One of the most important relations of a person’s social and psychological existence is his attitude towards himself, towards his own personality. The aspect of attitude towards oneself in the general context of the psychological study of personality is considered as a question about its self-awareness, about the personality as an “I”, which as a subject in one way or another “appropriates” to itself everything that a person does, and consciously or unconsciously attributes to itself the outgoing deeds and actions come from him. For the socio-psychological analysis of self-concept, the central focus is on the process of social interaction, which determines a person’s ideas about himself. At the same time, the individual’s ideas about himself are accompanied by one or another self-attitude, self-assessment of his characteristics and manifestations, or overall assessment your “I” as some generalized integrity. Representations are social in nature).

One of the aspects of social ideas about a person and his place in society is the idea of ​​the body, the Image of the Self. The studies of R. Burns and others emphasize that the size of the body and its shape serve as the most important source of the formation of the idea of ​​one’s own Self. A person’s appearance, like nothing else, it is capable of causing a completely definite social reaction. This feedback has a strong influence on the formation of an individual's self-perception. Culturally conditioned stereotypical reactions, social norms and standards, expectations - all this indicates to the individual the undesirability of significant deviations in the shape of his body size from the ideal. The formed idea and attitude towards Body Image is one of bright examples self-presentation, which reflects the value of the body as such, as well as sociocultural standards existing in society. The formation of the Image of the Physical Self occurs as a result of the influence of socio-psychological sources and is a dual process. On the one hand, this is the influence of society, which is expressed in judgments, opinions, ideas, stereotypes, and standards. On the other hand, it is independent comprehension and differentiated-selective work based on one’s own criteria.

The image of the Physical Self is understood as a unity of perceptions, attitudes, assessments, and ideas associated with bodily appearance and body functions. Moreover, the experience of experiencing one’s own body is considered the first step towards acquiring one’s identity and forming a self-concept. The image of the Physical Self as a social phenomenon has a number of features that are expressed by criteria of external attractiveness. Physical beauty manifests itself on two levels: external (a set of anatomical, functional and social characteristics) and internal (health, which is an important factor in regulating behavior in relation to changes in one’s Physical Self). External and internal characteristics form a single whole, which is expressed in the harmony of bodily beauty. Modern images, norms and standards of the body, reflecting social criteria of attractiveness, are under pressure from means mass media, the content of which is most accessible for analysis.

Body image- much more important component youthful self-awareness than is usually believed by adults. Just like teenagers, adolescence is characterized by a painful attention to ideas about the norm in relation to body height, its size, weight, proportions, etc. The age limit of 17-18 years is the borderline between early and late adolescence, a kind of psychosocial moratorium. At this age, there is already the presence of stable characteristics, values, worldview, etc. but the process of forming self-attitude is still influenced by the social environment (standards and stereotypes). The psychosocial moratorium is institutionalized in the form of the higher education system - the student period, where general activities in combination with age homogeneity, it contributes to the formation of a specific group identity, a student subculture of behavior. All this seems to be the foundation on which further developments will be built. social relations, testing social and professional roles and successful personal self-realization.

Changes in appearance are potentially more painful for girls than for boys, since appearance is more important to them. Therefore, in girls, the self-concept correlates more strongly with the assessment of the attractiveness of their body than with the assessment of its effectiveness. Confidence in one's own physical attractiveness is also interconnected with success in interpersonal communication and is manifested in self-presentations of appearance. A correctly formed self-image, compliance with physical development standards accepted in a group of peers and friends is emotionally experienced by girls more strongly and more often influences the generalized self-attitude, and is also a determining factor in social recognition and position in the group, successful gender identification.

Following recognition and recognition of one's appearance, the problem of assessing it arises. Compared to the descriptive component of the self-concept, there is much less terminological certainty in the designation of the aspect associated with the attitude towards oneself. But, nevertheless, recently it is increasingly used concept of "self-attitude". The structure of self-attitude can be represented as follows: firstly, there is some generalized self-attitude (self-respect, self-esteem), which is a holistic, one-dimensional and universal formation that expresses the degree of an individual’s positive attitude towards his own self-image; secondly, that this generalized self-attitude is somehow integrated from private self-evaluations, weighted by subjective significance. Self-esteem is considered as a person’s assessment of himself, his capabilities, qualities and place among other people.

Self-attitude develops as a result of social influence and interaction, where each specific social situation development sets the hierarchy of leading activities and the corresponding basic motives and values, social ideas, stereotypes, standards, norms of behavior, in relation to which the individual comprehends his own self, endows it with personal meaning. Scientists consider the process of social comparison to be the main mechanism for the formation of self-esteem. The criterion for social comparison is the social standard, and in its absence, the immediate social environment.

Self-attitude has a macrostructure with four emotional components: self-esteem, self-acceptance, auto-sympathy and expected attitude from other people and two subsystems, each of which is specifically related to the meaning of “I”: self-assessment system And system of emotional-value relations. The self-evaluation system performs the function of comparison with others (“I am in comparison with others”), and the emotional-value system signals the subjective significance of these self-evaluations (“I-I”).

However, at present, there are many disparate and contradictory facts, various methodological settings, and there is no generally accepted and established terminology associated with self-attitude and Body Image as objects of socio-psychological analysis. Russian social psychology still has insufficient theoretical and practical data on this problem. At the moment, in social psychology there are only a small number of works devoted to the problem of gender - social attributes of external appearance S. N. Yaremenko, D. Kyle. and etc.; studying ideas about ways of designing the external appearance of a masculine, feminine personality A. A. Bodalev, V. A. Labunskaya. There are no clearly established patterns of influence of the very content of the Image of the Physical Self, formed in the process of social interaction, its components, its formal and structural characteristics, both on private self-esteem and the global attitude towards oneself. The lack of comprehensive methods for studying the formation of Body Image and attitudes towards it under the influence of society determines the relevance of this topic and involves experimental research.

The study was conducted at Samara State Pedagogical University with 1st and 2nd year students - more than 252 people. The purpose of the study is to identify the characteristics of self-attitude to the Image of the physical self of female students aged 17-18 years.

The author’s methodology for studying self-attitude towards the Image of the Physical Self was used as the main empirical tool. To process the data, mathematical statistics methods were used: calculating the arithmetic mean for each test, content analysis, Pearson correlation analysis, Student’s t-test, factor analysis by the method of principal components followed by Varimax rotation. Used computer program data analysis Statistica, Vers. 5.

In the process of the research, a methodology was developed for measuring self-attitude to the Image of the Physical Self in the “Self in comparison with others” and “Self in comparison with Self” systems. The developed methodology was tested for reliability and validity and ultimately received the name “Methodology for studying self-attitude to the Image of the Physical Self.” The Physical Self Image included anatomical, functional and social characteristics, which together represent the characteristics of external attractiveness. The presented characteristics are assessed according to two criteria: self-esteem (I am compared to others - worse or better than others) and subjective significance (I am compared to I - how valuable and significant this feature is for the individual, how much the assessment carries a personal meaning). The technique also allows you to measure the level of self-esteem of the proposed characteristics, which characteristics are most dominant in the subjective attitude of the individual and are the most personally significant. Approbation of the methodology for studying self-attitude to the Image of the Physical Self was carried out on girls 17-18 years old, 1st and 2nd year students of the Samara State University Pedagogical University, the total number was 296 people.

It was found that the studied characteristics of the Image of the Physical Self, on the one hand, have close interaction with each other, confirming the theoretical existence of the external appearance in a single harmony of anatomical, functional and social characteristics. On the other hand, the elements of the characteristics of the Image of the Physical Self have the ability to dominate, which makes it possible to isolate them into separate components of the Image of the Physical Self and study them also separately, independently of others, which is what existing methods do.

Since the subjective attitude towards the Image of the Physical Self develops as a result of social comparison, which is the leading socio-psychological source, and the criterion for comparison is the social standard of external attractiveness, in its absence - the immediate social environment, a social standard of external attractiveness for girls 17-18 was identified years. This standard was obtained using content analysis; the stimulus material was the author’s methodology for studying self-attitude towards the Image of the Physical Self. The tested girls, 17-18 years old, about 117 people, were given the following instructions: “Describe the Image of the Ideal Girl using the listed anatomical, functional and social components characteristics".

IN end result The social standard of external attractiveness for girls aged 17-18 is presented as follows:

Anatomical characteristics. Face. The hair is thick, medium length, natural color. Clean, slightly tanned skin. The face is round in shape, narrowed towards the chin. Not high, rectangular forehead. Not very thick, arched eyebrows. Medium-set eyes, large and expressive. Small, straight and slightly snub nose. The lips are naturally pink, plump, and bow-shaped. Smooth, white teeth. The chin is rounded. The ears are small in size and not far from the head. Smoothly flowing profile.

Figure. Height 165-170 cm. Weight 50-60 kg in accordance with height. Harmony of proportions – 90-60-90 (plus, min 2-3 cm). The neck is of medium length, thin. Not wide, slightly sloping shoulders. Moderately thin, raised, as if inhaling, with clear skin décolleté. Breasts are 2-3 sizes, elastic, round in shape. Narrow waist, 60-65 cm. Flat, toned stomach. The back is straight, with natural curves. Elastic, toned, rounded buttocks. The hips are not very pronounced on the sides, without cellulite, elastic, 90 cm (plus, about 2-3 cm). The lateral contour line of the body (front) is smooth, with natural curves of the waist and hips. The front contour line of the body (in profile) – raised chest, slim stomach. Posterior contour line of the back and buttocks (in profile) – natural curves of the back, toned buttocks.

Legs. Straight shape, rounded, elastic hips, the lower part from the knee is thin, with pumped up but slightly defined calves. Thin ankles, healthy, without flat feet, with an average instep, foot size 37-39.

Hands. Top part Tight to the elbow, without muscles. The lower part from the elbow is thin, without hair, narrow 15-15.9 cm wrist. Well-groomed, small but elongated brush. Long, straight fingers with healthy, medium-length and evenly shaped nails.

Functional characteristics.Endurance. Well developed general and speed endurance. Strength endurance is average.

Force muscles of the arms, legs and back are average. Muscles abdominals very well developed.

Rapidity movements are average. High level of reaction speed.

Agility. A well-developed sense of balance, without unnecessary hesitation, a light gait, from the hip, smooth, graceful movements.

Flexibility hip and ankle joint above average. Ligaments and muscles are well stretched. Very flexible spine.

Social characteristics. Cloth. Definitely comfortable. You shouldn't chase fashion, but follow your style. It should correspond to the proportions of the figure and individual style, emphasize proportions and uniqueness. It should be harmoniously combined with the color type of appearance and social role. Doesn't have to be age appropriate.

Accessories. Mandatory compliance with clothing and color type of appearance. Comfortable, stylish shoes. Headwear is optional. Bags, scarves, umbrellas are stylish, one color. Uniform and small quantities of jewelry - rings, chains, bracelets.

Cosmetics. A must-have combination with clothing and appearance color type. Not bright, natural makeup. Neat, non-provoking manicure and pedicure. Not harsh, with a fresh scent. The hairstyle is neat and appropriate for the occasion.

The resulting social standard of external attractiveness for girls aged 17-18 was used as a criterion for comparison and identifying self-attitude to the Image of the Physical Self in girls 17-18 years old (n=252).

A study of self-attitude to the Image of the Physical Self in girls aged 17-18 showed that in comparison process Based on their characteristics of external attractiveness compared to the social standard, girls remain satisfied with their appearance and rate themselves quite highly - above average. Anatomical and social characteristics are rated highest; girls are not as satisfied with the functional characteristics compared to those listed above.

By compared to self-assessments who had a level above average, in the emotional-value component self-attitude to the characteristics of the Image of the Physical Self is given high value. The most important importance in the “I-I” system is attached to the social attributes of appearance and the functional conditioning of external attractiveness. Anatomical characteristics do not occupy a leading position. Perhaps this is explained by satisfaction with the self-assessments of these characteristics (anatomical) and some dissatisfaction with the social and functional characteristics of the Image of the Physical Self. Such a different hierarchy of the position of the characteristics of the Image of the Physical Self is explained by the reliable differences we have identified in self-assessments and subjective significance (in the “I and others” and in the “I-I” system). When compared with the proposed social standard, girls 17-18 years old are more satisfied with the anatomical characteristics of the Image of the Physical Self, and social characteristics are significant as a form of self-presentation, as a way of expressing an attractive principle. The leading role of self-assessments of anatomical characteristics influences the formation of the personal significance of functional, social and partially anatomical characteristics. High self-assessments of functional and social characteristics also imply their high personal significance.

