home
about the project
Medical news
For authors
Licensed books on medicine
<< Previous Next >>

Conditions for the formation of self-esteem of students during their studies at a university

In numerous psychological studies on adolescence, most often the emphasis is on the development of self-awareness and adequate self-esteem, because it is this age that is the central period in the formation of the worldview system, some character traits and social intelligence. These issues are of great importance when it comes to students. The word “student” is of Latin origin and means “hard working, engaged,” i.e. mastering knowledge. A characteristic feature of moral development in adolescence is the strengthening of conscious motives for behavior. Those qualities that were fully lacking in the upper grades - determination, determination, perseverance, independence, initiative, self-mastery are noticeably strengthened. At the same time, experts in the field of developmental psychology and physiology note that a person’s ability to consciously regulate his behavior at the age of 17-18 is not fully developed. This should be taken into account when building joint activities in the educational process. It should be remembered that the educational process itself is one of the main factors affecting the development of personality. The process of personality formation is carried out in ontogenesis under the influence of a number of factors. The formation of individual - typological features depends on both the natural inclinations and environmental influences. Student age is characterized by the fact that during this period many optimums for the development of intellectual and physical forces are achieved, and a changing attitude towards oneself colors all actions. Physical data, which are of such great importance in adolescence, do not lose their relevance, but they seem to fade into the background, and mental abilities, knowledge, abilities and skills come first.

Scientific research revealed: each person, intentionally or without realizing it, often compares himself with others and, as a result, develops a fairly stable opinion about his intellect, appearance, health, i.e. forms a "set of self-esteem." Self-esteem is an awareness of one's own identity regardless of changing environmental conditions. Most people tend to rate themselves slightly above average.

This allows us to conclude that a person is characterized by a need for a fairly high self-esteem. Overstated self-esteem is noticeably found among students in an exaggeration of their mental abilities. Underestimation of their abilities negatively affects cash. There is a feeling of dissatisfaction, a lowered mood background is created, and an “inferiority complex” is consolidated. Persistent excessively low self-esteem entails excessive dependence on others, lack of independence, distorted perception of others. The formation of self-esteem in students is influenced by many factors: the position among peers, the attitude of teachers, etc. Comparing the opinions of people around him, a person forms self-esteem, and at first he learns to evaluate others, and then himself. And only in adolescence does the skill of introspection, self-observation and reflection, the ability to analyze their own results and, thereby, evaluate themselves, take shape. The formation of personality includes a relatively stable image of the "I" that ensures the integrity of the psychological appearance, i.e. self-image. Psychologists consider self-acceptance as the basis of that complex psychological education, which is called "I-concept." Self-esteem is carried out by comparing the ideal "I" with the real, but at this age, the ideal "I" has not yet been comprehensively evaluated by the individual. This objective contradiction in the development of the personality of a young person can cause him internal self-doubt.

The youthful age, according to E. Erickson, is built around an identity crisis, consisting of a series of social and individually-personal choices, identifications and self-determination. If a young man fails to solve these problems, he develops an inadequate identity. All this suggests that this period of life is most important for the formation of an adequate self-esteem. But for this, certain conditions must be created. It is necessary that education in a university be aimed at developing personal reflection and prepare students for solving problems of self-determination. We must try to increase the level of self-esteem of students to improve performance, because overestimated self-esteem and an exaggerated sense of control over events can be interpreted as egocentrism. Memory has an egocentric organization: the higher the personal significance of the event or the more people are involved in it, the easier it is to remember this event. Therefore, positive illusions regarding the student’s own personality can beneficially affect both memory and other cognitive processes. All the above suggests that the creation of a positive atmosphere in the educational process contributes to the formation of adequate self-esteem of students and effective development, the manifestation of their intellectual abilities [64].

During the first three years of study at a university, the majority of students lose their personal sense of professional training, which manifests itself in dissatisfaction with their professional choice and unwillingness to continue the professional path of a teacher.
If in the first year 61.5% of students are satisfied with their professional choice, then in the second year they become 46.8%, and in the third - 33.3%. If in the first year 69.2% of students say that they will go to work as a teacher, then in the second year their number is reduced to 25%.

As our study showed, dissatisfaction with professional choice and a negative attitude to the teaching profession are most often associated with a lack of knowledge of the essential features of the teaching profession, primarily with a lack of understanding of its motivational potential, i.e. opportunities to meet the basic needs of the individual: in communication, cognition, social recognition, self-esteem, self-realization and creativity.

