One of the most important relations of the social and psychological life of a person is his relationship to himself, to 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 personality as "I", which as a subject in one way or another "appropriates" to itself everything that a person does, and consciously or unconsciously refers to itself outgoing from him deeds and actions. For the socio-psychological analysis of the self-concept, the focus is on the process of social interaction, which determines a person's ideas about himself. In this case, the idea of ​​a person about himself is accompanied by this or that self-attitude, self-assessment of his characteristics and manifestations, or a general assessment of his “I” as some generalized integrity. Views are social in nature).

One of the aspects of social ideas about a person and his place in society are ideas about the body, the Image of I. In the studies of R. Burns, and others, it is emphasized that the size of the body and its shape are the most important source of formation of the idea of ​​his own I. like nothing else, it is capable of causing a very 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 representation and attitude to the Body Image is one of the brightest examples of self-presentation, which reflects the value of the body as such, as well as the socio-cultural standards existing in society. The formation of the Physical Self Image 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 its own criteria.

The image of the Physical Self is understood as the unity of perception, attitudes, assessments, representations, associated with the physical appearance and functions of the body. Moreover, the experience of experiencing one's own body is considered the first step towards finding one's own identity and the formation of a self-concept. The image of the Physical Self as a social phenomenon has a number of features, which are expressed by the criteria of external attractiveness. Physical beauty is manifested in two planes: external (the totality of anatomical, functional and social characteristics) and internal (health, which is an important factor in the regulation of behavior in relation to changing your Physical Self). External and internal characteristics make up a single whole, which is expressed in the harmony of bodily beauty. Modern images, norms and standards of the body, reflecting the social criteria of attractiveness, are under pressure from the media, the content side of which is most accessible for analysis.

Your own body image Is a much more important component of youthful self-awareness than adults usually think. Just like adolescents, adolescence is characterized by painful attention to ideas about the norm in relation to body height, size, weight, proportion, 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 a presence of stable characteristics, values, worldview, etc. but the process of self-attitude formation is still under the influence of the social environment (standards and stereotypes). The psychosocial moratorium is institutionalized in the form of the higher education system - the student period, where general activity, combined with uniformity of age, contributes to the formation of a specific group self-awareness, student subculture of behavior. All this seems to be the foundation on which further social relations will be built, testing social and professional roles and successful personal self-realization.

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

Following the recognition, recognition of one's appearance, the problem of its assessment 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, lately it has been increasingly used the concept of "self-attitude". The structure of self-attitude can be represented as follows: first, there is some generalized self-attitude (self-esteem, self-esteem), which is a holistic, one-dimensional and universal formation that expresses the degree of an individual's positive attitude to his own idea of ​​himself; second, that this generalized self-attitude is somehow integrated from private self-assessments, weighted by subjective significance. Self-assessments are viewed as assessments by a person 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 of development sets a hierarchy of leading activities and the corresponding basic motives and values, social representations, stereotypes, standards, norms of behavior, in relation to which the individual comprehends his own I, endows it with personal meaning ... The main mechanism for the formation of self-esteem, scientists consider the process of social comparison. The criterion for social comparison is the social standard, and in its absence - the immediate social environment.

Self-relation has a macrostructure with four emotional components: self-esteem, self-acceptance, autosympathy, and expected attitudes from others, and two subsystems, each of which is specifically related to the meaning of "I": self-assessment system and system of emotional-value relationships. The system of self-assessments performs the function of comparison with others (“I in comparison with others”), and the emotional-value system signals the subjective significance of these self-assessments (“I-I”).

However, at present, there are many disparate and contradictory facts, various methodological attitudes, there is no generally recognized and well-established terminology associated with self-attitude and body image as objects of socio-psychological analysis. Domestic social psychology still has insufficient theoretical and practical data on this problem. At the moment, in social psychology there are only a few works devoted to the problem of gender - social attributes of the external appearance S. N. Yaremenko, D. Kyle. and etc.; A. A. Bodalev, V. A. Labunskaya studying ideas about the ways of designing the external appearance of a masculine, feminine personality. 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-assessments and on the global attitude towards oneself. The lack of comprehensive research methods of body image formation and attitudes towards it under the influence of society determines the relevance of this topic and presupposes an experimental study.

The research was carried out at the Samara State Pedagogical University with 1 and 2 year students - more than 252 people. The aim of the research is to reveal the peculiarities of self-attitude to the Image of the physical I of girls, 17-18 year old students.

As the main empirical toolkit, the author's methodology for studying self-attitude to the Image of the Physical Self was used. For data processing, the methods of mathematical statistics were used: calculating the arithmetic mean for each test, content analysis, Pearson's correlation analysis, Student's t-test, factor analysis by the method of principal components followed by Varimax by rotation. The data analysis computer program Statistica, Vers. 5.

In the course of the research, a technique was developed for measuring self-attitude to the Image of the Physical I in the system "I in comparison with others" and "I in comparison with I". The developed methodology was tested for reliability and validity and ultimately received the name "Methodology for the study of self-attitude to the Image of the Physical Self". The Image of the Physical Self 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 in comparison with others - worse or better than others) and subjective significance (I is compared with I - how valuable and significant this sign is for a person, how much the assessment carries a personal colored meaning). Also, the technique 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 the most personally significant. The approbation of the research methodology of self-attitude to the Image of the Physical I was carried out on girls 17-18 years old, 1st and 2nd year students of the Samara State Pedagogical University, the total number was 296 people.

It was found that the studied characteristics of the Physical Self Image, 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 Physical Self Image have the ability to dominate, which allows them to be separated into separate components of the Physical Self Image and to study them also separately, independently of others, which is what existing methods do.

Since the subjective attitude to the Image of the Physical Self is formed 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 closest social environment, a social standard of external attractiveness for girls 17-18 years. This standard was obtained with the help of content analysis, the author's method for studying self-attitude to the Image of the Physical Self served as a stimulus material. The tested girls 17-18 years old, about 117 people were offered the instruction: “Describe the Image of the Ideal Girl, using the listed components of anatomical, functional and social characteristics ".

As a result, the social standard of external attractiveness for girls 17-18 years old is presented as follows:

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

Figure. Height 165-170 cm. Weight 50-60 kg in accordance with the 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 clean skin on the décolleté. The chest is 2-3 sizes, elastic, round in shape. Narrow waist, 60-65 cm. Flat, tucked up belly. The back is straight, with natural curves. Elastic, toned, rounded buttocks. The thighs are not very pronounced on the sides, without cellulite, elastic, 90 cm (plus, minutes 2-3 cm). The lateral contour line of the torso (front) is smooth, with natural curves of the waist and hips. The front contour line of the trunk (in profile) is a raised chest, flat stomach. The back contour line of the back and buttocks (in profile) - natural curves of the back, tightened buttocks.

Legs. Straight, rounded, firm thighs, the lower part of the knee is thin, with inflated, but not very pronounced calves. Thin ankles, healthy, without flat feet, with an average rise, 37-39 foot sizes.

Arms. The upper part is tucked up to the elbow, without musculature. The lower part from the elbow is thin, without hair, narrow 15-15.9 cm wrist. Well-groomed, small but elongated brush. Long, straight toes with healthy, medium length and straight nails.

Functional characteristics.Endurance. General and speed endurance is well developed. Strength endurance is of an average level.

Power the muscles of the arms, legs and back are average. The abdominal muscles are very well developed.

Rapidity average movements. High level of responsiveness.

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

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

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

Accessories. Mandatory compliance with clothing and appearance color. Comfortable, stylish footwear. Headwear is optional. Stylish bags, scarves, umbrellas, one color. Uniform and small amount of jewelry - rings, chains, bracelets.

