СВЯЗЬ СОЦИОМЕТРИЧЕСКОГО СТАТУСА И САМООЦЕНКИ ЛИЧНОСТИ В МЛАДШЕМ ШКОЛЬНОМ ВОЗРАСТЕ | Фалина Анна Алексеевна. Работа №394145

Falina Anna Alekseevna, 4th year student of Belgorod National Research University "BelSU", Faculty of "Psychology", Pedagogical Institute, Belgorod

THE RELATIONSHIP BETWEEN SOCIOMETRIC STATUS AND SELF-ESTEEM OF A PERSON IN

PRIMARY SCHOOL AGE

Abstract: The work is devoted to a deep study of the relationship between sociometric status and personality self-esteem in primary school age, which is an important topic given the importance of this period for the formation of key social interaction skills. A child's sociometric status affects their emotional state and self-esteem. The study revealed that the higher the sociometric status of a primary school student, the higher their personality self-esteem will be.

Keywords self-esteem, emotional state, social interaction, primary school age, and sociometry.

Primary school age is an important stage in the development of the individual, which marks the transition from play to educational activities. At this stage, the child's self-awareness, self-esteem and social competence are intensively formed. Interpersonal relationships with peers that develop in the classroom have a significant impact on a child's self-esteem, psychological well-being, and academic success. It is at primary school age that the active formation of social skills begins, such as the ability to build relationships with other children, take certain positions in the team and realize their place in society.

Sociometric status, which reflects the degree of acceptance of a child by peers, directly affects their emotional well-being and self-confidence. High-status children tend to have more stable and positive self-esteem, whichallows them to actively participate in class life, take initiative, and demonstrate high learning motivation. In contrast, children with low sociometric status (isolated and rejected) often face difficulties in building interpersonal relationships. They may develop low or unstable self-esteem, which leads to increased anxiety, timidity, and in some cases — to manifestations of aggression or antisocial behavior. Low self-esteem, in turn, can act as both a cause and a consequence of communication problems, creating a vicious circle of psychological distress.

Sociometric status was studied by both domestic (M. E. Shmurakova, V. B. Shapar, S. A. Trifonova, E. V. Andrienko, Ya.L. Kolominsky, etc.) and foreign (Ya. L. Moreno, E. Aronson, etc.) psychologists.

The analysis of scientific approaches to determining sociometric status allows us to identify the main author's positions. The founder of the concept, J. L. Moreno, defined sociometric status as the position of a subject in a social group, suggesting identifying the structure of relationships through the analysis of business, intellectual and emotional relationships. E. Aronson emphasizesthe dynamic nature of status, pointing out the possibility of its change through social interactions. M. E. Shmurakova and V. B. Shapar consider status as an indicator of the position of a person in the system of interpersonal relations. It is determined by the number of likes and dislikes and reflects the degree of attractiveness or rejection of an individual. S. A. Trifonova emphasizes the inner side of status, including self-perception and perception of a person by others. E. V. Andrienko points out the structural aspect, noting that statuses form a subordinate system of positions in the group. A special contribution to the study of children's groups was made by Y. L. Kolominsky, who considers sociometric status as an integral indicator of real emotional connections, which has relative stability, but changes under the influence of group processes.

The analysis of approaches to understanding self-esteem in the works of various authors allows us to identify key positions. As noted by A. V. Zakharova, W. James was one of the pioneers in the study of this phenomenon, who identified two basic forms of self-esteem-self-love and self-dislike - and considered it as a complex structure derived from the formation of self-consciousness in ontogenesis. K. R. Sidorov defines self-esteem as the result of recreating information about oneself by the subject in accordance with certain values and standards, emphasizing the unity of its conscious and unconscious, affective and cognitive components. He also points out its role as one of the key factors influencing the regulation of behavior, including the manifestation of aggression.

"Self-concepts" identifies three interrelated elements: "self-image" (cognitive component), "self-assessment" (affective assessment of this image) and "potential behavioral response", which emphasizes the systemic nature of self-attitude and its direct connection with the behavioral manifestations of the individual.

The literature review has shown that much attention is paidto the study of sociometric status and self-esteem as independent phenomena, while the specifics of the relationship between these concepts in primary school age remain insufficiently studied, which determines the relevance of our study.

