Self-concept Research Research Articles

Who Am I? Self-concept in Adults with Cystic Fibrosis: Association with Anxiety and Depression.

Cystic Fibrosis (CF) is a progressive condition resulting in reduced lung function and strongly associated with elevated anxiety and depression symptoms. Self-concept refers to an individual's overarching sense of identity, a positive level of which is widely associated with reduced anxiety and depression. There is a significant lack of self-concept research within CF. This study explores the association between self-concept and anxiety and depression in adults with CF. 64 adults living with CF in Western Australia completed validated online questionnaires (Generalised Anxiety Disorder-7, Patient Health Questionnaire-9, Tennessee Self-Concept Questionnaire 2: Short-Form) and consented to the collection of medical data. Descriptive, t-test, correlation and multiple regression analysis were undertaken. Higher levels of self-concept were associated with lower levels of anxiety and depression symptoms. Lower self-concept levels were a significant predictor of increased anxiety and depression symptoms after accounting for physical health status. Mean self-concept scores for those who required mental health intervention were significantly lower compared to those that did not. This study identifies a significant relationship between self-concept and anxiety and depression in adults with CF. Further research is required to establish causation and test the feasibility of self-concept interventions in reducing anxiety and depression symptoms.

Me, myself, and I: A systematic review of cystic fibrosis and self-concept.

Given extensive pertinent disease factors and evolving medical treatments, this systematic review explores qualitative and quantitative cystic fibrosis (CF) research surrounding self-concept, an overarching perception of self. Research methodologies, self-concept dimensions, prominent self-concept findings and clinical recommendations are identified. Preferred Reporting Items for Systematic Review and Meta-analyses guidelines were applied. PubMed, Scopus, Medline, Psycinfo, CINAHL (ebsco), and CENTRAL Cochrane electronic databases were searched from 2012 to 2022. Methodological quality was assessed using the critical appraisal skills program. Data-based convergent synthesis was applied to analyze and report on qualitative and quantitative studies in parallel. Thirty-seven publications met the inclusion criteria, most of which employed a cross-sectional, single-center design within an adolescent and adult population. Self-efficacy, self-esteem, and self-identity studies were dimensions of self-concept identified, with studies relating to self-efficacy surrounding physical health management most prevalent. All three dimensions were positively associated with improved treatment adherence and psychosocial health. Efficacy tested intervention programs to enhance self-concept are limited; however, an extensive range of clinical recommendations are offered, highlighting the importance of clinician self-concept awareness, quality clinician-patient conversations and online CF peer-support. Self-concept is an important mechanism to optimize patient outcomes. Further CF self-concept research is required, particularly multicenter, longitudinal, and interventional studies. Early childhood, post lung transplant and the older adult CF population in particular, lack research attention. Given the potential impact of rapidly evolving CF transmembrane conductance regulator modulator drugs on many aspects of self, future self-concept research beyond the dimension of self-efficacy may be beneficial.

Self-Concept and its Components for Developing Research in Positive Psychology: An Integrative Model

The study aimed to reduce researchers’ suffering from the abundance and diversity of psychological and educational research that deals with self-concept and its components. The challenge with starting from different theoretical frameworks is that this reflects negatively on the results and variables associated with each component. There are also many self-components, combined with the synonymy of some names, that confuse researchers and place research in the cycle of stereotyping and repetition. Therefore, presenting a graphical form that includes a description of the self-concept components and clarifies the relationships between them and their role in the structure of the human self contributes to solving this problem. In the theoretical framework, the theoretical concepts of the components were reviewed, and the method for developing integrated models that aim to transfer self-concept research in psychology from the level of description to the level of analysis was explained by taking advantage of the huge number of empirical studies on the self. A questionnaire consisting of four dimensions, including 40 items, was applied to a sample of 12 psychology experts. The results indicated that the self-concept serves as a basis for an integrated model of the self-components. The spatial analogy method was used in developing the model inputs, processes, and outputs. The sub-components that are closest in relationship to the self-concept are self-image, self-esteem, and the ideal self in the operations stage. The next closest variables are self-regulation, self-affirmation, self-actualization, and self-compassion. The model explains each in detail, and a set of recommendations and proposals were produced. KEYWORDS single entry static models, self regulation, self efficacy, educational psychology, psychology experts, self esteem

How Do Social Media Machines Affect Self-Concept Research?