Cosmetics. A must-have combination with clothing and appearance color. Not bright, natural makeup. Neat, non-provocative manicure and pedicure. Perfume not harsh, with a smell of freshness. The hairstyle is neat and appropriate for the occasion.

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

The study of self-attitude to the Image of the Physical I in girls of 17-18 years old showed that in comparison process of their characteristics of external attractiveness with a social standard, girls remain satisfied with their appearance, and evaluate themselves quite high - above average. The anatomical and social characteristics are rated highest, the functional characteristics of the girl are not so satisfied in comparison with 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 a high value. The most important value in the "I-I" system is attached to the social attributes of appearance and functional conditionality of external attractiveness. Anatomical characteristics do not occupy a leading position. Perhaps this is due to satisfaction with the self-assessments of these characteristics (anatomical) and some dissatisfaction with the social and functional characteristics of the Physical Self Image. in the system "I-I"). When compared with the proposed social standard, girls 17-18 years old are more satisfied with the anatomical characteristics of the Physical Self Image, and social characteristics are significant as a form of self-presentation, as a way of expressing an attractive beginning. The leading role of self-assessments of anatomical characteristics affects the formation of the personal significance of functional, social and partially anatomical characteristics. High self-esteem 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

Veleshko Elena Nikolaevna, Candidate of Political Sciences, Associate Professor, Crimean Federal University named after Vernadsky, Humanitarian and 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 found that in girls with somatic modifications of the skin, the level of subjective significance of the anatomical characteristics of the physical self image is very high, but to correct their body image, they choose not socially acceptable, but self-damaging 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; the 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 the corporal 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 physical "I" image reflect the character traits, the actual problems of a person, the degree of stress, anxiety, developmental trauma, etc.

As you know, the image of the physical I, 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. At the same time, as a rule, the requirements of society, cultural stereotypes regarding the bodily manifestations of a growing up person and the subjective significance of the body self of a teenager collide, activating various options for experiments with their own body - social (clothes, 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 adolescents 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 associated with the perception of their body, awareness of their own physical appearance, the development of gender identity, the correspondence of the physical appearance and psychological state. As a psychic 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 is anatomical, functional and social characteristics. The internal aspect of the physical self image is health, which is considered as an important factor in the regulation of behavior and changes in one's physical self.

The increase in the number of adolescents with various extreme forms of self-expression of the physical "I" and the scarcity of psychological research in this area determines the relevance of our work.

Formulation of the purpose of the article and tasks. The adequacy of the development and awareness of the image of the physical I, the somatic constitution at the stage of adolescence is one of the important internal conditions that 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 adolescent girls with somatic modifications in the form of piercing and tattooing, provide the possibility of timely psychocorrection of the attitude to their own body in adolescent girls

Theoretical analysis of scientific literature devoted to the study of the formation of the image of the "physical" I "of girls in adolescence, the psychological causes and mechanisms of somatic modifications gives grounds for conducting an empirical study of the features 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 a modern person for self-determination and self-identity in rapidly changing conditions, his ability to transform himself and the world around him. Self-awareness as a multicomponent education provides a process of perception and assessment of oneself in various situations of activity, communication.

In psychological science, the study of the physical self-image of a person, which is one of his substructures, is closely connected with the study of the problem of self-awareness. It is pleasant to consider her appearance as a direct expression of the physical I-image of a person as a psychological formation. At the same time, most scientists agree that the physical self-image of a person is the basic substructure of personality self-awareness, and its development is carried out on the basis of interaction with the socio-cultural environment. Throughout life, the physical self-image of a person changes and affects the characteristics of her activities and behavior.

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

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

Awareness of the temporal extent of one's own "I", including the childhood past and defining for itself a projection into the future;

Awareness of oneself as different from the outsider and parental opinion about oneself;

Providing an election system that ensures the integrity of the individual (gender identity, professional self-determination, worldview).

One of the main problems of concern to adolescents of both sexes is the assessment of their appearance: face, figure, physical data. Such personality traits as cheerfulness, openness, sociability depend on the degree of satisfaction of adolescents, especially girls, with their appearance.

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

B.V. Nichiporov showed 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, acquiring in the future a fairly stable character. A connection between the ideal of a person's external attractiveness and self-esteem of appearance is formed and actualized in the mind. Healthy adolescents are characterized by the presence of a sufficiently structured ideal of external attractiveness, but with the absence of a direct connection between the self-esteem of the external appearance, the emotional background of the mood, and the personality's attitude toward acceptance (rejection) of oneself. The indirectness of this connection is set by communication.

At the same time, the adolescent's self-image is always correlated with the group image of "we" - the image of a typical peer of the same gender. So I.S. Cohn notes that adolescents and young men are especially sensitive to the characteristics of their bodies and appearance, comparing their development with the development of their peers and it is very important how their body and appearance correspond to the stereotyped image. However, this image never coincides with "we" completely and necessarily includes individual characteristics. The exaggeration of one's own uniqueness usually wears off with age, but the reflection of individuality intensifies.

Note that in the formation and development of the “I” image in adolescence, a significant role belongs to the process of separating one’s “I” from the environment, comparing oneself with it, and having a standard as a guideline for self-determination. At the same time, the standards set by the socio-cultural environment determine the form and content of the self-consciousness of the teenager's personality, the features of his physical self-image.

We have to admit that in recent years, the standards of physical attractiveness have undergone a significant change. And one of the most common phenomena has become somatic modifications of the skin - piercing and tattooing, which, having left the marginal strata of society, have become a complex multifaceted phenomenon. Within the framework of the modern fashion industry, the practice of self-change is gaining more and more relevance and new cultural definitions - "body modification", "body decoration", "body art". According to I.A. Grinko's somatic modifications are an ethnographic fact, a universal phenomenon that occurs in one form or another in almost all cultures, performing the following functions:

• labeling (denotes age, gender, social or ethnicity)
• ritual socializing
• aesthetic
• apotric (amulet function).

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

However, as a psychological phenomenon of body modification - non-suicidal damage or alteration of body tissues - is a complex phenomenon that has a wide range of realization. From the search for oneself, one's identity and a reference social environment - a kind of "cultural adaptation" to extreme deviant behavior in a situation of entering specific culturally and ideologically isolated groups (for example, BDSM subculture, adolescent subcultures, communities of sexual minorities, adults who have suffered from sexual violence and etc.).

In this regard, special attention 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 experience of new sensations, by the method of stratification, and by the symptom of distortion in the development of identity, the debut of a 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.

It should be noted 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 adolescent's solution to the problems of self-esteem and self-acceptance, the formation of ideas about his own body, the adoption 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 what he wants to appear or become, and the psychological meaning of such experiments with his own appearance is precisely in the search for his own image of the I, 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 "Methodology for the study of self-attitude to the image of the physical I" (MISOF) and the method "Drawing of a person" (K. Makhover) (modification: 5-point scale "Differentiation of the idea of ​​the body", the scale of "articulation of the idea of ​​the body"). The study involved 40 teenage girls, 14-15 years old, who were divided by us into two equal groups - a group of girls with piercings and tattooing, a group of girls without piercings and tattooing. The results of the empirical research were subjected to quantitative and qualitative processing, the method of mathematical statistics was applied (φ-criterion of Fisher's angular transformation).

We found that when comparing themselves with others, girls with bodily modifications evaluate 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 medium self-esteem decreases and tends to compensate due to functional and social characteristics; and in girls with a high level of self-esteem, the subjective significance of the anatomical characteristics of the physical I image increases (by 20%), but their desire to compensate due to their functional and social characteristics is not expressed.

