The criteria for success, the means and methods necessary for the formation of the success of interpersonal communication can be derived by analogy with the criteria for the effectiveness of group activities. The absence of conflicts is not a reliable indicator of success for two reasons: a) instead of open conflicts, tension can be observed, disguised as a polite calm tone, formal contact; b) conflicts in modern social psychology are not considered as an absolute evil, they are recognized as having a certain positive role.

The success of any group activity in the socio-psychological aspect is determined by the achievement of goals (in informal interpersonal communication they are contact, psychological closeness, trusting relationships); satisfaction (in this case, satisfaction with the process of communication itself, when in the course of communication there is no feeling of annoyance, long pauses, etc.); the absence of difficulties (primarily tension, stiffness, internal barriers, tightness, etc.).

Thus, psychological indicator of success interpersonal communication is its spontaneity, ease, provided with the skills of good self-regulation, satisfaction with communication due to the achievement of psychological contact and mutual understanding.

Wherein satisfaction with communication and relationships is defined as a characteristic of the subjective side of interpersonal relationships at the conscious and unconscious levels; psychological - a state that has a mobilizing effect in many activities; includes a sense of completeness and stability of interpersonal relationships in the absence of fears, suspicion, tension, feelings of loneliness.

Communication Success manifests itself in achieving and maintaining psychological contact with a partner in order to stabilize interpersonal relations at their optimal stage of development through the achievement of compatibility, harmony, mutual adaptation and satisfaction through flexible adjustment of goals, skills and states, methods of influence in accordance with changing circumstances.

In this case, success is defined rather than as a single end result, but as a process to which both partners must contribute equally in order to achieve a state of mutual satisfaction.

Main psychological criteria success of communication should be considered ease, spontaneity, freedom, contact, communicative compatibility, adaptability and satisfaction.

Returning to the question of the stages of confidential communication, it should be noted that contact and communicative compatibility provide a transition to the stage of communicative success, at which the effect of lightness, freedom, emotional support and sympathy, mutual understanding and relationship satisfaction arises. The culminating stage of confidential communication is marked by a feeling of psychological intimacy and unconditional acceptance of each other.

So success confidential communication is considered as a certain result of efforts to overcome difficulties and psychological barriers, the accumulation of positive interaction experience, as a difficult path to harmony and consonance, emotional and psychological resonance, which ultimately results in a felt and experienced feeling of human closeness.

As an integral characteristic of a person's communicative behavior, the success of communication develops with age, as the range of social skills is acquired and expanded, and confidence in oneself and one's abilities grows.

The development of success is provided by socio-psychological training, in particular - perceptually oriented training.

sociabilityb is one of the most common and primary character traits. According to B. G. Ananiev, V. S. Merlin, sociability is largely associated with the type of higher nervous activity of a person, his temperament. This is one of the communicative personality traits, which should include other traits: contact, following social norms in interaction, expressiveness, timidity, initiative, etc.

Sociability expresses a person’s need for other people and contact with them, the desire for these contacts, their intensity and ease, as well as the person’s tendency to friendly behavior in a communication situation and establishing friendly relations, the ability not to get lost at the moment of communication, the desire to take the initiative in contact, on occasion - and the role of the leader in the group.

Sociability is associated with the emotional and general well-being of a person before entering in communication, at the moment of the contact itself and after it. This character trait implies the presence of communication skills that ensure ease of communication and facilitate contact with the partner: the ability to listen, speak out to the place, keep up the conversation and change the subject, get to know each other, find the correct form of address to another person; usually associated with such skills as gesticulation, appropriateness and richness of facial expressions, expressiveness of intonations and postures.

The opposite trait is isolation, the extreme expression of which is autism.

Psychological characteristics of the levels of success in communication:

1. The level of skill and freedom in communication – implies high compatibility, contact and flexibility, adaptability, good skills and self-regulation, lack of alienation, that is, involvement in social ties, lack of frustration and tension, adequate response.

2. Leader level – it is easily achieved by extroverts who are well versed in skills and abilities, leaders by nature, self-confident and satisfied with established relationships in a close circle. They find mutual understanding with people, have a developed sense of self-worth, which eliminates distrust of people and unnecessary quarrels and misunderstandings. Leaders are bold and active in contacts, situationally shy, without excessive sensitivity, resort to manipulation, possess various ways of influencing and influencing people, they are not authoritarian, they like to advise.

3. Radical partnership level - typical for partner-oriented radicals who know how to listen and find a common solution. They are conformable, work well in a group, are practical and non-aggressive, have high empathy, are self-centered; they have good self-control and self-discipline.

4. Rational-conservative level – the persons who made up this group are conservative, closed, prudent, non-conformal, immersed in themselves, dreamy, poorly control emotions; they lack empathy.

5. Aggressive-authoritarian level – it combines authoritarianism with high aggressiveness (which is usually characteristic of highly authoritarian personalities). Such people do not have sufficient flexibility in the ways of influence, self-esteem is reduced, resulting in high anxiety; the lack of influence is due, among other things, to the insufficient formation of skills and abilities, which is also confirmed by the lack of manipulativeness. They are characterized by increased conflict, impatience, distrust, lack of partner orientation, irritability, sometimes agitation, internal and external conflicts.

6. Level of neurotic loneliness and shyness – it was made up of people with a deep sense of loneliness, autistic, highly neurotic, poorly adaptable, with poor self-regulation. They dream of ease of communication, but increased self-criticism and insecurity do not allow them to realize their skills and abilities. These are shy, unsociable skeptics and even cold people.

AT psychological literature in order to characterize the intensity, direction and other aspects of communication, close concepts are used: sociability, extraversion, etc. The difference between them should be emphasized. Sociability - lack of sociability: qualitative characteristics of contacts, their depth, intensity, compliance with social norms. Sociability - isolation: quantitative characteristics, their breadth, extensiveness, contact (need for contacts, lightness, spontaneity). Extraversion - introversion: the focus of communication (on others and on oneself), partially - motivation (self-sufficiency of an introvert, a tendency to communicate with oneself).

Communicativeness - possession of the means of establishing contact. Contact is a specific social skill based on natural sociability. This is the ability to enter into psychological contact, to form in the course of interaction trusting relationships based on consent and mutual acceptance; an ability provided by the possession of skills and abilities of communication and self-regulation, as well as personal properties conducive to contact.

Contact is a product of a combination of perceptual, intellectual, communicative abilities proceeding on the basis of developed self-regulation, one of the components of social intelligence. biological the basis of contact (in the form of a psychophysiological, nervous predisposition) ensures its faster, but not necessarily higher development in representatives of a sanguine temperament, extroverts. Big weight predisposition in the development of this social and communicative ability is confirmed by its relative independence from professional activity (the intensity of contacts is not directly related to their success).

Contact is formed at the beginning of a child's life and develops as a general communicative ability, initially directed by temperament and features of higher nervous activity. It manifests itself in a greater ability of a person to mobilize all available means to achieve contact (mastery of the state, body and mimicry-expressive means, inclination to contact), in the ability to change, depending on the situation, the measure of one’s openness and the chosen means of influence, in mastery of the communicative situation as a whole. .

Contact is the management of a communicative situation, psychological methods of influence in the course of organizing social interaction; this is a procedural quality, for which the spatio-temporal characteristics of the implementation of contact, the conditions of interaction, the motives and individual characteristics of the interacting persons are important. This social skill has both positive and negative characteristics. The positive aspects of contact- mood, setting for contact, mobilization of all means of communication, stimulating motivation, reflection and feedback. in number negative characteristics includes a kind of egocentricity, i.e. drawing attention to oneself, focusing on infection with one's interests, states, the predominance of unconscious motives.

Contact is not necessarily inherent in benevolence: in hysterical people, excitable psychopaths, aggressive, obsessive contact is observed. In life, we often meet people who give the impression of being overly talkative, fussy, constantly talking in situations of uncertainty or threat, unable to pause. It can be assumed that such people are poorly in control of themselves, overly anxious and probably neurotic.

If we try to characterize overcontact people, it should be noted that they have very well developed sociability, skills and abilities of self-regulation, satisfaction with communication and self-confidence compared to everyone else.

However, many other aspects of communication among such people are qualitatively deteriorated. Susceptibility, self-criticism, partner orientation, trust and self-control are reduced, neuroticism, anxiety and manipulation, authoritarianism and dominance are increased. Adaptability has not been improved. All these circumstances, together with an extremely highly developed empathy, allow us to believe that overcontact may indicate a reduced fitness and hysterical orientation of the individual.

Of the groups identified by the degree of development of personality traits and communicative skills, the most contact groups were extroverts. Then come easy and free people with good communication skills. They are followed by compatible, easily adaptable, not shy, included in social networks. Then - the leaders; people with a developed sense of self-esteem and trusting with a plastic and hardy nervous system. The most non-contact, closing the table, included neurotics and the unadapted, as well as those whose properties in the complex constitute an insurmountable "difficulty syndrome" - autistic, shy, aloof, with a deep sense of loneliness.

