不同人格成熟特征青少年“我现在”和“我已成人”态度的内容

Q1 Social Sciences
A. Miklyaeva, O. Rudykhina, Alexandra S. Tolkacheva
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引用次数: 0

摘要

介绍。在现代世界,青少年和年轻人向成年过渡轨迹的范围在扩大,“成年的主观标志”的重要性也在增加,这些标志代表了一套“成熟人格”的品质。考虑到他们的心理特征,我们对现代青少年的成长轨迹的具体情况一无所知。本研究旨在探讨不同个人成熟水平的青少年“我现在”和“我是成年人”形象的定量和定性指标。材料与方法。该调查涉及1097名年龄在13 - 17岁之间的青少年。采用个人成熟度自评量表对青少年进行分组对比,确定了青少年个人成熟度高低亚组。修正“我是谁?”所获得的“我现在”和“我是成年人”态度的数量和质量特征的方法在这些亚组中进行比较。无论个人成熟度的特征如何,青少年在“我现在”的态度中包含的元素比在“我是成年人”的态度中包含的元素更多;这两种态度的核心主要包括社会人口学、形式化和个体化的自我特征。青少年HPM和行分钟的子组之间的差异包括:不同年龄的动态元素的数量的态度现在“我”和“我是一个成年人”(一个一致的减少数量的元素在青少年HPM对样品没有显著变化的同龄人行分钟),以及更重要的贡献社会角色的特点功能的态度“我现在”和“我是一个成年人”在HPM的青少年。讨论与结论。本研究有助于了解现代成年过渡阶段青少年的心理特征。研究结果将有助于青少年成长的心理和教学支持以及青少年自我决定的心理咨询的实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Content of the Attitudes “I Am Now” and “I Am an Adult” in Adolescents with Different Characteristics of Personal Maturity
Introduction. In the modern world, there is an expansion of the spectrum of transition trajectories to adulthood in adolescents and young people as well as the increased importance of “subjective markers of adulthood”, which represent a set of qualities of a “mature personality”. There is no idea about the specifics of the growing up trajectories among modern adolescents, taking into account their psychological characteristics. The purpose of the article is to investigate the quantitative and qualitative indicators of the images “I am now” and “I am an adult” in adolescents with different levels of personal maturity. Materials and Methods. The survey involved 1 097 adolescents aged between 13 – 17. The method of contrast groups by the Self-assessment Scale of personal maturity allowed to identify subgroups of adolescents with high and low levels of personal maturity. The quantitative and qualitative characteristics of the attitudes “I am now” and “I am an adult” obtained by the modified “Who am I?” technique were compared in these subgroups. Results. Regardless of the characteristics of personal maturity, adolescents include more elements in the attitudes “I am now” than in “I am an adult”; the core of both attitudes includes mainly the characteristics of the socio-demographic, formalized and individualized Self. Differences between the subgroups of adolescents with HPM and LPM include: different age dynamics of the number of elements in the attitudes “I am now” and “I am an adult” (a consistent decrease in the number of elements in adolescents with HPM against an absence of significant changes in the sample of their peers with LPM), as well as a more significant contribution of the characteristics of social-role functioning in attitudes “I am now” and “I am an adult” in adolescents with HPM. Discussion and Conclusion. The research contributes to the understanding of the psychological characteristics of modern adolescents who are at the stage of transition to adulthood. The results will be useful for the practice of psychological and pedagogical support of growing up and psychological counseling on personal self-determination in adolescence.
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来源期刊
Integration of Education
Integration of Education Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
37
审稿时长
16 weeks
期刊介绍: The journal was established by the resolution of the Russian Federation State Committee on Higher Education, the Ministry of Education of the Russian Federation, the State Assembly and Government of Republic of Mordovia of 12 July 1995. Integration of Education publishes original researches in the field of integration of education. The names and content of the Journal’s sections correspond to the fields of science and groups of specialties of scientific workers in accordance with the Nomenclature of Scientific Specialties in which academic degrees are awarded: 19.00.00 PSYCHOLOGY 13.00.00 PEDAGOGY 22.00.00 SOCIOLOGY
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