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

According to the scales "differentiation of the idea of ​​the body", "articulation of the idea of ​​the body" among the group of girls with bodily modifications, it was revealed that these girls more often draw a human-like form, observe proportions; shape the lines of the body, head, neck, show good integration of the shoulders with the body line in the drawing, meaningful, marked details, clothes, shoes, facial expression, detail the face, hair, eyes, mouth, an adequately open neck, a figure with a certain role and with an attempt to portray the action. In this case, the hands, most often, are hidden behind the back or in the pockets. These signs indicate attention to oneself, curiosity, narcissism, striving for superiority and gaining importance in the eyes of others, withdrawal into oneself, narcissism, vanity and an attempt to create an image of a socially adapted, successful, personal energy girl 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 by MISOF.

According to the scales "differentiation of the idea of ​​the body", "articulation of the idea of ​​the body" among the group of girls without bodily modifications, it was revealed that they also often draw a human-like shape, observe proportions, but in a smaller percentage, the drawn line of the body, head, neck, good integration can be traced shoulders with a body line, meaningful, well-marked 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 characters' legs are often drawn on toes or cut off with the lower edge of the sheet, short or sluggish arms hanging along the body, with sharp fingers growing immediately from the hand, eye-points, thick hair, the mouth is depicted in one line, the neck is highlighted by a pullover or other clothing. These signs speak of restraint, caring for one's own appearance, moderation, anxiety, sexual maturation, inner tension, focus on oneself and the desire to keep oneself within certain limits, i.e. reflect frequently observed characteristics of adolescent girls. Differences between groups are significant (at p ≤ 0.05). The obtained indicators are also consistent with the results according to MISOF.

Note that in the senior grades of 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 the future woman, her self-concept, prevention of unwanted pregnancies among minors, anorexia nervosa and obesity. stable psycho-emotional state of a woman and harmonization of family relations in the future.

Conclusions.

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

Bibliography:

1. Gavrilenko, A.A. "Transformation of appearance as an adaptive compensatory strategy for harmonizing the self-concept" / А.А. Gavrilenko // Problems of Management-2008: Materials of the 16th All-Russian Student Seminar. Issue 2. - M .: GUU, 2008
2. Grinko, I.A. Somatic modifications: problems of typology / I.A. Grinko // Humanitarian culture and ethno-identification. Issue 2. - M., 2005. - C.209-215
3. Guseva, A.G. Peculiarities of students' perception of their appearance / A.G. Guseva // Questions of the psychology of people knowing each other and self-awareness. - Krasnodar: KSU, 1977. - P. 52–56
4. Kon, I.S. Psychology of early youth / I. S. Kon. - M .: Education, 1989 .-- 256 p.
5. Kunitsyna, V.N. Kunitsyna V.N. On the formation of the body image in a teenager / VN Kunitsyna // Questions of psychology. - 1968. - No. 1. - S. 90-99
6. Nachaldzhyan, A.A. Socio-mental adaptation / A.A. Nachaldzhyan. - Yerevan, 1988 .-- 281 p.
7. Nichiporov, B.V. Pathopsychological analysis of dysmorphophobic disorders in patients with schizophrenia / B.V. Nichiporov. Diss. Cand. psychol. sciences. - M., 1982. Access mode: http://nauka-pedagogika.com/psihologiya-19-00-10, free. (Date of treatment: 02.02.2015)
8. Sokolova, E.T. Self-awareness and self-esteem in personality anomalies / E. T. Sokolova. - M .: Publishing house of Moscow State University, 1990 .-- 215 p.
9. Stolin, V.V. Self-awareness of personality / V.V. Stolin. - M., 1983 .-- 284 p.
10. Shelstein E.S. Features of the presentation I am in adolescence / E.S. Shelstein // Questions of psychology. - No. 2., 2000. - S. 76-82.
11. Cherkashina, A.G. Standardization of the research methodology for self-attitude to the Image of the Physical Self (MISOF) / A. G. Cherkashina // Vesnik of the Samara Academy of Humanities. Series "Psychology". - 2013 .-- 1 (13). - S.94-102.

Reviews:

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

MDIVANI Marina Otarovna

RESEARCH OF THE STRUCTURE OF THE PHYSICAL "I" OF SCHOOLBOYS

GENERAL DESCRIPTION OF WORK

Relevance... School physical culture, being essentially the initial stage of sports training, borrows from sports methods and a system of indicators of its effectiveness. Such indicators are criteria external to the subject: points, seconds, goals, etc., and the subject himself, his body does not become a subject of physical education at school. The modern humanization of education, focusing the attention of researchers and practicing teachers on the personality of the child, the herd is the motive for the interest of psychologists in the process of physical education of children and demanded a new ideology of school physical culture. 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 adequate to this level of life activity is self-awareness, and it becomes necessary to build a new theory and methodology of research in the field of psychology of physical education, in particular, to consider such an education. as a physical "I".

Hypothesis... The physical "I" of the subject is a complex biosocial complex, which 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, 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 concept 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 ​​how to 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 can change in different ways with age. Secondly, their ratio may differ depending on age and gender. Thirdly, they can be in different ways associated with the characteristics of personality and communication, which play a significant role in the formation of the image of "I".

The purpose of the work there was a study of the age 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 personality.

In accordance with the set goal and to confirm the stated hypothesis, the following were solved in the work. tasks:

1. To develop methods for diagnosing the components of the structure of the image of the physical I.

2. To investigate the change in the components of the structure of the image of the physical I with age.

3. To investigate the relationship of the components of the structure of the image of the physical I with the individual psychological characteristics of the personality and its place in the communicative structure of the group.

As object of research the following reflexive aspects of the physical I came out: 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 Moscow general education schools.

Basic Provisions submitted for defense:

1. The selection of three structural components in the image of the physical I is theoretically substantiated.

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

3. The components of the structure of the image of the physical self of adolescents are in different ways associated with their communicative and individual psychological characteristics.

4. Notions of coordination and size have different structures depending on gender.

Scientific novelty is determined by the absence in modern pedagogy and psychology of physical education approaches oriented to the subject of activity. The paper 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 proposed three-component model of the structure of the physical I makes a certain contribution to the theory of self-awareness. Specially created techniques for diagnosing structural components are original developments, since in this work, for the first time, the task of assessing each component separately was posed. 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 allow, firstly:

To formulate the fundamental provisions for the construction of programs for physical education at school, psychologically oriented to the 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 research were discussed at the final scientific session of the Research Institute of General and Pedagogical Psychology of the USSR Academy of Pedagogical Sciences (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 branch Society of Sports Psychologists (1990) and reported at the conference on applied psychology in Kazan (1990).

The structure and scope of the thesis... 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, of which 44 are in foreign languages.

MAIN CONTENT OF WORK

IN INTRODUCTION the relevance of the research topic is shown, a new approach to school physical culture is substantiated, which aims to form a healthy lifestyle and is based on the development of self-awareness. The introduction formulates the need to build a new theory and methodology of research in the field of psychology of physical education, including consideration of the image of the physical I.

FIRST CHAPTER - "The image of the physical I as a product of self-awareness" is the theoretical part of the work. In studies of self-awareness that include the physical self in a theoretical framework, there are two types of relationship 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 private aspects of self-awareness, among which there is a physical I (I am spiritual, I am social, I am physical, etc.) (R. Burns, 1986). The second type of relationship, which exists in the so-called "genetic" schemes, presupposes the existence of the physical I in the early stages of ontogenesis, as a prerequisite and basis for the formation of self-consciousness (Dickstein E., 1977; Ericson E., 1967; Stolin V.V., 1983). As we grow up 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 I existing at the early stages of ontogenesis grows as socialization into something else, and instead organic sensations and well-being remain, is obviously incorrect. It is impossible to imagine some kind of continuum, where at one end the physical I, and at the other - the spiritual. The physical I 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 tried to systematize a wide 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 in a “horizontal” plane, trying to break down the many aspects of the manifestation of the bodily self into different groups.

