Self-esteem is an important tool for human self-knowledge. It is necessary for the formation of a harmonious, full-fledged personality who will be ready to build healthy relationships with the outside world and adequately accept the challenges of fate. The foundations of an adequate attitude towards oneself are laid in childhood, so parents and teachers need to understand how the child perceives his personality. Methodology R.S. Nemova “What am I?” diagnoses the level of self-esteem in children of preschool, as well as primary and secondary school age. With its help, you can detect the problem of self-perception in time and carry out psychological correction.

Characteristics of Nemov’s method “What am I?”

Self-esteem is a person’s idea of ​​the meaning of his personality and activities, evaluating himself, his own qualities and feelings from a positive or negative side. It is important to form a positive attitude towards oneself in a child from early childhood; this is the “foundation” on which the successful maturation and development of the child is built.

Having a high assessment of his qualities, a child finds it easier to get along with his peers

What you think about yourself is much more important than what others think about you.

Lucius Annaeus Seneca

Moral letters to Lucilius

Only objective self-esteem brings moral satisfaction and establishes a true sense of personal dignity. With correct self-esteem, a person ceases to be dependent on the opinions of others, can confidently defend his ideological positions, and persistently move towards his intended goal. A sober self-attitude allows you to create harmonious and close relationships based on mutual respect, rather than authoritarian submission.

Self-esteem is one of the fundamental components of personality structure, which is laid in early childhood and develops throughout life. Therefore, it is necessary to pay special attention to its development in children starting from preschool age (3–6 years). Thanks to a positive perception of himself, a child can objectively evaluate others, have a normal attitude towards the outside world, adequately balance his interests and needs, without violating the freedom of other people.

Developed and implemented the “What Am I?” method. Academician, Doctor of Psychology Robert Semyonovich Nemov. His area of ​​scientific specialization is problems of personality psychology, social psychology, he is the author of numerous publications and textbooks. Diagnosis of a child’s self-esteem, proposed by R.S. Nemov, is aimed at preschool children, primary schoolchildren, but is also suitable for secondary school students.

The main objective of the test “What am I?” - psychodiagnostics of personal qualities. This test is part of comprehensive measures that determine the child’s level of psychological and intellectual readiness for school. When a child moves to secondary school, the method will help to understand how ready he is for new teachers, whether he has developed the qualities of psychological independence, a more mature and responsible self-attitude.

Methodology R.S. Nemova, in the language of professional psychologists, is classified as “pure,” that is, the subject simply confirms or denies the presence of certain psychological and moral qualities that are voiced to him from the list. Based on the answers, conclusions are drawn about the level of his self-esteem.

Test procedure and technique

The study does not require special preparation, the only thing you need is - print protocols for the number of children tested. And creating an atmosphere of warmth and trust is an indispensable condition for all psychological tests.

The test is organized in such a way that the child gives himself a rating on a number of personal qualities. The total score allows us to draw conclusions about the level of his self-esteem. The subject also independently comments on how important the listed character traits are for him.

The research protocol is drawn up in the form of a table:

List of qualities used in the test:

1. Good.
2. Kind.
3. Smart.
4. Careful.
5. Obedient.
6. Attentive.
7. Polite.
8. Skillful (capable).
9. Hardworking.
10. Honest.

After the study, it would not be superfluous to ask a few questions to clarify the child’s attitude not only to himself, but also to those around him: parents, study and playmates, teachers.

• Do you expect praise?
• How do your peers, parents, and teachers treat you?
• How do you understand the word “self-esteem”?
• Do your friends respect you?
• What place do you give yourself in your circle of friends?

Features of developmental psychology that are worth considering

In the process of research, it is necessary to take seriously the peculiarities of the developmental psychology of a preschooler and a junior school student. This is an age of active development, the child’s psyche is unstable, he gets tired quickly, so testing can be affected by poor concentration, undeveloped volitional qualities, lack of motivation with low interest of the child. If the interviewee is not interested, then it is very difficult to work with him.

It should be borne in mind that a preschooler does not know how to distinguish between activities and personality characteristics. If they respond critically to his actions, the understanding is triggered in the mind: “I am bad.” In the inner world of a child, the emotional background is decisive; he really needs approval and encouragement from his inner circle of adults. A child at this age has difficulty accepting criticism and often idealizes his character and qualities.

To overcome or mitigate these difficulties, with a fairly high level of qualifications of the researcher, additional efforts will be required to create an atmosphere of the most complete trust and mutual understanding with the child in order to hear honest and informed answers from him. If you treat the test superficially, you can create a biased picture of the subject’s self-esteem.

The child’s interest in the study will minimize the error of the test results

By the end of the preschool period and at the secondary school stage, favorable conditions arise for intellectual growth and the conscious consolidation of ethical standards of behavior. As intellectual and psychological maturation progresses, dependence on the value judgments of adults about the child is overcome, and self-sufficiency develops. Over time, the position of children's egocentrism is replaced by a more realistic idea of ​​oneself, a desire for partnerships, equal relationships with others.

Method “What am I?” for preschoolers and primary schoolchildren

For the younger age category, up to nine years, it is recommended to conduct the survey orally and take into account that children may have an insufficient level of proficiency in reading and writing techniques. The test organizer must work individually with each child, since he will have to write down answers and ask additional clarifying questions to make sure that the child understands the task and is deeply aware of his answer.