The aim of our study is to identify the direction of the relationship between sociometric status and self-assessment of a person in primary school age.

Research objectives:

To analyze the current state of the problem of the relationship between sociometric status and self-assessment of a person in primary school age.

To study the features of sociometric status in primary school age.

To study the features of personality self-assessment in primary school age.

To investigate the relationship between sociometric status and self-assessment of a person in primary school age.

To determine the features of sociometric status and self-assessment of a person in primary school age.

Research methods:

The research organization method is comparative.

Psychodiagnostic methods – testing;

Methods of processing the obtained data – quantitative and qualitative analysis using mathematical statistics methods.

The method of interpreting the results is structural.

Statistical data processing was performed using Spearman's rank correlation coefficient of Spearman. Mathematical data processing was carried out using the computer program for statistical analysis SPSS-22.

Research methods: "Sociometry" methodology (J. Moreno); questionnaire "Research of self-esteem and level of claims" (T.Dembo and S. Ya. Rubinstein).

Base and sample of the study: the study was conducted on the basis of MBOU secondary School No. 2 art. Krylovskaya, Krylovsky district, Krasnodar Krai. The study involved 32 students from the 4th "A" class of the school under study.

Sociometry methodology (J. Moreno).

At the initial stage of our research, the sociometric status of primary school students was studied using the Sociometry method (J. Moreno). Using the method, we studied the sociometric statuses of the subjects.

31,337,512,5StarPreferred18,7AcceptedIsolated

Figure 1. Results of diagnostics by the method of" Sociometry " (J. R. R. Tolkien).

Based on the data in Figure 1, it can be noted that the most numerous part of the subjects has a sociometricstatus – "Star" (37.5 %), which is generally typical for children accepted by the class. Such children have no problems with socialization and finding friends at school, everyone loves them, and such students can easily be leaders.

The next largest group is primary school students with the sociometric status "Isolated" (31.3 %). This part of the sample is characterized by difficulties in socialization and finding contact with peers. Children with this result are the least preferred among their classmates, it is difficult for them to make friends, and sometimes such students can become the object of ridicule.

The rest of the students were divided into groups "Preferred" (12.5 %) and "Accepted" (18.7%). "Accepted" do not experience problems with socialization, while not demonstrating leadership qualities. "Preferred" children are in demand among their classmates and do not have any difficulties in socializing.Usually, such children have many friends. The distribution of subjects according to the results of this method may be a sign of low cohesion of the studied team, which is indicated by the high value of children with the sociometric status "Isolated".

The method "Research of self-esteem and the level of claims" (T. Dembo and S. Ya. Rubinstein).

The next step was to study the self-assessment of the personality of younger schoolchildren using the method "Research of self-assessment and the level of claims" (T.Dembo and S. Ya. Rubinstein) (Figure 2), used to study self-assessment and the level of claims.

28,8overpriced19,12010136,5139,325,519,51319,1136,56,5 6,56,50undervaluedaveragehigh25,295,625,83038404242,14242,235,550496064,661,470

Figure 2. Distribution of primary school students by level

self-ratings, %

As a result of this stage of the study, it can be noted that more than half of the subjects have an average level дифференцированностиof self-esteem differentiation (64.6 %), which indicates the ability of younger schoolchildren to analyze their qualities, approximate understanding of their strengths and weaknesses. The other part of the sample has a high level of differentiated self-esteem (28.8 %), which indicates the ability to subtly analyze their qualities, understand their strengths and weaknesses, and this is a sign of a realistic perception of themselves. The remaining subjects showed low differentiation of self-esteem (6.5 %), which is a sign of global self-esteem. Such children tend to generalize ideas about themselves, which is usually typical for primary school age.

The following results were revealed regarding the self – assessment of mental abilities: low level – 61.4 %, medium level – 19.1 %, high level-9.3 %, overestimated-13 %.Most of the subjects have low ratings of their mental abilities. The results indicate that the sample has both an inadequate assessment of their mental abilities and an adequate one.

As for the self-assessment of character, the results were distributed as follows: low level-35.5 %, average level-42.2

high level-87 %, high level-13 %. The most numerous part of younger schoolchildren demonstrates an average level of self-esteem of character, which indicates an adequate assessment of their personality, but there are subjects with an underestimated, high, and overestimated level of self-esteem of character, which is an unfavorable indicator.