In an explicit form, two oppositions can be distinguished, which guided the theoretical thought of researchers of the image of the physical I: "internal - external" and "whole - part". The opposition "internal - external" includes two large groups of studies: studies of the exterior and studies of the boundaries of the body. Both Soviet and foreign researchers consider the body as a carrier of certain social meanings, values, etc. (Bodalev A.A., 1965)

Many researchers focus on the emotional attitude to their appearance, and the value of various parts and organs of the body turned out to be different for healthy and sick, men and women, 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 the perception of their appearance. As a rule, these studies are based on the use of various instrumental techniques - moving frames, mirrors with varying curvature, distorted images, television technology, 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.V., 1966), from the coefficient of mental development (Shonz F.C., 1969; Shaffer JR, 1964). Many researchers have identified significant distortions in the assessment of their body size in patients with anorexia nervosa and obesity (Garner D.M., 1976, 1981; Dorozhevets A.N., 1986; Sokolova E.T., 1989)

The second large group of works falling within the framework of the opposition "internal - external" concerns the study of the boundaries of the body. The body as a "container" I was the subject of research of representatives of existentialism (Shonz F.S., 1960). Having no extension, the I has its own location. Here it is very important to distinguish between "mine" and "not mine", into "internal" and "external". A new direction in the study of bodily experience has become the study of the boundaries of the body image.

Within the opposition "whole-part" 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 studies carried out, data have been obtained, on the basis of which it is possible to propose a new model of the structure of the physical I. The subject forms an idea of ​​his body and bodily manifestations 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 I, adequate to objective reality, is more possible than the image of the spiritual or social I. A system of biological feedbacks necessary for the vital activity of each organism. However, the image that has formed on the basis of objective information always has some "social" corrections, since we are dealing with ideas that belong to a person 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 I. The social environment makes another amendment to the physical I., 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 I is formed like any other image of the I in the process of the subject's interaction 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, then some idea of ​​one's corporeality, or rather one of the sources for constructing a complex image of one's body, is formed at this level. And, therefore, in the idea of ​​oneself, one can single out 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 based, as a rule, on biological feedback).

The second level of interaction of the subject with the outside world: the subject is subjective. Here the subject is faced with the assessment of himself through the eyes of others. Naturally, such an assessment is a powerful source of constructing an image of the I, including the physical I. and is the subject's representation of what he looks like 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 building a body image, according to which a structural component in the physical I can be distinguished: I am the physical ideal (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 ​​how to be ).

Thus, the subject's physical self is formed on the basis of 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 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 concept 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 of the levels of hierarchical models (vertical patterns) and in any aspect of the broad phenomenological field of bodily manifestations (horizontal patterns). 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 discussed in the chapter, including the latter, do not contradict each other, but rather complement one another. The question arises only when combining this model with genetic schemes, i.e. what happens to the structural components of the physical self with age? It would seem that it is easiest to consider three components - functional, social and ideal - as three stages of the development of the physical I, but the levels of interaction with the external world that generate these structural components, the subject is object, the subject is subjective and the subject is social cannot be distributed in time. That is, the image of the physical I is syncretic in the process of ontogenesis. However, it can be assumed that each structural component has some independence: firstly, the components can change in different ways with age, secondly, their ratio can be different depending on age and gender, and, thirdly, they can be in different ways related to personality traits and communication, which play a significant role in the formation of the image of I.

In this work, an attempt was made to experimentally verify the stated assumptions. For the study, two reflexive aspects of the physical I were selected: the idea of ​​their size (height and thickness) and the idea of ​​their coordination (dexterity), and two age cuts: junior schoolchildren and adolescents.

IN THE SECOND CHAPTER studies of the age and sex 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 the study of the identified components of the structure of the physical I. Rubinstein. The subjects had to assess, on the scales offered to them (dexterous - clumsy, high - low, and thin - fat), assess how they would like to be (ideal component) and how they look in the eyes of others (social component).

For the diagnosis of the functional component of the structure of the physical self, special experimental methods have been created. In order to assess the functional component of the concept of coordination, the projective method "Drawing of a moving person" was developed. The main criterion for creating this method was the independence of the intention of the functional component of the structure from the social and the ideal. The approbation and validation of this method was carried out on 75 first-graders and 60 students in the 6th grade.

To diagnose the functional component of the idea of ​​size, the "point" method for assessing body size was initially used (Dorozhevets A.N., 1986), which consists in depicting one's own sizes in full size 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 the notion of size, a special experimental procedure called "functional assessment" was developed. The subject was positioned at a distance of two meters facing a device that allows a horizontal bar to be raised 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 one can pass under it without tilting the head. The data after three samples were averaged. The functional estimation of the width was carried out in a similar way. The subject was placed in front of two sliding slats and said "Stop" when, in his opinion, he could pass through the hole formed. After that, the objective height and shoulder width of the subject was 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 size of the body. Approbation and validation of the methodology was carried out on 64 first-graders and 68 students in 6th grades.

The main experiment involved 74 first graders (38 girls and 36 boys) and 62 sixth graders (33 girls and 29 boys) of the 992nd Moscow school

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

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

2. What is the ratio of components in the structure of the physical I for each studied age period?

3. Are there sex differences in the structure of the physical I 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 school children and adolescents. The value of the functional component of self-image increased in adolescents compared with younger schoolchildren by an average of 17% (p≤0.001). This result is quite understandable, since the basis for the functional component of the physical I 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 scatter of data among adolescents compared to those of younger schoolchildren. The value of the ideal component among 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 I 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 manifested itself in both boys and girls. These data indicate that it is still difficult for junior schoolchildren to distinguish in their self-image the differences between what they would like to be and how they look in the eyes of others. It is obvious that the social component of the physical self image is not yet sufficiently developed in younger schoolchildren. Indeed, the values ​​of the assessments of the social component are close to the maximum values ​​for both boys and girls and have a small interindividual variation. If we take into account the poor assimilation by children of this age of the variety of contingents of movements available to an adult (Bernstein N.A., 1947), which leaves a deficit imprint on the functional component of the physical I, we can conclude that in younger schoolchildren in the structure of the physical I, the ideal component.

In adolescents, when comparing the social and ideal components of the structure of the physical I, no statistically significant connection was found. When analyzing the joint results of boys and girls, this is true for all the investigated aspects of the physical self: both for coordination and for body size. Such results indicate that the social component of the structure of the physical I becomes independent of the ideal and acquires an independent meaning. This also confirms the smaller scatter of data than in younger schoolchildren and the 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 testifies, on the one hand, to an increase in the role of the functional component in the image of the physical I in adolescents, and, on the other hand, confirms the prevailing idea in psychology of the increased importance of peer assessments in adolescence.

Significant sex differences manifested themselves in the analysis of the structure of various reflexive aspects of the image of the physical I. Moreover, these differences are manifested both in children of the same age and in age dynamics. Boys of both ages assess their coordination abilities more accurately than girls and the standard of dexterity development is higher for them than for girls. Height is more important for boys than for girls in both age periods studied. Boys are more accurate in functional assessments of height and have a higher ideal component of the concept of height.

The age dynamics of the structure of the physical self is different for boys and girls. Thus, among junior 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 size (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 it 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. I - the physical 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 I depends can be attributed, first of all, to the cognitive and personal characteristics of the individual. In the second part of the experimental study described in THIRD CHAPTER , the main goal was to reveal the sensitivity of the individual components of the structure of the Physical I to the individual psychological characteristics of the personality and the characteristics of communication. Since the greatest sex and structural differences were revealed in adolescents, at this stage of the study, 83 pupils (44 girls and 39 boys) of the 6th grade of the 125th Moscow school participated in the experiments.