It is very important not to ignore the emotional behavior of the person being tested, but to write down statements that he may use to accompany his answer. These can be exclamations: “very”, “always”, “never”. A professional approach will help conduct testing more successfully and achieve an objective result.

Remember: questions for preschoolers and primary school children should be spoken in a calm intonation, formulated simply, clearly and clearly. If the child does not understand, the task is clarified.

1. We give the task: “I name the qualities of a person’s character, and you say which of them apply to you.”
2. We explain: “When you answer, you can say the words “yes”, “no”, “I don’t know”, “not always.”
3. We name the characteristic and clarify: “Do you understand what this word means? Think about it, don’t rush.”
4. We enter the data into the protocol.

Study of self-esteem and self-attitude of secondary school students

For middle school children, you can organize a test in a small group in which everyone knows each other well and feels relaxed and comfortable. Children of this age independently answer the questions in the protocols in writing. We carry out the test according to the following scheme:

1. We sign a protocol for each child and issue it personally.
2. We explain the task: “In front of each quality, you need to rate yourself on a scale: “yes,” “no,” “I don’t know.” We explain that answers must be given quickly, but we also do not force children to rush too much.
3. We make sure that the children understand the meaning of all the words about moral qualities, and ask them to start the test.
4. After completion, we collect protocols to sum up the results.

Evaluation of results

When the protocols are completed, we proceed to processing the results obtained. The test has a rating scale: “yes” answers receive 1 point; “no” answers are scored 0 points; answers expressing doubt (“I don’t know,” “sometimes”) earn 0.5 points. The total score determines the child’s qualitative level of self-esteem.

• 10 points - very high;
• 8–9 points - high;
• 4–7 points - average;
• 2–3 points - low;
• 0–1 point - very low.

After receiving and evaluating the test results, you can have a conversation with interested parents and educators. During the consultation, they explain how deviations from the norm manifest themselves in the child’s self-esteem.

Low self-esteem reveals itself as a tendency toward “self-criticism,” suspiciousness, poor motivation, and anxiety. For such a person, any problem becomes exaggeratedly complex, he takes criticism towards himself painfully and intolerantly, “chews” other people’s words for a long time and painfully, and carries resentment within himself. A person perceives even the positive reaction of others as a temporary and random episode in his life, being in constant emotional tension of waiting for a blow from fate. Such psychological negativism prevents the building of long-term, strong, deep relationships with other people.

Children with low self-esteem withdraw into themselves and have problems with their studies not because of the quality of their knowledge, but because of their uncertainty and fear of being misunderstood and ridiculed. They clearly and immediately need the help of a psychologist.

Inflated self-esteem will inevitably create problems in communicating with peers

Inflated self-esteem, on the contrary, leads to the fact that a person puts himself in a position of superiority, is confident in his own rightness, and ignores the point of view of others. With an inflated level of perception of one’s strengths and capabilities, a person is prone to irresponsibility in actions, since he takes on work that is “beyond his ability.”

Since it is often the parents who form the child’s self-esteem, an overly enthusiastic attitude towards their child can do him a “disservice” by distorting the real understanding of things. On the other hand, parental criticism and negativism will create apathy and timidity, kill enthusiasm, and limit the energy of active action to achieve success. In addition, misunderstanding and rejection from peers may appear.

Interpretation of testing results

In general, preschoolers tend to have high self-esteem due to a lack of knowledge about themselves and the people around them. Often in children 4 - 5 years old, you can hear answers to an exaggerated degree when the child claims that he is “always kind”, “always skillful”, which indicates a lack of self-criticism.

How realistic and objective the answers are can be checked by comparing the child’s self-esteem with the opinions of parents and teachers about him based on the same characteristics. Older preschoolers and high school students, as a rule, are objectively and sensibly aware of their positive qualities and shortcomings; the opinions of friends and adults about them are important to them.

We draw your attention to the fact that the statistical norm for this method of diagnosis is a psychologically justified and natural discrepancy between the child’s real and ideal self-image.

The real concept of one’s “I” is the child’s idea of ​​himself, what he thinks about himself. The ideal concept implies a person’s perception of his “I” in accordance with his expectations and desires, that is: “What do I want to be?”

An experienced practicing psychologist will definitely discover a possible internal conflict between the real and the ideal in a person’s psychological self-portrait. The recommendations of an insightful researcher will be valuable for teachers and parents who seek to understand the characteristics of a child’s character and to better understand the reasons for the behavior of their children or students.

Methodology R.S. Nemova “What am I?” - one of the tools for determining the level of self-esteem, which is necessary for the early identification of problems in the development of the child’s “I”. It is important to pay attention to how a person perceives himself from childhood in order to, if necessary, carry out psychological correction and help him live happily, grow, love himself and communicate comfortably with others.

Our research was carried out at school No. 967 of the North-Eastern Administrative District in grade 2 “B”. Children's age is 7-9 years. There are 21 students in the class.

Purpose: to study the characteristics of self-esteem in children of primary school age.

Object of study: personal sphere of a primary school student.

Subject of research: features of self-esteem of a primary school student.

Tasks of diagnostic work:

1. select diagnostic methods

2. carry out diagnostics

3. process the results obtained

4. draw up research protocols

Dembo-Rubinstein technique

Materials: calculator, cards with a set of words characterizing individual personality traits.