Features of the image of the physical “I” in the minds of teenage girls with piercings and tattoos

Krikunova Maria Yurievna

4th year student

Crimean Federal University named after Vernadsky, Humanitarian and Pedagogical Academy (Yalta branch)

Psychology faculty

Elena Nikolaevna Veleshko, Candidate of Political Sciences, Associate Professor, Crimean Federal University named after Vernadsky, Humanitarian-Pedagogical Academy (Yalta branch)

Annotation:

The article discusses the features of the image of the physical “I” in the minds of teenage girls with piercings and tattoos. It was revealed that in girls with somatic modifications of the skin, the level of subjective significance of the anatomical characteristics of the image of the physical self is very high, but to correct their body image they choose not socially acceptable, but self-harming methods.

The article is discussed the features of the corporal image of the "I" in the consciousness of the girls - teenagers having piercings and tattoo. Revealed that girls with corporal modifications of the skin level of subjective importance of anatomical characteristics of the corporal image of the "I" very tall, but corrected their corporal image they choose self-injurious means, but not socially acceptable.

Keywords:

adolescence; structure of self-awareness of adolescents; the image of the physical “I” of teenage girls; somatic modifications; emotional experiences.

adolescence; adolescent self-consciousness structure; the corporate image of the

UDC:159.923.2-055.25-053.6:391.91

Introduction. An important substructure of a teenager’s self-awareness is the image of his physical “I” - the idea of ​​his bodily appearance, which largely reflects the characteristics of the personality as a whole. The parameters of the image of the physical “I” reflect character traits, current problems of a person, the degree of tension, anxiety, developmental trauma, etc.

As is known, the image of the physical self, the attitude towards it, is formed in ontogenesis in the process of socialization through various social institutions, under the influence of art, science, and the acquisition of personal experience. In this case, as a rule, the demands of society, cultural stereotypes regarding the bodily manifestations of a growing person and the subjective significance of the adolescent’s bodily self come into conflict, activating various options experiments with one’s own body - social (clothing, hairstyle, makeup), physiological and anatomical (sports, diet, somatic modifications, etc.).

Psychological analysis of modern styles of teenage clothing, for example, unisex style, non-standard manifestations in appearance allows us to talk about the most accessible way for teenagers to express their “I”, which, most often, causes misunderstanding and objections from parents and other adults. At the same time, adults are little focused on understanding the problems of adolescents related to the perception of their body, awareness of their own physical appearance, the development of gender identity, the correspondence of physical appearance and psychological state. As a mental phenomenon, the image of the physical “I” is presented in the external and internal planes and reflects the conscious characteristics of the external physical appearance with their evaluative meaning. The external attractiveness of the self consists of anatomical, functional and social characteristics. An internal aspect of the image of the physical self is health, which is considered as important factor regulation of behavior and changes in one’s physical self.

An increase in the number of adolescents with various extreme forms of self-expression of the physical “I” and a small number psychological research in this area determines the relevance of our work.

Statement of the purpose of the article and objectives. The adequacy of the development and awareness of the image of the physical self, the somatic constitution at the stage of adolescence is one of the important internal conditions, which indirectly but actively participates in the formation of a person’s personality. In this regard, the identification and description of the features of the image of the physical “I” of teenage girls who have somatic modifications in the form of piercing and tattooing provide the opportunity for timely psychocorrection of the attitude towards their own body in teenage girls

Theoretical analysis of scientific literature devoted to the study of the formation of the image of the “physical “I” of girls in adolescence, psychological reasons and mechanisms of somatic modifications provides grounds for carrying out empirical research characteristics of the physical “I” of teenage girls with piercings and tattoos, subsequent analysis and psychological interpretation.

Presentation of the main material of the article.

In psychological science, the study of the problem of self-awareness continues to remain relevant, which is due to the need of modern man for self-determination and self-identity in rapidly changing conditions, his ability to transform himself and the world. Self-awareness as a multicomponent formation provides the process of perception and assessment of oneself in different situations activities, communication.

In psychological science, the study of the problem of self-awareness is closely related to the study of the physical self-image of a person, which is one of its substructures. It is pleasant to consider its appearance as a direct expression of the physical self-image of a person as a psychological formation. However, most scientists agree that physical self-image human is the basic substructure of the individual’s self-awareness, and its development is carried out on the basis of interaction with the sociocultural environment. Throughout life, the physical self-image of an individual changes and influences the characteristics of its activities and behavior.

In the early stages of ontogenesis, a person develops a stable mental formation - an image of himself (body diagram), which allows him to act more adequately and effectively. Particular interest in one’s own bodily self is observed during adolescence. At the same time, interest in oneself in adolescence is in some cases associated with a feeling of autosympathy, and in others with the presence of internal conflict and a general negative background towards oneself.

As you know, the development of self-awareness in adolescence solves three main problems:

Awareness of the temporal extent of one’s own “I”, including the childhood past and determining for oneself a projection into the future;

Awareness of oneself as different from outsiders and parental opinions about oneself;

Providing a system of elections that ensures the integrity of the individual (gender identification, professional self-determination, worldview).

One of the main problems that worries teenagers of both sexes is the assessment of their appearance: face, figure, physical data. Personal qualities such as cheerfulness, openness, and sociability also depend on the degree of satisfaction of adolescents, especially girls, with their appearance.

According to A.G. The goose image of the physical self is a social phenomenon that contains criteria for external attractiveness, namely the physical appearance of a person in the totality of anatomical, social and functional signs (characteristics).

B.V. Nichiporov shows that in adolescence the importance of external appearance in the structure of values ​​increases, the idea of ​​one’s own appearance and its elements is structured. During this period, self-esteem of appearance develops, subsequently acquiring a fairly stable character. A connection is formed and updated in the mind between the ideal of a person’s external attractiveness and self-esteem of appearance. Healthy adolescents are characterized by the presence of a fairly structured ideal of external attractiveness, but with the absence of a direct connection between self-esteem of external appearance, the emotional background of the mood and the personality’s attitude towards acceptance (rejection) of oneself. The mediation of this connection is determined by communication.

At the same time, a teenager’s idea of ​​himself always correlates with the group image of “we” - the image of a typical peer of his gender. So I.S. Cohn notes that adolescents and young men are especially sensitive to the characteristics of their body and appearance, comparing their development with the development of their peers and it is very important how much their body and appearance correspond to the stereotypical image. However, this image never completely coincides with “we” and necessarily includes individual characteristics. Exaggeration of one's own uniqueness usually goes away with age, but the reflection of individuality intensifies.

Let us note that in the formation and development of the image of “I” in adolescence, a significant role belongs to the process of isolating one’s “I” from the environment, comparing oneself with it, and having a standard as a guide for self-determination. At the same time, the standards set by the socio-cultural environment determine the form and content of the adolescent’s self-awareness and the characteristics of his physical self-image.

We have to admit that in last years standards of physical attractiveness have undergone significant changes. And one of the common phenomena has become somatic modifications of the skin - piercing and tattooing, which, having emerged from the marginal layers of society, have turned into a complex multifaceted phenomenon. Within the framework of the modern fashion industry, the practice of self-change is becoming increasingly relevant and new cultural definitions - “body modification”, “body decoration”, “body art”. According to I.A. Grinko somatic modifications are an ethnographic fact, a universal phenomenon that occurs in one form or another in almost all cultures, performing the following functions:

• marking (denotes age, gender, social or ethnicity)
• ritual-socializing
• aesthetic
• apotric (function of a talisman).

In other words, somatic modifications in modern culture have already turned into a language, the understanding of which is accessible to initiates.

However, how psychological phenomenon Body modification - non-suicidal injury or alteration of body tissue - is a complex phenomenon that has a wide range of implementation. From the search for oneself, one’s identity and the reference social environment - a kind of “cultural adaptation” to extreme deviant behavior in the situation of joining specific culturally and ideologically isolated groups (for example, the BDSM subculture, teenage subcultures, communities of sexual minorities, adults who have suffered sexual violence, etc.).

Particular attention in this regard should be paid to adolescents. It is at this age that body modifications can be motivated both by the need to attract attention to oneself, by gaining the experience of new sensations, by a method of stratification, and by a symptom of distortion in the development of identity, the debut mental disorder. At the same time, adolescents with a negative body image are more prone to depression, anxiety, social withdrawal and even suicidal behavior than their peers who have an adequate assessment of their own appearance.

Let us note that in the group of adolescents and young men with body modifications, the emotional level of adaptation in the peer community is the most vulnerable. In this regard, the teenager’s solution to the problems of self-esteem and self-acceptance, the formation of ideas about his own body, the acceptance of cultural standards, the influence of fashion, the media, religious sects regarding the body, etc. can “trigger” the psychological mechanisms of somatic modifications

Obviously, the appearance of a teenager is a kind of message to the world about how he wants to appear or become, and the psychological meaning of such experiments with one’s own appearance lies precisely in the search for one’s own self-image, since it is actively being formed.

In accordance with the purpose and objectives, as well as the characteristics of the individual psychological properties of the personality of adolescents, we used the “Method for studying self-attitude to the image of the physical self” (MISOF) and the “Drawing of a person” method (K. Machover) (modification: 5-point scale “differentiation of body image”, scale of “articulation of body image”). The study involved 40 teenage girls, 14 - 15 years old, who were divided into two equal groups - a group of girls with piercings and tattoos, and a group of girls without piercings and tattoos. The results of the empirical study were subject to quantitative and qualitative processing, the method of mathematical statistics was applied (φ-criterion, Fisher's angular transformation).

We found that when comparing themselves with others, girls with bodily modifications rate their anatomical characteristics either low (50%) or high (40%); functional and social characteristics are assessed more often at an average (30%) and high (60%) level. The personal subjective significance of the above indicators in girls with low and average levels of self-esteem decreases and tends to be compensated by functional and social characteristics; and girls with high level self-esteem, the subjective significance of the anatomical characteristics of the image of the physical self increases (by 20%), but the desire for compensation at the expense of functional and social characteristics is not expressed.

In the group of girls without bodily modifications, the idea of ​​their image of the physical self is significantly different. Thus, when comparing themselves with others, they rate their anatomical characteristics as low (40%) or average (40%); often high in functional (50%) and social characteristics (40%). The personal subjective significance of anatomical indicators in girls with low levels of self-esteem increases and is compensated by functional and social characteristics; and in girls with an average level of self-esteem of the physical self, the significance of the anatomical and social characteristics of the Image of the Physical Self remains at the same level; in girls with a high level of self-esteem for anatomical characteristics it increases (by 10%) and is more significant than functional and social characteristics. The differences between the groups are significant in anatomical and functional indicators (at p ≤0.05).

According to the scales “differentiation of body image” and “articulation of body image” among a group of girls with bodily modifications, it was revealed that these girls more often draw a humanoid form and maintain proportions; draw out the lines of the body, head, neck, show in the drawing good integration of the shoulders with the line of the body, meaningful, designated details, clothes, boots, facial expression, draw in detail the face, hair, eyes, mouth, adequately open neck, a figure with a certain role and with an attempt to depict action. In this case, hands are most often hidden behind the back or in pockets. These signs indicate attention to oneself, curiosity, narcissism, the desire for superiority and gaining significance in the eyes of others, withdrawal into oneself, narcissism, vanity and an attempt to create the image of a socially adapted, successful girl with personal energy in order to compensate for her inadequacy and weakness of self-affirmation , anxiety and strong internal tension, emotional immaturity, which is consistent with the results obtained from the MISOF.

According to the scales “differentiation of body image”, “articulation of body image” among a group of girls without bodily modifications, it was revealed that they also often draw a humanoid form, maintain proportions, but in a smaller percentage a formed line of the body, head, neck, and good integration can be traced shoulders with the line of the body, meaningful, well-defined details, clothing, facial expression, in comparison with the drawings of girls from the experimental group. The differences between the groups are significant (at p ≤0.05). The legs of the characters are often drawn on toes or cut off by the lower edge of the sheet, arms are short or hanging limply along the body, with sharp fingers growing straight from the hand, dot eyes, thick hair, the mouth is depicted in one line, the neck is highly emphasized by a pullover or other clothing. These signs indicate restraint, concern for one’s own appearance, moderation, anxiety, sexual maturation, internal tension, self-focus and the desire to keep oneself within certain limits, i.e. reflect frequently observed characteristics of teenage girls. The differences between the groups are significant (at p ≤ 0.05). The obtained indicators are also consistent with the results for MISOF.