Advanced digital technologies broadly penetrate self-activities, such as algorithms, machine learning, or artificial intelligence. This trend is most evident on social media, where contents, attitudes and evaluative judgments meet on technology-driven platforms. Moreover, human networks also started communicating with social bots or conversational interfaces. All these challenges can trigger a redesign of self-concept via technology. Therefore, the paper investigates how social media machines affect self-concept-related academic research. First, pioneers of the field are presented. Second, the self-concept research in digital technology and social media is summarised. Topic networks illustrate critical research fields with the latest trends and future implications. Last but not least, we also investigate how emerging media phenomena affect academic trends in the case of social bots or fake news. The study aims to support the connected research in psychology, business, management, education, political science, medicine and media studies with an understanding of the latest trends. The additional goal is to highlight the potential of market-based research cooperation with academia supporting significant developments and funding.

Risk Factors Associated with Empty Nest Syndrome in Elderly Women in the Work Area of Public Health Center (Puskesmas) 1 Kembaran Banyumas Regency in 2014

Empty nest syndrome is often experienced by women, especially in nuclear families. Empty nest syndromes are experienced by old age at the time when the cubs last married or left home. The phenomenon of empty nest syndrome is widely experienced by women of advanced age with various diverse forms. This study aims to study the risk factors associated with empty nest syndrome in older women in the Puskesmas l Kembaran Working Area of Banyumas Regency in 2014. This type of research is a quantitative study using a cross-sectional approach with a population of 184 older women. The analysis used is Chi-Square and Logistic Regression. The results showed that the age of older women who experienced empty nest syndrome (63.6%), in the category of elderly old (57.6%), basic education (77.7%), non-work (58.7%) and social activities (93.5%). The results of the Chi-square test obtained variables related to the empty nest syndrome were self-concept (p-value = 0.016), communication with children (p-value = 0.027), and communication with partners (p-value- 0.026). Variables that are not related to the incidence of empty nest syndrome are age (p-value = 0.368), education (p-value = 0.834), occupation (p-value = 0.957) and social activities (p-value = 0.935). According to the logistic regression test results, self-concept is the most dominant variable associated with the empty nest syndrome (p = 0.020. OR = 2.103). The conclusion of the self-concept research is the variable most related to the empty nest syndrome. It is recommended that older women need to increase their social activities. Children should often visit parents or contact them by phone, and posyandu cadres explain the importance of social interaction in posyandu activities for the elderly.

ИССЛЕДОВАНИЕ УДОВЛЕТВОРЕННОСТИ ПРОФЕССИОНАЛЬНЫМ ВЫБОРОМ СТУДЕНТОВ-ПЕРВОКУРСНИКОВ РАЗНЫХ НАПРАВЛЕНИЙ ПОДГОТОВКИ В СООТНЕСЕНИИ С ИХ САМООТНОШЕНИЕМ