Progress of the experiment: The experimental part of the experiment is performed in the classroom. The experimenter gives stimulus material to the subjects and asks them to select 5 qualities that, in the opinion of the subject, characterize an ideal personality. The subject selects the specified number of words from the proposed list of qualities and makes two rows of them. The first row represents a set of personality traits of the subject’s ideal, which is the most important for the ideal. Next, the qualities of the ideal are written down as their importance for the subject decreases. In the second row, the subject writes down the quality that, in his opinion, is most developed in himself. Then, just as in the first row, the subject writes down the qualities of his own personality as the degree of their development in himself decreases.

Processing the results:

After filling out two rows, the Spearman rank correlation coefficient is calculated and a conclusion is drawn about the quantitative level of self-esteem. Formula: R=1-(6/a*(a -1))*b, where a is the number of qualities, and b is the sum of squared differences.

It should be borne in mind that a coefficient value of less than 0.35 corresponds to low self-esteem, from 0.35 to 0.7 - average and more than 0.7 - corresponds to a high level of self-esteem.

Study of self-esteem using the Dembo-Rubinstein method (26, p. 67)

This technique is based on students’ direct assessment of a number of personal qualities, such as health, abilities, character, authority among peers, the ability to do a lot with their own hands, appearance, and self-confidence. The subjects are asked to mark with certain signs on vertical lines the level of development of these qualities and the level of aspirations, i.e. the level of development of these same qualities that would satisfy them.

Instructions: Any person evaluates his abilities, capabilities, character, intelligence, etc. The level of development of each quality of the human personality can be conventionally depicted by a vertical line, the lower point of which will symbolize the lowest development, and the upper point the highest. There are seven lines drawn on the form. They mean:

a) Intelligence, abilities

d) The ability to do a lot with your own hands

e) Appearance

f) Self-confidence

Below each line is written what it means. On each line, mark with a line (-) how you assess the development of this quality, side of your personality at the moment. After this, mark with a cross (x) at what level of development of these qualities and sides you would be satisfied with yourself or feel proud of yourself.

Processing of results: processing is carried out on 6 scales. Each answer is expressed in points. The dimensions of each scale are 100 mm, in accordance with this, the students’ answers are given a quantitative description.

1. For each of the six scales, the following is determined: a) the level of claims - the distance in mm from the bottom point of the scale (“0”) to the “x” sign; b) height of self-esteem - distance in mm from the bottom scale to the “-” sign.

2. The average value of self-esteem indicators and level of aspirations on all six scales is determined. The average values ​​of the indicators are compared with the table:

Low medium high

Level of aspirations up to 60 60-74 75-100

Level of self-esteem up to 45 45-59 60-100

The following technique is aimed at determining the emotional level of self-esteem, author A.V. Zakharova

Material: drawings for performing subtests.

The experimenter presents the subject with a drawing and asks him to complete the task of the corresponding subtest.

Progress of the experiment:

1) Experimental part.

Subtest No. 1. Imagine that the row of circles shown in the picture are people. Indicate where you are.

Subtest No. 2. The big circle is your “I”. Small circles are your family, friends and teacher. Show where father, mother, grandmother, grandfather, brother (sister), teacher, friends will be.

D-grandfather

B-grandmother

S-sister

Dr - friends

U-teacher

Subtest No. 3. Here in the picture are your parents, teachers, friends. Put a cross (dot) where you are.

Subtest No. 4. Place a dot in the place of the circle where you are.

Subtest No. 5. Imagine that you are in the bottom row. Which of the two circles will you be in?

2) Processing the results:

Subtest No. 1. The norm for a child is to point to the third or fourth circle on the left. In this case, the child adequately perceives the features of his “I-image”, realizes his worth and accepts himself. When pointing to the first circle, he has an overestimated self-esteem, and when pointing to circles further than the fifth, he has underestimated self-esteem.

Subtest No. 2. allows you to determine your relationship with loved ones. When placed on top, he recognizes superiority and allows this person to put pressure on him. Puts pressure on those below, feels superior to him.

Subtest No. 3. determines social interest (whether the child feels included, accepted into the world of people), as well as the degree of closeness with one or another category of people. If the child indicated himself outside the triangle, then we can say that he feels rejected or is not interested in social contacts.

Subtest No. 4. Determination of the degree of egocentrism. A preschooler is characterized by high egocentrism (location in the very center of the circle). The older child should be reasonably selfish.

Subtest No. 5. Personalization. Allows you to identify awareness of your similarity (when pointing to the left circle) or your uniqueness (right circle).

Target. Identification of characteristics and level of self-esteem in adolescents.

Research procedure: the child is asked how he perceives himself and evaluates ten different positive personality traits. The assessments proposed by the child to himself are presented in the appropriate columns of the protocol, and then converted into points. The scales represent the following personality traits: smart, handsome, kind, honest.

The assessment criteria for the assignment are:

The nature of self-esteem.

According to the methodology, the nature of self-esteem is determined in accordance with the level chosen by the child and was assessed as high, low, average. The method used a point assessment (according to R.S. Nemov).

A child’s self-esteem is determined by the total points scored for all personality traits.

Self-esteem levels:

10 points – very high;

8 – 9 points – high;

4 – 7 points – average;

2 – 3 points – low;

0 – 1 points – very low.