Please note that in high school secondary schools it is necessary to pay close attention to the development of the image of the physical self of young people, especially girls; in our opinion, this will contribute to the formation of a harmonious body image of a future woman, her self-concept, the prevention of unwanted pregnancies among minors, anorexia nervosa and obesity, a stable psycho-emotional state of a woman and harmonization family relations in future.

Conclusions.

At the age of 14-15 years, adolescent girls experience self-doubt, anxiety due to the pronounced subjective significance of the anatomical characteristics of the body, dissatisfaction with their elements and are in the active phase of forming the image of the bodily self. However, the methods of harmonizing negative experiences regarding their own physical image of the self differ significantly . Some girls, as a rule, begin to use the most achievable methods to compensate for their own dissatisfaction with anatomical characteristics using their appearance (clothing, accessories, cosmetics, sports). Other girls use piercing and tattooing as an integral element of their image, which brings them closer to the ideal, gives them confidence among their peers, creating the image of a socially adapted, successful girl with personal energy.

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Reviews:

03/29/2016, 11:31 Nazmutdinov Rizabek Agzamovich
Review: An article on a very relevant topic, presented with high quality and evidence. The results obtained are reliable and do not raise doubts. Theoretical calculations are confirmed. It is recommended for publication.

MDIVANI Marina Otarovna

RESEARCH OF THE STRUCTURE OF THE IMAGE OF THE PHYSICAL “I” OF SCHOOLCHILDREN

GENERAL DESCRIPTION OF WORK

Relevance. School physical education, being essentially the initial stage sports training, borrows methods and a system of indicators of its effectiveness from sports. Such indicators are criteria external to the subject: points, seconds, goals, etc., but the subject himself, his body does not become the subject of physical education at school. The modern humanization of education, concentrating the attention of researchers and practical teachers on the personality of the child, the herd, has motivated the interest of psychologists in the process of physical education of children and has required a new ideology of school physical education. This ideology is based on health and a healthy lifestyle. Since a healthy lifestyle is not given to urban children initially, but is associated with personal choice, the main psychological mechanism, self-awareness is adequate to this level of life activity, and it becomes necessary to build a new theory and research methodology in the field of psychology of physical education, in particular, considering such education as self-awareness as the physical “I”.

Hypothesis. The physical “I” of a subject is a complex biosocial complex that is formed on the basis of various sources. Firstly, this is the individual experience that the subject has acquired as a result of bodily functioning as a physical object, secondly, these are assessments of the social environment perceived by him in the process of communication, and thirdly, these are cultural norms, stereotypes and standards of physical development , assimilated in the system of relations between the subject and society. According to these fundamental sources, we distinguish three structural components in the idea of ​​the physical “I”:

I-physical functional (this is the image that develops in the context of the functioning of the body as a physical object and is based, as a rule, on biological feedback);

I-physical social (this is the image that develops in the context of assessments of the social environment and is an idea of ​​​​what the subject looks like in the eyes of other people);

The physical ideal self (this is the image that develops in the context of the assimilation of cultural stereotypes and group norms and is the subject’s idea of ​​what one should be).

It should be noted that such a division is conditional in the sense that the real physical “I” is a syncretic image where all the indicated structural components are present. However, it can be assumed that each structural component still has some independent life. First, the components themselves may change differently with age. Secondly, their ratio may vary depending on age and gender. Third, they may be differently related to the personality and communication characteristics that play significant role in the formation of the image of "I".

The purpose of the work was a study of the age-related dynamics of the structure of the image of the physical “I” and the dependence of the components of this structure on the individual psychological and communicative characteristics of the individual.

In accordance with the goal and to confirm the hypothesis expressed, the following solutions were solved in the work: tasks:

1. Develop methods for diagnosing the components of the structure of the image of the physical self.

2. Investigate changes in the components of the structure of the image of the physical self with age.

3. Investigate the relationship between the components of the structure of the image of the physical self with the individual psychological characteristics of the individual and its place in the communicative structure of the group.

As object of study The following reflexive aspects of the physical self appeared: the idea of ​​one’s coordination (dexterity) and the idea of ​​one’s size (height and thickness) - among schoolchildren of the 1st and 6th grades of comprehensive Moscow schools.

Basic provisions submitted for defense:

1. The identification of three structural components in the image of the physical self is theoretically justified.

2. The components of the structure of the image of the physical self have different dynamics in ontogenesis.

3. The components of the structure of the image of the physical self of adolescents are differently related to their communicative and individual psychological characteristics.

4. Ideas about coordination and size have different structures depending on gender.

Scientific novelty is determined by the absence in modern pedagogy and psychology of physical education of approaches focused on the subject of activity. The work proposes a variant of this approach, in which the subject of physical education becomes one of the aspects of self-awareness - the image of the physical “I”. The three-component model of the structure of the physical self proposed in the work makes a certain contribution to the theory of self-consciousness. Specially created methods for diagnosing structural components are original developments, since this work was the first to set the task of assessing each component separately. The new data obtained on the dynamics of the structure of the image of the physical “I” in ontogenesis and its dependence on individual psychological and communicative characteristics contribute to the body of knowledge about human self-awareness.

Practical significance. The results obtained during the research process allow, firstly:

To formulate fundamental principles for constructing physical education programs at school, psychologically oriented towards age-related characteristics of the formation of the image of the physical “I”;

and secondly:

Approbation of work: The main theoretical and practical results of the study were discussed at the final scientific session of the Research Institute of General and Pedagogical Psychology of the Academy of Pedagogical Sciences of the USSR (1990), in the laboratory of the psychology of physical education of schoolchildren (1988,1989,1990), at the Soviet-American seminar of sports psychologists, organized by the Moscow department Society of Sports Psychologists (1990) and reported at the conference on applied psychology in Kazan (1990).

Structure and scope of the dissertation. The dissertation consists of an introduction, three chapters, a conclusion, a bibliography and two appendices. The work is presented on 98 pages, contains 6 figures and 12 tables. The list of references includes 106 sources, 44 of them in foreign languages.

MAIN CONTENT OF THE WORK

INTRODUCTION the relevance of the research topic is shown and justified new approach to school physical education, aiming to form healthy image life and based on the development of self-awareness. The introduction articulates the need to build a new theory and research methodology in the field of psychology of physical education, including consideration of the image of the physical self.

FIRST CHAPTER - “The image of the physical self as a product of self-consciousness” represents the theoretical part of the work. In studies of self-awareness that incorporate the physical self into the theoretical framework, there are two types of relationships between the physical self and the general self-concept. The first type of relationship, distinguished in the so-called “functional” schemes, presupposes the existence of many particular aspects of self-awareness, among which is the physical self (I am spiritual, I am social, I am physical, etc.) (Burns R., 1986). The second type of relationship, existing in the so-called “genetic” schemes, presupposes the existence of a physical self in the early stages of ontogenesis, as a prerequisite and basis for the formation of self-awareness (Dickstein E., 1977; Ericson E., 1967; Stolin V.V., 1983). As we grow older and socialize, the physical self loses its importance and fades into the background. However, the physical self is the same personal formation as the spiritual self, social self and any other. The idea that the physical self that exists in the early stages of ontogenesis develops into something else as socialization progresses, and instead organic sensations and well-being remain is obviously incorrect. It is impossible to imagine a continuum where the physical self is at one end and the spiritual self is at the other. The physical self is located at both ends of the continuum, that is, it has an independent path of development in ontogenesis.

Researchers of the physical self have attempted to systematize the broad class of phenomena that fall under the definition of bodily experience in two ways. Some built “vertical” schemes, expressed in level or genetic models (Fisher S., Cleveland S., 1958; Shontz F.C., 1959). Others worked on a “horizontal” plane, trying to break down the many aspects of the manifestation of the bodily self into different groups.

In explicit form, two oppositions can be distinguished that guided the theoretical thought of researchers of the image of the physical self: “internal - external” and “whole - part”. Two large groups of studies fall within the framework of the opposition “internal - external”: studies of appearance and studies of body boundaries. Both Soviet and foreign researchers consider the body as a bearer of certain social meanings, values, etc. (Bodalev A.A., 1965)

Many researchers focus on the emotional attitude towards their appearance, and the value various parts and organs of the body turned out to be different for healthy and sick, men and women, children and adults.

Other appearance researchers view the body as an object with a certain shape, size, etc., and answer the question of the accuracy of perception of one's appearance. As a rule, these studies are based on the use of various hardware techniques - moving frames, mirrors with changing curvature, distorted images, television and video equipment, etc. It has been shown that the accuracy of perception depends on many factors: on the state of consciousness (Savage S., 1955; Gill M.M., Breman M., 1959), on age (Katcher A., ​​Levin M., 1955, Nash H., 1951), from cultural stereotypes (Arcoff N.A., Weaver H.B., 1966), from IQ (Shonz F.S., 1969; Shaffer J.R., 1964). Many researchers have identified significant distortions in the assessment of their body size in patients anorexia nervosa and obesity (Garner D.M., 1976,1981; Dorozhevets A.N., 1986; Sokolova E.T., 1989)

The second large group of works that fall within the framework of the “internal - external” opposition concerns studies of the boundaries of the body. The body as a “container” of the Self was the subject of research by representatives of existentialism (Shonz F.S., 1960). Having no extension, the Self has its location. The distinction between “mine” and “not mine”, between “internal” and “external” is very important here. A new direction in the study of bodily experience has become the study of the boundaries of body image.

Within the framework of the “whole-part” opposition there is a large group of studies, united by a single view of the body and its parts, as carriers of a certain symbolic meaning (Fenichel O., 1945; Szasz T.S., 1975).

As a result of the research, data were obtained on the basis of which it is possible to propose a new model of the structure of the physical self. The subject’s idea of ​​his body and bodily manifestations is formed on the basis of various sources. Since the body is a material object, in contrast to the spiritual world or the social status of the subject, at first glance it seems that the existence of an image of the physical self adequate to objective reality is more possible than an image of the spiritual or social self. A truly powerful source of ideas about one’s physical self is the system of biological feedback, necessary for the life of each organism. However, the image that has developed on the basis of objective information always has some “social” amendments, since we are dealing with ideas belonging to man as a social individual. The biological picture of the world is superimposed on the image that the subject has in the eyes of the social environment. That is, the assessments of others are accumulated in the image of the physical self. The social environment makes another amendment to the physical self, but in the form of social standards and cultural stereotypes. It is clear that the standards of physical development that have developed in society and assimilated by the subject will influence his ideas about his body.

The physical self is formed like any other image of the self in the process of interaction of the subject with the outside world. The first level of interaction is the interaction of the subject with the object world. Since, as mentioned above, the body is a material object, some idea of ​​one’s physicality, or rather one of the sources for constructing a complex image of one’s body, is formed at this level. And, therefore, in the self-image we can distinguish the corresponding structural component: I-physical Functional (this is the image that is formed on the basis of the functioning of the body as a physical object and is usually based on biological feedback).

The second level of interaction between the subject and the outside world: subject - subjective. Here the subject is faced with evaluating himself through the eyes of others. Naturally, such an assessment is a powerful source of constructing an image of the self, including the physical self. According to this level of interaction, another structural component can be identified in the idea of ​​one’s physical self: the physical social self (this is the image that is formed on the basis of assessments of the social environment and is the subject’s idea of ​​how he looks in the eyes of other people).

The third level of interaction is the interaction of the subject with society. As mentioned above, at this level the subject is faced with institutionalized assessments and cultural values. At this level there is another source of constructing a body image, according to which a structural component in the physical self can be identified: the physical ideal self (this is the image that is formed on the basis of the assimilation of cultural stereotypes and group norms and is the subject’s idea of ​​what one should be ).

Thus, the physical self of the subject is formed on the basis of various sources. Firstly, this is the individual experience that the subject has acquired as a result of the functioning of his body as a physical object, secondly, these are assessments of the social environment perceived by him in the process of communication, and thirdly, these are cultural norms, stereotypes and standards of physical development , assimilated in the system of relations between the subject and society. According to these fundamental sources, we distinguish three structural components in the idea of ​​our physical self;

I am physical functional;

I am physical social;

I am the physical ideal.