In addition to contact, another criterion for the success of communication is communicative compatibility. This is one of the types of socio-psychological compatibility, meaning the willingness and ability to cooperate, create a relaxed atmosphere of mutual satisfaction with communication, and ensure a good climate in the group. Compatibility called such a psychological effect of a combination of individuals, which is expressed in mutual acceptance, agreement and partial identification at the emotional-sensory, intellectual and activity levels, in mutual satisfaction and the absence of tension, conflicts, hostility in any contacts .

Communication Compatibility – a particular type of compatibility that arises on the basis of mutual understanding and consistency of a common position; characterized by the absence of adverse consequences of communicative interaction in the form of tension, annoyance, psychological discomfort.

To understand what personality traits people have who can create an atmosphere of ease, mutual satisfaction in a conversation, we identified a group of people with a high compatibility index.

To the group highly compatible people entered non-conflict, non-aggressive, without personal problems, non-authoritarian, satisfied with communication and relationships in their close circle.

Of all the groups identified by the degree of shyness, the most compatible with others situationally shy.

When comparing groups of people who are highly compatible and supercompatible, it is found that there is no deterioration in any indicator. Consequently, compatibility has no "ceiling", there is no limit to the improvement of relationships and the general atmosphere of group interaction.

Adaptability in communication indicates readiness to revise habitual decisions, the ability to maintain perseverance, the ability to respond flexibly to changing circumstances, self-confidence and one's principles, full involvement in social relations, adherence to social norms; at the same time, one can note a rather flexible and free possession of a person by his states.

adaptability means a measure of personal freedom in contacts, which is the opposite of malleable conformal behavior.

When comparing highly adaptive and superadaptive people, one can note a slight deterioration in a number of indicators, which is compensated by the development of skills and does not affect the overall high adaptability and success of superadaptive people. However, the core of the correlation galaxy of a group of super-adaptive people is conformity, which has negative connections with dominance, courage in communication and positive- with shyness, introversion. All this means that the superadaptive at the same time have a high conformity; increasing adaptability comes at the expense of conformal following the partner and circumstances.

Conformity – the tendency of a person to change his behavior and assessments under the influence of other people in such a way that it corresponds to the opinions of others; the desire to adapt behavior to the requirements of others.

The main patterns that formed the basis for the study of success, as well as the methodological apparatus used to measure it, made it possible to begin developing the concept of social intelligence.

In total, there are 5 levels of becoming a trader. Of course, each trader is unique in his personality and approach to trading, so the boundaries between the levels are arbitrary and may vary slightly. However, the general principle remains the same. Whether you are a novice trader or a more experienced trader, anyone in the article will at least remotely recognize himself.

Despite the fact that the division into levels is arbitrary, they are still based on the basic knowledge and psychology of each trader. For traders first level analysts include beginners and all those traders who trade unconsciously, spontaneously, without any knowledge, rely only on their luck. Such traders' eyes light up with excitement, they only recently learned that there is an opportunity to earn a lot on binary options. However, beginners have no idea what technical analysis is.

Co. second level include those traders who have already tried to trade. Perhaps they blew their first few deposits, now they realized that they need to study and money is not earned just like that. Now the trader is starting to read literature, get basic knowledge of trading on financial markets, communicates on forums with other more experienced traders. He really wants to learn faster, absorbs all the information from textbooks and the Internet, often even unnecessary material. Such a trader usually has chaos in his head and a lot of confusion from what he read.

Third level- awareness. Finally, now you understand that everything is much simpler. At this stage, the trader has a clear head, he is enlightened. The trader finds a strategy that suits his trading style and psychology. He begins to hone it and closes deals in profit.

On the fourth stage the trader is already conscious trading. He is absolutely confident in every step he takes. He knows when to open a trade and when to close it. With the expiration date, you no longer need to guess, because this is already done on the subconscious. In case of an unsuccessful transaction, the trader analyzes his results and reasons, draws conclusions in order to prevent this from happening in the future. This makes him a sensible and cool-headed, more experienced player in the financial markets.

Fifth stage You are already a professional trader. All transactions are opened automatically. In addition to knowledge and experience, your intuition, which has been honed for many months, already comes into play here. Most of the transactions are closed in plus, the trader trades exclusively in profit. Anxiety disappears, the trader is calm and confident. Trade brings him joy and pleasure. Looking back at the past and remembering himself at the first stage, he makes another deal with a smile, which is again closed with a profit.

Good luck with your transactions and we wish you to quickly reach the fifth level of a trader's success!

The problem of educational success, which is still relevant today, has existed for many centuries. Confirmation of this is the mention of this aspect in the works of Aristotle, Comenius, Ushinsky. Today, teachers are faced with questions: what kind of student is successful and how to evaluate this success.

In pedagogical and psychological works, progress is considered the degree of coincidence of the results of educational activities with those that were planned. A more capacious concept of learning success, it is an external assessment of the results of the student's educational activities by the teacher, parents, in addition, this also includes satisfaction with the students themselves, both with the learning process and with the result of learning.

It turns out that a successful student is one who has managed to overcome disorganization, confusion, his fear and various difficulties in the learning process. Such a student is satisfied with himself and his work. If the student is an excellent student, but at the same time unhappy, anxious, tortured by the expectations of others and regulatory requirements- call him successful, due to the fact that he does not experience satisfaction and joy from educational process, it is forbidden.

On the this moment There are no methods that would assess success, despite attempts to determine them. conditionally, criteria for evaluation can be divided into pedagogical and psychological. The pedagogical ones are:

• the student's ability to learn school educational programs;
• the ability to demonstrate their knowledge, skills and abilities.

It is fair to note that the final grades indirectly express the success of training, and it is the final grades, not the lesson grades. Particular attention is paid to work performed without outside help- Controlled and independent. So, the teacher N.V. Sobol proposes to assess the success of training in this way: after studying the topic of the lesson, students are given a test, which they must complete on their own. For each student, the teacher marks the time for completing the task. During the check, he counts the number of correct operations, both in general and according to the newly studied material.

Performance evaluation

To evaluate performance, we enter the coefficient, the formula for which will be: Кр=а/А, where Кр – performance coefficient; a - training accuracy, determined by the number of correct operations; BUT - total number operations. Such a coefficient is an individual indicator of how much the student has mastered the material, you need to strive for Kp = 1.

The teacher considers the effectiveness of training as the productivity of students or the accuracy of training, which falls on a certain unit of time for completing the control: Q=a/t, where t is the individual time spent on the task. The larger Q, the more correct operations the student performed in a shorter time interval, and the more effective the training.

It should be borne in mind that tasks in different lessons have different complexity, so it is impossible to compare the effectiveness of lessons with each other. To do this, we introduce the formula for ideal efficiency: Qi \u003d A / ti, where the value of t is the ideal (smallest) time spent on the control. It is determined by the teacher either with the help of independent experts, or by the best work. Next, we determine the coefficient of training efficiency: Ke=Q/Qi. The efficiency will be the higher, the closer the value of the coefficient is to unity.

This approach makes it possible to determine the relationship between the effectiveness and efficiency of training, since, as can be seen from the formulas, Ke = Kr * ti / t. With the same effectiveness and a decrease in the time spent on work, the effectiveness of training will increase, and, conversely, with the same time, the higher the effectiveness of training, the higher the efficiency. If the values ​​of the task completion time and the ideal time coincide, the efficiency and effectiveness coefficients also coincide. Taking into account the time limit for completing a task, which is often found in school practice, Sobol suggests not measuring efficiency, but determining the correspondence between the performance coefficient and a five-point rating. For example, if the ratio equals the value 0.3 and less - the rating is "unsatisfactory", if 0.3-0.5 is ""satisfactory", the result of 0.5-0.7 means the rating is "good", and 0.7-1 - "excellent".

It is fair to say that this approach is not entirely complete, it covers only one of the components of success - academic performance. A positive aspect of the approach is the opportunity for the student to compare their results throughout the school year.

School assessment

Today common point system assessment, but it does not allow to accurately determine the degree of achievement of the learning result by the student. So, a “three” given to one student for another can mean “almost a deuce” or “almost a four”. Also, quite often, excellent students are overestimated, and underachieving students are underestimated. In the psychological literature one can find the opinion that school mark an overly generalized assessment that cannot accurately measure the student's behavior and stimulate his learning activity. Probably, it would be more correct to use a differentiated grading system, providing for marks for diligence, effort, diligence and the quality of the result.

Indeed, according to many psychologists, a school mark is able to assess only the quality of acquired skills and knowledge, but not moral virtues and efforts and efforts to achieve success. That is why, in order to assess the success of training, it is important to consider it from the point of view of not only pedagogical, but also psychological criteria, including:

• positive dynamics of development;
• positive: motivation for learning, attitude to school, the presence of cognitive interest;
• social adaptation;
• positive relationship student-teacher, student-classmates;
• good mental and physical health;
• adequately positive self-esteem;
• well-being in the family.

