Psychology and Psychiatry

Student self-esteem

Student self-esteem - this is the child’s attitude to himself, to his abilities, subjective possibilities, character traits, personal qualities, actions. All life achievements, interpersonal interaction, success in studies depend on its adequacy.

The student's self-esteem develops from infancy and has a significant impact on the adult life of the individual, their behavior, attitude to events and to themselves, the surrounding society. The primary task of adults, along with the care, education, training of the child is the development of adequate self-esteem and self-esteem.

Self-esteem of younger students

Schoolchildren become a person in the presence of a number of conditions. Self-esteem of primary school children refers to the most significant of them. It forms in the student the need to meet both the level of the surrounding society, and the degree of personal subjective assessments.

Adequate self-appraisal of a younger schoolchild is both knowledge of oneself and the sum of individual qualities, as well as a deterministic attitude toward oneself.

Self-assessment of younger schoolchildren is the leading link in arbitrary self-regulation, which determines the direction, as well as the degree of activity of the child, attitude to the society, environment, and himself.

The self-esteem of younger students represents a rather complex psychological phenomenon.

Self-esteem is involved in a variety of relationships and relationships with the mental neoplasms of the individual. It is a significant determinant in all types of communications and activities. The ability to evaluate oneself comes from early childhood, and already the formation, as well as the improvement of oneself, occurs throughout the life of a person. Adequate self-esteem protects the immutability of the individual, regardless of dependence on the changed conditions, as well as circumstances, while ensuring the possibility of remaining at the same time as yourself. To date, it is obvious that the self-assessment of younger schoolchildren has an impact on actions, as well as interpersonal contacts.

Self-esteem of younger students is marked by a period of self-awareness, personal motivation, as well as needs among other individuals. Therefore, it is very important at this age to lay the basis for the formation of adequate self-esteem, which will certainly allow the child to properly assess themselves and actually represent their strengths and capabilities, determining their own goals, directions and tasks.

At the early school age, small individuals with low or overestimated self-assessment appear to be more sensitive and vulnerable to the value judgments of adults, as a result of which they are very easily affected. Interpersonal interaction with peers represents a significant role in developing an adequate understanding of schoolchildren about themselves. The relationship, the degree of the child’s claims with others and his activity depend on the student’s self-esteem. In order for the younger student to feel happy, to be able to overcome difficulties, he needs to have a positive vision of himself, as well as adequate self-esteem.

The development of self-esteem junior student

Since the foundations of self-esteem are laid at an early age, and continue to form already at school, they are amenable to correction and impact. Given this, parents, teachers, adults, should take into account all the characteristics, patterns of education, self-esteem, as well as the development of adequate (normal) self-esteem and a positive "I" -concept of personal development. During this period, a large role in the development of the child acquires communication interaction with peers.

During communication, core skills of interpersonal interaction develop. Traction to communication, aspiration to peers, makes the team of students for the child incredibly attractive and valuable. Children greatly value the opportunity to be in a children's team, because the quality of communication with peers determines the direction of the development of a child’s personality. This suggests that interpersonal interaction is considered to be the most important factor developing a personality and developing adequate self-esteem.

But do not forget about the necessary contribution of parental encouragement, praise in the development of self-esteem of the younger student.

A school group with a dysfunctional position in the interpersonal relationship system has similar characteristics. Schoolchildren in such groups are often characterized by problems in communication, aggression, which manifests itself in pugnacity, excessive variability, irascibility, rudeness, isolation, capriciousness. Such children are distinguished by a penchant for arrogance, romance, greed, untidiness, and carelessness. Children who are popular with their peers have common features. They have a balanced character, initiative, sociable, active and rich in fantasy. Most of these students study well.

Children gradually increase their pretentiousness, criticality and self-demand during their studies. The kid in the first grade positively evaluates his personal learning activities, and fails to associate it with objective circumstances and reasons.

The child of the second as well as the third class is more critical of his own personality, and at the same time he makes the subject of evaluation bad actions, for example, lack of success in teaching.