The results of the self-esteem study are distributed across 5 levels.

3. test “Finding a quantitative expression of the level of self-esteem”

Target. Identify a quantitative expression of the level of self-esteem.

Equipment: words characterizing individual personality qualities: accuracy, thoughtfulness, quick temper, sensitivity, pride, sadness, cheerfulness, caring, envy, shyness, rancor, sincerity, sophistication, capriciousness, gullibility, slowness, suspiciousness, vindictiveness, persistence, tenderness, ease , nervousness, indecisiveness, lack of restraint, charm, touchiness, caution, responsiveness, pedantry, mobility, suspicion, adherence to principles, poetry, contempt, cordiality, looseness, rationality, decisiveness, self-forgetfulness, restraint, compassion, modesty, patience, cowardice, enthusiasm, perseverance , compliance, coldness, enthusiasm.

Research procedure. The subject carefully looks through a list of words that characterize individual personality traits. Based on the proposed list, the respondent writes down 20 significant personality traits in the second column of the table, 10 of which describe the ideal person from the point of view of the person being tested, and the other 10 are negative, that is, those that the ideal should not have in any case.

After the second column of the table is filled in, the subject begins to fill out column X1, working with words from the second column. He must describe himself in such a way that in the first place of column No. 1 there is the quality that is most inherent to him, in the second place - inherent, but less than the quality that is written under No. 1, etc. Number 20 should be the quality that is least characteristic of the subject. The order of positive and negative qualities is not taken into account in this case. The main thing is to describe yourself as accurately as possible.

After this stage of work is completed, the subject fills out column X2. in it he must describe his ideal person, putting in the first place in the column the quality that, in his opinion, should be expressed most in an ideal person, in the second place - expressed, but less than the first, etc. Number 20 should be a quality that ideally should practically not exist. To fill out this column of the table, the subject must work only with words from column No. 2. (Column No. 1 with a description of himself must be covered with a sheet of paper while filling out column X1).

In column No. 4, the respondent must calculate the difference in rank numbers for each written quality. For example: a property such as “neatness” is ranked 1st in the first column, and rank 7 in the third. d will be equal to 1-7= -6; such a quality as “responsiveness” is ranked 3rd in both the first and third columns. In this case, d will be equal to 3-3=0; such a quality as “carelessness” in the first column is in rank 20, and in the third – in rank 2. in this case d will be equal to 20-2=18, etc.

Column No. 6 calculates the sum d², that is

∑ d²= d1 ² + d2 ² + d3 ² + … + d20 ²

Comparative analysis of research results.
During the control stage of the study, we identified the level of interpersonal relationships of children of senior adolescence in grade 8 “b” of school No. 30. For this, the same methods were used as at the initial stage of the ascertaining experiment (“Sociometry” by R.S. Nemov, assessment test communication skills of A.A. Karelina) Results of the method...

Experiments by famous psychologists that gave impetus to the development of child psychology
The greatest contribution to the development of child psychology was made by the famous Russian psychologist Lev Semenovich Vygotsky. Vygotsky approached his studies of the mental development of children from the philosophical and political position of Karl Marx’s theories about the state and labor relations. Marx's idea was that if everyone worked together for the common good...

Skill 5
Situation 1. Complete the formula of a simple categorical syllogism. Replace symbolically expressed logical terms with concepts so that as a result you come to a meaningful conclusion. M a P S a M ? Solution: No. Algorithm Specific correspondence of this situation to the proposed algorithm 1 Completion of the formula for a simple...

“Ladder” technique (junior school age).

This technique is intended to identify the child’s system of ideas about how he evaluates himself, how, in his opinion, other people evaluate him, and how these ideas relate to each other.

Purpose of the study: determination of the characteristics of the child’s self-esteem (as a general attitude towards himself) and the child’s ideas about how other people evaluate him.

Material and equipment: a drawn ladder, a figurine of a man, a sheet of paper, a pencil (pen).

Research procedure: the technique is carried out individually. The research procedure is a conversation with a child using a certain rating scale on which he places himself and presumably determines the place where other people will place him.

Interpretation of the result: in accordance with the characteristics of the task, the type of self-esteem is determined (overestimated, adequate or underestimated).

Carrying out the test:

The child is shown a drawn staircase with seven steps, where the middle step looks like a platform, and the task is explained.

Instructions:

“If all the children are seated on this ladder, then on the top three steps there will be good children: smart, kind, strong, obedient - the higher the better (show: “good”, “very good”, “the best”). And on the bottom three steps there will be bad children - the lower, the worse (“bad”, “very bad”, “the worst”). At the middle level, children are neither bad nor good. Show me what level you will put yourself on. Explain why?" After the child’s answer, he is asked: “Are you really like this or would you like to be like this? Mark what you really are and what you would like to be.” “Show me what level your mother would put you on.”

A standard set of characteristics is used: “good - bad”, “kind - evil”, “smart - stupid”, “strong - weak”, “brave - cowardly”, “the most diligent - the most careless”. The number of characteristics can be reduced. During the examination, it is necessary to take into account how the child performs the task: he hesitates, thinks, and gives reasons for his choice. If the child does not give any explanation, he should be asked clarifying questions: “Why did you put yourself here? You always like this?" etc.