It should be noted that these three components are present both at each level of hierarchical models (vertical schemes) and in any aspect of the broad phenomenological field of bodily manifestations (horizontal schemes). Thus, the proposed model can serve as a third (volumetric) coordinate for considering one reality - bodily experience. In this case, all the ways of conceptualizing the bodily considered in the chapter, including the last one, do not contradict each other, but rather complement one another. The question arises only when this model is combined with genetic schemes, i.e. What happens to the structural components of the physical self as we age? It would seem that the easiest way is to consider three components - functional, social and ideal - as three stages of development of the physical self, but the levels of interaction with the outside world that generate these structural components - subject - object, subject - subjective and subject - social cannot be distributed in time. That is, the image of the physical Self is syncretic in the process of ontogenesis. However, it can be assumed that each structural component has some independence: firstly, the components can change differently with age, secondly, their ratio may vary depending on age and gender, and thirdly, they can be differently associated with personality and communication characteristics, which play a significant role in the formation of the self-image.

In this work, an attempt was made to experimentally verify the assumptions made. For the study, two reflexive aspects of the physical self were chosen: the idea of ​​one’s size (height and thickness) and the idea of ​​one’s coordination (dexterity), and two age sections: primary schoolchildren and teenagers.

IN THE SECOND CHAPTER studies of age and gender characteristics of the structure of the physical self are described. The first task that had to be solved for these purposes was the creation of special diagnostic procedures to study the selected components of the structure of the physical self. To diagnose the social and ideal components of the idea of ​​coordination and size, the Dembo-Rubinstein self-assessment method was modified. The subjects had to evaluate on the scales offered to them (dexterous - clumsy, tall - short and thin - fat) what they would like to be (ideal component) and how they look in the eyes of others (social component).

To diagnose the functional component of the structure of the physical self, special experimental methods were created. In order to assess the functional component of the idea of ​​coordination, the projective method “Drawing of a moving person” was developed. The main criterion when creating this method there was independence of the intention of the functional component of the structure from the social and ideal. Testing and validation of this method was carried out on 75 first-graders and 60 6th-grade students.

To diagnose the functional component of the idea of ​​size, the “point” method of assessing body size was initially used (Dorozhevets A.N., 1986), which consisted of depicting one’s life-size dimensions on a sheet of white paper. However, during testing, which involved 50 first-graders and 46 sixth-graders, he found a significant dependence on the social component (r = 0.498; p≤0.01). Therefore, to assess the functional component of size representation, a special experimental procedure was developed, called " functional assessment". The subject was positioned at a distance of two meters facing a device that allowed him to raise a horizontal bar from the floor level at a uniform speed. The subject was asked to constantly evaluate the height of the bar and say “Stop” at the moment when the bar rises exactly to such a height that under it it was possible to walk without tilting the head. The data after three trials were averaged. A functional assessment of the width was made in a similar way. The subject was positioned in front of two sliding bars and said “Stop” when, in his opinion, he could pass through the resulting hole. After this The objective height and width of the shoulders of the subject were measured and the experimental data obtained using the “functional assessment” method were converted into percentages. Thus, the functional component of the idea of ​​one’s size was expressed as a percentage in relation to the objective body sizes. Testing and validation of the technique was carried out on 64 first-graders and 68 6th grade students.

The main experiment involved 74 first-graders (38 girls and 36 boys) and 62 sixth-graders (33 girls and 29 boys) from Moscow School No. 992

As a result of the experimental study, we wanted to get answers to the following questions:

1. How does each of the components of the structure of the physical self change with age?

2. What is the ratio of components in the structure of the physical self for each age period under study?

3. Are there gender differences in the structure of the physical self of schoolchildren of different ages?

To answer the first question, sample means were analyzed using Student's t test. For all three components, significant differences were obtained between the average values ​​of the functional, social and ideal components as in junior schoolchildren, and in adolescents. The value of the functional component of self-image increased in adolescents compared to primary schoolchildren by an average of 17% (p≤0.001). This result is understandable, since the basis for the functional component of the physical self is the accuracy of biological feedback, which increases with the accumulation of motor experience. The value of the social component decreased by 20% (p≤0.001), which indicates a greater clarity of adolescents’ ideas about how they look in the eyes of others, which explains the greater spread of data among adolescents compared to the data of younger schoolchildren. The value of the ideal component in adolescents also decreased by an average of 12% (p≤0.01), which is also understandable, given that the values ​​of the ideal component in younger schoolchildren are usually very high.

In order to assess the interaction of the components of the structure of the physical self at each age, correlation analysis was used. The social and ideal components in younger schoolchildren turned out to be related to each other with a high degree of probability (r=0.657; p≤0.001), and this pattern appeared in both boys and girls. These data indicate that it is still difficult for younger schoolchildren to distinguish in their self-image the differences between how they would like to be and how they appear in the eyes of others. It is obvious that the social component of the image of the physical self is not yet sufficiently developed in younger schoolchildren. Indeed, the values ​​of the social component assessments are close to the maximum values ​​for both boys and girls and have a small interindividual spread. If we take into account the poor mastery by children of this age of the variety of contingent movements available to an adult (Bernstein N.A., 1947), which leaves a deficit imprint on the functional component of the physical self, then we can conclude that for younger schoolchildren in the structure of the physical self the leading one is the ideal component.

In adolescents, when comparing the social and ideal components of the structure of the physical self, no statistically significant connection was found. When analyzing the combined results of boys and girls, this was true for all aspects of the physical self examined: both coordination and body size. Such results indicate that the social component of the structure of the physical self becomes independent of the ideal and acquires independent significance. This also confirms a smaller scatter of data than in younger schoolchildren and lower absolute values ​​of the social and ideal components in adolescents compared to younger schoolchildren. The lack of connection between the social and ideal components of the structure indicates, on the one hand, the increasing role of the functional component in the image of the physical self in adolescents, and, on the other hand, confirms the prevailing idea in psychology about the increasing significance of peer assessments in adolescence.

Significant gender differences emerged when analyzing the structure of various reflexive aspects of the image of the physical self. Moreover, these differences manifest themselves both in children of the same age and in age dynamics. Boys of both ages assess their coordination capabilities more accurately than girls, and the standard of dexterity development for them is higher than for girls. Height is more important for boys than for girls and for both subjects age periods. Boys are more accurate in functional assessments of height and their ideal component of height perception is higher.

The age-related dynamics of the structure of the physical self are different for boys and girls. Thus, in younger schoolchildren of both sexes, the structure of the idea of ​​their coordination coincides with the structure of the idea of ​​their height (r=0.419; p≤0.001) and both are not associated with the structure of the idea of ​​their thickness. In adolescent boys, a relationship is found between body sizes (height and thickness) for all components of the structure (r=0.395; p≤0.001; r=0.362; p≤0.001; r=0.359; p<0,01), что свидетельствует о более отчетливом представлении о пропорциях тела у подростков-мальчиков. И явно выпадает из общей картины представление о своей толщине у девочек-подростков. Обнаружена значимая зависимость между социальным и идеальным компонентами представления о толщине (r=0.529; p≤0,00l). Можно предположить, что представление о своей толщине у девочек-подростков не только формируется под влиянием товарищей, но и копирует групповые эталоны.

As was shown in the first chapter, the idea of ​​the physical self is formed on the basis of three main sources. However, the end result, i.e. The physical self also depends on some objective and subjective reasons. Objective reasons include the conditions of activity and communication. The subjective reasons on which the formation of the image of the physical self depends include, first of all, the cognitive and personal characteristics of the individual. In the second part of the experimental study described in CHAPTER THREE , the main goal was to identify the sensitivity of individual components of the structure of the Physical Self to the individual psychological characteristics of the individual and the characteristics of communication. Since the greatest gender and structural differences were identified in adolescents, at this stage of the study, 83 students (44 girls and 39 boys) of the 6th grade of Moscow School No. 125 participated in the experiments.

In addition to the methods for diagnosing the components of the structure of the physical self, described in the previous chapter, a modified version of R. Cattell’s Children’s Personality Questionnaire (CPQ), which included 12 factors, and an original technique for measuring communicative distance (MICD), specially developed for studying communicative processes in a group, were used.

When developing this methodology, the specificity of information interaction was preserved, which is expressed, on the one hand, in the establishment of a certain distance between the communicating parties (further-closer) and, on the other hand, in the distribution of communicative positions between them according to the communicator-recipient type. This was achieved by having the subjects solve a corresponding test task, which boiled down to the fact that the subjects had to evaluate each member of the group according to the degree of his attractiveness as an object and subject of information interaction, i.e. as sources and consumers of information on a 100-point scale formed by two points in space, 100 mm apart from each other, without externally expressed graduation. The assessment of the attractiveness of a partner in information interaction was carried out by establishing a distance by drawing a straight line segment from one point, designated “I,” to another, designated by the surname of a particular partner, and vice versa. The length of the segment in the first case expressed the degree of interest in the partner as an object of information interaction, and in the second as a subject of this process.

The method used allows us to obtain two types of characteristics of the organization of the communicative process: real-subjective, indicating the degree of information activity of a particular communicant, and real-objective, characterizing the subject as a leader or follower of a real communicative process. To assess the connection between the structure of the physical self and individual psychological and communicative characteristics, the method of correlation analysis was used.

Based on the analysis of the results obtained, we wanted to get answers to the following questions:

1. What influences the structure of the physical self of adolescents to a greater extent: communicative or individual psychological characteristics?

2. Is this influence specific to different components of the structure of the physical self and various reflexive aspects of the image of the physical self?

3. Are there gender differences in the connections between the structure of the physical self of adolescents and their communicative and individual psychological characteristics?

In order to evaluate the strength of the relationship between various features and components of the structure, significant correlations obtained in the experiment were assigned weights depending on their level of significance. The sums of the weights of the obtained correlations indicate that the structure of the physical self of adolescents is influenced to a greater extent by individual psychological characteristics than by communicative ones (Σ 1 = 29 and Σ 2 = 12, respectively), and most of the significant correlations between the structure and characteristics of communication were obtained between components structure and real-subjective characteristics of the communicative process.

The specificity of the influence of individual psychological characteristics on different components of the structure of the physical self is manifested in the analysis of gender differences. Thus, in teenage girls, the closest connection between personality traits is found with the social component of the structure, and in boys, the social and functional components of the structure experience the same influence of individual psychological characteristics. For girls, the smallest connection was obtained between individual psychological characteristics and the functional component, and for boys, between individual psychological characteristics and the ideal component.

When analyzing the results of the influence of communication characteristics on the structure of the physical self, noticeable gender differences also emerged. For boys, the characteristics of communication are most closely related to the social component, that is, to the idea of ​​how I look in the eyes of others. In girls, the ideal component of the structure of the physical self is most influenced, that is, in intragroup relationships, girls are more oriented toward group standards than boys.

Gender differences also appear when analyzing the influence of communication characteristics on ideas about individual reflexive aspects of the image of the bodily self. Thus, in boys, the idea of ​​growth is most influenced. Moreover, this idea is most closely connected with the objective position of the individual in the “leader-follower” relationship. In girls, the idea of ​​thickness most strongly depends on communicative processes and, unlike boys, this idea is not associated with the actual position on the “leader-follower” scale, but with a subjective predisposition to take one position or another.

The greatest influence, both from personality traits and communicative processes, is experienced by boys’ ideas about their height and girls’ ideas about their thickness.

IN CONCLUSION The main results of the study are summarized and the main conclusions are formulated:

1. An experimental study showed that the identification of three components in the structure of the image of the physical self: the physical functional self, the physical social self and the physical ideal self - was justified.

2. The developed research methods turned out to be valid for diagnosing the structural components of the image of the physical self in schoolchildren.

3. The structure of the physical self changes with age, and a common trend for boys and girls has been found in changes in the structure from primary schoolchildren to teenagers:

A) the importance of the functional component of the structure increases with increasing motor experience;

b) the absolute values ​​of the ideal component decrease, i.e. the idea of ​​the ideals of one’s physical development becomes more realistic,

V) the social component of the structure of the physical self becomes independent only in adolescence, that is, only adolescents develop a clear idea of ​​how they look in the eyes of others.

4. The structure of various reflexive aspects of the image of the physical self is different for boys and girls:

A) for boys, the real assessment (functional component) and value (ideal component) of their coordination and growth is higher than for girls;

b) For girls, the social component of the idea of ​​thickness is of great importance.

5. The influence of individual psychological and communicative characteristics on the structure of the physical self of adolescents depends on gender differences:

A) In boys, both personality traits and communication characteristics are most associated with the social component of the structure of the physical self.

b) in girls, personality traits are most associated with the social component, and the characteristics of intragroup communication are most associated with the ideal component of the structure of the physical self.