Statement of the problem. The article presents an overview of theoretical and experimental studies of students’ satisfaction with their choice of profession and their self-concept. The purpose of the article is to identify satisfaction with professional choice in relation to self-concept among first-year students of the KSPU named after V.P. Astafyev, studying at the Faculty of Biology, Geography, and Chemistry (BGC) and specializing in Biology and Chemistry, Geography and Biology, as well as at the Institute of Physical Culture, Sports and Health named after I.S. Yarygin and specializing in Physical Culture, Physical Culture and Additional Education (sports training). Research methodology. The research methodology is based on the concept of E.P. Ilyin, which is interpreted as follows in this article: satisfaction with the choice of profession, not being a direct motivator of educational activity, supports its continuation. In the study, we also relied on the concept of R.S. Pantileev, according to which the components of the structure of personal self-conception through motives are connected with the real-life activity of a subject, in our case, with the motives for choosing a profession and academic activity at a university. The study involved 67 first-year students of the KSPU named after V.P. Astafyev, studying at the BGC Faculty (18 students specializing in Biology and Chemistry and 20 students specializing in Geography and Biology), as well as at the Institute of Physical Culture, Sports and Health named after I.S. Yarygin (13 students specializing in Physical Culture and 16 students specializing in Physical Culture and Additional Education (sports training). Testing and questionnaires were applied in the empirical study of satisfaction with professional choice among students of different specialization. The testing included the following methods: motives for choosing a profession (R.V. Ovcharova), methods of self-concept research (S.R. Pantileev) to study the motivational characteristics of professional choice and self-concept of students. The questionnaires were conducted to identify the level of students’ satisfaction with their professional choices. In this article, the results of students’ spring exam session were considered as an indicator of success of their academic activities by the end of the first year of study. The relationship between the components of self-concept and satisfaction with professional choice among students of different specialization was determined by using Spearman’s rank correlation coefficient. In addition, the Mann-Whitney U-test was used to identify differences between internal and external motives of students when choosing a profession. Research results. The article shows that the satisfaction of first-year students with their professional choice at the end of the first year of study correlates with their academic performance, and in most of the studied groups it also correlates with motivational factors of professional choice and with some components of self-concept. At the same time, analysis of the results showed that students’ self-concept manifests itself in the form of a generalized factor – a set of certain components of self-concept that determine some general attitude of students to themselves as individuals. So, for example, the first-year students specializing in Biology and Chemistry, as well as the first-year students specializing in Physical Culture and Additional Education (sports training) have a generalized factor of self-respect dominating in the structure of their self-concept, manifested in the assessment by these students of their personality as competent and effective, self-confident and accepting the consequences of their choice. First-year students specializing in Physical Culture, whose generalized factor of auto-affection dominates in the structure of their self-concept, have an unchangeable sense of affection for themselves, regardless of failures in specific actions. And first-year students specializing in Geography and Biology are characterized by the dominance of a generalized factor of self-deprecation in the structure of their self-concept which serves as a protective mechanism that allows them to provide self-support, shifting the blame for their educational failures to some circumstances and other people. Conclusion. Considering students’ satisfaction with their choice of profession as a complex psychological phenomenon associated with motivational factors of professional choice and self-concept, we will be able to better understand the features of their behavior in the educational process.

Pengaruh Konsep Diri, Kemandirian Belajar, Kesiapan Belajar, Perhatian Orangtua Dan Fasilitas Belajar Terhadap Hasil Belajar Siswa Kelas Xi IPS Pada Mata Pelajaran Ekonomi di SMA Negeri 2 Batang Anai

This study aims to analyze the sampling technique using the Proportional Random Sampling method. The sample in this study was 98 students. The results of self-concept research have a significant effect on learning outcomes. the respective coefficients are 0.188. With the value of tcount tcount 3.193 > ttable 1.66159 This means that if self-concept increases by one unit, then learning outcomes increase by 0.188 in each unit. Independent learning is significant to learning outcomes. The respective coefficients are 0.315. learning readiness has a significant effect on learning outcomes. the respective coefficients are 0.320. Parental attention has a significant effect on learning outcomes. the respective coefficients are 0.437. Learning facilities have a significant effect on learning outcomes. their respective coefficients are 0.208. self-concept, learning independence, learning readiness, parental attention and learning facilities together have a significant effect on learning outcomes. Where obtained the value of Fcount 45.625 > Ftable 2.31 with a significant level of 0.000 < = 0.05. This means that Ha is accepted and H0 is rejected.Keywords: Self-concept, learning independence, learning readiness, parental attention and learning facilities.

Academic Self-concept and its Relationship to Academic Achievement among University Students

This research sought to study the academic self-concept and the relationship between the academic self-concept and students’ academic achievement among university Qatari students. Research of the academic self-concept is well documented in Western cultures, but the academic self-concept research is limited among Qatari students. A sample composed of 274 undergraduate university students was utilized in this study. Tools of data collection consisted of demographic characteristics such as gender and age; students’ cumulative Grade Point Average (GPA) as academic achievement; and the Academic Self-concept Questionnaire (Byrne, 1996) to measure the academic self-concept, which was composed of 40 items, distributed in 4 subscales namely Maths, Verbal, Academic, and Problem Solving. The result of the study revealed a significant but weak relationship between the academic self-concept and the academic achievement.