Evaluation criteria

Of interest is the anthropocentric philosophy of V.V. Davydov and D.B. Elkonin, which is based on human relations and positions of subjects: child-child, adult-child, active-activity way of learning. Main criteria learning success - psychological comfort, emotional and sanitary-hygienic effect, physical activity.

E. Torrens singles out creativity as one of the criteria for success, which in the process of learning activity is expressed in a heightened perception by the student of shortcomings, disharmony, and insufficient elements in the system of his knowledge.

Mental independence according to the types of manifestation is reproducing, reconstructive, heuristic and research. It is only one of the manifestations of independence as a subject of activity and personality traits. Independence manifests itself in self-organization cognitive activity. In addition, it is the most essential sign of a person as a subject of activity and as a person.

cognitive activity considered as a behavioral form of expression of motivation, in which the external procedural side is expressed in the characteristics of the activity performed. Cognitive independence allows you to make autonomous decisions when overcoming learning difficulties. It manifests itself in the ability and desire to think independently, to find an approach to solving a problem, regardless of one's own judgments, in the desire to understand information and study ways to obtain it.

Activity and success

Activity in studies, professional orientation, academic performance, mental independence and educational success can be attributed to the internal criteria of various pedagogical systems. All these systems are interconnected, therefore the result and quality of work of one educational institution is reflected in the state of affairs in another, especially if there are successive relations between them. For example, the unsatisfactory work of a general education school causes various problems in institutions higher education, and the unsatisfactory work of universities that train weak specialists leads to a decrease in production efficiency, which in turn will affect the socio-economic development of the country. That is why, when evaluating the effectiveness of the work of an educational institution, internal criteria should be supplemented with external ones, including: the organization of the learning process and the management of educational activities. Independent work of students, adaptation in the workplace of graduates of universities and vocational schools, the rate of professional growth and promotion, the growth rate of self-education, the level professional excellence and education.

So, success student is not only an objective indicator of his high results of cognitive activity and positive evaluation teachers, it is also a positive self-esteem of the student. From this it follows that the main criterion for the success of training is the ability of the student to achieve the greatest result at the lowest energy cost. This is due to such abilities as: do your business on time, use rational means to achieve the goal, feel the situation, experience a sense of joy, self-confidence, satisfaction, not lose heart, not give up in the face of difficulties, take care of health and so on.

If you have any difficulties or problems - you can contact a certified specialist who will definitely help!

Introduction.

The problem of the activity approach, the structure of activity, its varieties and influence on various spheres of human life was dealt with by such authors as S.L. Rubinshtein (55,56,57), A.N. Leontiev (33), K.A. Albukhanova-Slavskaya (1.2), E.M. Borisova (11), E.A. Klimov (22,23,24), L.A. Korostyleva (29), I.Yu. Kulagina, V.N. Kolyutsky (31), N.A. Lavrova (32), A.K. Markova (35.36), R.S. Nemov (40), N.S. Pryazhnikov (52), O.N. Rodina (53), N.V. Samoukina (59), S.V. Slavnov (62), H. Heckhausen (69), A.E. Chirikova (74), P.A. Shavir (75) and others.

The following authors worked on the study of self-esteem, its components, as well as the impact on the life of an individual: B.G. Ananiev (3.4), N.E. Ankudinova (5), R. Burns (7.8), L.I. Bozhovich (9), Yu.A. Borisov, I.A. Kudryavtsev (10), N.A. Gulyanova (16), W. James (17), F. Zimbardo (20), V. Quinn (21), I.S. Kon (26.27), L.N. Korneeva (28), R. Meili (37), I.N. Mikheeva (39), V.V. Ovsyannikova (43), S.L. Rubinshtein (55,56,57), E.T. Sokolova, V.V. Stolin (64.66), A.G. Spirkin (65), P.R. Chamata (70), I.I. Chesnokova (71,72,73), N.E. Shafazhinskaya (76), T. Shibutani (77) and others..

But the aspect of the influence of self-esteem on the success of professional activity is poorly covered, as a result of which we decided to turn to this problem in our study, since it seems to us the most interesting and, having revealed the essence of this issue, we will be able to apply the result in the practice of a psychologist. In addition, a feature of our study is that we conducted it on a sample of 5th year students of the Moscow State Pedagogical University. M.A. Sholokhov, taking as a criterion for the success of professional activity (in our case, educational activity, as quasi-professional) students' grades for 4th and 5th courses, since they are the most indicative for future professional activity. As methods for studying self-esteem, we selected two of them: the method of S.A. Budassi and the Dembo method - S.L. Rubinshtein, this will be reflected in more detail in the course of our study.

The object of this study is professional activity.

The subject of the research is the influence of self-assessment on the success of professional activity.

Hypothesis: with adequate or high self-esteem, professional activity will be successful.

The purpose of this work is to trace the relationship between the level of self-esteem and the success of professional activity.

1) to conduct a theoretical and methodological analysis of the literature on the problem of the influence of self-esteem on the success of professional activity;

2) plan and organize the experimental design;

3) identify groups of successful and unsuccessful participants in the empirical research in their professional activities;

4) discuss the results of empirical and theoretical-empirical research;

5) summarize the results obtained and formulate the main conclusions.

Chapter 1. Theoretical study of the influence of self-esteem on the level of success of professional activity.

1.1. Approach to the concept of activity in psychology.

In the psychological dictionary, a description of the concept of activity is given: “Activity is active interaction with the surrounding reality, during which the living being acts as a subject, purposefully influencing the object and thus satisfying its needs” (47, p. 95); This " specific kind human activity, aimed at the knowledge and creative transformation of the surrounding world, including himself and the conditions of his existence (40, p. 147) "... due to the social nature human activity it is from instinctive, which was in animals - it becomes conscious "(S.L. Rubinshtein, 57, p. 465).

Activity theory - a system of methodological and theoretical principles for the study of mental phenomena. The main subject of research is activity that mediates all mental processes (91). This approach began to take shape in Russian psychology in the 1920s. 20th century In the 1930s. two interpretations of the activity approach in psychology were proposed - S.L. Rubinshtein (1889-1960), who formulated the principle of the unity of consciousness and activity - one of the basic principles of the activity approach in psychology, in its context, activity and consciousness are not considered as two forms of manifestation of which - then one, differing by means of empirical analysis, but as two instances that form an indissoluble unity; and A.N. Leontiev (1903-1979), who, together with other representatives of the Kharkov psychological school(an informal organization of psychologists who worked in the 30s in the scientific institutions of Kharkov on the development of the ideas of L.S. Vygotsky and on the formulation on this basis of the foundations of the activity approach in psychology. To this school belonged: A.N. Leontiev, A. R. Luria, P. I. Zinchenko, A. V. Zaporozhets, P. Ya.

The theory of activity developed by S.L. Rubinshtein is the implementation of the activity approach to analysis psychological phenomena. The subject of analysis here is the psyche through the disclosure of its essential objective connections and mediations, in particular through activity. In deciding the question of the relationship between external practical activity and consciousness, he proceeded from the position that one cannot consider "internal" mental activity as being formed as a result of the curtailment of "external" practical activity. In his formulation of the principle of mental determinism, external causes act through internal conditions. With this interpretation, activity and consciousness are considered not as two forms of manifestation of something unified, differing in the means of empirical analysis, but as two instances that form an indissoluble unity (92).

In the theory of activity A.N. Leontiev, activity is considered here as the subject of analysis. Since the psyche itself cannot be separated from the moments of activity that generate and mediate it, the psyche itself is a form of objective activity. When deciding on the relationship between external practical activity and consciousness, the position is taken that the internal plan of consciousness is formed in the process of curtailing initially practical actions. With this interpretation, consciousness and activity are distinguished as an image and the process of its formation, while the image is an "accumulated movement", collapsed actions. This postulate has been implemented in many studies (82).

The most important feature of the concept of A.N. Leontiev is that in it the structure of activity and the structure of consciousness are mutually transitional concepts, bound friend with a friend within the framework of one integral system: "Functionally, their connections are mutual - activity is both "controlled by consciousness", and at the same time, in a certain sense, it controls it."

A.N. Leontiev said that S.L. Rubinstein developed the idea that the mental and physical are one and the same, namely, reflex reflective activity, but considered in different ways and that her psychological study is a continuation of her physiological study. Leontiev, on the other hand, believed that research was moving from psychology to physiology (33). The differences between the two variants of the activity approach are clearly formulated in the 1940s and 1950s. and affect mainly two areas of problems (47):

1) The problem of the subject of psychological science. From the point of view of S. L. Rubinshtein, psychology should not study the activity of the subject as such, but "the psyche and only the psyche", though through the disclosure of its essential objective connections and mediations, including through the study of activity. A.N. Leontiev, on the contrary, believed that activity should inevitably be included in the subject of psychology, since the psyche is inseparable from the elements of activity that generate and mediate it, moreover: it is itself a form of objective activity (according to P.Ya. Galperin, orienting activity) .