6. The personality and communication characteristics of girls are more related to ideas about their thickness, and for boys - to ideas about their height.

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2. Study of the communicative structure of the group // Social and psychological problems of activating the human factor in the national economy / Theses of reports of the All-Union Scientific and Practical Conference - M.: Moscow State University, 1987 (co-authored with Andreev A.N. and Ryzhonkin Yu.Ya.)

3. Methodology for assessing the idea of ​​movement in schoolchildren // Abstracts of the Republican Scientific and Practical Conference on Applied Psychology - Kazan: 1988. -P. 103-105.

4. Psychological counseling of children with difficulties in physical development // Abstracts of the Republican Scientific and Practical Conference on Applied Psychology - Kazan: 1988. -P. 90-92 (co-authored with N.I. Aleksandrova and others)

5. Study of the structure of the physical “I” in primary schoolchildren and adolescents // Abstracts of the XI All-Union Scientific and Practical Conference of Sports Psychologists. - Minsk: 1990. P. 109-110

Cherkashina Anna Georgievna 2013

PSYCHOLOGICAL DIAGNOSTICS

STANDARDIZATION OF THE RESEARCH METHODS OF SELF-ATTITUDE TO THE IMAGE OF THE PHYSICAL SELF (MISOPH)

© A. G. Cherkashina

Cherkashina Anna Georgievna candidate

psychological sciences, associate professor

Associate Professor of the Department of Management Psychology Samarskaya

humanitarian academy [email protected]

The theoretical and methodological foundations of the MISOF methodology are considered, the procedure for conducting it and the results of standardization of scales are described.

Key words: self-attitude, image, physical self, standardization.

Theoretical and methodological basis of MISOF

The idea of ​​one’s physical appearance (Image of the Physical Self) and awareness of its aesthetic effect are one of the main components of the self-concept of every person. A positive assessment of one’s own Image of the Physical Self in a person’s mind, as well as in the judgments of others, can significantly affect the positivity of his Self-concept as a whole, and vice versa, a negative assessment entails a significant decrease in overall self-esteem. The size and shape of the body influence the qualitative uniqueness of an individual’s life, because they serve as the subject of both one’s own assessments and assessments transmitted to him in one form or another by other people, and ideas about one’s somatic organization are one of the regulators of behavior that are manifested in self-presentations .

The image of the Physical Self is a social phenomenon that has a number of features that are expressed by the criteria of external attractiveness: the physical appearance of a person exists in harmony of anatomical, social and functional signs (characteristics), none of which can be ignored.

The attitude towards the Image of the Physical Self is formed in the process of socialization through various social institutions, art, science, the experience of everyday life, which present to the individual certain social ideas that meet the requirements of culture and society, gender stereotypes, ideology, beliefs, opinions and ready-made patterns of behavior. The determining factor of behavioral activity in relation to the bodily self is subjective personal significance.

There are a large number of methods aimed at studying the Image of the Physical Self (Vitkin’s “inserted figures” test, Machover-Goodenough’s “drawing the human figure” test, a modified version of the Dembo-Rubinstein method for measuring self-esteem, K. R. Fox’s “perception profile of the Physical Self” and etc.). The specificity of these methods is that they study individual characteristics of the body image, the direct content of the Image of the Physical Self, the system of self-esteem or emotional value attitude.

A technique that explores self-attitude to the Image of the Physical Self in a complex of anatomical, functional and social characteristics in the aggregate of a system of self-esteem and emotional value attitude was not discovered, and this was the reason for its development.

The research parameters in the methodology are the anatomical, functional and social characteristics of the Image of the Physical Self in the context of a subjective attitude. Such a subjective attitude is studied in two subsystems of global self-attitude (according to V.V. Stolin, S.R. Panteleev): the “I in comparison with others” system or self-esteem, and the “I-I” system, or emotional-value attitude (personal significance).

Anatomical, functional and social characteristics have specific content.

Anatomical characteristics include 4 groups of elements: face as a whole, figure, legs, arms. Each of these elements has a certain number of characteristics:

1. The face as a whole (13 signs): hair (thickness, texture, color, quality); leather (quality, color); face oval; forehead shape; brows; ocular area; nose; lips; teeth; chin; Auricle; face in profile.

2. Figure (15 signs): height; weight; harmony of proportions; neck; shoulders; décolleté area; breast; waist; stomach; hips; lateral contour line of the body (from the front); anterior contour line of the body (in profile); back; buttocks; posterior contour line of the back and buttocks (in profile).

3. Legs (6 signs): shape of legs; upper part (to the knee); lower part (from the knee); ankles; Feet; leg length.

4. Arms (6 signs): upper part (up to the elbow); lower part (from the elbow); wrist; brush; fingers; nails.

Functional characteristics (5 main groups):

1. Endurance (3 signs): strength endurance; general endurance; speed endurance.

2. Strength (4 signs): strength of arm muscles; leg muscle strength; back muscle strength; abdominal muscle strength.

3. Flexibility (4 signs): flexibility of the ankle joint; spine flexibility; hip flexibility; elasticity of muscles and ligaments.

4. Speed ​​(2 signs): speed of reaction; speed of movement.

5. Dexterity (3 signs): maintaining balance; gait; expressiveness of movement.

Social characteristics (3 main groups):

1. Clothing (7 signs): conformity with fashion; combination of colors with skin color, eyes, hair; comfort (convenience); individual style; compliance with the proportions of the figure; age appropriate; compliance with social role.

2. Accessories (5 signs): shoes; headdress; bags, umbrellas, scarves; decorations; compatibility with clothes.

3. Cosmetics (7 signs): makeup; manicure; pedicure; perfume; hairstyle; compatibility with clothes; compatibility with the color type of appearance.

A detailed description of the methodology for studying self-attitude towards the Image of the Physical Self is presented in.

Requirements for standardization of psychodiagnostic methods

According to A. Anastasi, standardization is the uniformity of the procedure for conducting and evaluating test performance, i.e. standardization is considered in two ways: as the development of uniform requirements for the experimental procedure and as the definition of a single criterion for assessing the results of diagnostic tests.

O. V. Mitina notes that standardization of the experimental procedure includes a number of stages. Firstly, the qualitative stage associated with the introduction of a uniform testing procedure that describes the necessary testing conditions (room, lighting and other external factors), the content of the instruction and the features of its presentation, the need for standard stimulus material, the establishment of time limits for performing the test or their cancellation, a form for execution, rules for taking into account the influence of situational variables on the process and result of testing, the behavior of the diagnostician during the testing process, as well as stipulating the presence or absence of experience of the respondent in testing.

Requirements for conducting the experiment:

1) instructions should be communicated to subjects in the same way, usually in writing; in the case of oral instructions, they are given in different groups in the same words, understandable to everyone, in the same manner;

2) no subject should be given any advantage over others;

3) during the experiment, individual subjects should not be given additional explanations;

4) the experiment with different groups should be carried out at the same time of day, if possible, under similar conditions;

5) time restrictions in completing tasks for all subjects should be the same, and so on.

The second and third stages - psychometric, “quantitative” - provide for the creation of rules for a uniform assessment of test performance: how to process primary answers, how to standardize them, that is, bring them to such a form that they could be correlated with the results of other subjects using this method, and also with the results of this subject obtained using other methods.

The ultimate goal of standardization is the formation of norms that make it possible to translate the “raw” data obtained during the testing process into standard ones, in order to then correctly interpret the final test indicators of specific people. Standards are primarily needed for the practical use of the test for diagnostic purposes. For research purposes in applying the test, it is more correct to use “raw” indicators that have not undergone any transformations.

N.A. Baturin notes that in order to competently organize the standardization process, it is important first of all to understand for what practical purpose test standards are created. There are many different methods for standardizing tests and several types of norms (group norms, subject-specific norms, criterion norms) that are intended for different practical purposes.

Group norms (or sample, statistical, relative) reflect the result of the test in the standardization sample. When using such norms, the “raw” indicators of a particular subject are correlated with the empirically obtained distribution of scores in the standardization sample, which makes it possible to find out what place he occupies in this distribution.

Subject-oriented norms (or content-oriented, absolute) are designed to reflect the level of skill that the test taker showed (the amount of knowledge, the quality of mastery of skills, etc.).

To establish such norms, a “performance standard” is determined, which is expressed either as a percentage of tasks completed, or through a “cutting” score, which divides the tested people into groups according to the “pass/fail” principle.

Criterion norms reflect the probability that subjects who have received a certain score on the test will achieve the criterion indicator. Criterion norms are obtained by empirically correlating test indicators with criterion scores and are usually presented in the form of so-called “expectation tables.”

These types of norms do not contradict, but, on the contrary, complement each other.

Regardless of what type of standards you plan to obtain, standardization of any technique involves the following sequence of tasks:

1) formation of a standardization sample,

2) empirical procedures for setting standards,

3) fixation of methods of transition to norms.

However, to obtain norms of different types, there are differences in the ways of performing these three tasks.

In this article, the standardization of MISOF was carried out with the aim of obtaining group norms, so we will dwell in more detail on the important aspects of obtaining them.

To obtain group norms, one should take into account the specificity of the dependence of these norms on the characteristics of the specific population of people on whom they were calculated. Therefore, the task of forming a standardization sample for this type of norms is especially relevant. Here, the quality of the sample is the defining aspect of standardization. There are two important variables that indicate the quality of a sample: its size and representativeness. At the same time, the representativeness of the sample is considered a more important indicator than its volume.

As N.A. Baturin points out, according to the standards of the European Federation of Psychological Associations, samples of less than 150 people are considered not to meet the requirements for any tests. However, the upper limit is not clearly specified.

Sampling should begin with an accurate description of the population to which it is planned to extend the resulting norms (“target population”). To obtain a more representative sample, if necessary, a process of stratification should be carried out (identifying in the general population certain categories characterized by qualitatively different characteristics - gender, age, social status, profession, health, etc.). Such a population is defined as specific.

For tests aimed at wide populations, differentiated standardization is often carried out, i.e., the test is provided with a whole set of norms obtained for different groups. Differentiated standardization increases the user potential of the technique and is considered one of the important indicators of test quality. The initial limitation of the population to which it is planned to extend the use of the test after its development is another factor in increasing the practical value of the test.

In any case, the boundaries of the normative sample should be clearly defined and given along with the norms in the test manual so that this information is available to the user.

The other most important step in standardizing a technique is choosing the criterion by which diagnostic test results should be compared, since diagnostic techniques do not have predetermined standards for success or failure in their performance.

Standardization of a technique is carried out by conducting it on a large representative sample of the type for which the technique is intended. For this group of subjects, norms are developed that indicate not only the average level of performance, but also the relative variability above and below the average level. The transition to normalized data is based on the transformation of “raw” indicators into a standard scale, focused on the empirically obtained distribution of indicators in the standardization sample.

There are several ways to convert “raw” indicators into standard ones: percentiles, 7-indicators, T-scores, etc. When choosing one of them, you should first of all take into account the normal law of empirical distribution.

Standardization of methods for studying self-attitude towards the Image of the Physical Self

In accordance with the requirements for standardization of psychodiagnostic methods described above, we will consider in detail the procedure for standardizing MISOF.

Study sample

Standardization of the methodology for studying self-attitude towards the Image of the Physical Self was carried out on a sample of girls 17-18 years old - first-year students. The total number is 233 people.

Instructions for conducting research on MISOF

In column No. 1, put a point that means the self-esteem of this element of appearance in comparison with others (better than others, worse than others).

In column No. 2, put a point that means how significant the self-esteem of this element of appearance is for you (1 - not significant at all, 10 - has a high value).

After reading the instructions, you should ask if everything is clear. If questions arise, a clear explanation should be given.

Time to fill out the questionnaire is 25-30 minutes.

The study can be carried out either individually or in a group. It should be borne in mind that an individual examination provides the greatest likelihood of reliability of the result and the possibility of receiving feedback.

Using the technique in a group is also possible. In this case, in order to obtain a reliable result, the experimenter should motivate everyone in the group to seriously complete the task.

During an individual examination, after reading the instructions and answering the questions, it is better for the experimenter to leave the room or do something else so as not to interfere with the subject filling out the form on his own.

During a group examination, it is necessary to warn the subjects so that they do not ask each other, do not interfere with each other, but work silently, independently.