Interpretation of the result:

The most characteristic features of completing a task, characteristic of children with high, adequate and low self-esteem.

If a child puts himself at the middle level, this may indicate that he either did not understand the task or does not want to complete it. Children with low self-esteem due to high anxiety and self-doubt often refuse to complete a task and answer all questions: “I don’t know.” Children with developmental delays do not understand and do not accept this task and act at random.

Inadequately inflated self-esteem is characteristic of children of primary and secondary preschool age: they do not see their mistakes, cannot correctly evaluate themselves, their actions and actions.

The self-esteem of 6-7 year old children is becoming more realistic and in familiar situations and familiar activities it is approaching adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated.

Low self-esteem in preschool children is considered a deviation in personality development.

Analysis of results:

First of all, they pay attention to what level the child has placed himself on. It is considered normal if children of this age put themselves on the level of “very good” and even “very good” children. In any case, these should be the upper steps, since a position on any of the lower steps (and even more so on the lowest) does not indicate an adequate assessment, but a negative attitude towards oneself, lack of confidence in one’s own abilities. This is a very serious violation of the personality structure, which can lead to depression and neuroses in children. As a rule, this is associated with a cold attitude towards children, rejection or harsh, authoritarian upbringing, in which the child himself is devalued, who comes to the conclusion that he is loved only when he behaves well. And since children cannot be good all the time, and certainly cannot meet all the claims of adults, fulfill all their demands, then, naturally, children under these conditions begin to doubt themselves, their abilities and the love of their parents for them. Children who are not taught at all at home are also unsure of themselves and of parental love. Thus, as we see, extreme neglect of a child, as well as extreme authoritarianism, constant guardianship and control, lead to similar results.

The answers to the question about where adults will put them - dad, mom, teacher - speak specifically about the attitude of parents towards the child and their requirements. For a normal, comfortable feeling of self, which is associated with the emergence of a sense of security, it is important that one of the adults puts the child on the highest level. Ideally, the child himself can put himself on the second step from above, and the mother (or someone else from the family) puts him on the highest step.

Studying general self-esteem using a testing procedure

(questionnaire by G.N. Kazantseva)

(middle school age)

Instructions to the subject:“Some provisions will be read to you. You need to write down the position number and against it - one of three answer options: “yes” (+), “no” (–), “don’t know” (?), choosing the answer that most closely matches your own behavior in similar situation. You need to answer quickly, without thinking.”

Questionnaire text

1. I usually expect success in my affairs.
2. Most of the time I am in a depressed mood.
3. Most guys consult with me (consider me).
4. I lack self-confidence.
5. I'm about as capable and resourceful as most of the people around me (the kids in the class).
6. At times I feel like no one needs me.
7. I do everything well (any task).
8. It seems to me that I will achieve nothing in the future (after school).
9. In any case, I consider myself right.
10. I do a lot of things that I later regret.
11. When I hear about the success of someone I know, I feel it as my own failure.
12. It seems to me that others look at me judgmentally.
13. I don't worry much about possible failures.
14. It seems to me that various obstacles that I cannot overcome prevent me from successfully completing assignments or tasks.
15. I rarely regret what I've already done.
16. The people around me are much more attractive than myself.
17. I myself think that someone constantly needs me.
18. It seems to me that I do much worse than others.
19. I'm more often lucky than unlucky.
20. In life I am always afraid of something.

Processing the results.The number of agreements (“yes”) under odd numbers is counted, then the number of agreements with provisions under even numbers is counted. The second result is subtracted from the first result. The final result can range from –10 to +10.

A score from –10 to –4 indicates low self-esteem.

Result from –3 to +3 about average self-esteem.

A result from +4 to +10 indicates high self-esteem.

Methodology “Self-esteem of the personality of a high school student” (senior school age).

Instructions. We bring to your attention a series of judgments. There are five possible answers. Please select one of them for each judgment and mark it in the appropriate box.

Protocol form for the method “Self-assessment of the personality of a high school student”

Conducting research

The test questionnaire includes 32 judgments. There are five possible answers, each of which is coded with points according to the following scheme:

very often – 4 points;

often – 3 points;

sometimes – 2 points;

rarely – 1 point;

never – 0 points.

The test is used both individually and in a group.

Processing and interpretation of results

0-25 points – high level of self-esteem;

26-45 points – average level of self-esteem;

46-128 points – low level of self-esteem.

• At high level self-esteem, a person turns out to be not burdened by an “inferiority complex”, reacts correctly to the comments of others and rarely doubts his actions.
• With average he rarely suffers from an “inferiority complex” and from time to time tries to accommodate the opinions of others.
• At low level of self-esteem, a person painfully tolerates criticism, always tries to take into account the opinions of others and often suffers from an “inferiority complex”

Self-Esteem Test (for adults).

Option 1

Instructions: Each person has certain ideas about the ideal of the most valuable personality traits. People focus on these qualities in the process of self-education. What qualities do you value most in people? These ideas are not the same for different people, and therefore the results of self-education are not the same. What ideas about the ideal do you have? The following task, which is performed in two stages, will help you figure this out.

Stage 1

Divide a sheet of paper into four equal parts, label each part with Roman numerals I, II, III, IV.

Four sets of words are given that characterize the positive qualities of people. In each set of qualities, you must highlight those that are more significant and valuable to you personally, which you prefer over others. What qualities these are and how many there are - everyone decides for themselves.