2) The disputes concerned the relationship between the actual external practical activity and consciousness. According to S.L. Rubinshtein, one cannot speak of the formation of an "internal" mental activity from the "external" practical through internalization: before any internalization, the internal (mental) plan is already present. A.N.Leontiev, on the other hand, believed that the inner plan of consciousness is formed precisely in the process of interiorization of initially practical actions that connect a person with the world of human objects. At the same time, he argued that S.L. Rubinshtein, in solving the problem of the unity of consciousness and activity, did not go beyond the dichotomy criticized by him: consciousness is still considered not in an “activity key”, but as “experiences”, “phenomena ", as "internal", and activity appears as something fundamentally "external", and then the unity of consciousness and activity appears only as something postulated, but not proved. A.N. Leontiev proposed his own version of the "removal" of this dichotomy: the real opposite is the opposite between the image and the process (the latter can exist both in external and in internal forms). The image and the process are in unity, but the leading process in this unity is the process that connects the image with the reflected reality (for example, generalizations are formed in the process of real practical "transfer" of one mode of action to other conditions, 47).

In our study, we are guided by the theory of activity developed by A.N. Leontiev.

1.2. Activity structure

In the theory of activity A.N. Leontiev proposed a structural structure of activity, which involves the allocation of the actual activity, actions, operations.

Among the components of activity are (93):

Motives that induce the subject to activity;
- goals as the predicted results of this activity, achieved through actions;
- operations with the help of which the activity is implemented depending on the conditions of this implementation
Actions - the process of interaction with any object, which is characterized by the fact that it achieves a predetermined goal.

S. L. Rubinshtein (57, p. 465) wrote that an action performed by a person is not a completely isolated act: "it is included in a larger whole of the activity of a given person and can be understood only in connection with it."

The following components of the action can be distinguished:
- decision-making;
- implementation;
- control and correction.
At the same time, in making a decision, the image of the situation, the mode of action, the integral and differential programs are linked. Implementation and control are carried out cyclically. In each of them, both learned and individually developed means and tools are used.

Action types:

managerial, executive, utilitarian-adaptive, perceptual, mnemonic, mental, communicative.
Operation (93) (lat. operatio - action) - the executive unit of human activity, correlated with the task and the subject conditions for its implementation. The operations by which a person achieves his goals are the result of mastering socially developed methods of action. First of all, congenital or early formed perceptual, mnemonic and intellectual acts were considered as operations.
This or that activity can begin to play a decisive role in the psychological neoplasms that arise in the course of a person's ontogenetic development. This activity has been labeled "leading activity".
Leading activity is an activity, during the implementation of which the emergence and formation of the main psychological neoplasms of a person at one stage or another of his development occurs and the foundations are laid for the transition to a new leading activity (93).

Types: direct communication of the infant with adults; object-manipulative activity in early childhood; story role-playing game preschool age; educational activities of schoolchildren; professional and educational activities of youth (31).

A.N.Leontiev (31) singled out 3 signs of leading activity:

1) within the framework of the leading activity, new types of activity arise and differentiate (for example, the child begins to learn by playing)

2) in the leading activity, individual mental functions are formed and rebuilt (in the game, for example, creative imagination appears)

3) the personality changes observed at this time depend on it (in the same game, the child learns the norms of behavior of adults, the relationships that he produces in a game situation, ethical ideas are formed in him - the development of moral consciousness begins).

Schematically, the structure of activity can be represented as follows (31):

P (need) - activity - M (motive, subject of need)

d (action) - C (goal)

y (conditions for achieving the goal) - OP (operation - a special side of the action)

As studies by Russian psychologists (A.N. Leontiev, S.L. Rubinshtein, etc.) have shown, the course and development of various mental processes essentially depend on the content and structure of the activity, on its motives, goals and means of implementation.

In the course of historical development, the content and technical means human activity, which determines the formation of his consciousness.

The professional sphere is one of the main spheres of human life, many authors note it as the leading area of ​​personal self-realization: K.A. Albukhanova-Slavskaya (1), L.A. Korostyleva (29), A.K. Markova (36), N.S. Pryazhnikov (52); L. Ross, A. Nisbett (54); L.A. Rudkevich, E.F. Rybalko (58), O.S. Sovetova (63).

1.3. Professional activity and prerequisites for its success.

Professional activity occupies a special place among the diverse types of social activity of an individual. A person, as a subject of activity, devotes most of his life to a professional type of labor, as the main direction in the formation of human essence.

N.V. Samoukina (59) gives a description of the structure of professional activity:

The term "profession" comes from Latin and French and has approximately the following meaning: speak publicly, declare, force.

The profession is understood as a community, as an area of ​​application of forces, as an activity and an area of ​​manifestation of the personality (24). A professional can transform his professional activity by introducing creative elements into it, expanding the scope of his efforts, inventing new means and methods of work.

A profession as a labor activity has its own structure. N.V. Samoukina describes it thus (59):

Set goals, ideas about the result of labor;

A given subject (source material is not necessarily a thing, but also a situation of uncertainty, any system, for example, social, symbolic, artistic and aesthetic, etc.);

The system of means of labor (depending on the subject, they differ significantly from each other);

The system of professional duties (specified labor functions);

Rights system;

Working environment, subject and social working conditions.

I.Yu.Kulagina, V.N.Koliutsky (30) write that self-determination, both professional and personal, becomes the central neoplasm of early youth.

Personal changes that occur in the course of professional activity lead to the formation of a person as a subject of activity. E.F. Zeer (18) under the professional development of the subject understands the movement of the personality in the course of professional labor. The professional development of the subject is deployed in time and covers the period from the beginning of the formation of professional intentions to the finish line, which ends active professional activity.

E.A. Klimov offers a possible grouping of the phases of a professional’s life path, highlighting the following phases: option, adept, adaptation, internal, mastery, authority, mentoring (24).

Phases of professional development:

1) Optant or option phase. In this period, a person faces the problem of choosing a profession or a forced change of profession and makes his choice. This problem can arise before teenagers, and future high school graduates, and professionals. This phase ends with the formation of a realistic idea of ​​the world of work and one's place in it, the emergence of a professional plan.

2) Adept phase or vocational training. In the course of many years of professional training, the subject of educational and professional activity undergoes significant changes in self-awareness, in direction, awareness, skill.

3) Adaptation phase young specialist to work. There are differences in the social, activity standards of the educational institution and the production team. In this regard, a specialist must understand, feel the new norms that regulate his behavior, lifestyle, manners, appearance, master the "technological" subtleties of the profession and must learn to comply with these norms. The professional must adapt to the job.

4) Internal phase. On the this stage development, a professional acquires significant professional experience, has a professional orientation, is able to independently perform the main professional features at this job post. A professional at this stage of his development is characterized by the "entry into the profession" that has taken place.

5) Mastery phase. This phase includes the characteristics of the following phases: authority, mentoring. The subject of activity is able to solve the most complex professional tasks. The master differs from others in special qualities, skills or universalism, broad orientation in his professional field. He has developed an individual style of activity, consistently receives good results.

6) Phase of authority. A professional is a master of his craft. Professional activity is characterized by high success. Despite his biological age, he successfully solves professional and production tasks, relying on a high level of professionalism, skill, and organizational skills.

7) Mentoring phase. An authoritative master of his craft in every profession has like-minded people, students who adopt his experience and follow him. The life of a professional, despite his biological age, has a certain perspective, meaning in connection with the transfer of experience to young professionals, tracking their progress, and being involved in their affairs to the extent possible.

The phase structure identified by the scientist in the professional development of the subject allows a more differentiated presentation of the life path of a professional as a certain kind of integrity.

N.V. Samoukina (59) says that at all stages of a person’s development as a professional, he acts under the conditions of two groups of factors: objective and subjective, and theoretically it is necessary that the system of objective professional requirements be in line, mutually consistent with the subjective characteristics and capabilities of a person -professional.

Objective factors are the requirements, norms and restrictions put forward by the profession to his work and the presence of certain properties and features (professional knowledge, skills, professionally significant qualities).

Subjective factors are the inclinations and abilities of a given employee, individual psychological properties and characteristics, his motivation and level of claims, as well as self-esteem, which interests us most in this study.

B.M. Teplov said that the success of professional activity depends on the individual abilities of a person, describing them in this way (67, p. 9-20): “Ability can only be called such individually - psychological characteristics that are related to the success of performing one or another activity. However, , not individual abilities as such directly determine the possibility successful implementation some activity, but only a peculiar combination of these abilities that characterizes a given person, "but he made a reservation:" one of the most important features of the human psyche is the possibility of an extremely wide compensation of some properties by others, as a result of which the relative weakness of any one ability is not at all excludes the possibility of successfully performing even such an activity that is most closely related to this ability. The missing ability can be compensated within a very wide range by others, highly developed in this person... It is not success in the performance of activities that depends on giftedness, but only the possibility of achieving this success. Even limiting ourselves to the psychological side of the issue, we must say that the successful performance of any activity requires not only giftedness, that is, the presence of an appropriate combination of abilities, but also the possession of the necessary skills and abilities. Giftedness is not the only factor determining the choice of activity, just as it is not the only factor determining the success of the activity.

