Real Self-image Research Articles

Психологические трудности адаптации женщин-мигрантов, заключивших брак с иностранцами

<p style="text-align: justify;">The paper is devoted to the theoretical review of psychological difficulties in the adaptation of migrant women, who moved to a new country due to family reunification. In this article, psychological difficulties are understood as any internal barriers, violations, failures, etc., that prevents optimal adaptation, in this case, of migrants. The focus of research by modern scientists is aimed at studying socially disadvantaged migrants and labor migrants. There is not enough research on women who have moved to a new country with their husbands. Four groups of psychological difficulties were identified that impede the successful adaptation of women, as well as the clinical manifestations associated with these difficulties: women’s expectations regarding interaction with society do not coincide with society’s expectations which contributes to the emergence of frustration and deprivation; the predominance of external motivation when moving to another country (following a husband) results in loss of work and familiar environment which often leads to depression and/or somatization; the predominance of compelled contacts in the structure of communication causes an increased irritability; self-image as a migrant before the move does not coincide with real self-image in a new country generates intrapersonal conflicts.</p>

КОМУНІКАЦІЙНА ДІЯЛЬНІСТЬ МАЙБУТНЬОГО ФАХІВЦЯ

An essential characteristic of the psychological and professional competence of future specialist is focus on a colleague as the main value of one's work. The need for self-discovery and self-change, methods of educational activity, methods of influencing colleagues, taking into account the patterns of personality development, is also determined. The constant variability of the professional activity tasks requires the future specialist to be aware of his / her role in this process, to display a creative approach taking into account the changing situations of professional interaction. The specialist's personality dynamism is explained by the need to choose means, forms, and methods of communication depending on the age characteristics of others, their individual characteristics and level of education. The ability to cooperate integrates, absorbs complex skills, namely: to formulate one's point of view, to listen and hear others, to find out the positions of one's partners, to resolve disagreements with the help of logical argumentation, not to transfer logical disagreements into the plane of personal relations, to encourage the activity of others and show initiative in a timely manner; to provide emotional and meaningful support to those who need it; to give others the opportunity to become consolidated, to try their hand at various types of activities; take the other's position and coordinate different views by exchanging ideas; take dialogical, not monological position; organically combine ″role″ and ″interpersonal″, business and human relations. Many philosophers, educators and psychologists point out that the individual consciousness and activity are influenced by two polar forces: external (environment) and internal (own will, desires and aspirations). As a result, each person passes his / her own path of individualization as an ascent to his / her ″Self″ under the influence of internal forces. And everyone has own way of socialization as result of adaptation to the external environment and the choice of ways of socialization in it. One of the courses of pedagogical effect on the future specialist is to provide students with information, namely: about man's manifestation of him / herself in society (environment), about the mechanisms (motives) that determine a person's behavior in his / her life as a whole, about ways of self-realization, about what helps a person form a real self-image. This is help in mastering the techniques of self-analysis, in forming an adequate self-assessment, in understanding one's relationships in society, in determining one's mirror self and one's meaning in mastering goal setting and planning. Keywords. Activity, personality, development, specialist, communication, professional interaction, cooperation, information, self-analysis.