Read the words of the first set of qualities carefully. Write down the qualities that are most valuable to you in a column along with their numbers on the left. Now proceed to the second set of qualities - and so on until the very end. As a result, you should end up with four sets of ideal qualities.

To create conditions for an equal understanding of qualities by all participants in a psychological examination, we presentinterpretation of these qualities:

Interpersonal relationships, communication.

Politeness - observance of the rules of decency, courtesy.

Concern is a thought or action aimed at the well-being of people; care, care.

Sincerity is the expression of genuine feelings, truthfulness, frankness.

Collectivism is the ability to support common work, common interests, and a collective principle.

Responsiveness is the willingness to respond to other people's needs.

Cordiality is a cordial, affectionate attitude, combined with hospitality, with a willingness to serve with something.

Sympathy is a responsive, sympathetic attitude towards people’s experiences and misfortune.

Tactfulness is a sense of proportion that creates the ability to behave in society without hurting people’s dignity.

Tolerance is the ability to treat other people’s opinions, character, and habits without hostility.

Sensitivity - responsiveness, empathy, the ability to easily understand people.

Benevolence is the desire for good to people, the willingness to promote their well-being.

Affability is the ability to express a feeling of personal affection.

Charm is the ability to charm, to attract.

Sociability - the ability to easily enter into communication.

Commitment - loyalty to one's word, duty, promise.

Responsibility is a necessity, an obligation to be responsible for one’s actions and actions.

Frankness - openness, accessibility to people.

Justice is an objective assessment of people in accordance with the truth.

Compatibility is the ability to combine one’s efforts with the activities of others in solving common problems.

Demandingness - rigor, expectation from people to fulfill their duties, duty.

Behavior.

Activity is a manifestation of an interested attitude towards the surrounding world and oneself, towards the affairs of the team, energetic actions and actions.

Pride is self-esteem.

Good nature - gentleness of character, disposition towards people.

Decency - honesty, inability to commit vile and antisocial acts.

Courage is the ability to make and implement your decisions without fear.

Firmness - the ability to insist on one’s own, not to succumb to pressure, steadfastness, stability.

Confidence is faith in the correctness of actions, the absence of hesitation or doubt.

Honesty - directness, sincerity in relationships and actions.

Energy - determination, activity and action.

Enthusiasm is strong inspiration, elation.

Integrity is the honest performance of one's duties.

Initiative - the desire for new forms of activity.

Intelligence - high culture, education, erudition.

Perseverance is persistence in achieving goals.

Decisiveness - inflexibility, firmness in actions, the ability to quickly make decisions, overcoming internal fluctuations.

Integrity is the ability to adhere to firm principles, beliefs, views on things and events.

Self-criticism is the desire to evaluate one’s behavior, the ability to reveal one’s mistakes and shortcomings.

Independence is the ability to carry out actions without the help of others, on one’s own.

Balance - even, calm character and behavior.

Determination is having a clear goal and the desire to achieve it.

Activity.

Thoughtfulness is a deep penetration into the essence of the matter.

Efficiency - knowledge of the matter, enterprise, intelligence.

Mastery is high art in any field.

Comprehension - the ability to understand the meaning, intelligence.

Speed ​​is the speed of actions and actions.

Composure - concentration, smartness.

Accuracy is the ability to act as specified, in accordance with the model.

Diligence is the love of work, socially useful activities that require effort.

Passion is the ability to devote yourself entirely to a task.

Perseverance is diligence in something that requires a long time and patience.

Accuracy - maintaining order in everything, thoroughness of work, diligence.

Mindfulness is focusing on the activity at hand.

Foresight - insight, the ability to foresee consequences, predict the future.

Discipline is the habit of discipline, the consciousness of duty to society.

Diligence - diligence, good performance of tasks.

Curiosity is an inquisitive mind, a tendency to acquire new knowledge.

Resourcefulness is the ability to quickly find a way out of difficult situations.

Consistency - the ability to complete tasks, actions in a strict order, logically harmonious.

Efficiency is the ability to work hard and productively.

Scrupulousness - precision to the smallest detail, special care.

Experiences, feelings.

Cheerfulness is a feeling of fullness of strength, activity, energy.

Fearlessness - absence of fear, courage.

Cheerfulness is a carefree, joyful state.

Sincerity - sincere friendliness, disposition towards people.

Mercy is the willingness to help, to forgive out of compassion and philanthropy.

Tenderness is a manifestation of love, affection.

Love of freedom - love and desire for freedom and independence.

Cordiality - sincerity, sincerity in relationships.

Passion is the ability to give oneself completely to one's passion.

Shyness is the ability to experience a feeling of shame.

Excitement is a measure of experience, mental anxiety.

Enthusiasm is a great upsurge of feelings, delight, admiration.

Compassion is a tendency to feel pity and compassion.

Cheerfulness is a constant feeling of joy, absence of despondency.

Lovingness is the ability to love deeply and many.

Optimism is a cheerful attitude, belief in success.

Restraint is the ability to restrain oneself from expressing feelings.

Satisfaction is a feeling of pleasure from the fulfillment of desires.

Composure is the ability to remain calm and self-possessed.

Sensitivity - ease of experiencing experiences, feelings, increased susceptibility to external influences.