A stable positive attitude of the student’s personality to himself as the subject of the upcoming pedagogical activity acts as a criterion for the completeness of the process of his professional self-determination, and is also an indicator that professional training has a personal meaning for him. However, as our study has shown, a positive attitude towards oneself as a subject of pedagogical activity is far from characteristic of all senior students. In particular, while in the first year, 66.6% of students think that they can become a good teacher, in the fourth year, only 41.5%. Only 38.5% of fifth-year students believe that they possess the qualities necessary for the successful work of a teacher.

The study revealed the positive role of active teaching practice in the formation of an adequate "image of a professional self" of a future teacher. After teaching practice, the majority of students' opinions about the profession (58.4% in the fourth year and 54% in the fifth) and about themselves as a teacher (73.5% in the fourth year and 54.2% in the fifth) improve, and their assessment success in professional development is becoming more objective.

Thus, in the course of vocational training and preparation for pedagogical activity, the ideas about the profession and about yourself as a future teacher are replenished and expanded, the result of this is the establishment of the personal meaning of vocational training, which occurs in most students only in senior courses. As our study has shown, the effectiveness of this process is positively influenced by active and systematic professional self-knowledge aimed at forming an adequate picture of oneself as the subject of the upcoming pedagogical activity. Thus, professional self-awareness is an indispensable psychological condition for the effectiveness of the process of professional formation of a future teacher. [40; S. 55]

However, the negative trends identified in the work in the formation of the student’s professional identity indicate the need for special work to manage this process, to provide students with timely assistance in the formation of an adequate "image of a professional self." The result of this work will be the formation of an active subject of professional development, capable of analyzing their life and professional goals, motives, self-capabilities and comparing them with the requirements of pedagogical activity. When organizing such work, we suggest taking into account the following practical recommendations.

It is necessary:

- to form a positive attitude of students to their future profession;

- to reveal the essential aspects of pedagogical activity, reflecting its motivational potential, high social significance;

- to stimulate the cognitive activity of students, aimed at understanding the psychological characteristics of their own personality and activities;

- to form students' conscious need for constant, systematic self-knowledge, reflection and professional development;

- to form students' perceptual-reflexive and gnostic abilities and skills that contribute to the creation of an adequate "image of a professional self";

- use various forms of psychological training for the positive development and strengthening of the self-concept of future teachers [12; S. 35].

Thus, in the course of vocational training and preparation for pedagogical activity, the ideas about the profession and about yourself as a future teacher are replenished and expanded, the result of this is the establishment of the personal meaning of vocational training, which occurs in most students only in senior courses. As our study has shown, the effectiveness of this process is positively influenced by active and systematic professional self-knowledge aimed at forming an adequate picture of oneself as the subject of the upcoming pedagogical activity. Thus, professional self-awareness is an indispensable psychological condition for the effectiveness of the process of professional formation of a future teacher [40; S. 55].
<< Previous Next >>
= Skip to textbook content =

Conditions for the formation of self-esteem of students during their studies at a university