HIGH SCHOOL STUDENTS DEPENDENCE ON VIRTUAL SOCIAL NETWORKS: DEFINITION AND INDICATORS

This article underlines the problem of high school students' dependence on virtual social networks as a result of cybersocialization process uncontrolled impact, the lack of a holistic real self-image and the dominance of the virtual component in their lives. The author aims to formulate the key concept of the research «dependence of high school students on virtual social networks», as well as justification and identification of key indicators that allow to recognize the dependence in a person aged 15-18, studying at high school. To achieve this goal, the following methods were used: analysis and systematization of foreign and domestic sources; analysis of the terms «network», «social network»; clarification and systematization of the following definitions «Internet addiction», «dependence on virtual social networks» and identification of specific social characteristics inherent in high school students prone to a state dependent on virtual social networks. The results of the research are to determine the methodological basis of the concepts of «dependence» and «addiction», including a clear distinction between approaches (prevention and correction) to overcome the relevant conditions. Separately, to conduct the systematic analysis of the terms «network» at the philosophical and «social network» at the intersectoral methodological levels, created a scientific basis for substantive aspects revealing «virtual social networks» and specifying this definition in order to further develop the research terminology. Concretization of the definitions «Internet addiction», «dependence on virtual social networks» and the identification of specific social characteristics inherent in high school students prone to virtual social network status allowed to make an attempt to justify the concept «high school students' dependence on social networks» and to identify the key criteria of 15-18-year-olds social development (cognitive, emotional-volitional, motivational-valuable, behavioral) and the corresponding to them indicators («I-real», «I-virtual»), which allow to recognize the dependent state of high school students. Further scientific research on this problem is considered appropriate in the direction of developing a socio-pedagogical program for the prevention of high school students' dependence on virtual social networks.

THE DYNAMICS OF IDEAL AND REAL SELF OF PUPILS IN THE CONTEXT OF THEIR PERSONAL EFFICIENCY

The article analyzes the research of the real and ideal self-images of pupils having different levels of personal effectiveness at the time of transition from primary school age to adolescence. Formation of holistic Self, it filling with new meaningful elements, formation of a certain attitude towards oneself, as well as development of personal life meanings and prospects of the future take place due to reflexive analysis. The performed study has allowed us to determine five category groups with which pupils characterize the “successful pupil” image (ideal Self): generalized characteristics; activity and behaviour characteristics; personality traits (this category can be divided into two subgroups: 1) a person as a learning actor, his/her treats important for learning activity implementation; 2) a person’s traits characterizing him/her as a human being); relationships with other people, other characteristics. The ideal self-image peculiarities are determined and compared, in dynamics, with real self-images of 3rd-6th grade pupils depending on their personal effectiveness. The research results give grounds to assert that primary schoolchildren form self-knowledge on the base of self-perception and self-observation, which is basis for creation of ideas about themselves; but such self-knowledge consists mostly of single images in specific situations. In contrast, at the beginning of adolescence, self-study and self-reflection become very important, which is a prerequisite for holistic, generalized self-image formation. Keywords: personality, personality efficiency, self-image, ideal Self, real Self, reflexivity. Accepted : 03.26.201 8 Reviewed : 04.02.201 8 Published : 04.11.2018 * * * * * Download/read PDF

The Dynamics of Relations between Ideal and Real Self of Primary School Children and Adolescents in the Context of their Personal Efficiency

The article analyzes the research of the real and ideal self-images of pupils having different levels of personal effectiveness at the time of their transition from primary school age to adolescence. There are five category groups with which pupils describe the “successful pupil” image: generalized characteristics; acting and behavioural characteristics; personality traits (this category can be divided into two subgroups: 1) a person as a learning agent, the treats important for learning activity implementation; 2) a person's traits characterizing him/her as a human being); relationships with other people, other characteristics. The ideal self-image peculiarities are determined and compared, in dynamics, with real self-images of 3rd-6th grade pupils depending on their personal effectiveness. The research results give grounds to assert that the self-knowledge of primary schoolchildren has the form of self-perception and self-observation that are basis for creation of ideas about themselves; such ideas consist mostly of single images in specific situations. In contrast, at the beginning of adolescence, self-study and self-reflection become very important, which is a prerequisite for holistic, generalized self-image formation.

What will I be like at eighty? How human values contribute to expected real and ideal self-images in old age in a Germanic/Austrian cultural context

According to Grawe’s Consistency Theory, congruence between an individual’s aims and reality is fundamental for psychological health. We examined the real and ideal self-images of N = 440 participants in a Germanic/Austrian cultural context as perceived in presence and as anticipated for an age of 80 years and examined their relationship to value orientations as a coping resource. From adjective ratings on the Semantic Differential for the real self-image at presence, two dimensions were extracted, one representing Warmth (W) and one representing Competence (C) in the sense of the Stereotype Content Model. Cluster analysis yielded one type of respondents with a cautiously optimistic, and one with a moderately pessimistic view of the present and the future. A third cluster devalued W and C in favor of Religiosity and Conservatism and had the highest degree of congruence between real and ideal self-images. Thus, hypotheses with regard to Religiosity and Conservatism as coping resources were confirmed.