Stage II

Carefully consider the personality traits you wrote out from the first set, and find among them those that you actually possess. Circle the numbers next to them. Now move on to the second set of qualities, then to the third and fourth.

Treatment.

1. Calculate how many real qualities you have found in yourself (P).

2. Count the number of ideal qualities you wrote down (I), and then calculate their percentage:

Compare the results with the rating scale.

Option 2

Instructions: Carefully read the set of 20 personality traits: accuracy, kindness, cheerfulness, perseverance, intelligence, truthfulness, integrity, independence, modesty, sociability, pride, conscientiousness, indifference, laziness, arrogance, cowardice, greed, suspicion, selfishness, impudence.

In the “ideal” column, under number (rank) 1, write down the quality from the above that you value most in people, under number 2, the quality that you value a little less, etc., in descending order of importance. Under number 13, indicate the quality - shortcoming - from the above, which you could most easily forgive people (after all, as you know, there are no ideal people, everyone has shortcomings, but some you can forgive, and some you cannot ), at number 14 is the flaw that is more difficult to forgive, etc., at number 20 is the most disgusting, from your point of view, quality of people.

In column 2 “I”, under (rank) 1, write down the quality from the above that is most developed for you personally (regardless of whether it is an advantage or a disadvantage), under number 2 - the quality that is a little less developed for you, etc. ... in descending order, under the last numbers - those qualities that are least developed or absent in you.

Treatment.

We calculate using the formula

Di = (Ri1 - Ri2),

Where Ri1 (number) is the rank of the 1st quality in the 1st column; Ri2 - rank of 1st quality in the 2nd column; Di is the difference in ranks of the 1st quality in columns. We square D. Let's count all Di squared, there should be 20 of them. Suppose that the first word in column 1 is mind (Ri1 = 1), and in column 2 this word is in fifth place, i.e. Ri2 = 5, then by formula we calculate (1 - 5) = -4, square it = 16, and so on for all n words in order (n is the number of analyzed qualities, n = 20).

Then we add the resulting (Di, squared), multiply by 6, divide the product by (n x n x n - n) = (20 x 20 x 20 - 20) = = 7,980 and, finally, subtract the quotient from 1, t That is, we find the rank correlation coefficient:

The resulting rank correlation coefficient is compared with the psychodiagnostic scale.

Psychodiagnostic scale

Self-esteem is associated with one of the central needs of a person - the need for self-affirmation, with a person’s desire to find his place in life, to establish himself as a member of society in the eyes of others and in his own opinion.

Under the influence of the assessment of others, the individual gradually develops his own attitude towards himself and self-esteem of his personality, as well as certain forms of his activity: communication, behavior, activity, experiences.

In 1 version of the techniqueself-esteem contains four blocks of qualities, each of which reflects one of the levels of personality activity.Self-esteem can be optimal and suboptimal.

• With optimal, adequate self-esteem, the subject correctly correlates his capabilities and abilities, is quite critical of himself, strives to realistically look at his failures and successes, tries to set achievable goals that can be achieved in practice. He approaches the assessment of what has been achieved not only with his own standards, but also tries to anticipate how other people will react to it: workmates and loved ones. In other words, adequate self-esteem is the result of a constant search for a real measure, that is, without too much overestimation, but also without being overly critical of one’s communication, behavior, activities, and experiences. This self-assessment is best for specific conditions and situations. Optimal self-esteem includes “high level” and “above average level” (a person deservedly values, respects himself, is satisfied with himself), as well as “average level” (a person respects himself, but knows his weaknesses and strives for self-improvement, self-development).
• But self-esteem can also be suboptimal - too high or too low.

• Based on inadequately inflated self-esteem, a person develops an incorrect idea of ​​himself, an idealized image of his personality and capabilities, his value to others, to the common cause. In such cases, a person ignores failures in order to maintain the usual high assessment of himself, his actions and deeds. There is an acute emotional “repulsion” of everything that violates the self-image. The perception of reality is distorted, the attitude towards it becomes inadequate - purely emotional. The rational grain of the assessment falls out completely. Therefore, a fair remark begins to be perceived as nit-picking, and an objective assessment of work results as unfairly underestimated. Failure appears as a consequence of someone’s machinations or unfavorable circumstances, which in no way depend on the actions of the individual himself. A person with high, inadequate self-esteem does not want to admit that all this is a consequence of his own mistakes, laziness, lack of knowledge, abilities or incorrect behavior. A severe emotional state arises - the affect of inadequacy, the main reason for which is the persistence of the existing stereotype of overestimating one's personality. If high self-esteem is plastic, changes in accordance with the real state of affairs - increases with success and decreases with failure, then this can contribute to the development of the individual, since she has to make every effort to achieve her goals, develop her abilities and will.
• Self-esteem may also be low, that is, lower than the real capabilities of the individual. This usually leads to self-doubt, timidity and lack of daring, and the inability to realize one’s abilities. Such people do not set difficult-to-achieve goals, limit themselves to solving ordinary problems, and are too critical of themselves.

Too high or too low self-esteem disrupts the process of self-government and distorts self-control. This is especially noticeable in communication, where people with high and low self-esteem cause conflicts. With inflated self-esteem, conflicts arise due to a dismissive attitude towards other people and disrespectful treatment of them, too harsh and unfounded statements addressed to them, intolerance to other people's opinions, manifestations of arrogance and conceit. Low self-criticism prevents them from even noticing how they insult others with arrogance and indisputable judgment.