In addition to the methods for diagnosing the components of the structure of the physical I, described in the previous chapter, we used a modified version of the children's personality questionnaire by R. Cattell (CPQ), which includes 12 factors, and the original method for measuring communicative distance (MICD), specially developed for the study of 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 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 solving the corresponding test task by the subjects, 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 a source and consumers of information on a 100-point scale formed by two points in space, at a distance of 100 mm from each other, without outwardly pronounced graduation. The assessment of the attractiveness of a partner in information interaction was carried out by establishing a distance by drawing a segment of a straight line from one point, designated "I", to another, designated by the name 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 in the subject of this process.

The method used allows one to obtain two types of characteristics of the organization of the communicative process: really - subjective, indicating the degree of information activity of a particular communicant, and real-objective, characterizing the subject as a leader or a follower of a real communicative process. To assess the relationship of the structure of the physical I with 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 such influence specific for different components of the structure of the physical I and various reflexive aspects of the image of the physical I?

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

In order to assess the strength of the relationship between various features and components of the structure, significant correlations obtained in the experiment were assigned weights depending on the level of their significance. The sums of the weights of the obtained correlations indicate that the structure of the physical I of adolescents is more influenced by individual psychological characteristics than 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 the 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 I is manifested in the analysis of sex differences. So in adolescent girls, the closest connection of 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. In girls, the smallest connection was found between individual psychological characteristics and the functional component, and in boys, between individual psychological characteristics and the ideal component.

When analyzing the results of the influence of the characteristics of communication on the structure of the physical I, noticeable sex differences also appeared. In boys, the features of communication are most closely connected with the social component, that is, with the idea of ​​how I look in the eyes of others. In girls, the ideal component of the structure of the physical I is most influenced, that is, in intragroup relationships, girls are more guided by group standards than boys.

Sex differences are also manifested when analyzing the influence of communication features on ideas about certain reflexive aspects of the bodily self-image. So, in boys, the idea of ​​growth is most influenced by itself. Moreover, this idea is most closely related to the objective position of the individual in the "leader-follower" relationship. In girls, the idea of ​​thickness most of all depends on communicative processes and, unlike boys, this idea is associated not with a real position on the “leader-follower” scale, but with a subjective predisposition to take one or another position.

The greatest influence, both from the side of personality traits and communication processes, is experienced by the ideas about their growth in boys and the ideas about their thickness in girls.

V CONCLUSIONS the main results of the study are summarized, and the main conclusions are formulated:

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

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

3. The structure of the physical I changes with age, and a common tendency for boys and girls in changes in the structure from younger schoolchildren to adolescents was found:

a) the value of the functional component of the structure grows with an increase in 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 I 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 different reflexive aspects of the physical I image is different for boys and girls:

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

b) for girls, the social component of the concept 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 traits are most associated with the social component of the structure of the physical I.

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

6. The characteristics of personality and communication in girls are more associated with ideas about their thickness, and in boys - with ideas about their height.

1. The method of measuring the communicative structure of the group // Questions of psychology. -1987. -N 1. - P. 159-161 (co-authored with A.N. Andreev and Yu.Ya. Ryzhonkin).

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

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

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

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

Cherkashina Anna Georgievna 2013

PSYCHOLOGICAL DIAGNOSTICS

STANDARDIZATION OF THE METHODS FOR STUDYING SELF-ATTITUDE TO THE PHYSICAL IMAGE (MISOF)

© A. G. Cherkashina

Cherkashina Anna Georgievna candidate

Psychological Sciences, Associate Professor

Associate Professor of the Department of Psychology of Management Samara

humanitarian academy [email protected]

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

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

Theoretical and methodological basis of MISOF

The idea of ​​your physical appearance (the Image of the Physical I) and the awareness of its aesthetic effect are one of the main components of the I-concept of each person. A positive assessment of one's own Image of the Physical I in a person's consciousness, 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 affect the qualitative uniqueness of an individual's life, because they serve as the subject of both their own assessments and assessments, in one form or another, transmitted to him by other people, and ideas about their 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.

Attitude to 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 certain personalities that meet the requirements of culture and society, social ideas, 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 (Witkin's "inserted figures" test, Mahover-Goodinough's "drawing a human figure" test, a modified version of the Dembo-Rubinstein self-esteem measurement method, K.R. Fox's "physical self perception profile" and etc.). The specificity of these techniques is that they study individual characteristics of the body image, the direct content of the Physical Self Image, a system of self-assessments or an emotional value attitude.

A methodology that investigates self-attitude to the Image of the Physical Self in the complex of anatomical, functional and social characteristics in the aggregate of the system of self-assessments and emotional value attitudes was not found, and this was the reason for its development.

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

Anatomical, functional and social characteristics have specific content.

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

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

2. Figure (15 features): growth; weight; harmony of proportions; neck; shoulders; neckline area; breast; waist; stomach; hips; lateral contour line of the body (in front); the front contour line of the trunk (in profile); back; buttocks; back contour line of the back and buttocks (in profile).

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

4. Hands (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 features): strength endurance; general endurance; speed endurance.

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

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

4. Quickness (2 features): quick response; speed of movement.

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

Social characteristics (3 main groups):

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

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

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

A detailed description of the research methodology for self-attitude to the Image of the Physical I is presented in.

Requirements for the standardization of psychodiagnostic techniques

According to A. Anastazi, standardization is the uniformity of the procedure for conducting and evaluating the test performance, that is, 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 evaluating the results of diagnostic tests.

OV Mitina notes that the standardization of the experimental procedure includes a number of stages. First, the qualitative stage associated with the introduction of a uniform testing procedure describing 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 the test or their cancellation, the form for implementation, the rules for taking into account the influence of situational variables on the process and the test result, the behavior of the diagnostician during the testing process, as well as stipulating the presence or absence of the respondent's experience in testing.

Experiment requirements:

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

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

3) during the experiment, no additional explanations should be given to individual subjects;

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

5) the time limits for performing 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 the primary answers, how to standardize them, that is, to bring them to such a form that could be correlated with the results of other subjects using this method, as well as with the results of this subject, obtained by 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 data, so that then the final test indicators of specific people can be correctly interpreted. The standards are primarily needed for the practical application of the test for diagnostic purposes. For research purposes in the application of the test, it is more correct to use "raw" indicators that have not been subjected to 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 norms are created. There are many different methods for standardizing tests and several types of norms (group norms, subject-oriented norms, criterion norms) that are designed 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 estimates in the standardization sample, which allows you 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 has shown (amount of knowledge, quality of mastering skills, etc.).

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

The criterion norms reflect the probability that the subjects who received a certain score on the test will reach the criterion indicator. Criterion norms are obtained by empirical correlation of test indicators with criterion scores and are usually presented in the form of so-called "waiting tables".

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

Regardless of what type of norms is planned to be obtained, the standardization of any method involves the following sequence of tasks:

1) the formation of a sample of standardization,

2) empirical procedures for setting standards,

3) fixing the ways of transition to norms.

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

In this article, the MISOF standardization was carried out in order to obtain group norms, therefore, we will dwell in more detail on the important aspects of their receipt.

To obtain group norms, one should take into account the specifics of the dependence of these norms on the characteristics of a particular 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, sample quality is a defining aspect of standardization. There are two important variables in determining the quality of a sample - sample size and representativeness. Moreover, the representativeness of the sample is considered a more important indicator than its size.

As N. A. Baturin points out, according to the standards of the European Federation of Psychological Associations, a sample of less than 150 people are considered ineligible for any tests. At the same time, the upper limit is not clearly specified.