Study of values and interpersonal perception in cosmonauts on board of international space station

The increased heterogeneity of International Space Station (ISS) crews′ composition (in terms of nationality, profession and gender) together with stressful situations, due to space flight, can have a significant impact on group interaction and cohesion, as well as on communications with Mission Control Center (MCC) and the success of the mission as a whole. Culturally related differences in values, goals, and behavioral norms could influence mutual perception and, thus, cohesive group formation. The purpose of onboard “Interaction-Attitudes” experiment is to study the patterns of small group (space crew) behavior in extended space flight. Onboard studies were performed in the course of ISS Missions 19–30 with participation of twelve Russian crewmembers. Experimental schedule included 3 phases: preflight training and Baseline Data Collection; inflight activities once in two weeks; post-flight measurement. We used Personal Self-Perception and Attitudes (PSPA) software for analyzing subjects′ attitudes toward social environment (crewmembers and MCC). It is based on the semantic differential and the repertory grid technique. To study the content of interpersonal perception we used content-analysis with participation of the experts, independently attributing each construct to the 17 semantic categories, which were described in our previous study. The data obtained demonstrated that the system of values and personal attitudes in the majority of participated cosmonauts remained mostly stable under stress-factors of extended space flight. Content-analysis of the important criteria elaborated by the subjects for evaluation of their social environment, showed that the most valuable personal traits for cosmonauts were those that provided the successful fulfillment of professional activity (motivation, intellectual level, knowledge, and self-discipline) and good social relationships (sociability, friendship, and tolerance), as well. Post-flight study of changes in perceptions, related to Real Self-image, did not reveal significant differences between the images of Russian crew-members and representatives from foreign space agencies. A certain difference in perceptions was found in cosmonauts with more integrated system of evaluations: after space flight they perceived foreign participants as “closer” to their Ideal, while Russian crew-members were perceived mostly as “distant” from Ideal Self of these subjects. Perceptions of people from Earth were also more critical. These differences are likely to be manifestations of interpersonal perception stereotypes. Described patterns of changes in perceptions of cosmonauts, who have performed space flight as a part of ISS multinational crew, allow us to suggest the recommendations for development of ISS crew training, in particular, it seems useful to increase the time of joint training for deepening of intercultural interaction.

The Characteristics of Initial Sandplay Productions of 44 Undergraduates

Objective: To investigate the undergraduate's initial sandplay themes. Method: Each subject made initial sandplay with the company, then share the feeling about his own initial sandplay. Result: The theme in sandplay of undergraduates about family and life is about 63.7%; different kind of miniatures was used with different frequency by every subject; there are 54.55% initial sandplay have real self-image,all of the initial sandplays have not used the water, and the time that everyone used on making their initial sandplay has significance of difference.

理想像の分化と内面化に見る非行少年の心理的特徴

The purpose of this study was to clarify the psychological traits of juvenile delinquents, from the relationship between two ideal images (social ideal and personal ideal) and two self images (possible and real). In this study, developmental viewpoint and the relationships among four images were given special importance. 113 juvenile delinquents and 438 high shcool and college students (from 16 to 19 years, meles only) responded to a SD scale containing 17 items of four concepts respectively, and a self-esteem scale containing 10 items. The result showed that the delinquents marked low score in (strength and seriousness) factors of social ideal image, and high scores in (strength, tenderness and extroversion) factors of real-self image. This result suggested juvenile delinquents had a self-megalomanic tendency and a weak normative sense. From the profiles of ideal images and the low correlation between the ideal-real self discrepancy and the self-esteem score, it was clarified that young juvenile delinquents had undifferentiated ideal images and their internalization of social and personal ideal was weak, compared with a control group.