Each person also has his own, individual style of professional activity, which affects its success or failure. E.A Klimov (22, p.74-77) believes that an individual style should be understood as the whole system of distinctive features of a given person’s activity, due to the characteristics of his personality: a person resorts in order to best balance his (typologically determined) individuality with the objective, external conditions of activity ... Among the features of this kind that make up the core individual style, there are always two categories of them: features that favor success in a given environment ("A"), and features that oppose success ("B"). At the same time, the purely functional nature of this division should be emphasized, i.e., the same feature of activity may be in one case in the category "A", in the other - in the category "B", depending on the nature of the objective requirements. The preference for monotonous unhurried movements for inert ones will be in category “A”, for example, when manually polishing a product, and in category “B”, if the task is to urgently and often change the nature of movements, for example, when maintaining balance on an unstable support ... Formation of an individual style promotes the individual to ever higher levels of activity, and therefore contributes to the reasonable implementation of the principle "from each according to his ability."

Presenting us the very term of success in professional activity, N.V. Samoukina speaks about it in the following way, which is quite consistent with our understanding, in a way: "Success in professional activity is manifested primarily in the achievement by an employee of a significant goal and overcoming or transforming the conditions that impede the achievement of this goal" (59, p. 221).

ON THE. Lavrova (32), analyzing the influence of personal characteristics on the success of professional activity in the “person-to-person” system, showed in her study that the requirements put forward by the authors as determining for successful professional activity are more than diverse. She revealed that the subject of labor activity as a person is characterized by a certain specific set of stability of personal formations, which includes: motives, attitudes, a hierarchical system of existing subjective relations, orientation, ways of behavior and response, characterological features and other structures that determine the originality of his individual psychological manifestations in professional activity.

We accept the statements of all the above authors on this topic, as they do not contradict each other, but rather complement each other, contributing to a better understanding of the factors on which success in professional activity may depend.

Thus, it becomes clear that success in professional activity can be caused by various reasons. But in more detail we will dwell on the self-esteem of a person, since it is it that is the most significant for our study.

1.4. Self-consciousness of the individual.

In this chapter, we will try to highlight the views of various researchers on the issue of the emergence of self-consciousness, the stages of its development and its components, since without disclosing this issue, the description of self-esteem, which is its component, would be incomplete.

The formation of a person as a subject of activity is inextricably linked with the development of self-consciousness. In the implementation of various types of activity of the subject, including his activities, communication, behavior, a significant role belongs to self-consciousness. In the process of practical activity, a person as a subject (a person at his characteristic highest level of activity, integrity, autonomy (13)), is characterized by a set of activities and a measure of their productivity, transforms the social world, as well as himself. By changing the world, a person understands both it and himself more deeply as a subject of activity (a person who has certain rights, duties and performs certain roles and functions (4)).

The psychological dictionary defines self-consciousness as a conscious attitude of a person to his needs and abilities, drives and motives of behavior, experiences and thoughts, which is also expressed in the emotional and semantic assessment of his subjective capabilities, which act as the basis for appropriate actions and deeds (47).

Self-consciousness is based on the ability of a person to distinguish himself from his own life activity, which arises in communication during the formation of the primary ways of human life activity. Attitude towards one's being, mediated by joint (in communication carried out) activities, contributes to the formation of a certain idea of ​​oneself as capable of socially significant deeds and actions. Self-image (the subjective image of one's self) is formed under the influence of the evaluative attitude of other people when correlating the motives, goals and results of one's actions and actions with the canons and social norms socially accepted behavior. "I-image" is an indispensable condition for every act of goal-setting. The idea of ​​the goal and the ways to achieve it is at the same time the idea of ​​one's future actions, of the abilities formed in these actions - of oneself, having already achieved its goal, having changed in one way or another. At the same time, a person can both overestimate and underestimate his capabilities; in the first case, he refers himself to those who have the necessary and prestigious abilities, in the second - to those who do not have these abilities (47).

S.L. Rubinshtein writes that the problem of psychological study of personality ends with the disclosure of its self-consciousness (57). He believed that the development of self-consciousness goes through a series of stages: from naive ignorance of oneself to more and more in-depth self-knowledge, then combined with more and more definite and sometimes sharply fluctuating self-esteem. S.L. Rubinstein made a judgment (55) about the three-component structure of self-consciousness: the experienced attitude towards oneself, the attitude towards another person, and the perceived (or expected) attitude of the other.

Self-consciousness belongs to the integral subject and serves him to organize his own activities, his relationship with others and his communication with them.
Self-consciousness in human mental activity acts as a complex process of mediated knowledge of oneself, deployed in time, associated with the movement from single, situational images through the integration of such situational images into a holistic formation - the concept of one's own "I".
The formation of the relationship of the emerging person to himself is the latest in comparison with other properties. In all types of activity and behavior, these relations follow the attitude to the situation, the object and means of activity, to other people. Only after passing through many objects of relations does consciousness itself become an object of self-consciousness. It requires the accumulation of experience of many similar awareness of oneself as a subject of behavior in order for relations to oneself to turn into a property called reflexivity. However, it is these properties that complete the structure of the personality and ensure its integrity. They are most closely related to the goals of life and activity, value orientations, attitudes; performing the function of self-knowledge, self-control, self-regulation and self-organization of the personality (85).

Self-knowledge is a complex multi-level process, individually deployed in time. Very conditionally, 2 stages can be distinguished: the knowledge of one's own characteristics through the knowledge of the characteristics of another, comparison and differentiation; at the 2nd stage, introspection is connected (85).

According to its object (what is realized), self-consciousness is understood as a process aimed at realizing oneself as a subject of consciousness, communication and action (A.G. Spirkin), one’s relationship to the outside world, other people, to oneself (P.R. Chamat), his personality as a physical, spiritual and social being (N.E. Ankudinova); awareness of oneself as a being who is aware of the world and changes it, as a subject, an actor in the process of his activity - practical and theoretical, including the subject of the activity of awareness (S.L. Rubinshtein).

I.I. Chesnokova considers self-consciousness as complex (72) psychological process, which consists in the perception by a person of diverse "images" of himself in various situations of activity and in the combination of these images into a single holistic formation - into a representation, and then into the concept of one's own Self. The process of self-knowledge is closely connected with a variety of experiences, which are further generalized into emotional - value attitude of the individual to himself. The generalized results of self-knowledge and emotional-value attitude are fixed in the corresponding self-assessment, which becomes the regulator of the individual's behavior. Thus, I.I. Chesnokova considers self-consciousness as a unity of three aspects: self-knowledge, emotional and value attitude towards oneself and self-regulation of behavior. Self-consciousness is a dynamic formation of the psyche, is in constant motion not only in ontogenesis, but also in constant functioning.

The sides of the internal structure of consciousness and self-consciousness are knowledge and attitude.

Self-consciousness is a reflective reflection of oneself. Reflection acts as psychological mechanism self-awareness. V.N. Koziev (25) defines reflection as the ability to move into a certain position and consider another person or one's own personality from the point of view of this position.

Self-consciousness accompanies any processes of consciousness in a specific form of awareness, the relation of the act of awareness to my "I" (71).

L.D. Oleinik (44) distinguishes the following stages in the development of self-consciousness: laying the foundations of self-consciousness (from birth to 2–3 years); the formation of personality and the formation of the subject of consciousness and self-consciousness at a specific level (from 3 to 10 - 12 years); further development of the personality and the formation of self-awareness at the abstract - logical level (from 12 to 18 - 20 years old); stage of mature self-awareness (from 20 years onwards).

The basis for the allocation of stages in I.I. Chesnokova (73) are crises in personality development. She conventionally distinguishes the following stages: from one year to 3 years; from 3 to 7; from 7 to 12; from 12 to 14; from 14 to 18. In her opinion, the process of development of self-consciousness does not end with the last above-mentioned age period, but continues to develop further, possibly throughout life. The ontogeny of self-consciousness is considered by Chesnokova I.I. as a mental process unfolding in time, consisting of three increasingly complex forms: self-knowledge, emotional-value attitude and self-regulation. If at the first stages of a child's development all these three spheres of self-consciousness seem to be merged, then over time each of these forms of self-consciousness becomes relatively independent. It should be noted that the stages of self-consciousness, considered by I.I. Chesnokova is closer to our understanding, because of its correlation with age-related crises.

The structure of a person's self-awareness is a complementary combination of three substructures: cognitive, affective and behavioral (38, 36).

The cognitive substructure includes self-awareness in the system of activity, in the system of interpersonal relations determined by this activity, and in the system of his personal development. Gradually, on the basis of self-image in certain situations, on the basis of the opinion of colleagues, a stable self is formed - a concept that gives him a sense of professional confidence or insecurity.