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

For tests aimed at broad populations, differentiated standardization is often carried out, that is, the test is provided with a whole set of norms obtained for different groups. Differentiated standardization increases the user potential of a method and is considered one of the important indicators of test quality. The initial limitation of the population of subjects 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 must be clearly defined and given along with the norms in the test manual so that this information is available to the user.

Another most important step in the standardization of the method is the choice of the criterion by which the comparison of the results of diagnostic tests should be carried out, since diagnostic methods do not have predetermined standards of success or failure in their implementation.

The standardization of the methodology is carried out by carrying it out on a large representative sample of the type for which the methodology is intended. Regarding 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, first of all, one should take into account the normal law of empirical distribution.

Standardization of the research methodology for self-attitude to the Image of the Physical Self

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

Study sample

The standardization of the research methodology of self-attitude to 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 number 1, put a score that means the self-esteem of this element of appearance in comparison with others (better than others, worse than others).

In column number 2, put a score that means how much the self-esteem of this element of appearance is significant to 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.

The time to fill out the questionnaire is 25-30 minutes.

The research can be carried out both individually and in a group. It should be borne in mind that an individual examination provides the highest probability of the reliability of the result and the possibility of obtaining feedback.

Application of 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 perform the task seriously.

In 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.

In 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 survey, it is necessary to ask whether all the questions were answered, whether there were any difficulties. It is also necessary to ask the subjects to indicate in the questionnaire what criteria for comparison during the survey they used in self-assessment of the proposed elements of appearance. This information is necessary for the experimenter to find out the reasons for this or that level of self-attitude to the Image of the Physical Self.

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

The study can be carried out in a shortened version, suggesting for assessments only a group 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 method were tested for the law of normal distribution. When using the BTATKTGSA package, it was found that the law of normal distribution is not fulfilled, which means that the transfer of "raw" points to the standard wall scale by calculating the arithmetic mean and standard deviation is not legitimate. In this case, the standardization procedure was carried out with a non-linear scale of "raw" points - percentiles.

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

The groups are also counted: "cosmetics" and "clothes".

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

In the same way, anatomical and functional characteristics are calculated in both the first and second columns.

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

The method scales were tested for reliability and validity.

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

Processing instructions

Before processing, it is necessary to make sure that the answers are given to all questions and the criteria used by the subject for comparison are indicated.

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

As a result, the results obtained make it possible to determine:

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

The level of self-esteem for 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;

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

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

The methodology for researching self-attitude to the Image of the Physical Self (MISOF), which has been standardized on a sample of girls 17-18 years old, 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 I, which is an integral part of the I-concept of personality. With the help of the research methodology of self-attitude to the Image of the Physical Self, it is possible to assess 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, teachers working in psychological, pedagogical and health-improving institutions. In addition, the developed technique 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 examinations.

LIST OF USED LITERATURE

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

2. Assanovich, MA The integrative system of psychodiagnostics by the Rorschach method. - M.: Kogito-Center, 2011.

3. Baturin, N. A. Technology for the development of psychodiagnostic techniques: 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, AG Peculiarities of students' perception of their appearance // Questions of the psychology of people knowing each other and self-awareness. - Krasnodar: KSU, 1977.

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

7. Kon, IS In Search of Yourself. - M.: Higher school, 1983.

8. Mitina, OV Development and adaptation of psychological questionnaires. - M.: Meaning, 2011.

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

10. Panferov, VN Perception and interpretation of people's appearance // Questions of psychology. - 1974. - No. 2. - S. 59-64.

11. Rubinstein, S. L. Fundamentals of General Psychology. - SPb. : Peter, 1999.

12. Stolin, V. V. Self-awareness of personality. - M.: Science, 1983.

13. Cherkashina, A. G. Methods of researching self-attitude to the Image of the Physical Self (female version): method. Manual. - Samara: Publishing house of SGPU, 2007.

14. Cherkashina, A. G. The Image of the Physical Self in the Self-Relation of Girls 17-18 Years: Monograph. - Samara: Publishing house PSGSGA, 2012.

APPENDIX

Table 1

Study Parameters Column Study Parameters Column

No. 1 I No. 2 No. 1 I No. 2

ANATOMICAL CHARACTERISTICS FUNCTIONAL CHARACTERISTICS

1. FACE IN GENERAL 5. ENDURANCE

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

Leather (quality, color) Overall stamina

Oval face Speed ​​endurance

Forehead shape 6. POWER

Eyebrows Arm Muscle Strength

Ocular area Leg muscle strength

Nose Strength of back muscles

Lips Abdominal strength

Teeth 7. FAST

Chin Responsiveness

Auricle Speed ​​of movement

Face in profile 8. Agility

2. FIGURE Keeping balance

Growth Gait

Weight Expression of movements

Harmony of proportions 9. FLEXIBILITY

Neck Elasticity of muscles and ligaments

Shoulders Hip flexibility

Neckline

Chest Ankle flexibility

Abdomen Spine Flexibility

Back SOCIAL CHARACTERISTICS

Buttocks 10. CLOTHING

Hips Combination of colors with skin, eyes, hair

Lateral contour line of the body (in front)

Comfort (convenience)

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

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

3. LEGS Compliant with fashion

Leg shape Individual style

Upper (to knee) Age-appropriate

Lower part (from the knee) 11. ACCESSORIES

Ankle Shoes

Feet Bags, umbrellas, scarves

Leg Length Decoration

4. HANDS Matching with clothes

Upper part (up to elbow) 12. COSMETICS

Bottom (from the elbow) Makeup

Wrist Manicure

Brush Pedicure

Fingers Perfume

Nails Hairstyle

table 2

Questionnaire for research methods of self-attitude to the Image of the Physical Self

(shortened version)

Study Parameters Column

ANATOMICAL CHARACTERISTICS

1. FACE IN GENERAL

FUNCTIONAL SPECIFICATIONS

5. ENDURANCE

7.FAST

8. Dexterity

9. FLEXIBILITY

SOCIAL CHARACTERISTICS

10. CLOTHING

11. ACCESSORIES

12.COSMETICS

Table 3

Conversion scale of "raw" points to the walls according to MISOF ("I in comparison with others") for girls 17-18 years old

Study parameters "I versus others" walls

1 2 3 4 5 6 7 8 9 10

raw scores

FACE IN GENERAL 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

POWER 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 DATA 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 to the walls according to MISOF ("I-I" - personal significance) for girls 17-18 years old

Wall Study Options

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

raw scores

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

POWER 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 DATA 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

Dissertation abstract on the topic "Study of the structure of the image of the physical" I "of schoolchildren"

ACADEMY OF PEDAGOGY OF THE USSR

As a manuscript UDC 159.9

MDIVANI Marina Ogarovia

15 RESEARCH OF THE STRUCTURE OF THE PHYSICAL "I" OF STUDENTS

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

Moscow - 1991

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

Scientific adviser: candidate of psychological sciences NA. Thieves

Official opponents: Doctor of Psychology O. V. DASHKEVICH

T. a SNEGIREVA, candidate of psychological sciences Leading institution; Central Research Institute of Sports

Defense will take place "> £ C" 1991

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

Marx prospect, building 20, building "B".

The dissertation can be found in the library of the institute. Abstract sent by "DZ" since ^^ and ^ 1991.

Scientific Secretary

specialized Scientific Council

candidate of psychological sciences [c I. BORKO

GENERAL DESCRIPTION OF WORK

RELEVANCE. SPC physical culture, being essentially the initial stage of sports training, borrows from sports methods and a system of indicators of its effectiveness. Such indicators are external criteria in relation to the subject: glasses, seconds, goals, etc., and the subject himself, his body does not become the subject of physical education at school. The modern humanization of education, focusing the attention of researchers and practicing teachers on the personality of the child, has become an incentive for the interest of psychologists in the process of physical education of children and demanded a new ideology of school physical culture. This ideology is based on the health and healthy lifestyle 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 methodology of research in the field of psychology of physical education, in particular, to consider such an education of self-awareness. as a physical "I."