The results of the self – assessment of authority were distributed as follows: low level – 42 %, medium level – 19.5 %, high level – 25.5 %, overestimated-13 %. According to this scale, there is a division of subjects – there are results with signs of an inadequate assessment of their own authority, while there are results with an average, adequate level of self-assessment of authority.

According to the levels of assessment of their own appearance, younger students were distributed as follows: low level – 25.8 %, medium level – 42.1 %, high level – 19.1 %, overestimated – 13 %. Almost half of the sample adequately assesses their appearance, while other primary school students show unstable self-assessment of appearance, as evidenced by the presence of representatives with low, high and overestimated self-esteem among the subjects.

As for the assessment of self-confidence by younger students, the study showed the following results: an underestimatedlevel – 42 %, an average level – 25.9 %, a high level – 25.6 %, and an overestimated level – 6 %. According to this scale, not the highest indicator of an adequate level of self-esteem in comparison with other scales is revealed, there is a large number of younger schoolchildren with an underestimated level of self-esteem of self-confidence, which indicates an insufficiently formed ability to adequately assess their own confidence in primary school age.

On the "Skillful hands" scale, the results were distributed as follows: low level – 49 %, medium level – 6.5 %, high level – 38 %, overestimated – 6.5 %. According to the results of this scale, the lowest percentage of primary school students with adequate self-assessment of the trait was noted in comparison with other scales, which indicates a poorly developed ability to adequately assess their skills.

In general, there are divisions of subjects by levels of self-esteem on all scales, and the majority of younger schoolchildren have an average, adequate level of self-esteem. The most problematic area is the self-assessment of mental abilities, since the results of this scale show the largest number of subjects with an undervalued level of self-esteem.

The method of "Pedagogical observation".

Next, we performed a correlation analysis, having previously performed a test for the normality of the distribution. A normal distribution was obtained, so the correlation analysis was performed usingSpearman's criterion in order to study the nature of the relationship between sociometric status and self-assessment of a person in primary school age, as a result of which a correlation galaxy was formed.

Note:

r>0

p≤0.05

-personal self-assessment indicators

p≥0,01

-sociometric status

Figure 3. Correlation galaxy of relationships between sociometric status and indicators of self-assessment of the personality of younger schoolchildren

As a result of correlation analysis, we found 7 positive relationships.

Thus, the indicator "Sociometric status" has a strong positive correlation with the indicators of self-esteem of the individual in primary school age, namely: "Self-esteem of the mind" (r=0.568),

"Self-assessment of authority" (r=0.651), "Self-assessment of self-confidence" (r=0.619), "Self-assessment of skill" (r=0.603), "Self-assessment of appearance" (r=0.407), "Self-assessment of character" (r=0.632), "Differentiation of the level of self-esteem" (r=0.777).

So, the higher the sociometric status of a primary school student (i.e., the more classmates choose it during the diagnosis),the higher will be all the indicators of self-esteem of the individual, such as self-esteem of the mind, self-esteem of authority, self-confidence, self-skill, self-appearance, self-character, as well as the higherthe differentiation of the level of self-esteem, there is an ability to understand your strengths and weaknesses.

Thus, we proved that there is a link between sociometric status and self-assessment of a person in primary school age, namely: the higher the sociometric status of a younger student, the higher the indicators of self-assessment of the individual will be.

Conclusion:

Thus: a child's sociometric status affects their emotional state and self-esteem. High status contributes to positive qualities, low-problems in communication and the development of insecurity, anxiety and aggressiveness. Low self-esteem adds to difficulties, forming a vicious circle of psychological discomfort.

In the study group, a low level of cohesion of students among themselves, the presence of younger students with the status of "Isolated"was noted.

Most primary school students have an average, adequate level of self-esteem. The most problematic area is the self-assessment of mental abilities, since the results of this scale show the largest number of subjects with an undervalued level of self-esteem.

There is a link between sociometric status and self-assessment of a person in primary school age, namely: the higher the sociometric status of a younger student, the higher the indicators of self-assessment of the individual will be.

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