The physical self-concept across childhood: Measurement development and meaning for physical activity

The physical self-concept is considered a significant predictor of physical activity and persistence in childhood and youth. Based on Shavelson, Stanton, and Hubner's (1976) hierarchical structure of self-concept, several approaches have been developed to measure physical self-perception. A multi-dimensional fitness-based approach by Marsh (1990) shows a valid method for measuring physical self-concept in all age groups from 8 years old to adulthood. Furthermore, following standard childhood fitness test dimensions, instruments have been developed for middle to late childhood (Dreiskämper, Tietjens, Honemann, Naul, & Freund, 2015a) and early childhood (Tietjens et al., 2018). However, based on Harter's (1980) approach of a more global and general skills-summarizing self-perception profile, other studies – preliminary coming from a motor development perspective – focused on measuring children's self-perception based on fundamental movement skills such as object control, locomotion, and stability. In this line, Estevan and Barnett (2018) proposed an adaption of Fox and Corbin's (1989) model. However, several research questions have remained unanswered because these different research directions have not been integrated yet: 1) How is the physical self-concept in childhood constructed, and how can it be measured? 2) How does the physical self-concept develop across childhood (and is this consistent with the assumptions about the self-concept as defined by Shavelson et al., 1976)? And 3) What is the role of physical self-concept in behavior (i.e., PA) and its antecedents in childhood (and how)? The purpose of this discussion paper is to address these three more or less open questions from a self-concept research perspective. To this end, the models of Shavelson et al. (1976) and Marsh (1990) will be drawn upon to integrate the recent research developments into a new classification of the physical self-concept and its development throughout childhood.

Self-concept related to information and communication technology: Scale development and validation

Competence-related self-concepts (i.e., an individual's self-perceived competence in general and specific domains) are important predictors of performance, behavior, motivation, and well-being in different areas of life. With growing digitalization, self-concept (SC) related to the use of information and communication technology (ICT) is a focus of research across disciplines. To be able to assess ICT-SC theoretically and empirically based on an integrative ICT competence framework and self-concept research with a broad application field, in the present study, we develop a 25-item scale in the German language (ICT-SC25g) using NS1–S4= 1541 and in the English language (ICT-SC25e) using NS5= 483. The ICT-SC25g/e measures general and domain-specific ICT-SC (communicate, process and store, generate content, safe application, solve problems) in the adult population (18–69 years) across contexts (private life, work, education). The results indicate good reliability (internal consistency, test-retest reliability). Confirmatory factor analyses support factorial validity and theory-consistent relations with personality traits (e.g., emotional stability) and technology-related measures (e.g., frequency of ICT use, technophobia) confirm construct validity. The scale shows strict measurement invariance across gender and countries. We discuss the application of the ICT-SC25g/e in disciplines that focus on humans interacting with ICT, namely education, human resources, technology acceptance, and public health.

Moderators of dimensional comparison effects: A comprehensive replication study putting prior findings on five moderators to the test and going beyond.

Dimensional comparisons, where students compare their achievements in different subjects, have a significant impact on the formation of students’ subject-specific self-concepts. This research examines the influence of five moderators that have been shown in previous research to affect the strength of dimensional comparison effects: (1) the intraindividual difference between students’ math and verbal achievements, (2) the absolute level of students’ math and verbal achievements, (3) students’ belief in the negative interdependence of math and verbal abilities, (4) students’ perception of the dissimilarity of math and verbal subjects, and (5) students’ perceptions of their math and verbal subject teachers’ diagnostic competence. We examined the effects of all moderators within a sample of 1,424 students in Germany by conducting latent moderated structural equation modeling within the framework of the internal/external frame of reference model. Only two moderators showed significant influences on the strength of the dimensional comparison effects: The dimensional comparison effects on students’ math and German self-concepts were stronger, the more students believed in the negative interdependence of math and verbal abilities, and the more dissimilar they perceived the subjects math and German to be. These moderating effects also persisted if we integrated both moderators into one model simultaneously. Our findings have important implications for self-concept research and dimensional comparison theory, as well as for educational interventions aiming to foster and regulate students’ self-concepts. Moreover, they illustrate the importance of replication studies in educational psychology. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Career and Life Planning Education: Extending the Self-Concept Theory and Its Multidimensional Model to Assess Career-Related Self-Concept of Students with Diverse Abilities

