Abstract
The article presents the results of a study of the influence of self-esteem on the mental states of students during educational activities. It is shown some foreign and Russian theoretical approaches concerning self-system. The study involved 69 students of the Institute of psychology and education aged 18-20 years. It is shown that there is a specificity of the self-esteem influence on psychological states depending on the forms of educational activity: at lectures, seminars and exams. It was established the mediating role of self-esteem in the self-regulation of students’ mental states. Students with low level of self-esteem at lectures and seminars are dominated by mental states of low intensity of manifestation. Students with an average level of self-esteem are characterized by positive states: from vigor and expectation to interest and gaiety. In the case of high self-esteem, mental states vary in modality and intensity. While the level of self-esteem increases, the intensity of manifestation of psychological states’ substructures (mental processes, experiences and behavior) also increases, and vice versa. The average self-esteem is most optimal in the regulation of mental states. In the case of high self-esteem, the most optimal psychological states are experienced by students with high independence. Students with low self-esteem experience the least intense states.
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