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The article analyzes the differentiation of typical levels of developmental functioning of teaching activity (reproductive, adaptive, local-modeling, system-modeling, competence-acting) which correlate with the degrees of academic success of students of higher education institutions (insufficient, low, average, high, super high). It has been proven that the competence-acting level of successfulness, in addition, also stimulates the development of social and personal successfulness, which in result will enable the work in a field of life’s profession and later will crystallize into a full-fledged spiritual vocation. At the same time, it is substantiated that personal successfulness as a property-trait of a person correlates with his ability to be happy, to become a significant person for others, who is able to organize the environment around him and to become a successful person at the level of individuality and the universum of self-creation. It has been highlighted the types of successfulness (academic or professional, situational, social, personal) that function interdependently with the evolutionary stages of success (individual, periodic, stable, creative) and ontogenetic levels of the Self-concept organization as a center of self-consciousness (simple, complex, stable, positive-harmonious). It is argued that the Self-concept is a systematically organized set of ideas, attitudes, thoughts, reflections, beliefs and feelings of a person about himself that arises in the process of social interaction’s deployment as a result of its psychocultural development, and is also a mental neoplasm relatively stable and at the same time malleable to internal fluctuations and changes. The heuristics of the author’s model of a positive-harmonious Self-concept has been proven, which includes four structural components – mental-cognitive (Self-image), emotion-evaluative (Self-attitude), action-creative (Self-deed), spontaneous-spiritual (Self-spiritual), which function in the structure of the innovative-psychological climate of a group or organization. Moreover, it is defined as harmonious because internally (thinking about an acceptable Self-image, self-attitude through adequate self-esteem) and externally (educational actions (Self-deed), work with psycho-spiritual forms of self-comprehending (Self-spiritual) – states of faith, truth, love etc.)) holistically regulates the relationship between the developmental functioning of the components of the personality’s Self-concept.
The article analyzes the differentiation of typical levels of developmental functioning of teaching activity (reproductive, adaptive, local-modeling, system-modeling, competence-acting) which correlate with the degrees of academic success of students of higher education institutions (insufficient, low, average, high, super high). It has been proven that the competence-acting level of successfulness, in addition, also stimulates the development of social and personal successfulness, which in result will enable the work in a field of life’s profession and later will crystallize into a full-fledged spiritual vocation. At the same time, it is substantiated that personal successfulness as a property-trait of a person correlates with his ability to be happy, to become a significant person for others, who is able to organize the environment around him and to become a successful person at the level of individuality and the universum of self-creation. It has been highlighted the types of successfulness (academic or professional, situational, social, personal) that function interdependently with the evolutionary stages of success (individual, periodic, stable, creative) and ontogenetic levels of the Self-concept organization as a center of self-consciousness (simple, complex, stable, positive-harmonious). It is argued that the Self-concept is a systematically organized set of ideas, attitudes, thoughts, reflections, beliefs and feelings of a person about himself that arises in the process of social interaction’s deployment as a result of its psychocultural development, and is also a mental neoplasm relatively stable and at the same time malleable to internal fluctuations and changes. The heuristics of the author’s model of a positive-harmonious Self-concept has been proven, which includes four structural components – mental-cognitive (Self-image), emotion-evaluative (Self-attitude), action-creative (Self-deed), spontaneous-spiritual (Self-spiritual), which function in the structure of the innovative-psychological climate of a group or organization. Moreover, it is defined as harmonious because internally (thinking about an acceptable Self-image, self-attitude through adequate self-esteem) and externally (educational actions (Self-deed), work with psycho-spiritual forms of self-comprehending (Self-spiritual) – states of faith, truth, love etc.)) holistically regulates the relationship between the developmental functioning of the components of the personality’s Self-concept.