Purpose: This article aims to (1) systematically examine the development of career guidance practices in Hong Kong over the past 40 years, (2) discuss developmental attention to the career-related self-concept of diverse learners, and (3) propose a multidimensional model of self-concept by integrating the career-related domains with recent advances in self-concept research pertaining to students’ in-school and post-school outcomes. Design/Approach/Methods: This article charts the developmental trend of career guidance and counseling (CGC) over more than 40 years in Hong Kong. The article also examines key findings relating to self-concept research made in the fields of education and career counseling in the past 50 years. Findings: For 50 years, Hong Kong has progressively recognized the importance of CGC. The government’s continued determination to refine its policies and practices in this domain was succinctly highlighted in the Chief Executive’s 2018 policy address. However, many challenges pertaining the professional competence of career guidance teachers and the ability of school administrators to manage the paradigm shift from informal to formal career guidance and counseling practices (CGCPs) remain. Meanwhile, the effects of these CGCPs on students’ gains of career-related abilities and interests directly and indirectly remain under-researched. Originality/Value: This article integrates research into the developmental trend of career guidance practices in secondary schools and the study of academic self-concept. The article builds upon previous self-concept research by proposing an extended self-concept model that includes the career-related domain, setting a theoretical model for further research to explore. Finally, the article demonstrates the importance of tailoring career guidance activities in secondary education to reflect the diverse career-related self-concepts held by today’s students with diverse abilities.

Self-Branding through NFL Team Fanship: Fans’ Desired Self-Image and Its Implications for Branding Practices

Abstract: Building upon the self-concept research and the model of motivation process, this study was designed to explore the self-images desired by National Football League (NFL) fans and examine the impact of such desires on fan behavior. Through three research phases, this study revealed the factor structure of fans’ desired self-image in NFL team fanship and confirmed its key role in influencing fan identity and team-related consumptions. In particular, athletic image sufficiently provided by NFL team fanship could stimulate positive fan behavior, whereas social attractiveness that was in a shortage would hold back team-related consumptions. Discussion focused on the implications for branding practices of sport teams, corporate sponsors, and professional athletes.

Trend Fashion Hijab Bagi Generasi Milenial Terhadap Konsep Diri

This Study aims to determine the trend of millenial generation hijab fashion in the squard girl community towards self-concept. This study aims to determine the trend of millenial generation hijab fashion in the squard girl community towards self-concept. The research instrument used was the observation sheet. By using a percentage test formula. Based on the result of self-concept research with indicators of sosial behavior that is equal to 90% easy to get along with group members, amounting to 100% respecting decisions in the group and by 75% good commucation with the group. With the overall recapitulation result of 89.58% showing very high criteria for self-concept. Thus the hijab fashion trend for millenial provides a positive response to self-concept

How Do Teacher Affective and Cognitive Self-Concepts Predict How Do Teacher Affective and Cognitive Self-Concepts Predict Their Willingness to Teach Challenging Students? Their Willingness to Teach Challenging Students?

Building on and extending earlier research on student self-concepts and studies investigating teachers working with students with social, emotional, or behavioural difficulties, disorders, or disturbance, this longitudinal study examined teacher self-concepts in relation to their willingness to teach challenging students in mainstream classrooms. In the current study, “challenging students” refer to those who may pose a challenge to the teacher, either behaviourally or academically. Statistical measures included analysis of variance, correlation analysis, path analysis, and commonality analysis. Survey data collected from 108 participants at three different time points consistently showed that affective self-concept was a stronger predictor than cognitive self-concept of teachers’ willingness to teach challenging students. This study affirms and extends self-concept research by showing that the affective dimension of teacher self-concept is a better predictor of choice indicators than the cognitive dimension. The study also highlights the importance of developing and sustaining a strong sense of professional enjoyment for teachers in facing challenging teaching environments.

A Mixed Methods Approach to Culture-Sensitive Academic Self-Concept Research

(1) Background: In self-concept research, Likert scales are still relied upon despite the fact that they pose methodological difficulties for research in culturally diverse societies. This calls the validity of the data into question. In the present study, we develop a mixed methods design for culture-sensitive academic self-concept research. We test it in a study about chemistry self-concept with secondary school students; (2) Methods: Interview (N = 43) and questionnaire (N = 116) data were collected; (3) Results: The mixed methods approach allowed connecting self-concept with culturally shaped narratives: in the quantitative data, we found the well-documented gender gap in favor of boys. However, among the students with a Turkish migration background, the girls showed stronger chemistry self-concepts. The interviews suggested that girls with Turkish migration background find it easier to connect their chemistry learning to their personal life than the boys with Turkish migration background; (4) Conclusion: Based on further literature, we hypothesize that these differences might be due to a less masculine conception of science in the Turkish society. The mixed methods approach allows detecting measurement bias, which increases the validity of science self-concept data in culturally diverse contexts.

