THE STUDY OF ADOLESCENTS’ SELF-ATTITUDE CHARACTERISTICS AND PSYCHOLOGICAL CONDITIONS OF ITS CORRECTION

Abstract

The article addresses the pressing issues of self-attitude formation in adolescence, a crucial period for the development of identity and psychological well-being. The focus is on the challenges posed by the modern socio-cultural environment, including the influence of media and high social demands, which can distort adolescents’ self-awareness. The study’s goal was a comprehensive analysis of the psychological features of self-attitude in a sample of 62 adolescents aged 11–14. A set of psychodiagnostic methods was used to study the cognitive, emotional-evaluative, and conative components of self-attitude, including the “Who Am I?” method (adaptation by M. Kuhn, T. McPartland), the V. Stolin, S. Pantileev questionnaire, the Rosenberg Self-Esteem Scale, and others. The results revealed significant gender differences: boys tend to self-identify through social roles and achievements, showing higher self-leadership scores, while girls are more focused on their inner world, emotions, and interpersonal relationships, which is often accompanied by increased self-criticism. A significant discrepancy between the real and ideal self was also found in girls. Both genders are characterized by a high level of aspirations and an average level of self-regulation, which serves as a driving force for development. The conclusions emphasize the need for differentiated psychological and pedagogical support that considers individual and gender-specific characteristics to foster an adequate self-esteem and effective self-regulation strategies. The article provides practical recommendations for educators and parents aimed at creating a supportive learning environment and developing self-awareness and selfregulation skills in adolescents.