B a c k g r o u n d . The self-concept of a person is a phenomenon that includes a person's ideas about himself and his own assessment of these ideas. Representatives of various directions in psychology emphasized that a positive self-concept of an individual is a condition for a fully functioning and prosperous individual who is fully aware of his self, knows and knows how to use his advantages and disadvantages, and strives to realize his potential (K. Rogers, R. Burns, J. Nezlek, R. Plesko, etc.). R. Burns was the first to propose the division of self-concept orientation into positive and negative. Dichotomous influence on the self-concept of an individual is carried out constantly and manifests itself in various life situations. Positive transformations of the self-concept occur under the influence of various factors, in particular, they are provoked by personal traits – benevolence, conscientiousness, neuroticism, etc. (J. Campbell, I. Tokunaga, T. Horiuchi, etc.). M e t h o d s . The following methods were used to investigate the characteristics of the transformation of the self-concept of a person: Self- actualization test SAMOAL (to study a person's attitude towards himself/herself and the desire for self-actualization), R. Kettel's 16-factor personality questionnaire (16РF) (to study personal characteristics), tolerance scale to the uncertainty of S. Badner (to study the attitude towards oneself and to changes), H. Ammon's self-structural test (to clarify the central structures of the self); projective technique "Ideal Self" (to study the cognitive component of self-concept); the projective technique "Cube in the desert" (for researching the level of comfort in current life conditions and features of the social orientation of the individual). R e s u l t s . Constructive transformation is evidenced by the presence of adequate positive self-esteem, active construction of one's own life, activity, desire to realize oneself, carefreeness, high work capacity, frankness, absence of social stereotypes, energy, satisfaction with work experience in one's specialty, ability to act adequately in relation to threatening circumstances, ability to enjoy sexual contacts , the ability to understand the feelings and interests of others, reluctance to recognize authority and pressure from others, independence, the desire for a harmonious existence and healthy relationships with other people, straightforwardness, psychological maturity, relaxation, courage, restraint, a tendency to think independently, a creative attitude to one's own life , patience, tolerance for uncertainty. A negative transformation of the self- concept is evidenced by the presence of activity, great fear of death and loneliness, high work capacity, rejection of one's own interests and needs, lack of trust in authoritative people, lack of contact with oneself, a flexible approach to one's own unconscious and feelings, emotional stability, intolerance to uncertainty, ease in relationships, independence, inability to live in the present, inability to accept criticism, unrealistic self-esteem, straightforwardness, depression, decisiveness, following generally accepted norms, courage, social hyperadaptability, tendency to benevolent social contacts, tolerance for criticism. С o n c l u s i o n . Features of the transformation of the self-concept of women aged 26 to 40 are presented. The transformation of the self- concept of an individual takes place in two directions. Constructive transformation contributes to the formation of a positive self-concept, destructive transformation – a negative self-concept. The subjective assessment of personal realization is an indicator of the orientation of the transformation of self-concept: a person with a formed positive self-concept is sure that it is realized in life; a person with a negative self-concept indicates that he is unfulfilled and has serious difficulties with self-actualization.
Ïîñòàíîâêà íàóêîâî¿ ïðîáëåìè. Ñüîãîäí³ âñå á³ëüøå ô³ëîñîô³â ³ íàóêîâö³â çîñåðåäaeóþòüñÿ íà äóìö³, ùî ñâ³äîì³ñòü-íåéìîâ³ðíî ñêëàäíà, ñóáñòàíö³éíî ñàìîáóòíÿ òà åêçèñòåí-ö³éíî ïîë³ôîí³éíà, ôîðìà ³ íàâ³òü ñïîñ³á áóòòÿ, êîòðå, áóäó÷è áåçìåaeíèì ³ âñåîõâàòíèì, ó ñâî-¿é âåðøèíí³é êîâ³òàëüí³é îðãàí³çîâàíîñò³-ëþäèí³-ï³çíຠ³ òâîðèòü ñàìî ñåáå. ßê ³äåàëüíî óïðåäìåòíåíà ñôåðà äóõîâíîãî aeèòòºïîòîêó, ëþäñüêà ñâ³äîì³ñòü, ïðîòå, íå ìຠâëàñíèêà, ¿¿ íå ìîaeíà ïðèâàòèçóâàòè ÷è óçóðïóâàòè (Â.Ñ. Ñîëîâéîâ, Ñ.Ì. Òðóáåöüêèé, Ã.Ã. Øïåò) ³, á³ëüøå òîãî, âîíà "íå ÿâëÿº ñîáîþ ïñèõ³÷íèé ïðîöåñ ó êëàñè÷íîìó ïñèõîô³ç³îëîã³÷íîìó ñåíñ³ ñëîâà. Àëå íàäâàaeëèâî, ùî áóäü-ÿêèé ïñèõ³÷íèé ïðîöåñ ìîaeå áóòè óíàÿâëåíèé ÿê â îá'ºêòèâíîìó ïëàí³, òàê ³ ó ôîðìàò³ ñâ³äîìîñò³" (Ì.Ê. Ìàìàðäàøâ³ë³, Î.Ì. Ï'ÿòèãîðñüêèé [66, ñ. 41]). ² òîìó àáñîëþòíî ñïðàâåäëèâî Â.Ï. dzí÷åíêî (2010) ïèøå ïðî áåçãëóçä³ñòü ÌÅÒÀÒÅÎÐÅÒÈ×ÍÀ ÌÎÇÀ¯ÊÀ AEÈÒÒß Ñ²ÄÎÌÎÑÒ² Àíàòîë³é Â. ÔÓÐÌÀÍ ÓÄÊ 159.966 : 167/168 Anatoliy V. Furman METATHEORETICAL MOSAIC OF CONSCIOUSNESS LIFE
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