HYPOTHESIS. The physical "I" of the subject is a complex biosocial complex, which 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 the assessments of the social environment perceived by him in the process of communication, and, thirdly,:> then 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 concept 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: about what the subject looks like in the chapters of other people);

Self-fiaic ideal (at that the image that develops in the context of the assimilation of cultural stereotypes and group norms and is the subject's idea of ​​how to 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 has some independent life. First, the components themselves can change in different ways with age. Secondly, their ratio may differ depending on age and gender. Thirdly, they can be ".bot differently] associated with personality traits and communication, which play a significant role in the formation of the image of" I. "

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

personality.

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

1. To develop methods for diagnosing the components of the structure of the image of the physical I.

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

physical self with age.

3. To investigate the interconnection of the components of the structure of the image 1 "of the isic I with ¡¡¡¡¡nd ¡¡¡¡personality and its place in the communicative structure of the group.

The following reflexive aspects of the physical I were the OBJECT of the study: the idea of ​​one's coordination

ness (dexterity) and an idea of ​​their size (height and thickness) - among schoolchildren of the 1st and 6th grades of Moscow comprehensive schools.

BASIC SHNSSNZYA, SHNOSISHE KA ZA1DITU:

1. The selection of three structural components in the image of the physical I is theoretically substantiated.

2. The components of the structures of the “image of the physical I have different dynamics in ontogenesis.

3. The components of the structure of the image of the Physical I of adolescents are in different ways associated with their communicative and individual psychological characteristics.

4. Ideas about coordinating and sizes are different *. structure depending on the floor.

SCIENTIFIC NOVELTY is determined by the lack of subject-oriented approaches in modern pedagogy and psychology of physical education. In the work, the preposition ^ r ^ gig-nt such

approach, in which the subject of physical exposure becomes one of the aspects of self-awareness - the image of the physical "I." The three-component model of the structure of the physical I proposed in the work introduces a certain rule into the theory of self-consciousness. Specially created techniques for diagnosing structural components are original developments, since in this work, for the first time, the task of assessing each component separately was posed. 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 in the process of research allows, firstly:

To formulate the fundamental provisions for the construction of programs for physical education in the rock, psychologically oriented to the age-related characteristics of the formation of the image of the physical * I;

and secondly:

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

APPROBATION OF WORK: Basic theoretical and practical work

The research results were discussed at the final naufu session of the Research Institute of Obiri and Pedagogical Psychology of the USSR Academy of Pedagogical Sciences (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 branch of the society of sports psychologists (1990) .) and were reported at the conference on

okay 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 eaten up on 98 pages, contains 6 figures and 12 tables. The list of references includes 106 sources, of which 44 are in foreign languages.

D0 INTRODUCTION showed the relevance of the research topic, substantiated a new approach to fortune-telling physical culture, setting the goal of forming a healthy lifestyle and based on the development of self-awareness. The introduction formulates the need to build a new theory and methodology of research in the collection of psychology of physical education, including consideration of the image of the physical I.

THE FIRST CHAPTER - "The image of the physical I as a product of self-consciousness" is the theoretical part of the work. In studies of self-awareness, including the physical self in the theoretical zhema, there are two types of relationships between the meddu and 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 there is a physical "roe I (I-spiritual, I-social, I-physical, etc.) (Burns R., 1986) The second type of relationship that exists in the so-called "genetic" schemes presupposes the existence of the physical I in the early stages of ontogenesis, as a prerequisite for the Oasis of

self-awareness (Dickstöin E., 1977; Ericson E., 1967; Stolits E E, 1983) As they mature 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 I existing at the early stages of ontogenesis develops into something else as it socializes, and instead of it organic feelings and well-being remain, is obviously incorrect. It is impossible to imagine a certain continuum, where at one end the physical I. and at the other - the spiritual. The physical I 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 tried to systematize a wide 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 body I into different groups

In an explicit form, two oppositions can be distinguished, which guided the theoretical thought of researchers of the image of the physical I: "internal - external" and "whole - part". Two large groups of studies fall within the framework of the "internal - external" opposition: studies of the exterior and studies of the boundaries of the body. Like the Soviet ones. and foreign researchers consider the body as the bearer of certain social meanings, values, etc. (Bo-dalev A.A., 1965)

Many researchers focus on emotional

to their appearance, and the value of various parts and organs of the body turned out to be different for healthy and sick, men and gangsters, children and adults.

Other researchers of appearance consider the body as an object with a certain shape, size, etc., and answer the question about the accuracy of the perception of its appearance. As a rule, these studies are based on the use of various instrumental techniques - movable frames, mirrors with distorted curvature, distorted images, television technology, 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). yoga researcher revealed significant distortions in assessing the size of their body in Solons with anorexia nervosa and obesity (Garner D. ML, 1976,1981; Dorojavvets A.N., 1986; Sokolova ET, 1989)

The second large group of works "falling into the framework of the opposition" internal - outside "concerns the study of the boundaries of the body. The body as a "receptacle" I was the subject of research of representatives of existentialism (Shonz F. C. 1960). Having no extension, the I has its own location. Here it is very important to distinguish between "mine" and "not mine", into "internal" and "external". A new development in the study of bodily experience is the study of the boundaries of body image

Within the opposition "whole-part" is a large group of studies, united by one: /, gaze at the body and its parts.

as bearers of a certain symbolic meaning (Deniste1 0., 1945; Zhaya. TB, 1975).

As a result of the research, data have been obtained, on the basis of which a new model of the structure of the physical I can be proposed. The subject forms an idea of ​​his body and bodily manifestations 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 fiaic I adequate to objective reality is more possible than the image of the spiritual or social I. feedback, which is necessary for the vital activity of each organism. 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 I The social environment makes food one amendment to the physical I, but in the form of social standards and cultural stereotypes. and assimilated by the subject, will influence his ideas about his body.

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

object, then some idea of ​​one's physicality, or rather one of the sources of building a complex image of one's body, is formed at this level. And, therefore, in the idea of ​​oneself, one can distinguish the corresponding structural component: I-physical functional (this is the image, which 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 of the subject with the outside world: subject-subject. Here the subject is faced with an assessment of himself through the eyes of the environment. Naturally, such an assessment is a powerful source of building an image of the I, including the physical I.According to this level of interaction, another structural component can be distinguished from the idea of ​​\ u200b \ u200bthe physical I is the subject's representation of what he looks like 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 one source of building an image of the body, according to which the structural component in the physical I can be distinguished from the south: the physical ideal I (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 ​​how to be ). "."

Thus, the physical I of the subject is formed on the axis.

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

his 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 concept of our physical I - I-physical functional;

I am physical social;

I am physical ideal.

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

rather, they complement one another. The question arises only with owls *

substitution of this model with genetic schemes ", i.e. what happens to the structural components of the physical self with age? It would seem the easiest way to consider three components - functional, social and ideal - as three stages of the development of the physical I, but the levels of interaction with the external world that generate these structural components are subject-object, subject-subject and subject-social cannot be distributed in time. That is, the image of the physical I is syncretic in the process of ontogenesis.

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

In this work, an attempt was made to experimentally verify the stated assumptions. For the study, two reflexive aspects of the physical I were chosen: the idea of ​​one's size (height and thickness) and the idea of ​​one's coordinated ™ (dexterity), and two age cuts; younger students

and teenagers.

IN THE SECOND CHAPTER, studies of age and sex characteristics of the structure of the physical I. Dembo-Rubinstein. The subjects had to assess, on the scales offered to them (dexterous-clumsy, high-low and thin-fat), what km they would like to be (ideal component) and how they look in the eyes of others (social component).

