. Self-concept - this is the totality of all an individual’s ideas about himself, associated with their assessment. The descriptive component of the Self-concept is the image of the Self or the picture of the Self; a component associated with the attitude towards oneself or towards one’s individual qualities - self-esteem or self-acceptance. The self-concept determines not just what an individual is, but also what he thinks about himself, how he looks at his activity and development opportunities in the future. The self-concept is an important structural element of the psychological appearance of the individual, developing in communication And activities.

Cognitive component - image of me- an individual's idea of ​​himself.

- self-esteem

- those specific actions that can be caused by self-image and self-esteem.

Components of the self-concept: the real self (the idea of ​​oneself in the present tense), the ideal self (what the subject, in his opinion, should become, focusing on moral standards). When the real self and the ideal self do not coincide, an intrapersonal conflict occurs ( neuroses).

Burns highlights the following main perspectives of self-concept:

Real Me- attitudes related to how an individual perceives his current abilities, roles, his current status, that is, with his ideas about what he really is.

Mirror (social) self- attitudes associated with an individual’s ideas about how others see him.

Ideal Self- attitudes associated with an individual’s ideas about what he would like to become.

A.V.Petrovsky And M.G.Yaroshevsky: Self image - a relatively stable, not always conscious, system of an individual’s ideas about himself, on the basis of which he builds his interaction with others.

The most famous distinction images of "I" is the distinction "I am the real one" And "I am ideal" A also discrimination "material self" And "social self".

1.interiorization other people's assessments- theory of the reflected mirror self (Mead and Cooley)

A person’s opinion of himself depends on how the reference group evaluates him, and the shift in self caused by the group’s opinion can be very stable. Changes will be more significant if a person thinks that the reference group is unanimous in assessing his qualities.

Internalization of other people's opinions involves both social comparison and attributional processes (a person first ascribes to others some attitude towards himself, and then accepts/rejects it as an assessment), and the selection of information in accordance with an already existing self-image and value criteria.

2.social comparison - manifests itself in two ways: a person compares the “present Self” with the “past Self” and the “future Self,” and his claims with achievements

James formula: self-esteem = success

claims

a person compares himself with other people

Thus, he takes into account not only his own successes, but also the successes of others, and takes into account the situation as a whole.

People are much more aware of the fact that they are different from others, i.e. from the implied average (physical disabilities, national minorities). Individuality is perceived as different from others and a person must choose a group to which he can/wants to orient himself and compare himself with it, and this will determine his self-esteem. The process of social comparison is two-way - a person perceives and evaluates himself in comparison with others, and perceives and evaluates others on oneself, unwittingly attributing one’s own traits to others, considering them more correct.

3.self-attribution – Skinner's neo-behaviorism, Ben's theory of self-perception.

The weaker or more incomprehensible the internal signals, the more people judges himself by his actions. Moreover, he often attributes success to himself, and looks for the reasons for failure outside. Self-attribution is selective in the selection of causal factors, in their interpretation, and in unequal attention to them. The same function - to justify one's behavior - is performed by the ego-protective mechanism of rationalization.

4. meaningful integration of life experiences – semantic integration of the self-image

On its basis, all three previous mechanisms form interconnections and intertransitions.

The concept of semantic integration emphasizes the systemic and value-semantic nature, the inextricable connection between the cognitive (what, to what extent and thanks to what is realized) and motivational aspects of the self. The different subjective significance of different aspects of the Self allows people to find optimal directions for self-realization. A differentiated-selective system of personal values ​​and self-esteem allows most people to maintain high self-esteem, regardless of their life defeats and failures. Formation, development and change of self. determined by the social environment. The human Self is recognized in the context of relationships as an identity (Self or not Self) and as a potential Self-other interaction.

Forms of self-concept:

There may also be private types (professional self) and mismatch can become a source of intrapersonal conflict or a factor in self-improvement.