With low self-esteem, conflicts can arise due to the excessive criticality of these people. They are very demanding of themselves and even more demanding of others, they do not forgive a single mistake or mistake, and they tend to constantly emphasize the shortcomings of others. And although this is done with the best intentions, it still becomes a cause of conflict due to the fact that few can tolerate systematic “sawing.” When they see only the bad in you and constantly point it out, then hostility arises towards the source of such assessments, thoughts and actions.

The affect of inadequacy was mentioned above. This mental state arises as an attempt by people with high self-esteem to protect themselves from real circumstances and maintain their usual self-esteem. Unfortunately, this leads to disruption of relationships with other people. Experiencing resentment and injustice allows you to feel good, remain at the proper level in your own eyes, and consider yourself injured or offended. This elevates a person in his own eyes and eliminates dissatisfaction with himself. The need for inflated self-esteem is satisfied and there is no need to change it, that is, to come to grips with management itself. This is not the best way to behave, and the weakness of such a position is revealed immediately or after some time. Conflicts inevitably arise with people who have different ideas about a given individual, his abilities, capabilities and value to society. The affect of inadequacy is a psychological defense; it is a temporary measure, since it does not solve the main problem, namely, a fundamental change in suboptimal self-esteem, which is the cause of unfavorable interpersonal relationships. Psychological defense is suitable as a technique, as a means of solving the simplest problem, but is not suitable for moving towards main, strategic goals designed for life.

Since self-esteem is formed under the influence of the assessment of others and, having become stable, changes with great difficulty, it can be changed by changing the attitude of others (peers, work colleagues, teachers, relatives). Therefore, the formation of optimal self-esteem depends heavily on the fairness of the assessment of all these people. It is especially important to help a person raise their inadequately low self-esteem, to help them believe in themselves, in their capabilities, in their worth.

These techniques allow us to solve several moreresearch and practical tasks.Here are some of them:

1. There are several forms of human activity: communication, behavior, activity, experiences. A person can also be considered as a subject of self-government. Since the simultaneous implementation of all these forms of activity is difficult, the individual shows interest in one or two areas of his life. Indeed, everyone has observed people who live “in the world of people,” “in a closed world,” “in the world of affairs,” and “in the world of feelings.” It would be natural to assume that when performing the technique, people choose more qualities in the area that interests them more. This allows you to find out in what area their interests and preferences lie. For this purpose, you need to calculate how many “ideal” qualities were written down for each of the four blocks and compare the resulting numbers with each other. The leading level will be the level of human activity where the most “ideal” and “real” qualities are collected, as well as their percentage.
2. You can get an idea of ​​the value guidelines of a group that differs from others in age, gender, profession; To do this, you need to calculate how many people chose this or that quality and with what rank of importance. If this number is converted into a percentage, then an interesting opportunity opens up to compare groups with each other in terms of preference for personality traits and the degree of importance of individual properties for it. Ranking these properties according to the number of people who chose this property shows what place it belongs in the holistic system of ideas about personality.
3. You can get an idea of ​​how each specific person differs from other people in terms of their value guidelines. To do this, you need to create an average “portrait” of the value orientations of the group to which you belong. Then we need a qualitative analysis of the qualities he has chosen and those personality traits that are most often found in the group as a whole. Thus, against the background of group preferences, it is possible to identify individual characteristics.

Used Books:

1. Nemov R.S. Psychology: Textbook. for students higher ped. textbook establishments: In 3 books. - 4th ed. - M.: Humanite. ed. VLADOS center, 2001. - Book. 3: Psychodiagnostics. Introduction to scientific psychological research with elements of mathematical statistics. - 640 s.
2. Nizhegorodtseva N.V., Shadrikov V.D. Psychological and pedagogical readiness of a child for school: A manual for practical psychologists, teachers and parents. – M.: Humanite. ed. VLADOS center, 2001. – 256 pp.: ill. – (Preparing children for school).

Internet resources

1. http://psylist.net/praktikum/00351.htm
2. http://psylist.net/praktikum/ocenka.htm

Target: designed to determine the self-esteem of a child 6-9 years old. The experimenter, using the protocol presented below, asks the child how he perceives himself and evaluates him on ten different positive personality traits. The assessments offered by the child to himself are provided by the experimenter in the appropriate columns of the protocol, and then converted into points. Evaluation of results

Answers like “yes” are scored 1 point, answers like “no” are scored 0 points, answers like “don’t know” or “sometimes” are scored 0.5 points. The level of self-esteem is determined by the total points scored by the child on all personality traits.

Conclusions about the level of development of self-esteem:

Protocol of the “What I Am” Methodology

• 10 points – very high
• 8-9 points – high
• 4-7 points – average
• 2-3 points – low
• 0-1 point – very low

According to the age norm, a preschooler’s self-esteem is high. It should be noted that the child’s answers to some questions (for example, obedient, honest) may indicate the adequacy of self-esteem. So, for example, if, along with the answers “yes” to all questions, the child claims that he is “always obedient”, “always honest”, it can be assumed that he is not always sufficiently critical of himself. The adequacy of self-esteem can be checked by comparing the child’s response on this scale with the parent’s responses about the child on the same personal qualities.

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