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SELF-ESTEEM MEDIATES RELATIONSHIPS BETWEEN SELF-CONCEPT CLARITY AND PERCEPTIONS OF THE FUTURE

100%
Morawiak A., Mrozinski B., Gutral J., Cypryańska M., Nezlek J. B.
Journal of Education Culture and Society
|
2018
|
vol. 9
|
issue 1
99-108
EN
Aim: The present study was designed to examine relationships between young people’s self-concepts and their perceptions of their futures Methods: High school students (n = 347) completed measures of the two domains of self‑concept, the evaluative domain, self-esteem, and the knowledge or structural domain, self-concept clarity. They also completed two measures of perceptions of their futures, optimism and future time perspective. Results: Both measures of self-concept were positively correlated with both measures of perception of the future. For both measures of perceptions of the future, regression analyses found that when perceptions of the future were regressed onto the two measures of self-concept perceptions of the future were significantly related to only self-esteem. Relationships between perceptions of the future and self-concept clarity were not significant. Analyses of mediation found that self-esteem mediated the relationship between self-concept clarity and both measures of perceptions of the future. Conclusion: Young people with a clearer sense of self and who have higher self-esteem are more optimistic and perceive a longer future than young people with a less clear sense of self and who have lower self-esteem; however, the effects of self-concept clarity disappear after the relationship between clarity and self-esteem are taken into account.
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Oсобенности развития этического сознания cтуденческой молодежи

38%
Шевченко Н.
Psychologiczne Zeszyty Naukowe
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2018
|
issue 1
109-122
RU
В статье представлены результаты эмпирического исследования особенностей развития этического сознания студенческой молодежи. Установлено, что показатели разви- тия этического сознания по отдельным составляющим ее структурных компонентов (значениям, смыслам, чувственной ткани) демонстрируют различия в исследуемых группах студентов разных курсов. Установлено, что нравственное развитие студентов соответствует конвенциональному и постконвенциональному уровням (компонент “значение”); у респондентов преобладает средний уровень развития совестливости, ясности Я-концепции, стремления к автономии, рефлексивности. Определено, что приоритетными для студенческой молодежи выступают эгоистические ценности; моральные ценности универсализма и безопасности не являются актуальными. Выявлено, что индивидуальные значения понятий этического пространства в сознании студентов всех курсов определяются смысловой нагрузкой по фактору оценки, что указывает на оценочность мышления, нестабильность моральных убеждений, ценностей, качеств.
EN
The article presents the results of empirical research of the specifics of students’ ethical consciousness development. Rates of the different groups of students have demonstrated differences in the individual components of the structural components of the ethical consciousness (meanings, senses, sensual texture). It has been shown that the moral development of students of the different courses corresponds to the conventional and postconventional levels. The respondents of all courses have shown the average level of conscientiousness, self-concept clarity, the desire for autonomy, reflexivity. It has been established that the self-centered values are foreground for the students; moral values of universalism and security are not relevant. It has been concluded that the individual values of the ethical concepts in students’ consciousness of all the courses are determined by the semantic load on the Evaluation factor. This fact may point to evaluative thinking, instability of moral beliefs, values and qualities. Results of the study have suggested that in the situation of inclusion of young people to more complicated moral relations, on the basis of a stable social practice, due to the strengthening of the ideological representations, individual consciousness is enriched by the assimilation of moral norms. These moral norms must be later converted to own moral principles.However, the results of research have suggested that this process is very slow, and some moral standards and categories have no real personal sense for the young man.
PL
W artykule przedstawiono wyniki badań cech rozwoju świadomości etycznej młodzieży studenckiej. Ustalono, że wskaźniki rozwoju świadomości etycznej poszczególnych elementów jej struktury (wartości, sensu, uczuć) wykazują różnice w grupach badanych studentów różnych kierunków. Pokazano, że rozwój moralny odpowiada poziomom konwencjonalnym i postkonwencjonalnym (składnik „wartości”); respondenci wykazują średni poziom rozwoju sumienności, jasności koncepcji Ja, dążenia do autonomii i refleksyjności. Stwierdzono, że wartości egocentryczne są priorytetem dla młodzieży studenckiej; wartości moralne uniwersalizmu i bezpieczeństwa nie są istotne. Udowodniono, że znaczenia pojęć przestrzeni etycznej w świadomości studentów wszystkich kierunków wiążą się z funkcją oceniania, co wskazuje na myślenie oceniające, a także na niestabilność wartości moralnych.
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