Degrees of development of self-awareness(to compare the level of development of self-awareness in different people or at different stages of development in the same person) (Rosenberg):

the degree of cognitive complexity and differentiation, which is measured by the number and nature of one’s own qualities perceived by the individual; the more qualities, the more complex and generalized they are, the higher the level of self-awareness.

the degree of clarity of the self-image, its subjective significance for a person; one person thinks a lot about himself, tries to purposefully shape himself, the other has undeveloped reflection, he acts guided by immediate impulses or the logic of the situation. The objects of reflection may also differ: one is concerned with one’s appearance, another with mental abilities, and a third with one’s moral character.

the degree of internal integrity, consistency of the self-image; because a person sees himself under different angles From a perspective, his self-awareness is contradictory, but the nature of the contradictions can be different: one option is awareness of a discrepancy in the degree of development of some properties (a person knows that he has insufficiently developed some qualities and is trying to develop them), another option is a person realizes that its inherent properties are in principle incompatible with each other ( high level claims with a low assessment of one’s abilities in a significant field of activity).

the degree of stability of the self-image, its stability over time

The image of “I” is multi-valued, it includes a bodily feeling, body image, self-identity, extension (my thoughts, my things, my religion). The self-image, which develops as a result of personal life experience, influences a given person’s perception of the world, other people and the assessment of his own behavior.

Main directions of physical appearance research:

body as a repository I, as a boundary of personal space

appearance

body as a carrier of symbolic signs

Rogers: important for the development of self-concept:

The need for positive attention, - conditions of value (m. to cause harm), - unconditional positive attention.

Defense mechanisms: distortion of perception and denial (+ rationalization - “the professor gives me unfair grades”).

Self-concept - this is the totality of all an individual’s ideas about himself, associated with their assessment. The descriptive component of the Self-concept is the image of the Self or the picture of the Self; a component associated with the attitude towards oneself or towards one’s individual qualities - self-esteem or self-acceptance. The self-concept determines not just what an individual is, but also what he thinks about himself, how he looks at his activity and development possibilities in the future.

Three main elements of self-concept:

Cognitive component - image of me- an individual's idea of ​​himself.

Emotional-evaluative component - self-esteem- a person’s assessment of himself, his capabilities, qualities and place among other people.

Potential Behavioral Response- those specific actions that can be caused by self-image and self-esteem.

Components of self-concept:

real self (present tense self-image),

ideal self (what the subject, in his opinion, should become, focusing on moral standards),

When the real self and the ideal self do not coincide, an intrapersonal conflict (neuroses) occurs.

Burns highlights the following main perspectives of self-concept:

Real Me- attitudes related to how an individual perceives his current abilities, roles, his current status, that is, with his ideas about what he really is.

Mirror (social) self- attitudes associated with an individual’s ideas about how others see him.

Ideal Self- attitudes associated with an individual’s ideas about what he would like to become.

Kon: The self-concept as an attitude includes:

a) knowledge about oneself c) plans of behavior towards oneself

b) emotional attitude towards oneself

It is unique and specific to each person.

Mechanisms of self-concept formation:

internalization of other people's assessments - the theory of the reflected mirror self (Mead and Cooley)

social comparison manifests itself in two ways:

• a person compares the “present self” with the “past self” and the “future self”, and his claims with achievements

James formula: self-esteem = success

claims

a person compares himself with other people

self-attribution - Skinner's neo-behaviorism, Ben's theory of self-perception.

A person draws information about his emotions, attitudes and beliefs from three sources:

a) perception of one’s internal states

b) observing one’s overt behavior

c) observing the circumstances in which this behavior is carried out

semantic integration of life experiences - semantic integration of the self-image

Forms of self-concept:

Real Self - how a person sees himself at the moment

Ideal Self - what I would like to be

Possible Self - which Self seems possible to him

Fantastic (=imaginary) Self – if everything were possible

Dynamic Self - what I will become when I achieve my goal

The represented Self is something that is represented to others

Ticket No. 28 . Identity: phenomenology, functions, stages of formation, theories.

Erikson understood identity in general as the process of organizing life experience into an individual “I,” which naturally implied its dynamics throughout a person’s life. He views identity as a complex personal formation that has a multi-level structure. This is due to the three main levels of analysis of human nature: individual, personal and social.