In an affective-evaluative attitude towards oneself, one distinguishes between an assessment of one's current capabilities (actual self-esteem), yesterday's (retrospective self-esteem) and future achievements (potential or ideal self-esteem), as well as an assessment of what others think about him (reflexive self-esteem). According to A.K. Markova, if the actual assessment is higher than the retrospective one, and the ideal one is higher than the actual one, this indicates the growth of professional self-awareness.

And, finally, the third component of professional self-consciousness - behavioral - means the ability to act on the basis of knowledge about oneself and attitude towards oneself.

A.G. Spirkin, analyzing the features of self-consciousness and self-esteem, actually identifies these phenomena: “... the very essence of consciousness is expressed in a person’s assessment of his actions and their results, thoughts, feelings, moral character and interests, ideals and motives of behavior, in a holistic assessment of oneself and one's place in life” (65, p.148-149).

The main functions of self-consciousness are "the development and improvement of one's personality in accordance with the social and moral requirements of society and the conscious use of the mental laws of one's personality for the most successful conversion nature and society "(51, p.166).

The above overview various points view on the question of the emergence of self-consciousness in ontogeny, the stages of its development, shows that there are disagreements on these issues. We will adhere to the three-component structure of self-consciousness, like most psychologists who consider self-consciousness as a unity of three sides: self-knowledge, emotional-value attitude towards oneself, and self-regulation.

Man's knowledge of himself is diverse in its composition. Reflection, or self-reflection, acts as a psychological mechanism of self-consciousness. As a result of self-reflection, a concept of oneself arises, or I - a concept (a dynamic system of an individual's ideas about himself, which is formed in the process of including a person in various social communities, groups, active participation in various types activities).

The development of self-consciousness is characterized by stages, that is, division into time periods, within which quantitative signs accumulate, which gradually or abruptly lead to qualitative new formations in self-consciousness. Each side of self-consciousness is determined by the way of life, leading activities and communication, as well as the level of development of the individual's psyche.

Based on the above understanding of self-consciousness, which reveals its substantive aspect, we can single out the following: a person as a social being is aware of himself as a member of society, a group: age, gender, professional, family, and so on, his social status, roles, social ties with other people. The object of self-consciousness is the personality itself, as a cognizing subject, which is aware of its personal characteristics: orientation and relationships, mental states, processes, properties, character, abilities; manifestations of one's own activity: actions, relationships with the outside world; is aware of itself as a subject of knowledge, communication and labor. He is aware of his individual properties: features of appearance, functions of his body, features of somatic organization, and so on.

Now we turn to the analysis of I - the concept - the content side of self-consciousness.

1.4.1. I am a concept.

W. James owns the first concept of personal I, considered in the context of self-knowledge. From his point of view, the global, personal I is a dual formation, consisting of two components - I - conscious and I - as an object. These two sides of self-consciousness always exist simultaneously. The composition of the I - as an object includes: the material I (clothes, home, family), the physical I (the body), the social I (the public recognition of a person, his reputation), the spiritual I (the "thinking" subject himself). James considers the acting I as the subject of thought, but when characterizing the empirical I goes beyond consciousness (17).

Scientists distinguish various aspects in the study of "I". R. Meili (37) identifies three aspects in the study of "I":

1) Centralization of the majority mental functions and phenomena. A person feels himself the subject of his actions, his perception, thoughts, feelings and reflects his identity and inseparability from what he was before.

2) A set of objects that define the "content of the Self" or its field.

3) "Protection mechanisms". In a more general sense, they are understood as a set of non-biological urges aimed at protecting, as well as strengthening a sense of one's strength and value.

I.S. Kohn (27) highlights the following aspects of the "I" problem:

1) "I" - identity (self). Man at change environment retains some identity while maintaining and reproducing its own structure.

2) "Ego" - (subjectivity). This idea is associated with the subjectivity of consciousness, the concept of an actor, an observer, which was called the I. When studying this aspect, the attention of researchers is directed to the processes and mechanisms of conscious self-regulation of behavior.

3) The image of I. When studying I-images, specific processes and mechanisms of self-consciousness are considered, the degree of adequacy of self-assessments, structural components I-images and the dynamics of their change, the role and significance of self-consciousness in the overall balance of mental activity.

The above aspects of the problem of "I" are interrelated and presuppose each other: "The identity of the psyche and behavior of an individual is not possible without some kind of unified regulatory principle that requires self-consciousness. "Ego" as a regulatory mechanism implies the continuity of mental activity and the availability of information about oneself. " The image of the Self "as if completes the identity and subjectivity of the personality and at the same time corrects its behavior" (25, p. 9).

What Meili and Kohn's positions have in common is that they single out the "I" as a subject, active, acting, and also an object "I". Various contents of the "I" become the object of the subject's reflection. Also highlight the aspect of the problem "I" - identity (self). Man reflects his identity, inseparability from what he was before.

In the process of reflection by a person of himself, an I-image is formed. “Along with the “I” as an active, acting and subjective subject,” I.S. Kon emphasizes, “it is necessary to single out the “I” as an object of perception, thinking, that is, an objective, reflective, categorical I, or an image of the I, the concept of I, or I am a concept. I.S. Kohn (26) understands the "image of the Self" as a social setting (setting system) that makes it possible to present its structure not as a random set of components, but as some kind of system of cognitive, emotional, and behavioral features.

The image of I is considered by Chesnokova I.I. (72) in the context of self-awareness of the individual. Self-consciousness acts as a particularly complex process of mediated cognition by a person of himself, deployed in time. The generalized image of the Self is formed in the process of integrating a set of individual, specific images in the course of self-perception, self-observation, self-analysis. It reflects the general, specific and essential features of the subject. The image of I is a certain result of the process of self-knowledge. The generalized image of I is, according to the author, identical to the concept of I. The concept of I affects the worldview, determines the main line of behavior of the individual.

Another approach to understanding the I-image is characteristic of N.I. Nepomniachtchi (41, 42). The image of the Self is considered as a side of value, in which two sides are distinguished: the significance for the subject of certain aspects of reality; self-image or self-image. The author of this approach considers the formation of the image of I as a value, determines the connection of the image of the I of the personality with the orientation, with value orientations, which is the advantage of this approach. The limitation of this approach lies in the fact that the author builds his concept based on research on the mental development of children.

Of great interest is the approach to the study of the image of the Self, developed within the framework of the concept of communication by M.I. Lisina (34), which considers the formation of the image of the Self in the early stages of ontogenesis. The main factors in the formation of self-image are the leading activity characteristic of each age stage. mental development child, and the form of his communication with other people, and these factors are closely interconnected. The components of the structure of the image of the Self as a holistic formation are two components: cognitive (knowledge of oneself) and affective (attitude towards oneself), they are inseparable unity (61). At the initial stages of ontogenesis, the affective side of the attitude towards oneself prevails over the cognitive one; as the development progresses, the affective-cognitive unity of the image of the Self is formed.

A.N. Krylov (30) theoretically considers the image of I as a factor in the development of personality, the image of I is formed as a result of its internalization external relations, primarily communication, and is, according to the author, internalized communication.

Thus, we can conclude that there is a variety in the understanding of the I-image.

In foreign studies, it is not disparate images of the Self that are mainly considered, but a systematic Self-concept. J. Mead (7) believed that the formation of the human I as a holistic mental phenomenon is nothing but the social process of formation of the I - the conscious and the I - as an object that takes place "inside" the individual. The individual is aware of and accepts the ideas that other people have about him. The result of this is the emergence in the mind of the individual "Me" - a generalized assessment of the individual by other people. He considered "Me" to form the attitudes (meanings and values) learned by a person, and "I" is how a person, as a subject of mental activity, perceives that part of his Self, which is represented as "Me". "I" and "Me" form the actual personal I (Self) (quoted: Burns R., 7, pp. 51-52). He considers social environment an important factor in the formation of I - the concept of the individual.

In R. Burns, I - the concept is understood as a set of attitudes "to oneself". There are three components in the attitude: cognitive, emotional-evaluative and behavioral. With regard to the Self-concept, he specifies these elements of the attitude as follows:

1) The image of I is the individual's ideas about himself. It includes role-playing, status, psychological characteristics individual life goals. Some characteristics of the I-image are of greater importance, others less.

2) Self-assessment - an affective assessment of this representation. The I-concept presents not only a statement, a description of traits, but also the whole set of their evaluative characteristics and experiences associated with them.

3) Potential behavioral response, i.e. those specific actions that can be caused by the self-image and self-esteem.

In Burns, I - the concept is presented in the form of a hierarchical structure. Its top is the global I - a concept that includes all sorts of facets of individual self-consciousness. This is a sense of one's own continuity, uniqueness. Based on the fact that the image of the Self and self-esteem form an inseparable unity, and predispose the individual to certain behavior, the author considers the global I - the concept as a set of individual attitudes aimed at themselves. There are three main modalities of self-installation:

1) The real "I" - these are attitudes related to how an individual perceives his actual psychological characteristics, roles, status, that is, ideas about what he really is.

2) Mirror (social) I - these are attitudes associated with the individual's ideas about how other people see him.