At the end of the examination, it is necessary to ask whether all questions were answered and whether there were any difficulties. It is also necessary to ask the subjects to indicate in the questionnaire what criteria for comparison during the examination they used when self-assessing the proposed elements of appearance. This information is necessary for the experimenter to find out the reasons for a particular level of self-attitude towards the Image of the Physical Self.

To conduct the study, subjects are given questionnaires (Appendix, Tables 1 and 2). The questionnaire for the full version of the methodology for studying self-attitude towards the Image of the Physical Self is presented in the appendix.

The study can also be carried out in a shortened version, offering for assessment only groups of elements of anatomical, functional and social characteristics (face, figure, legs, arms, endurance, etc.). In this case, the methodology questionnaire looks like this (Appendix, Table 2).

Standardization of MISOF scales

All scales of the MISOF methodology were tested for the law of normal distribution. When using the BTATKTGSA package, it was discovered that the law of normal distribution is not satisfied, which means that the conversion of “raw” scores to the standard wall scale by calculating the arithmetic mean and standard deviation is not legal. In this case, the standardization procedure was carried out using a non-linear scale of “raw” scores - percentiles.

To calculate the “raw” points, the values ​​of the features in each group are added up. For example: 1 column - system “I am in comparison with others” - self-assessment of social characteristics - group: accessories - signs: shoes (3 points) + headdress (5 points) + bags, umbrellas, scarves (6 points) + jewelry (7 points) + compatibility with clothes (7 points) = 28 points. The received “raw” points must be converted into walls (Appendix, Tables 3 and 4).

The following groups are also counted: “cosmetics” and “clothing”.

As a result, self-assessment of social characteristics will be determined by adding up all the points in three groups (accessories, cosmetics and clothing) and converting them into walls.

Using the same principle, anatomical and functional characteristics are calculated in both the first and second columns.

In the shortened version, the counting principle is the same.

The scales of the methodology were tested for reliability and validity.

The value of the walls within the range of 1-4 shows a low level of self-esteem, a low level of personal significance; 5-6 - average level of self-esteem, average level of personal significance; 7-10 - high level of self-esteem, high level of personal significance.

Processing instructions

Before processing, it is necessary to ensure that all questions are answered and the criteria used by the subject for comparison are indicated.

The experimenter should pay attention to the fact that some subjects rate all elements of appearance in terms of personal significance as 10 points. This may indicate uncritical thinking, or a misunderstanding of the essence of the research, or some kind of maximalism. In this case, the experimenter, during the conversation, needs to find out the reasons for such high ratings.

As a result, the results obtained allow us to determine:

The level of self-esteem of specific elements included in the characteristics of the Image of the Physical Self;

The level of self-esteem of each of the characteristics as a whole;

Subjective significance for the personality of specific elements included in the characteristics;

The subjective significance of each of the characteristics;

Hierarchy of self-assessments of specific elements and characteristics of the Image of the Physical Self;

The hierarchy of subjective significance of specific elements and characteristics of the Image of the Physical Self.

The methodology for studying self-attitude towards the Image of the Physical Self (MISOF), which was standardized on a sample of girls aged 17-18 years, is aimed at solving scientific and scientific-practical problems related to the main psychological feature of a person - his self-concept. MISOF allows you to carry out psychocorrectional work on the reconstruction of the Image of the Physical Self, which is an integral part of the self-concept of the individual. Using the methodology for studying self-attitude towards the Image of the Physical Self, it is possible to evaluate the anatomical, functional and social characteristics of appearance in two subsystems of self-attitude: the system of self-esteem and the system of emotional-value attitude.

The author's methodology is intended for psychologists and teachers working in psychological, pedagogical and health institutions. In addition, the developed methodology can be used in the practice of experimental research in various branches of psychology on female subjects of different age groups. The technique can be used for individual and group examination.

LIST OF REFERENCES USED

1. Anastasi A., Urbina S. Psychological testing. - St. Petersburg. : Peter, 2001.

2. Assanovich, M. A. Integrative system of psychodiagnostics using the Rorschach method. - M.: Cogito-Center, 2011.

3. Baturin, N. A. Technology for the development of psychodiagnostic methods: monograph / N. A. Baturin, N. N. Melnikova. - Chelyabinsk: SUSU Publishing Center, 2012.

4. Burns, R. Development of self-concept and education. - M.: Progress, 1986.

5. Guseva, A. G. Peculiarities of students’ perception of their appearance // Questions of psychology of people’s knowledge of each other and self-awareness. - Krasnodar: KSU, 1977.

6. Duka, A. Ya. Cultivating interest in physical culture and the development of self-awareness in adolescence // Formation of self-image and problems of physical education: collection. scientific Art. / ed. P. A. Zhorova. - M.: Higher School, 1990. - P. 63-65.

7. Kon, I. S. In search of oneself. - M.: Higher School, 1983.

8. Mitina, O. V. Development and adaptation of psychological questionnaires. - M.: Smysl, 2011.

9. Panteleev, S. R. Self-attitude as an emotional-evaluative system. - M.: Nauka, 1991.

10. Panferov, V. N. Perception and interpretation of people’s appearance // Questions of psychology. - 1974. - No. 2. - P. 59-64.

11. Rubinstein, S. L. Fundamentals of general psychology. - St. Petersburg. : Peter, 1999.

12. Stolin, V.V. Personal self-awareness. - M.: Nauka, 1983.

13. Cherkashina, A. G. Methodology for studying self-attitude to the Image of the Physical Self (female version): methodological manual. - Samara: SSPU Publishing House, 2007.

14. Cherkashina, A. G. The image of the Physical Self in the self-attitude of girls 17-18 years old: monograph. - Samara: PGSGA Publishing House, 2012.

APPLICATION

Table 1

Study parameters Column Study parameters Column

№1 I №2 №1 I №2

ANATOMICAL CHARACTERISTICS FUNCTIONAL CHARACTERISTICS

1. FACE AS A WHOLE 5. ENDURANCE

Hair (thickness, texture, color, quality) Strength endurance

Leather (quality, color) General endurance

Oval face Speed ​​endurance

Forehead shape 6. STRENGTH

Eyebrows Arm muscle strength

Eye area Leg muscle strength

Nose Back muscle strength

Lips Abdominal Strength

Teeth 7. FAST

Chin Reaction speed

Auricle Speed ​​of movement

Face in profile 8. AGILITY

2. FIGURE Maintaining balance

Height Gait

Weight Expressiveness of movements

Harmony of proportions 9. FLEXIBILITY

Neck Elasticity of muscles and ligaments

Shoulders Hip Flexibility

Neckline area

Chest Ankle Flexibility

Abdomen Spinal Flexibility

Back SOCIAL CHARACTERISTICS

Buttocks 10. CLOTHING

Hips Combination of colors with the color of skin, eyes, hair

Lateral contour line of the body (from the front)

Comfort (convenience)

Front contour line of the body (in profile) Compliance with the proportions of the figure

Posterior contour line of the back and buttocks (in profile) Compliance with social role

3. LEGS Matching fashion

Leg shape Personality style

Top (knee length) Age appropriate

Lower part (from the knee) 11. ACCESSORIES

Ankle Shoes

Feet Bags, umbrellas, scarves

Leg Length Decoration

4. HANDS Compatibility with clothes

Upper part (up to the elbow) 12. COSMETICS

Lower part (from the elbow) Makeup

Wrist Manicure

Pedicure brush

Fingers Perfume

Nails Hairstyle

table 2

Questionnaire for the methodology for studying self-attitude towards the Image of the Physical Self

(shortened version)

Study Options Column

ANATOMICAL CHARACTERISTICS

1. FACE AS A WHOLE

FUNCTIONAL CHARACTERISTICS

5. ENDURANCE

7.FAST

8. AGILITY

9. FLEXIBILITY

SOCIAL CHARACTERISTICS

10. CLOTHING

11. ACCESSORIES

12.COSMETICS

Table 3

Conversion scale of “raw” points into walls according to MISOF (“I am in comparison with others”) for girls 17-18 years old

Parameters of the study “Self in comparison with others” walls

1 2 3 4 5 6 7 8 9 10

raw points

FACE AS A WHOLE 12-36 37-65 66-76 77-85 86-98 99-103 104-107 108-113 114-119 120

FIGURE 15-45 46-75 76-93 94-106 107-120 121-128 129-135 136-143 144-149 150

LEGS 6-18 19-30 31-36 37-42 43-48 49-51 52-54 55-57 58-59 60

HANDS 6-18 19-30 31-40 41-46 47-51 52-53 54-55 56-57 58-59 60

ANATOMICAL CHARACTERISTICS 39-117 121-200 204-245 249-279 283-311 321-335 339-351 355-370 374-386 390

ENDURANCE 3-7 8-21 22-14 15-18 19-20 21-23 24-25 26-27 28-29 30

STRENGTH 4-10 11-15 16-18 19-22 23-26 27-29 30-33 34-36 37-39 40

AGILITY 3-9 10-15 16-17 18-19 20-21 22-23 24-25 26-27 28-29 30

FLEXIBILITY 4-8 9-15 16-21 22-24 25-28 29-32 33-35 36-37 38-39 40

FUNCTIONAL CHARACTERISTICS 16-37 42-71 76-77 82-92 97-106 111-120 125-133 138-144 149-155 160

CLOTHING 7-21 22-35 36-47 48-52 53-57 58-60 61-65 66-67 68-69 70

ACCESSORIES 4-12 13-19 20-24 25-28 29-30 31-33 34-35 36-37 38-39 40

COSMETICS 5-16 17-20 21-22 23-28 29-31 32-33 34-35 36-37 38-39 40

Social characteristics 16-49 52-74 57-93 96-108 111-118 121-126 129-135 138-141 144-147 150

Table 4

Conversion scale of “raw” points into walls according to MISOF (“I-I” - personal significance) for girls 17-18 years old

Wall Study Options

Personal importance 1 2 3 4 5 6 7 8 9 10

raw points

FACE AS A WHOLE 12-24 25-45 46-68 69-84 85-102 103-108 109-111 112-115 116-119 120

FIGURE 15-27 28-64 65-91 92-118 119-127 128-133 134-138 139-142 143-149 150

LEGS 6-8 9-18 19-30 31-42 43-49 50-51 52-54 55-56 57-59 60

HANDS 6-8 9-15 16-30 31-40 41-49 50-52 53-55 56-57 58-59 60

ANATOMICAL CHARACTERISTICS 39-67 71-142 146-219 223-284 288-327 331-344 348-358 362-370 374-386 390

ENDURANCE 3-5 6-9 10-13 14-17 18-20 21-23 24-25 26-27 28-29 30

STRENGTH 4-8 9-12 13-18 19-24 25-27 29-31 32-35 36-37 38-39 40

SPEED 2-3 4-5 6-7 8-9 10-11 12-13 14-15 16-17 18-19 20

AGILITY 3-4 5-9 10-18 19-20 21-22 23-24 24-25 26-27 28-29 30

FLEXIBILITY 4-6 7-9 10-18 19-28 29-31 32-33 34-35 36-37 38-39 40

FUNCTIONAL CHARACTERISTICS 16-28 30-44 49-74 79-98 103-111 117-124 128-135 140-145 150-155 160

CLOTHING 7-10 11-29 30-40 41-53 54-57 58-61 62-65 66-67 68-69 70

ACCESSORIES 4-6 7-11 12-20 21-28 29-31 32-33 34-35 36-37 38-39 40

COSMETICS 5-7 8-19 20-30 31-35 36-41 42-43 44-45 46-47 48-49 50

SOCIAL CHARACTERISTICS 16-23 26-59 62-90 93-116 119-129 132-137 140-145 148-151 154-157 160

Read

Abstract of the dissertation on the topic "Study of the structure of the image of the physical "I" of schoolchildren"

ACADEMY OF PEDAGOGICAL SCIENCES USSR RDN OF LABOR RED BANNER RESEARCH INSTITUTE OF GENERAL AND PEDAGOGICAL PSYCHOLOGY

As a manuscript UDC 159.9

MDIVANI Marina Ogarovia

15 INVESTIGATION OF THE STRUCTURE OF THE IMAGE OF THE PHYSICAL “I” OF SCHOOLCHILDREN

.." SO.OT - general psychology, history of psychology

Moscow - 1991

WORK COMPLETED at the Order of the Red Banner of Labor Research Institute of General and Pedagogical Psychology of the USSR Academy of Pedagogical Sciences

Scientific supervisor: Candidate of Psychological Sciences. THIEVES

Official opponents: Doctor of Psychology O. V. DASHKEVICH

Candidate of Psychological Sciences T. a SNEGIREVA Leading institution; Central Research Institute of Sports

The defense will take place ">£С" 1991.

at the meeting of the specialized Academic Council K018.03.01 of the Order of the Red Banner of Labor of the Research Institute of General and Pedagogical Psychology of the Academy of Pedagogical Sciences of the USSR at the address: 103009 Moscow,

Marksa Avenue, house 20, building "B".