Stages of personal development according to E. Erikson

1. Basic trust versus basic mistrust. According to Erikson's theory (1963), the foundations of a person's personal development are laid in the first stage, which lasts from birth to 18 months. During this period, the child must acquire sense of basic trust to the surrounding world. This is the basis for developing a positive sense of self. A sense of trust in the world serves as a support for the child to acquire new experiences, a guarantee of the correct transition to the next phases of development. Otherwise, he will not be able to easily and willingly turn to new activities. In an environment conducive to trust, the child feels that he is loved, that he is always ready to be accepted; he develops a strong foundation for future interactions with others and for developing a positive attitude towards himself.

2. Development of autonomy (autonomy versus shame and doubt) The second stage of child development lasts from one and a half to three to four years. During this period, the child realizes his individual beginning and himself as an actively acting being. But the child’s life activity may not be impeccable, as a result of which he faces disapproval from others.

The main positive result of development at this stage is the achievement of a sense of independence. In other words, the child must move from a state of complete dependence on adults to relative independence, when he begins to recognize himself as an autonomous being capable of performing certain actions. At this age, the child strives to do everything his own way, indignantly rejects attempts to feed him, dress him, hold his hand on a walk, or open the door for him. We constantly hear from him: “I myself, I myself!”

During this period, the child especially needs benevolent support and inspiration. The emerging sense of autonomy should be encouraged so that conflicts associated with adult prohibitions do not lead to excessive shyness and doubts about own strength. The development of self-control should occur without compromising the formation of positive self-esteem.

Firmness is necessary because it is necessary to protect the child from possible troubles that can occur as a result of the lack of certain experience and the ability to navigate correctly. On the other hand, an adult should encourage the child’s desire to stand firmly on his feet, since otherwise he may be suppressed by a feeling of shame and embarrassment from his unsuccessful actions, and doubts about his own worth to the people close to him.

So, according to Erikson, the preschooler must develop, firstly, a fundamental sense of trust in the world around him, especially in his parents, and secondly, a sense of autonomy, realized within certain limits. Both of these achievements increase self-esteem, since the child feels surrounded by the warmth and care of his parents and is confident in his competence in a certain range of tasks. Parental approval and self-approval combine as a focal point in creating a sense of self-worth.

I-CONCEPT OF PERSONALITY

Who you are? Because you are a unique and complex creature, you have many opportunities to complete the sentence “I am…”. (Could you give five answers to this question? Which ones?) Taken together, these answers will give what is called your Self-concept.

Self-concept- is a relatively stable, conscious a system of knowledge and ideas of an individual about himself, a system of attitudes regarding one’s own personality, on the basis of which he builds interactions with other people and relates to himself. According to the German psychologist W. Neubauer, self-concept is a “theory of oneself.”

The self-concept contains the following components:

1) cognitive - ideas and knowledge about one’s abilities, appearance, social status, significance to others, individual motivations, goals and intentions, etc.

Thus, a girl who “knows” about herself that she is beautiful will behave confidently with representatives of the other sex, even if this “knowledge” was instilled in her by clearly biased loving parents. A teenager who “knows” that super-fashionable jeans in his environment are regarded as an attribute of personal worth will expect his personal acceptance from others simply because he is wearing the appropriate new thing.

A person’s perception of himself, the beliefs with which he defines himself, are templates of consciousness - I-schemes. Our self-schemas—our perceptions of ourselves as athletic, too fat, too smart, or otherwise—actively influence how we process information.

If playing sports is central part Your self-concept, then you will most likely pay attention to how trained other people's figures are and what sports skills they demonstrate. You will easily remember episodes related to sports and be keenly interested in information that corresponds to this Self-schema.

2) emotional-evaluative- positive or negative feelings (self-esteem, self-criticism, selfishness, self-deprecation, etc.), formed as a result of comparison of reference values ​​with individual qualities.

3) behavioral(volitional) - consistency of self-realization, the desire to maintain one’s basic qualities regardless of the situation, following one’s life strategy, the desire to be understood, to win the sympathy of others, to strengthen their positive attitude towards oneself.

In the very general view It is customary to distinguish two forms of self-concept - real and ideal. However, more private types of it are also possible, for example, professional self-concept, which can also be real and ideal.