3) "Ideal" I - installations associated with the idea of ​​\u200b\u200bwhat he would like to be.

I - the image or I - the concept is an important characteristic of the personality. A person perceives various characteristics of his "I". These perceptions are organized into a more or less objective, coherent, stable holistic image (37).

The meaning of the “I-image” is formed on the basis of correlation of the personality's own properties with the motive of its activity (39). The existence of internal barriers, their confrontation in a real or imaginary act becomes the basis of self-reflection - the main component of the meaning of the Self. Moreover, self-reflection has two main sides: cognitive and emotional. Cognitive manifests itself in the subjective definition own traits, in their self-esteem, emotional - in the formation of emotions and feelings directed at oneself.

So, the structure of the I-concept can be schematically

presented by us as follows:

Having illuminated the issue of self-consciousness and I - the concept, we can move on to the topic that interests us the most - self-esteem.

1.4.2. Self-esteem as a factor of human personality and its origins.

Within the framework of the I - the concept, as the content side of self-consciousness, researchers define self-esteem as an assessment by a person of himself, his capabilities, qualities, and place among other people (46). Petrovsky A.V. claims that "self-esteem is the result ... a kind of projection of the real "I" on the ideal "I" (ibid., p. 411).

“Self-esteem is the value, significance that an individual gives himself as a whole and certain aspects of his personality, activity, behavior (47, p. 343). Self-esteem acts as a relatively stable structural formation, a component of the I-concept, self-knowledge, and as a process of self-evaluation. The basis of self-esteem is the system of personal meanings of the individual, the system of values ​​adopted by him. It is considered as a central personality formation and a central component of the I-concept.

Self-esteem is interpreted as a personal formation that accepts direct involvement in the regulation of human behavior and activity, as an autonomous characteristic of the personality, its central component, which is formed with the active participation of the personality itself and reflects its originality inner peace (81).

T. Shibutani (77, p. 220) speaks of self-esteem as follows: “If a person is an organization of values, then the core of such a functional unity is self-esteem.”

The leading role is given to self-esteem in the framework of the study of the problems of self-consciousness: it is characterized as the core of this process, an indicator of the individual level of its development, its personal aspect, organically included in the process of self-knowledge. Associated with self-esteem evaluation functions self-knowledge, incorporating the emotional and value attitude of the individual to himself, the specificity of his understanding of himself (81).

B.G. Ananiev (3) expressed the opinion that self-esteem is the most complex and multifaceted component of self-consciousness (a complex process of indirect knowledge of oneself, deployed in time, associated with movement from single, situational images through the integration of such situational images into a holistic education - the concept of one's own I (85)), which is a direct expression of the evaluation of other persons involved in the development of personality.

Self-esteem is also considered as an element of self-attitude, along with self-respect, self-sympathy, self-acceptance, etc. (48). So I.S. Kohn (26) speaks of self-respect, defining it as the final dimension of the "I", expressing the degree of acceptance or rejection by the individual of himself.

A.N.Leontiev proposes to comprehend self-esteem through the category of "feeling" as a stable emotional attitude that has "a pronounced objective character, which is the result of a specific generalization of emotions" (33, p.304).

M.I. Kovel (Self-esteem as the basis of self-regulation and intrinsic motivation) states that self-esteem is the basis of intrinsic motivation and is closely related to the process of cognition (84).

To understand the difference between self-esteem and introspection, let us quote Yu.B. Gippenreiter (14), which shows the difference, in the words of the world famous storyteller, G.Kh. Andersen from the fairy tale “The Ugly Duckling”: “Remember that exciting moment when the duckling, having become a young swan, swam up to the royal birds and said: “Kill me!”, Still feeling like an ugly and miserable creature. He would be able to change this self-esteem due to one "introspection", if the admiring relatives would not bow their heads before him.

The structure of self-esteem is represented by two components - cognitive and emotional. The first reflects a person's knowledge of himself, the second - his attitude towards himself as a measure of self-satisfaction (81).

In the activity of self-assessment, these components function in an inseparable unity: neither one nor the other can be presented in a pure form /I.I.Chesnokova/. Knowledge about oneself, acquired by the subject in a social context, is inevitably overgrown with emotions, the strength and intensity of which is determined by the significance of the content being assessed for the individual (81).
The basis of the cognitive component of self-esteem is the operation of comparing oneself with other people, comparing one's qualities with the developed standards, fixing the possible mismatch of these values ​​/L.I.Korneeva/. E.I. Suverov (MOSU) (81).

Self-esteem is characterized by the following parameters:

1) level - high, medium, low

2) correlation with real success - adequate and inadequate

3) structural features - conflict and conflict-free

According to the nature of temporal reference, prognostic, actual and retrospective self-assessment are distinguished.

The psychological dictionary says: “The self-esteem of a developed individual forms a complex system that determines the nature of the individual’s self-relationship and includes general self-esteem, reflecting the level of self-esteem, holistic acceptance or non-acceptance of oneself, and partial, private self-esteem, characterizing the attitude to certain aspects of one’s personality, actions, success certain types activities. Self-esteem can be of different levels of awareness” (47, p. 343).

Analysis of self-assessment as a self-assessment of activity made it possible to identify several of its functions: prognostic (consisting in the regulation of personality activity at the very initial stage of activity); corrective (aimed at control and implementation of necessary adjustments); retrospective (used by the subject at the final stage of the activity to summarize, correlate the goals, methods and means of performing the activity with its results (76)).

Let's analyze self-assessment using the concepts of activity categories - result, means, operations:

1) As a result of self-assessment, researchers single out the following characteristics: as a result of self-assessment, the individual learns whether the performance exceeds the standard, equals it or does not reach it (69); a person checks himself against the standard and, depending on the results of the check, is satisfied or dissatisfied with himself (45); a statement by the personality of the qualitative, meaningful features of one's self, one's physical strengths, mental abilities, actions, one's attitude towards others and oneself (76); self-esteem is of two kinds: self-satisfaction and dissatisfaction with oneself (17); self-esteem answers the question: "not what I have, but what it costs, what it means" (8, p. 99).

Thus, the result of self-assessment is either a statement of certain qualities, or the result of comparing these qualities with some standard, or the result of some emotional-sensory attitude.

2) For the study of self-esteem issues, research on self-assessment tools is also of great importance.

The following parameters are used as means or standards of self-assessment: value orientations and ideals of personality (A.V. Petrovsky), worldview (S.L. Rubinshtein), level of claims (L.I. Bozhovich, H. Hekhauzen and others), "I" - concept (E.T. .V. Stolin), the requirements imposed by the team (E.I. Savonko).

So, two types of self-assessment tools can function: cognitive (I am a concept or its individual aspects) and affective (values, ideals, level of claims, requirements). Summing up this point, we can conclude that almost any phenomenon of a person's existence (including self-esteem itself) can be self-evaluated by him, that is, the meaningful field of self-esteem is infinite.

3) The following operations are distinguished in self-assessment: self-knowledge as the construction of the image "I am real" (12), comparison of the assessed quality with the standard (76), causal attribution of the comparison result (76); reaction (attitude, self-acceptance) to the achieved result (17). The causal attribution of the result is considered as an additional procedure that can be applied both to the result of comparison and to the result of self-attitude, if they do not satisfy the self-evaluator in some way. Then it turns out that in self-esteem there are only two types of fundamental operations: comparison and self-relation, which, placed in different contexts, acquire different sound(for example, the projection of "I - real" to "I - ideal" is based on comparison, A.V. Petrovsky), self-criticism. As its basis, self-attitude has self-acceptance (L.V. Borozdina), self-satisfaction and dissatisfaction with oneself (7).

Self-esteem is dominant, and its expression is the level of claims, concludes L.V. Borozdin (12). That is, the level of claims is considered a manifestation of self-esteem in the action of the individual. A similar problem arises in distinguishing between the concepts of self-esteem and achievement motivation. For example, H. Heckhausen argues that "the achievement motive acts as a self-assessment system" (69).

According to E.A. Serebryakova (60), ideas about one’s own capabilities make the subject unstable in choosing goals: his claims rise sharply after success and fall just as sharply after failure.

The level of claims - characterizes: 1) the level of difficulty, the achievement of which is the common goal of a series of future actions (ideal goal); 2) the choice by the subject of the goal of the next action, which is formed as a result of experiencing the success or failure of a number of past actions (the level of claims at the moment); 3) the desired level of self-esteem of the individual (I level). The desire to increase self-esteem in conditions when a person is free to choose the degree of difficulty of the next action leads to a conflict of two tendencies - the tendency to increase claims in order to achieve maximum success, and the tendency to lower them in order to avoid failure. The experience of success (or failure) that arises as a result of achieving (or not achieving) the level of claims entails a shift in the level of claims to the area of ​​more difficult (or easier) tasks. A decrease in the difficulty of a chosen goal after success or an increase in difficulty after failure (an atypical change in the level of aspiration) indicates an unrealistic level of aspiration or inadequate self-esteem (94).