The dissertation can be found in the library of the institute. The abstract was sent out by "DZ" in 1991.

Scientific Secretary

specialized Academic Council

Candidate of Psychological Sciences [ts I. BORKO

GENERAL DESCRIPTION OF WORK

RELEVANCE. Group physical culture, being essentially the initial stage of sports training, borrows methods and a system of indicators of its effectiveness from sports. Such indicators are external criteria in relation to the subject: points, seconds, goals, etc., and the subject himself, his body does not become the subject of physical education at school. Modern humanization of education, concentrating the attention of researchers and teaching practitioners on the child’s personality, has become a motivating motive for the interest of psychologists in the process of physical education of children and has demanded a new ideology of school physical education. This ideology is based on health and a healthy image of the higna. Since a healthy lifestyle is not given to urban children initially, but is associated with personal choice, the main psychological mechanism adequate to this level of life activity is self-awareness, and it becomes necessary to build a new theory and research methodology in the field of psychology of physical education, in particular, consideration of such formation of self-awareness as physical "I.4

HYPOTHESIS. The physical “I” of a subject is a complex biosocial complex that is formed on the basis of various sources. Firstly, this is the individual experience that the subject acquired as a result of bodily functioning as a physical object, secondly, these are assessments of the social environment perceived by him in the process of communication, and, thirdly, cultural norms, stereotypes and standards physical development,

assimilated in the system of relations between the subject and society. According to these fundamental sources, we distinguish three structural components in the idea of ​​the physical “I”:

I-physical functional (this is the image that develops in the context of the functioning of the body as a physical object and is based, as a rule, on biological feedback);

I-phnaic social (this is the image that develops in the context of assessments of the social environment and is an idea: of how the subject looks in the chapters of other people);

The ideal self (this is the image that develops in the context of the assimilation of cultural stereotypes and group norms and is the subject’s idea of ​​what one should be).

It should be noted that such a division is conditional in the sense that the real physical “I” is a syncretic image where all the indicated structural components are present. however, it can be assumed that each structural component still has some independent life. First, the components themselves may change differently with age. Secondly, their ratio may vary depending on age and gender. Thirdly, they may be associated in various ways with personality and communication characteristics, which play a significant role in the formation of the image of “I.”

THE PURPOSE OF THE WORK was to study the age-related dynamics of the structure of the image of the physical self and the dependence of the components of this structure | tours from individual psychological and communicative persons:

personality traits.

In accordance with the goal and to confirm the hypothesis expressed, the following TASKS were solved in the work:

1. Develop methods for diagnosing the components of the structure of the image of the physical self.

2. Investigate changes in the components of the image structure ",

physical self with age.

3. Investigate the relationship between the components of the structure of the image of the physical self with the ¡n dis going scarlet - ls iho-.sg and che with the peculiarities of the personality and its place in the communicative structure of the group.

The following reflexive aspects of the physical self acted as the OBJECT of the study: the idea of ​​one’s coordination

level (dexterity) and idea of ​​their size (height and thickness) - among schoolchildren of the 1st and 6th grades of Moscow general education schools.

MAIN GSHSSHZYA, SHNOSISHE KA Z1DITU:

1. The identification of three structural components in the image of the physical self is theoretically justified.

2. Components of the structures of the image of the physical self have different dynamics in ontogenesis.

3. The components of the structure of the image of the Physical Self of adolescents are differently related to their communicative and individual psychological characteristics.

4. Ideas about coordination and size vary*. structure depending on gender.

SCIENTIFIC NOVELTY is determined by the absence in modern pedagogy and psychology of physical education of approaches focused on the subject of activity. In the work there is a pretext of such

approach in which the subject of physical education becomes one of the aspects of self-awareness - the image of the physical “I.” The three-component model of the structure of the physical self proposed in the work brings a certain influence to the theory of self-consciousness. Specially created methods for diagnosing structural components are original developments, since this work was the first to set the task of assessing each component separately. The new data obtained on the dynamics of the structure of the image of the physical “I” in ontogenesis and its dependence on individual psychological and communicative characteristics contribute to the body of knowledge about human self-awareness:

PRACTICAL SIGNIFICANCE. The results obtained during the research process allow, firstly:

To formulate fundamental principles for constructing programs for physical education in rock, psychologically oriented towards age-related characteristics of the formation of the image of the physical self;

and secondly:

Niya, taking into account the gender and age characteristics of the image of the physical self.

APPROBATION OF THE WORK: Basic theoretical and practical re-

The results of the study were discussed at the final session of the Scientific Research Institute of Education and Pedagogical Psychology of the Academy of Pedagogical Sciences of the USSR (1990), in the laboratory of psychology of physical education of schoolchildren (1988, 1989, 1990), at the Soviet-American seminar of sports psychologists, organized by the Moscow branch of the Society of Sports Psychologists (1990 .) and reported at the conference according to the

good psychology in Kazan since 1990).

STRUCTURE AND SCOPE OF THE DISSERTATION. The dissertation consists of an introduction, three chapters, a conclusion, a bibliography and 2 appendices. The work is presented on 98 pages, contains 6 figures and 12 tables. The list of references includes 106 sources, 44 of them in foreign languages.

D0 INTRODUCTION showed the relevance of the research topic, substantiates a new approach to fortune-telling physical culture, aiming at the formation of a healthy lifestyle and based on the development of self-awareness. The introduction articulates the need to build a new theory and research methodology in the development of the psychology of physical education, including consideration of the image of the physical self.

FIRST CHAPTER - “The image of the physical self as a product of self-consciousness” represents the theoretical part of the work. In studies of self-awareness that incorporate the physical self into a theoretical framework, there are two types of relationships between the physical self and the general 3-concept. The first type of relationship, distinguished in the so-called “functional” schemes, presupposes the existence of many particular aspects of self-consciousness, among which is the physical self (spiritual self, social self, physical self, etc.) (Burns R., 1986) The second type of relationship, existing in the so-called “genetic” schemes, presupposes the existence of the physical Self in the early stages of ontogenesis, as a prerequisite and Oasis for the formation

development of self-awareness (Dickstöin E., 1977; Ericson E., 1967; Stolits E. E, 1983) As we grow older and socialize, the physical I loses its meaning and fades into the background. However, the physical self is the same personal formation as the spiritual self, social self and any other. The idea that the physical self that exists in the early stages of ontogenesis develops into something else as socialization progresses, and instead organic sensations and well-being remain is obviously incorrect. It is impossible to imagine a continuum where the physical self is at one end and the spiritual self is at the other. The physical self is located at both ends of the continuum, that is, it has an independent path of development in ontogenesis.

Researchers of the physical self have attempted to systematize the broad class of phenomena that fall under the definition of bodily experience in two ways. Some built “vertical” schemes, expressed in level or genetic models (Fisher S. Cleveland S., 1958; Shontz F. S., 1959) Others worked in a “horizontal” plane, trying to break down the numerous aspects of the manifestation of the bodily self into different groups

In explicit form, two oppositions can be distinguished that guided the theoretical thought of researchers of the image of the physical self: “internal - external” and “whole - part”. Two large groups of studies fall within the framework of the opposition “internal - external”: studies of appearance and studies of the boundaries of the body Like Soviet ones. Likewise, foreign researchers consider the body as a bearer of certain social meanings, values, etc. (Bodalev A. A., 1965)

Many researchers focus on emotional

attitude towards one’s appearance, and the value of various parts and organs of the body turned out to be different for healthy and sick people, men and ganglions, children and adults.

Other researchers of appearance consider the body as an object with a certain shape, size, etc., and answer the question of the accuracy of perception of one's appearance. As a rule, these studies are based on the use of various instrumental techniques - moving frames, mirrors with varying curvature, distorted images, television and video equipment, etc. It has been shown that the accuracy of perception depends on many factors: on the state of consciousness (Savage S., 1955; Gill It IL, Broman IL .1959), from age (Katchor A., ​​Levin it, 1955; Nash H., 1P51). from cultural stereotypes (Arcoff N. L., Weaver H. B., 1966), from the coefficient of moderate development (Shonz F. S., 1969; Shaffer J. R., 1964). Many researchers have identified significant distortions in the assessment of their body size in Solo people with anorexia nervosa and obesity (Garner D. ML, 1976,1981; Doroyavvets A. N., 1986; Sokolova E. T., 1989)

The second large group of works falling within the framework of the opposition “internal - external” concerns studies of the boundaries of the body. The body as a “container” of the Self was the subject of study by representatives of existentialism (Shonz F. S. 1960). Having no extension, the Self has its location. The distinction between “mine” and “not mine”, between “internal” and “external” is very important here. A new direction in the study of bodily experience has become the study of the boundaries of body image

Within the framework of the “whole-part” opposition there is a large group of studies, united by one: /, a look at the body and its parts.

as carriers of a certain symbolic meaning (Hep1stte1 0., 1945; Zgaya. T. B., 1975).

As a result of the research, data was obtained on the basis of which it is possible to propose a new model of the structure of the physical self. The subject’s idea of ​​his body and bodily manifestations is formed on the basis of various sources. Since the body is a material object in contrast to the spiritual world or the social status of the subject, then at first glance it seems that the existence of an image of the physical Self adequate to objective reality is more possible than an image of the spiritual or social Self. A truly powerful source of ideas about one’s physical Self is the system of biological feedback, necessary for the life of each organism. However, the image that has developed on the basis of objective information always has some “social” amendments, since we are dealing with ideas that belong to a person as a social individual. The image is superimposed on the biological picture of the world which the subject has in the eyes of the social environment. That is, the assessments of others are accumulated in the image of the physical self. The social environment makes one amendment to the physical self, but in the form of social standards and cultural stereotypes. It is clear that the standards of physical development that have developed in the flock and are internalized subject will influence his ideas about his body.

The physical self is formed like any other image of the self in the process of interaction of the subject with the outside world. The first level of interaction is the interaction of the subject with the object world. Since, as stated above, 1 body is material

object, then some idea of ​​one’s physicality, or rather one of the sources for constructing a complex image of one’s body, is formed at this level. And, therefore, in the self-image we can distinguish the corresponding structural component: I-physical functional (this is the image that is formed on the basis of the functioning of the body of a physical object and is usually based on biological feedback).

The second level of interaction between the subject and the outside world: subject-subject. Here the subject is faced with an assessment of himself through the eyes of those around him. Naturally, such an assessment is a powerful source of constructing the image of the self, including the physical self. According to this level of interaction, another structural component can be distinguished from the idea of ​​one’s physical self: the physical social self (this is the one that is formed on the basis of assessments of the social environment and is the subject’s idea of ​​how he looks in the eyes of other people).

The third level of interaction is the interaction of the subject with society. As already indicated above, at this level the subject is faced with institutionalized assessments and cultural values. At this level there is one source for constructing a body image, which is appropriate for identifying a structural component in the physical self: the physical ideal self (this is the image that is formed on the basis of the assimilation of cultural stereotypes and group norms and is the subject’s idea of ​​what one should be ). " . "

Thus, the physical self of the subject is formed on the basis.

yuve various sources. Firstly, this is the individual experience that the subject acquired as a result of the functioning of his body as a physical object; secondly, these are assessments of social

th environment, perceived by him in the process of communication, and, thirdly, these are cultural norms, stereotypes and standards of physical development, assimilated in the system of relations between the subject and society. According to these fundamental sources, we distinguish three structural components in the idea of ​​our physical self - the physical functional self;

Self-physical social;

I-physical ideal-.

It should be noted that these three components are present both at each level of hierarchical models (vertical schemes) and in any aspect of the broad phenomenological field of bodily manifestations (horizontal schemes). Thus, the proposed model of the plane serves as a third coordinate (volumetric) for considering one reality - bodily experience. In this case, all the ways of conceptualizing the bodily discussed in the chapter, including the last one, do not contradict each other,

but rather complement one another. The question arises only when

combining this model with genetic circuits,” i.e. what happens to the structural components of the physical self as we age? It would seem easiest to consider three components - functional, social and ideal - as three stages of development of the physical self, but the levels of interaction with the outside world, subject-object, subject-subject and subject-society, that generate these structural components cannot be distributed in time. That is, the image of the physical Self is syncretic in the process of ontogenesis.