Relaciones longitudinales entre el autoconcepto académico y el rendimiento académico

In self-concept research, there is a dearth of longitudinal studies which examine whether the structure of the two-factor self-concept consisting of competence and affect is stable across time. Using data collected among 608 (male=294, females=313, 1 missing gender information). Chinese secondary students from 7th grade (M age=13.41, SD=1.35) to 9th grade, the study used confirmatory factor analyses to compare the internal structure of separating and conflating competence and affect of the general school self-concept. The structural equation modeling (SEM) was then applied to examine longitudinal relations between competence, affect, and academic achievement. Consistently across the three time points, the two-factor self-concept structure was favored. However, SEM showed that the reciprocal effects were obtained only between competence and achievement from grade 7 to 8 but not from grade 8 to 9 and not between affect and achievement. Such inconsistency could be attributed to the transition from pre-puberty to adolescence.

Longitudinal Relations Between School Self-concept and Academic Achievement

In self-concept research, there is a dearth of longitudinal studies which examine whether the structure of the two-factor self-concept consisting of competence and affect is stable across time. Using data collected among 608 (male=294, females=313, one missing gender information) Chinese secondary students from 7th grade (Mage=13.41, SD=1.35) to 9th grade, our study used confirmatory factor analyses to compare the internal structure of separating and conflating competence and affect of the general school self-concept. The structural equation modeling (SEM) was then applied to examine longitudinal relations between competence, affect, and academic achievement. Consistently across the three time points, the two-factor self-concept structure was favored. However, SEM showed that the reciprocal effects were obtained only between competence and achievement from grade 7 to 8 but not from grade 8 to 9 and not between affect and achievement. Such inconsistency could be attributed to the transition from pre-puberty to adolescence.

Self-concept research in science and technology education – theoretical foundation, measurement instruments, and main findings

ABSTRACTThis article gives an overview of the current state of science and technology self-concept research. Following a defined selection process, we analysed 74 peer-reviewed journal articles published from 1998 to 2017, which are indexed in the ERIC database and that deal with science and technology self-concepts (STSC) of school children and adolescents. In our analysis, we focus on the theoretical foundations, measurement instruments, and main findings from this area. (i) Theoretical foundations: today’s research on STSC is mainly based on the Shavelson and Marsh models of self-concept, i.e. it follows the tradition of educational psychology. (ii) Measurement instruments: a number of established and validated measurement instruments are available. However, the existing methodological resources should be employed more rigorously. (iii) Main findings: Some findings are well documented, such as the positive relation with achievement, the gender gap, and the fact that students of non-dominant ethnic groups tend to have lower STSCs. Recommendations: in order to gain a deeper understanding of these phenomena, it could be fruitful to further elaborate connections with science identity research and to enrich STSC research with qualitative data.

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ Я-КОНЦЕПЦІЇ ПІДЛІТКІВ ІЗ СУБ’ЄКТИВНИМ ПЕРЕЖИВАННЯМ САМОТНОСТІ

Relevance of the problem:Urgency of the research presented in the given paper is caused by spreading of problem of loneliness in the modern society, recognition of loneliness to be one of reasons of teenagers’ deviating behavior, lack of researches of correlation between the subjective loneliness experience of teenagers and their self-concept formation as a new formation of the given age. Aim:determination of specificity of correlation between self-concept and the subjective loneliness experience of teenagers of different age groups. Methodology of the research: subjective loneliness experience diagnostics by D. Russell and M. Ferguson, teenagers’ self-concept research methods by E. Piers and D. Harris in modification of A. M. Prikhozhan (324 pupils of 5-9 forms of 10-15 years old); means of a single-factor analysis of variance, Student t-test for independent samples, and correlation analysis according to Pearson’s method. Results of the research. There are distinctions in self-concept indices of teenagers with various levels of the subjective loneliness experience. It was defined that in the course of time the number of self-concept parameters of the teenagers’ connected with the subjective loneliness experience increases. For the group of 10-11 years old teenagers such parameters as anxiety, acceptance of situation at school, self-esteem of physical attraction and satisfaction with communication with age mates are characteristic. In the group of 12-13 years old teenagers the parameters mentioned above are accompanied by self-attitude, satisfaction with life situation, satisfaction with proper position in the family, and in the group of 14-15 years old teenagers – by intelligence self-esteem. In addition, frequency and intensity of the subjective loneliness experience has a tendency to increase from 10-11 to 12-13 years old and to further decrease at 14-15 years old.