The term "real" does not imply that the concept is realistic. The main thing here is the individual’s idea of ​​himself, of “what I am.” The ideal self-concept (ideal “I”) is a person’s idea of ​​himself in accordance with desires (“what I would like to be”).

Real and ideal self-concepts are different in most cases. The discrepancy between the real and ideal self-concept can lead to various consequences: on the one hand, it can become a source of intrapersonal conflicts, on the other hand, it can contribute to the improvement of the personality and its desire for development.

The formation, development and change of self-concept is determined by internal and external factors. The social environment (family, school, numerous formal and informal groups in which the individual is included) has a strong influence on the formation of the self-concept.

The most fundamental is the influence of family. Moreover, this influence is strong not only during the period of earliest socialization, when the family is the only (or dominant) social environment of the child, but also in the future. With age, the importance of the experience of social interaction at school and in informal groups becomes increasingly important in the development of self-concept.

Social factors influencing self-concept:

Social roles performed by an individual

Social identification,

Social comparisons

Successes and failures of the individual,

Opinions of others about the personality,

The culture to which a person belongs.

Social role- a set of actions and relationships prescribed to various participants in a social environment, an idea of ​​the prescribed pattern of behavior that is expected and required from a person in a given situation based on the position he occupies in social or professional interaction. The role defines the rights and responsibilities of a person in relevant situations, a certain model behavior.

Getting Started new role Whether it be a college student, a parent, or a salesperson, we may feel out of place at first. However, gradually our idea of ​​ourselves absorbs what at first was just a game, a role in the theater of life. For example, while playing certain roles, we can begin to speak out in support of something that we had never thought about before.

The self-concept includes not only personal identity (the idea of ​​one’s personal qualities), but also social one. Social identification(social definitions of “I”) - racial and religious affiliation, gender, future specialty, etc. - imply a determination of which representative social groups you are in society.

When we are part of a small group within a larger group, we are often quite conscious of our social identity; when our group is the majority, we think about it less often. Both the only woman in a group of men and the only Canadian in a group of Europeans are aware of their uniqueness. The only black student in a group where everyone else is white, just like the only white student surrounded by black comrades, feels his ethnic identity more acutely and reacts accordingly.

Social comparisons - one of the ways a person determines his assessment of his qualities and his belonging to various social groups.

The people around us help us develop a certain standard by which we define ourselves as rich or poor, smart or stupid, tall or short. By comparing ourselves with those around us, we decide how we differ from them. In life, we are faced with social comparisons at every step. In the presence of plain people we feel beautiful, in the presence of stupid people we feel smart, in the presence of heartless people we feel caring.

Social comparison helps explain why students tend to have higher opinions of their own abilities when few of their peers can be considered exceptionally gifted. Research confirms that many graduates high school, who graduated among the best and are confident in their academic abilities, entering large, prestigious universities, where there are many excellent students like themselves, begin to feel a threat to their self-esteem. It's better to be first in the village than last in the city!

Successes and failures, previously experienced by the individual, serve as material for the construction of the self-concept. Setting challenging but achievable goals and following through on them means you feel more competent. Doing your best and achieving your goals means you feel more confident and capable.

Examples:

Women who have mastered the skills needed to protect themselves from abusers feel less vulnerable; they are calmer and have better control over the situation.

Success in scientific research raises students' self-esteem regarding their suitability for scientific work, which, in turn, often motivates them to work even harder and achieve even more impressive successes.

The principle “success fuels self-esteem” has led some researchers to the question: is it possible through positive “messages” such as “You’re great!”, “You will succeed!” increase self-esteem and stimulate achievements?

Indeed, low self-esteem sometimes creates problems. Compared to those who underestimate themselves, confident people are happier; they have a more stable nervous system, are less likely to get stomach ulcers and suffer from insomnia, there are fewer alcoholics and drug addicts among them, and they endure failures more courageously.

However, according to critics of this interpretation, the diametrically opposite explanation is at least equally probable: problems and failures lead to low self-esteem. Reality is primary, feelings are secondary. As we overcome challenges and gain skills, our successes nurture a more optimistic attitude and greater self-confidence. Children gain self-esteem not only through praise, but also through achievements that are backed by hard work.