However, it can be assumed that each structural component has some independence: firstly, the components may change differently with age, secondly, their ratio may vary depending on age and gender, and thirdly, they may vary are differently associated with personality and communication characteristics, which play a significant role in the formation of the self-image.

In this work, an attempt was made to experimentally verify the assumptions made. For the study, two reflexive aspects of the physical self were chosen: the idea of ​​one’s size (height and thickness) and the idea of ​​one’s coordinated self (dexterity), and two age sections; younger schoolchildren

and teenagers.

IN THE SECOND CHAPTER, studies of age and gender characteristics of the structure of the physical self are described. The first task that had to be solved for these purposes was the creation of special diagnostic procedures for studying the selected components of the structure of the physical self. To diagnose the social and ideal components of the idea of ​​coordination and size, the self-assessment method was modified Dembo-Rubinstein. The subjects had to evaluate on the scales offered to them (dexterous-clumsy, tall-short and thin-fat) what kind of people they would like to be (ideal component) and how they look in the eyes of others (social component).

To diagnose the functional component of the structure of the physical self, special experimental methods were created. In order to assess the functional component of the idea of ​​coordination, the projective method “Drawing of the moving

"The main criterion for creating this method was the independence of measuring the functional component of the structure from the social and ideal. Approbation and validation of the data

The legs of the method were carried out on 75 first-graders and 60 6th-graders.

To diagnose the functional component of the idea of ​​size, the “point” method of assessing body size was initially used (Dorozhevets A.I., 1986). consisting in depicting your life-size dimensions on a sheet of white paper. However, during testing, in which 50 first-graders and 46 sixth-graders participated, he found a significant dependence on the social component (r-0.498; p$0.01). Therefore, to assess the functional component of Syl's understanding of the differences, a special experimental procedure has been developed, called the “functional assessment”. Subjects!) was located at a distance of two meters, facing a device that made it possible to raise a horizontal bar from the floor level at a uniform speed. The subject was asked to constantly evaluate the height of the bar’s rise and say “Stop,” and the moment when the bar rose exactly to such a height that one could walk under it without tilting the head The data after three trials was averaged. Functional assessment of width was carried out in a similar manner. The subject was positioned in front of two sliding bars and said “Stop” when, in his opinion, he could pass through the resulting hole. After this, the objective height and shoulder width of the subject were measured and the experimental data obtained using the “functional assessment” method were converted into percentages. Thus, the functional

the component of the idea of ​​one's size was expressed as a percentage relative to the objective body size. Testing and validation of the methodology was carried out on 64 first-graders and 68 6th-grade students.

The main experiment involved 74 first-graders (38 girls and 36 boys) and 62 second-graders (33 girls and 29 boys) from Moscow School No. 992.

As a result of the experimental study, we wanted to get answers to the following questions:

1. How does each of the components of the structure of the physical self change with age?

2. What is the ratio of components in the structure of the physical self for each age period under study?

3. Are there gender differences in the structure of the physical self of schoolchildren of different ages?

To answer the first question, sample means were analyzed using the Student's t test. For all three components, significant differences were obtained between the average values ​​of the functional, social and ideal components in both primary schoolchildren and adolescents. The value of the functional component of self-image increased in adolescents compared to primary schoolchildren by an average of 17X(p$0.001). This result is quite understandable, since the basis for the functional component of the physical self is the accuracy of biological feedback, which increases with the accumulation of motor experience The value of the social component decreased by 20X(p$0.001), which indicates a greater clarity of adolescents’ ideas about how they look in the eyes of others.

ruzhuyutsikh, which explains the greater scattering of data among adolescents compared to the data of younger schoolchildren. The value of the ideal component among adolescents also decreased by an average of 12X(p$0.01), which is also understandable, given that the values ​​of the ideal component among younger schoolchildren are usually very high.

In order to assess the interaction of the components of the structure of the Physical Self at a young age, correlation analysis was used. The social and ideal components of younger schoolchildren turned out to be interconnected with a high degree of probability (r-0.657; p<0,001), причем эта закономерность проявилась как.у мальчиков, так и у девочек. Эти данные свидетельствуют о том, что младшим школьникам ею трудно выделить в представлении о себе различия.между тем, какими им хотелось бы быть и тем, какими они выглядят в глазах других. Очевидно, что социальный компонент образа физического Я еще недостаточно развит у младших школьников. Действительно, значения оценок социального компонента близки к максимальным аначенияы как у мальчиков так и у девочек и имеют маленький межиндивидуальный разброс. Если учесть слабое освоение детьми этого возраста всего многообразия контингентов движений, доступных взрослому человеку (Бернштейн Н. А. ,1947), что накладывает дефицитарный отпечаток на функциональный компонент физического Я, то можно сделать заключение, что у младших школьников в структуре физического Я ведуалм является идеальный компонент.

In adolescents, when comparing the social and ideal components of the structure of the physical self, no statistically significant connection was found. When analyzing the joint results of boys and girls, this is true for all aspects of the physical self studied:

both for coordination and for body size. Such results indicate that the social component of the structure of the physical self becomes independent of the ideal and acquires independent significance. This also confirms a smaller scatter of data than for younger schoolchildren and higher absolute values ​​of the social and ideal components in adolescents compared to younger schoolchildren. The lack of connection between the social and ideal components of the structure indicates, on the one hand, the increasing role of the functional component in the physical self in adolescents, and, on the other hand, confirms the prevailing idea in psychology about the increasing significance of peer assessments in adolescence.

Significant gender differences emerged when analyzing the structure of various reflexive aspects of the image of the physical self. Moreover, these differences manifest themselves both in children of the same height and in age dynamics. Fingers of both ages assess their coordination capabilities more accurately than girls, and the standard for the development of dexterity is higher for them than for girls. The height of the length of boys is more important than for girls in both age periods studied. Boys are more accurate in functional assessments of height and their ideal component of height perception is higher.

The age dynamics of the structure of the physical self are different for

boys and girls. Thus, among younger schoolchildren of both sexes, the structure of the idea of ​​their coordination coincides with the structure of the idea of ​​their growth (r-0.410; p<0,СХ)1) и о<>are not related to the structure of the idea of ​​one’s thickness. In male sprouts, a connection is found between pHaKr^yain 1 "-/n

(height and thickness) for all components of the structure (g4), 395; rch<0,(р1;г-0,362;к0,001;г-0.359;к0,01), что свидетельствует о более отчетливом представлении о пропорциях тела у подростков-мальчиков. И явно выпадает из общей картины представление о своей толщине у девочек-подростков. Обнаружена значимая зависимость между социальным и идеальным компонентами представления о толщине (г-0,529;0,001). Можно предположить, что представление о своей толщине у девочек-подростков не только формируется под влиянием товарищей, но и копирует групповые эталоны.

Ka-, was crawling in the first paw, the idea of ​​the physical Self is formed on the basis of three main sources. However, the end result, i.e. The physical self also depends on certain objective and subjective reasons. Objective reasons include the conditions of activity and communication. The subjective reasons on which the formation of the image of the physical self depends include, first of all, the cognitive and personal characteristics of the individual. In the second part of the experimental study described in the THIRD "CHAPTER, the main goal was to identify the "sensitivity" of individual components of the structure of the physical self to the individual psychological characteristics of the individual and the characteristics of communication. Since the greatest gender and structural differences were identified in adolescents, at this stage of the research in experiments 83 students (44 girls and 39 boys) of the 6th grade of the 125th Moscow school took part.

In addition to the methods for diagnosing the components of the structure of the physical self, described in the previous chapter, a modified version of R. Cattell’s children’s personality questionnaire was used

(SY). including 12 factors, and an original technique for measuring communicative distance (MCD), specially developed for studying communicative processes in a group.

When developing this methodology, the specificity of information interaction was preserved, which is expressed, on the one hand, in establishing a certain distance between the remaining parties (further-closer) and, on the other hand, in the distribution of communicative positions between them according to the communicator-recipient type. This was achieved by solving the corresponding test task, which boiled down to the fact that the subjects had to evaluate each group member according to the degree of his attractiveness as an object and subject of information interaction, i.e. as sources and consumers of information on a 100-point scale formed by two points in space, 100 mm apart from each other, without externally expressed graduation. The assessment of the attractiveness of a partner in information interaction was carried out by establishing a distance by drawing a straight line segment from one point, designated “I,” to another, designated by the surname of a particular partner, and vice versa. The length of the segment in the first case expressed the degree of interest in the partner as an object of information interaction, and in the second case as a subject of this process

The method used allows us to obtain two types of characteristics of the organization of the communicative process: real-substantive, indicating the degree of information activity of one or another communicant, and real-objective. characterizing the subject as a leader or follower of real communicative

process. To assess the connection between the structure of the physical self and individual psychological and communicative characteristics, the method of correlation analysis was used.

Based on the analysis of the results obtained, we wanted to get answers to the following questions:

1. What largely influences the structure of the physical self of adolescents; communicative or individual psychological characteristics?

2. Is this influence specific for different components of the structure of the physical self and various reflexive aspects of the image of the physical self?

3. Are there significant differences in the connections between the structure of the physical self of adolescents and their communicative and individual psychological characteristics?

In order to evaluate the strength of the relationship between various features and components of the structure, significant correlations obtained in the experiment were assigned weights depending on their level of significance. The sums of the weights of the obtained correlations indicate that the structure of the physical self of adolescents is influenced to a greater extent by individual psychological characteristics than by communicative ones (£, -29 and ^12, respectively), and the majority of significant correlations between the structure and characteristics of communication were obtained between the components of the structure and real-subjective characteristics of the communicative process.

The specificity of the influence of individual psychological characteristics on different components of the structure of the physical self is manifested in the analysis of gender differences. Thus, in adolescent girls, the closest connection between personality traits is found with

the social component of the structure, and boys experience the same influence of individual psychological characteristics on the social and functional components of the structure. In girls, the smallest connection was obtained between individual psychological characteristics and the functional component, and in boys - between individual psychological characteristics*! and an ideal component.

When analyzing the results of the influence of communication characteristics on the structure of the physical self, noticeable gender differences emerged. For boys, the characteristics of communication are most closely related to the social component, that is, to the idea of ​​how I look in the eyes of others. In girls, the color has the greatest influence on the ideal component of the structure of the physical self, that is, in intragroup relations, girls are more oriented toward group standards than boys.

Gender differences also appear when analyzing the influence of communication characteristics on ideas about individual reflexive aspects of the image of the bodily self. Thus, in boys, the idea of ​​growth is most influenced. Moreover, this idea is most closely connected with the objective position of the individual in the “leader-follower” relationship. In girls, the idea of ​​thickness depends most strongly on communicative processes and, unlike boys, this idea is not associated with the real position on the “leader-follower” scale, but with a subjective predisposition to take one or another position.

The greatest influence from both personality traits and communicative processes is experienced by representatives

beliefs about their height in boys and ideas about their thickness in girls.

CONCLUSION summarizes the main results of the study and states the main conclusions:

1. An experimental study showed that the identification of three components in the structure of the image of the physical self: the physical functional self, the physical social self and the physical ideal self - was justified.

2. The developed research methods turned out to be effective for diagnosing the structural components of the image of the physical self in schoolchildren.

3. The structure of the physical self changes with age, and for boys and girls, a trend in the structure changing from primary schoolchildren to teenagers was discovered:

a) the importance of the functional component of the structure increases with increasing motor experience;

b) the absolute values ​​of the ideal component decrease, i.e. the idea of ​​the ideals of one’s physical development becomes more realistic;

c) the social component of the structures of the “physical self” becomes independent only in adolescence, i.e. Only teenagers develop a clear idea of ​​how they look in the eyes of others.

4. The structure of various reflexive aspects of the image of the physical self is different for boys and girls:

a) for boys, a real assessment (functional component) and value (ideal component) of their coordination. height and height are higher than those of girls;

b) for girls the social component is of great importance

nent idea about thickness.

5. The influence of individual psychological and communicative characteristics on the structure of the physical self of adolescents depends on gender differences:

a) in boys, both personality traits and communication characteristics are most associated with the social component of the structure of the physical self;

b) in girls, personality traits are most associated with the social component, and characteristics of intra-group communication are most associated with p. an ideal component of the structure of the physical self,

6. Personality and communication characteristics in girls are more connected with ideas about their thickness, and in boys - with ideas about their height.

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