  1. The dynamics of ideas about the meaning of life and acme of students during their studies at the university
    Human life is motivated by the search for the meaning of its existence, the desire to realize this meaning on the basis of value guidelines. According to W. Frankl (1990), man is driven by the will to meaning. The desire to find the meaning of life is a “secondary rationalization” of instinctual drives, the main motivational force that helps to overcome difficulties. Life becomes meaningful - containing
  2. Graduate work. The relationship of self-esteem and professional orientation of student psychologists, 2012
    Theoretical analysis of the classical level. Mathematical processing of experimental data of a very high level Introduction Psychological characteristic of a professional orientation Theoretical analysis of the problem of a professional orientation in psychological literature Correlation of concepts professional orientation, professional self-determination and professional
  3. Assessment of the reliability of the relationship of self-esteem and professional orientation of students - psychologists
    The task of correlation analysis is to establish the direction (positive or negative) and form (linear, nonlinear) of the relationship between the varying features, measure its tightness, and, finally, to check the significance level of the obtained correlation coefficients. The criterion for selecting “sufficiently strong” correlations may be as the absolute value of the correlation coefficient itself (from 0.7
  4. The relationship of self-esteem with the professional orientation of students
    The process of professional self-determination includes the development of self-awareness, the formation of a system of value orientations, modeling of one’s future, the construction of standards in the form of an ideal image of a professional. Personal self-determination of a person occurs on the basis of the development of socially developed ideas about ideals, norms of behavior and activity. Current social orientation
  5. Features of studying at a university
    The qualification of a teacher-psychologist is assigned after the end of the corresponding department (faculty) of a higher educational institution, most often a university. Usually the training period is 5 years. What is studying the future teacher-psychologist? The content of education for each specialty is determined by a document called the “State Educational Standard”. It provides for study from above.
  6. The influence of self-esteem on the process of becoming the meaning of life in high school students
    An important role in the self-determination of a person is played by the process of awareness of the purpose and meaning of life. Understanding the meaning of life can be considered one of the main criteria for personal self-determination (Safin, Nikonov, 1984), and the presence of interest in the meaning of life and its active discussion can be considered as one of the parameters that determine the actively ongoing process of self-determination (Ginsburg, 1996). Particular
  7. EXPERIMENTAL STUDY OF THE RELATIONSHIP OF SELF-ASSESSMENT WITH THE PROFESSIONAL DIRECTION OF STUDENTS
    EXPERIMENTAL STUDY OF THE RELATIONSHIP OF SELF-ASSESSMENT WITH A PROFESSIONAL DIRECTION
  8. Motivation for studying at a university (T.N. Ilyina)
    When creating this technique, the author used a number of other well-known techniques. It has three scales: “acquisition of knowledge” (desire to acquire knowledge, curiosity); “Mastery of the profession” (the desire to acquire professional knowledge and form professionally important qualities); “Obtaining a diploma” (the desire to acquire a diploma with the formal assimilation of knowledge, the desire to
  9. Self-assessment of psychophysiological abilities to perform service in special conditions
    Before starting to master the techniques of psychological techniques, each employee should have the necessary information about their characteristics, which are manifested in professional activities. Currently, psychological readiness is assessed by psychologists at the Psychodiagnostics Centers (CPD) of the Internal Affairs Directorate, Central Internal Affairs Directorate, and the Ministry of Internal Affairs before sending personnel on business trips to “hot spots”.
  10. Didactic foundations of the organization and conduct of game training at a military university
    Games used in the teaching practice of military universities are active teaching methods. This is because in them, as a rule, the productive and transformative activity of cadets and students predominates. Educational games are characterized by: - ​​multivariance and multi-alternative solutions, from which it is required to make the choice of the most rational; - the need to take
  11. Organizational and pedagogical foundations of training at a military university
    Organizational and pedagogical foundations of military training
  12. TRAINING AS A WAY OF ORGANIZING A PEDAGOGICAL PROCESS AT A MILITARY UNIVERSITY
    TRAINING AS A WAY OF ORGANIZING A PEDAGOGICAL PROCESS IN A MILITARY
  13. Design and construction of professionally-oriented training technology at a military university
    Design and construction of professionally-oriented military training technology
  14. Didactic possibilities of using various teaching methods in a military university
    Didactic possibilities of using various methods in a military university
  15. The formation of professional acme among students of higher and secondary pedagogical educational institutions
    The formation of a value-semantic attitude to professional activity and professional acme is a long process, which begins, as a rule, in the process of learning at school and continues at its next level - at a university or secondary specialized institution. The success of the formation of the attitude of the individual to the profession at the second, student stage determines the further development of this
  16. Features of the personal and professional formation of students of various educational environments
    Personal and professional formation in the conditions of a person’s real life activity (in the conditions of higher professional education) is manifested in the construction of a professional image of the world, determined by solving problems on the meaning and value of the activity for society and itself, as a gradual transformation of a person’s thinking (with his individual
  17. Didactic foundations of the development and application of modern training technologies in a military university
    Didactic foundations of the development and application of modern technologies in a military university
  18. Didactic basis for assessing the effectiveness of the application of training technology in a military university
    Didactic basis for evaluating the effectiveness of the use of technology in a military university
  19. Акмеологические условия и принципы оптимизации информационного сопровождения формирования культуры здоровья в педагогическом ВУЗе
    Современные подходы к высшему педагогическому образованию предусматривают необходимость учитывать требования мировой образовательной системы, в том числе и повышение научно-исследовательского уровня специалиста в области образования. Основным механизмом решения такой задачи, отражающим возрастающую наукоемкость современного образования, является включение субъектов образовательного процесса всех
Medical portal "MedguideBook" © 2014-2019
info@medicine-guidebook.com