Self‐image and Guilt: A Further Test of the Cognitive‐Developmental Formulation

The cognitive-developmental formulation of self-image disparity holds that an increasing disparity between the real and ideal self-image is due to (a) increasing differentiation of the real from the ideal self with maturity and (b) the increased capacity for incorporation of social mores with a greater propensity for guilt as a result. Guilt and self-image disparity were assessed in 47 young adults in Study 1, and in 108 children, of varying intellectual abilities, in the 5th, 8th, and 11th grades in Study 2. In both studies, guilt was related to self-image disparity. At all age levels, guilt was related to a higher ideal self-image. Guilt was related to a higher real self-image among 5th graders, but not among older individuals. Brighter children had a higher ideal self-image, greater self-image disparity, and marginally more guilt than children of average intellectual abilities. Guilt and self-image disparity were not related to grade level. The pattern of findings indicated that self-image is influenced by both cognitive-developmental and experiential determinants.

Real and ideal self-images in second- and fifth-grade children: Reliability, validity and factorial structure

The reliability, construct validity, and factorial structure of three self-image instruments were assesses in a total of 80 second- and fifth-grade children. Both real self-images (children's current views of themselves) and ideal self-images (the self views to which children aspire) were assessed. the split-half and test—retest reliabilities of the instruments were adequate even for children's as young as second graders. Stronger evidence of construct validity was found for the older children, although the intercorrelation patterns for both age groups were characterized by larger correlations between assessments of real and ideal self-images using the same instrument than between assessments of the same component of the self-image across the three instruments. Contrary to predictions gener ated by developmental theory, the factor analyses provided non evidence of increasing differentiation of the self-image with age. They did, however, reveal that second and fifth graders distinguish distinctly different functional domains within their self-images.

Parental practices and the development of moral judgment and self-image disparity during adolescence.

The development of adolescent self-concept and moral judgment was related to parents' child-rearing practices. Higher self-image disparity, more positive ideal self-image, and less positive real self-image were related to a higher level of moral judgment. Parental practices that emphasized unilateral respect or that were nonnurturant were related to a lower level of moral judgment and to less emphasis on postconventional judgments. Among boys, higher self-image disparity was related to authoritarian child-rearing practices. Among girls, a more positive ideal self-image was related to the father's emphasis on control and supervision and the mother's emphasis on control of sex and aggression. The findings were discussed in terms of cognitive-developmental factors in the development of the self-image and the importance of opportunities for autonomous functioning in the elaboration of moral judgment and aspects of the self-image. Furthermore, the different effects of parental practices for boys and girls were interpreted as reflecting the importance of sex-role stereotyping in the socialization of adolescent moral judgment and self-image.

Moral judgment and the development of real and ideal androgynous self-image during adolescence and young adulthood.

Subjects at 13, 17, and 20 years of age responded to Rest's Defining Issues Test and to Bern's Sex-Role Inventory (BSRI). The BSRI was divided into real self-image and ideal self-image formats. Seventeen-year-old and college-age males showed less preference on ideal image for masculine characteristics and more preference for feminine characteristics compared to 13-year-old males. College-age females had a greater preference for masculine compared to feminine characteristics, whereas younger females had no preference for sex-typed characteristics. Subjects at higher stages of moral judgment or with a higher percent of postconventional moral judgment were more likely to incorporate aspects of the opposite sex in their self-image. The findings are discussed in terms of both Kohlberg's cognitive developmental theory of sex role development and Loevinger's theory of ego development. Kohlberg (1966, 1969) has proposed that sex role development is related to cognitive developmental level. According to Kohlberg, once younger children attain gender constancy, they come to view conformity to their sex role as moral and selectively attend to and imitate either same-sex models or gender-stereo typed behavior. Although a number of studies have been concerned with the influence of gender constancy or intelligence in the development of sex-typed behaviors or interests (Bryan & Luria, 1978; Kohlberg & Zigler, 1967; Slaby & Frey, 1975; Thompson, 1975), little is known of the relationship between moral judgment and the development of sex role. Although Kohlberg's discussion of sex role development is limited to learning or internalizing conventionally stereotyped masculine or feminine values, his general theoretical model may be extended to the development of less stereotyped sex role attitudes. One implication of Kohlberg's claim that moral