INFLUENCE OF ANXIETY ON SELF-IMAGE IN PRIMARY SCHOOL CHILDREN
Journal Title: Вісник Львівського університету. Серія психологічні науки - Year 2018, Vol 3, Issue
Abstract
This article presents a theoretical analysis of the formation of adequate positive self-esteem among junior pupils in connection with educational achievements that affect the attitude towards the school and the learning process as a whole, promotes the formation of interests, the formation of a position of life, acts as a significant stage in the development of the student's personality, which should be understood as a teacher as one of the most important tasks at the initial stage of study. The peculiarities of the junior school age and features characterizing the crisis of seven years have been determined: with the introduction of a child into school, his self-awareness acquires a new level, which manifests itself as an internal position – a psychological reflection of the objective system of its relationship with the environment. The definitive position of the student combines orientation on the social and on the actual educational moments of school life. One of the most common causes of anxiety is the inflated demands on the child, the inflexible, dogmatic system of upbringing that does not take into account the child's own activity, her interests, ability and inclination. It is established that in connection with the violation of self-esteem development and the emergence of anxiety in children, a violation of the function of adaptation, as a response to changes in the usual way of life, the type or structure of intra-familial relationships may occur. Proper self-esteem stimulates the educational activity of junior schoolchildren, their desire to improve the results achieved. The successes in learning contribute to the self-esteem of a younger student, and self-esteem affects the level of success through the mechanisms of expectations, aspirations, motivation and confidence in their abilities. Low self-esteem undermines confidence in the forces and forms a low level of aspirations and expectations, and low success reduces self-esteem. Inclusion of students in various activities (educational, socially useful, role functions in the classroom, etc.) should occur on the basis of gradual complexity of tasks and ensuring their availability. Knowledge of individual features of self-esteem of junior pupils is one of the most important prerequisites for the effectiveness of pedagogical management of their socially significant activity in the process of education and upbringing.
Authors and Affiliations
Тетяна Чаусова
Keywords
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