For the diagnosis of the functional component of the structure of the physical self, special experimental methods have been created. In order to assess the functional component of the concept of coordination, the projective method "Drawing of the driving

a person. "The main criterion for the creation of this method was the independence of the measurement of the functional component of the structure from the social and the ideal.

The method was carried out on 75 first graders and 60 6th grade pupils.

To diagnose the functional component of the idea of ​​size, the "point" method for assessing body size was initially used (Dorozhevets A.I., 1986). which consists in the image of its size in full size 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 the concept of Syl's ramifications, a special experimental procedure has been developed, which is called "functional assessment". Subjects!) Was located at a distance of two meters facing a device that allows a horizontal bar to be raised from the floor level at an equal speed. The subject was asked to constantly evaluate the height of the bar and say "Stop" and the moment when the bar rises exactly to such a height that one can pass under it without tilting the head. The data after three tests were averaged. The functional estimation of the width was carried out in a similar way. The subject was positioned in front of two sliding slats and said "Stop" when, in his opinion, he could pass through the hole formed. After that, the objective height and shoulder width of the subject was measured and the experimental data obtained by swinging the "functional assessment" method were converted into percent. Thus, the functional

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

The main experiment involved 74 first-graders (38 girls and 36 boys) and 62 veterans (33 girls and 29 boys) of the 992nd Moscow school.

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

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

2. What is the ratio of components in the structure of the physical I for each studied age period?

3. Are there sex differences in the structure of the physical I 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 school children and adolescents. The value of the functional component of self-concept increased in adolescents compared with younger schoolchildren by an average of 17X (p $ 0.001). This result is quite understandable, since the basis for the functional component of the physical I is the accuracy of biological feedback, which increases with the accumulation of motor energy. 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

ruzhayutsikh, which explains the greater scatter of data among adolescents in the battle with the data of younger students. The value of the ideal component in adolescents also decreased by an average of 12X (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 I at caddy 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), 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 I, no statistically significant connection was found. When analyzing the joint results of boys and girls, this is true for all the investigated aspects of the physical self:

both for coordination and for body size These results indicate that the social component of the structure of the physical I becomes independent of the ideal and acquires an independent meaning. This also confirms the smaller scatter of the data than among younger schoolchildren and the monony of the absolute values ​​of the social and ideal components in adolescents compared with younger schoolchildren. The lack of a connection between the social and ideal components of the structure testifies, on the one hand, to an increase in the role of the functional component in the image of the physical I in adolescents, and, on the other hand, confirms the prevailing idea in psychology of the increased importance of peer assessments in adolescence.

Significant sex differences were manifested in the analysis of the structure of various reflexive aspects of the physical self image. Moreover, these differences are manifested both in children of the same height and in age dynamics. Fingers of their ages more accurately assess their coordination abilities and the standard of dexterity development is higher for them than for girls. Height for boys is more important than for girls in both studied age periods. Boys are more accurate in functional assessments of height and have a higher ideal component of the concept of height.

The age dynamics of the structure of the physical I are different in

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 height (r-0.410; p<0,СХ)1) и о<>are not related to the structure of the idea of ​​their thickness. In no. "Sprouts-boys, a connection is found between phna

(height and thickness) for all components of the structure (r4), 395; rh<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 leg, the idea of ​​the physical I 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 I depends can be primarily attributed to 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 the individual components of the structure of the physical I to the individual psychological characteristics of the personality and the peculiarities of communication. 83 pupils (44 girls and 39 boys) of the 6th grade of the 125th Moscow school participated.

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

(SJ). including 12 factors, and the original method of measuring the communicative distance (MICD), specially developed for the study of communication 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 sides (further-closer) and, on the other hand, in the distribution of communicative positions between them according to the communicator-recipient type. This was achieved at the expense of the subject solving the 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 a source and consumers of information on a 100-point scale formed by two points in space, at a distance of 100 mm from each other, without outwardly pronounced graduation. The assessment of the attractiveness of a partner in information interaction was carried out by establishing a distance by drawing a segment of a straight line from one point, designated "I", to another, designated by the name 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 in the subject of this process

The method used makes it possible to obtain two types of characteristics of the organization of the communicative process: realistically-active, indicating the degree of informational activity of a toge or other communicant, and realistically objective. characterizing the subject as a leader or led by a real communicative

process. To assess the relationship of the structure of the physical I with 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 to a greater extent affects 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 I and various reflexive aspects of the image of the physical I?

3. Do the runners have differences in the connections between the structure of the physical I of adolescents and their communicative and individual psychological characteristics?

In order to assess the strength of the relationship between various features and components of the structure, significant correlations obtained in the experiment were assigned weights depending on the level of their significance. The sums of the weights of the obtained correlations indicate that the structure of the physical I of adolescents is more influenced by individual psychological characteristics than communicative ones (£, -29 and ^ 12, respectively), and most of the 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 I is manifested in the analysis of sex differences. So in adolescent girls, the closest connection between personality traits is found with

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

When analyzing the results of the influence of the peculiarities of communication on the structure of the physical I tag, noticeable sex differences appeared. In boys, the features of communication are most closely connected with the social component, that is, with the idea of ​​how I look in the eyes of others. For girls, the ideal component of the structure of the physical I will be most influenced by color, that is, in intra-group relationships, girls are more guided by group standards than boys.

Sex differences are also manifested when analyzing the influence of communication features on ideas about certain reflexive aspects of the bodily self-image. So, in boys, the idea of ​​growth is most influenced by itself. Moreover, this idea is most closely related to the objective position of the individual in the "leader-follower" relationship. In girls, the idea of ​​thickness most of all depends on communicative processes and, unlike boys, “this idea is not associated with a real position on the“ leader-follower ”scale, but with a subjective predisposition to take one or another position.

The greatest influence, both from the personality traits and communication processes, is experienced by the imagination

perception of their height in boys and ideas about their thickness in girls.

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

1. Experimental research has shown that the selection in the structure of the image of the physical I of three components: I-physical functional, I-physical social and I-physical ideal, - was justified.

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

3. The structure of the physical I changes with age, and a tendency has been found for boys and girls to change the structure from junior schoolchildren to adolescents:

a) the value of the functional component of the structure grows with an increase in 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 I” becomes independent only in adolescence, i.e. only adolescents have a clear idea of ​​how they look in the eyes of others.

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

a) for boys, the real assessment (functional component) and value (ideal component) of their coor-. development and height is higher than that of girls;

b) for girls, the social composition is of great importance

nent of the idea of ​​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 features are most associated with the social component of the structure of the physical I;

b) in girls, personality traits are most associated with the social component, and the peculiarities of intragroup communication - p. an ideal component of the structure of the physical I.,

6. Peculiarities of personality and communication in girls are more associated with ideas about their thickness, and in boys - with ideas about their height.

1. The method of measuring the communicative structure of groups "// Questions of psychology.-1987.-N 1. - S. 159-161 (co-authored with Andreev A. N. and Ryzhonkin K1 Ya.).

Study of the communicative structure of the group / L "social and psychological problems of activating the human factor in the national economy / Abstracts of the All-Union Scientific and Practical Conference" - M .: Moscow State University, 1987 (co-authored with Andreev A. Ya and Ryzhonkin and Ya)

3. Methodology for assessing the concept of movement in shedshi :; schoolchildren // Abstracts of the Republican Scientific and Practical Conference.: -

studies in applied psychology - Kazan: 1988. -S. 103-105.

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

B. Study of the structure of the physical "I" in younger schoolchildren and adolescents // Abstracts of the XI All-Union Scientific and Practical Conference of Sports Psychologists - Minsk: 1990. -P. 103-110