Throughout the entire period of primary school education for children, the meaning of the grades changes significantly. Evaluation is directly proportional to the motivation of the doctrine, the requirements that children impose on themselves. The attitude of younger schoolchildren to the perception of their successes, achievements, is more significantly associated with the need to have fair ideas about personal significance. From this it follows that the teacher, assessing the knowledge of younger students, at the same time assesses the student’s personality, his place among others, as well as his individual potential. That is the way perceived assessments kids.

Focusing on the assessments of the teacher, younger students divide themselves and peers into excellent students, weak and medium students, diligent or not quite, responsible and not very disciplined or not.

Kids do not come to this world with a certain attitude towards themselves. The development of self-esteem of the younger student begins in the course of education, in which the dominant role is given to the family and school.

Adequate self-esteem of the younger student increases the chances of success. A child, possessing adequate self-esteem, is able to assess his personal potential objectively. Unfortunately, not all adults understand the need for self-esteem, as well as its level for personal growth, further success, development.

In early childhood, child self-esteem is at the proper level. However, growing up, the baby understands that for parents he is the main creature and the world considers created only for himself. So there is an excessive self-esteem. Until reaching school age, the child's self-esteem remains adequate. This is due to the fact that the child is aware that he is not the only one in the universe, and that other kids also love him.

When schoolchildren reach middle age, their self-esteem can go off-scale or up or down. In this case, correction of the development of adequate self-esteem is necessary.

The polarity of self-esteem is explained by the situation in the school group: the child leader has an overestimated self-esteem, and the outsider child is very low. For the development of adequate self-esteem or correction of already existing low or high self-esteem, parents need to provide assistance and support to the student. A child needs respect, trust, and fair treatment. Adult psychologists recommend to exclude total control, but to show interest in the student hobbies.

Parents should be clearly aware that excessive or undeserved praise leads to the appearance of narcissism.

The student’s low self-esteem develops due to the influence of family education, unrequited love, excessive self-criticism, dissatisfaction with appearance, dissatisfaction with himself. Such students are often prone to thoughts of suicide, prone to leaving home. Therefore, they are vital to increased attention, love of their families and respect. It is better to refrain from criticism, even if it is necessary. It should focus only on all the positive aspects, the qualities of the individual. A child with low self-esteem must feel respected and approved of his behavior.

Diagnosis of student self-esteem

Means that allow modern psychodiagnostics to reveal the level of self-esteem, as well as the self-consciousness of schoolchildren, are divided into low-formalized and formalized methods.

Formalized diagnostic methods are marked by objectification of the research process. They include tests, projective techniques, questionnaires, psycho-physiological methods. Low-formalized methods include conversation, observation, analysis of products of activity.

In children of primary school age, it is possible to determine the level of self-esteem using a variety of games. For example, the game "Name" provides an opportunity to get information about the student's self-esteem.

Baby offer for themselves to come up with a new name, which he would like to have or offer to leave his. If the baby chooses a new name, then you need to find out why he would like to change his name. Often, the refusal of the child from the personal name suggests that the child wants to become better and his self-esteem is underestimated.

Everyday pedagogical practice for the formation of adequate self-appraisal of younger schoolchildren applies game forms and techniques, for example, “talking pictures” or “ladder of success”.

The form of "talking pictures" is as follows. If the kid is pleased with himself, for example, in the lesson everything worked out for him, he draws a smiling face. If there were difficulties, not everything worked out, draws a calm face. If there were difficulties in the lesson, much did not work, the child draws a sad face.

"Ladder of Success" includes four steps:

The first step - the student did not remember anything, did not understand the new knowledge, he had many questions; I did not cope with independent work;

The second and third steps - a pupil on a new topic has questions, mistakes have been made in independent work;

The fourth step - the student has mastered the new knowledge well enough, is able to tell it, there were no mistakes in independent work.

A child with adequate self-esteem will be able to improve and adjust his educational and cognitive activity at school, which in the future will allow self-realization in adulthood.