PURPOSE. Self-esteem is an overall evaluation of the person's value, expressed in a positive or negative orientation towards himself. Its development starts from birth and is constantly changing under the influence of experience (1). Especially important is the role of self-esteem in the process of adolescence. During this period, it correlates with both academic achievement and mental health. The aim of this study is to analyze the correlation between academic achievement and self-esteem among teenagers. Forty 14-year-old students (20 boys and 20 girls) with excellent, very good and good results in school were examined. Methods: Self-Esteem Scale (RSE) (2). The study results show that girls have significantly more negative attitudes towards themselves (x = 32.25) comparing with boys (x = 25.14). These results support the need for further research to explore how individual and contextual factors affect the development of self-esteem over the school years.
The period of primary school age is especially important in the formation of the content and function of the self-concept, which is directly related to the cognitive functioning of children. Researchers’ interest in the problem of the cognitive development of the younger generation has not abated. The article is devoted to the characteristic features of cognitive functioning in children of primary school age. The positions of the author regarding the changes that occur in the cognitions of children depending on the stages of development are discussed. The levels of functioning during the different age periods are presented. A detailed analysis of the specific mental operations is conducted. Aspects of cooperation between the communication partners are traced. The theory of multiple intelligences is highlighted.
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