W. James put forward his postulate regarding self-esteem (8, p. 162):

"Self-esteem is directly proportional to success and inversely proportional to the claims, that is, the potential successes that the individual intended to achieve", in the form of a formula, this can be represented as follows:

Self-esteem = claims / opportunities.

The origins of the ability to evaluate oneself are laid in early childhood, and its development and improvement occurs throughout a person's life (81).

According to R. Burns, many psychologists believe that the structure of personality and the foundations of self-esteem are formed in the first five years of a person's life (8).

Usually, the opinion about ourselves is based on the attitude of other people towards us (21). There are several sources of self-esteem formation that change the weight of significance at different stages of personality development: assessment of other people; circle of significant others or reference group; actual comparison with others; - comparison of real and ideal I (86).

Self-esteem is also formed on the basis of an assessment of the results of one's own activity, as well as on the basis of the ratio of real and ideal ideas about oneself (47).

Low self-esteem can be due to many reasons: it can be adopted in childhood from your parents who have not dealt with their personal problems; it can develop in a child due to poor school performance; due to peer ridicule or excessive criticism from adults; personality problems, inability to behave in certain situations also form in a person an unflattering opinion of himself (68).

Sanford and Donovan, confirming what C.T. Falcan said, say that the assessment came from outside - from parents "who made comments to you, said that you were bad, peers who made fun of your red hair, your nose or the fact that you couldn't do math fast... No one can acquire low self-esteem isolated,” Sanford points out, “and none of us can change it alone...” (86).

R. Burns similarly speaks about this: “If parents, who act as a social mirror for a child, show love, respect and trust in their treatment, the child gets used to treating himself as a person worthy of these feelings” (8, p. 157).

Scott was the first to single out the type of family situation that forms a positive self-concept in a child (8). After examining 1800 teenagers, he found that those who have an atmosphere at home mutual respect and trust between parents and children, readiness to accept each other, they are more adapted in life, independent, they have higher self-esteem. On the contrary, teenagers from families where discord reigns are less adapted.

Virginia N. Quinn speaks on this issue as follows: “Children with low self-esteem are not self-confident, they have a poorly developed sense of dignity. They are more likely to have difficulty communicating with other children, who, in turn, are reluctant to accept them. As a result, children with negative self-concepts often develop behavioral problems that make them less well received by peers, teachers, sports coaches, and other group leaders. And this further “undermines” the self-esteem of such children. There were cases when problems with the “I” - the concept that arose in the first grade, influenced the entire future life of the child ”(21, p. 285).

Thus, high self-esteem develops in children in families characterized by cohesion and solidarity (8). “More positively here is the mother's attitude towards her husband. In the eyes of the child, parents are always successful. He readily follows the patterns of behavior they set, persistently and successfully solves the daily tasks that confront him, as he feels confident in his abilities. He is less prone to stress and anxiety, benevolently and realistically perceives the world around him and himself” (8, pp. 149-150).

Boys with high self-esteem have a higher level of ambition (8). Thus, children with high self-esteem set higher goals for themselves and succeed more often. Conversely, children with low self-esteem are characterized by very modest goals and uncertainty about the possibility of achieving them.

Coopersmith (ibid., p. 150) describes boys with high self-esteem as follows: “... they are independent, independent, sociable, convinced of the success of any task entrusted to them. This self-confidence helps them to stick to their opinion, allows them to defend their views and judgments in controversial situations, makes them receptive to new ideas. Self-confidence, along with a sense of self-worth, gives rise to self-righteousness and courage in expressing beliefs. This attitude and corresponding expectations provide them not only with a more independent status in social relations, but also with a considerable creative potential capacity for vigorous and positive social action. In group discussions, they usually take an active position. By their own admission, they do not experience much difficulty in approaching new people, they are ready to express their opinion, knowing that it will be met with hostility. An important feature of children with high self-esteem is that they are less preoccupied with their internal problems.

“High self-esteem,” says R. Burns, “(8, p. 151) provides a good command of technology social contacts, allows the individual to show his value without applying special efforts. The child acquired in the family the ability to cooperate, the confidence that he is surrounded by love, care and attention. All this creates a solid foundation for social development". We see that the authors are in solidarity in their opinion about the formation of self-esteem in childhood, which, nevertheless, lays the foundation for the entire subsequent life of the individual; for example, I.Yu. Kulagina, V.N. Kolyutsky (31) emphasize that it is extremely difficult to change its level in children with high or low self-esteem.

Coopersmith notes that in order to form positive self-esteem three conditions are necessary: ​​full internal acceptance by the parents of their child, clear and consistent requirements, respect for the individuality of the child within the established restrictions (8).

Chuck T. Folcan (68) says that if a person does what he loves, over time he gains experience and skill that he has the right to be proud of. This is one of the conditions that make up a normal self-esteem. Each person creates for himself the image of the ideal "I". It has qualities that are valuable in the eyes of parents, peers, teachers and people in authority (21). It may vary depending on the environment. If the real qualities correspond to the ideal or approach it, the person will have high self-esteem.

“A sober and objective attitude towards oneself forms the basis of normal self-esteem” (68, p. 485).

Summing up, we can conclude: self-esteem is a component of self-consciousness, has a reflexive nature, includes such elements as: the image of "I am real", "I am ideal", the result of comparing these images and self-relation to the result of comparison. Self-esteem is reflective component self-consciousness, performing a regulatory function; it is the relation of the individual to the results of the comparison of his images of the real and the ideal "I".

1.5. Professional identity.

At the stage of professional development of the subject, there is a further entry into the system of interpersonal relations in this professional community and further development, the formation of all elements of the structure of the subject of activity, including professional self-awareness (23).

Professional self-awareness, according to P.A. Shavira, first appears in adolescence. He interprets it as "a selectively directed activity of self-consciousness, subordinate to the task of professional self-determination. In the most generalized form, it manifests itself in the awareness of oneself as a subject of future independent activity" (75).

S.V. Vaskovskaya (89) interprets professional self-awareness as a special phenomenon of the human psyche, which determines the self-regulation of the personality of their actions in the professional sphere on the basis of knowledge of professional requirements, their professional capabilities and emotional attitude towards themselves as a subject of professional activity. According to A.K. Markova, professional self-consciousness is "a complex of a person's ideas about himself as a professional, it is a holistic image of himself as a professional, a system of attitudes and attitudes towards himself as a professional" (36, p. 308).

Professional self-awareness characterizes a certain level of self-determination of the individual. A professionally self-determined personality is an individual who is aware of his life goals, plans related to self-realization in the professional sphere, professional intentions (what he wants), his personal and physical qualities (what he is as a professional), his capabilities, abilities. , talents (what he can, the limits of his self-improvement), the requirements imposed by the activity, the professional group (89).

As professionalism grows, professional identity changes. It expands by including new signs of a developed profession, which imposes new requirements on a person - a professional; the very criteria for evaluating oneself as a professional are changing. The expansion of professional self-awareness is expressed in an increase in the number of signs of professional activity reflected in the mind of a specialist, in overcoming the stereotypes of the image of a professional, in a holistic vision of oneself in the context of all professional activity (ibid.).

The question of professional self-consciousness is inextricably linked with the problem of self-determination of the individual. So P.A. Shavir (75) believes that the degree of formation of professional self-awareness of a university graduate can serve as an indicator of the success and completeness of his professional self-determination.

According to K. A. Albukhanova-Slavskaya (1), in professional self-awareness, a person presents himself both as an object in a certain socio-professional system and as its subject. This is connected, firstly, with the awareness of the correspondence of one's personal capabilities to professional requirements and tasks, secondly, with reflection, with satisfaction, with the success of one's activity, and thirdly, with social approval.

Based on the foregoing, let's summarize this item: professional self-awareness is an important link in the regulation of both current activities and the professional development of the subject as a whole. We conclude the chapter with the words of E.A. Klimov, a leading specialist in this field: "The images of a person's self-consciousness (along with the images of the surrounding world) are a necessary basis for the expedient regulation, self-regulation of his work activity and interaction with people around him ... A person plans and builds his work activity, taking into account not only external circumstances and probability expected events, but also personal qualities, functional states... Developed self-awareness is one of the conditions for the formation of an optimal individual style ("one's own style") in work, associated with the maximum use of one's strengths and compensation for shortcomings... Images of self-awareness are one of the necessary conditions for finding a person of the most suitable place for him, in particular, in a professional community, as well as the condition for planning and building personal professional plans at the stage of choosing a profession" (23, p. 25).

Having covered the above topics, we now turn to the final topic of our theoretical study - the question of the influence of self-esteem on the success of professional activity.

1.6. The relationship between self-esteem and the success of professional activity

S. L. Rubinshtein writes: "A real person, reflected in his self-consciousness, is aware of himself as "I", as the subject of his activity." He says that a person is primarily determined for us by his attitude to his work, therefore his self-esteem is determined by what he, as a social individual, does for society. It's conscious public attitude to work, according to S.L. Rubinstein, is the core of a person's self-awareness (57, p. 639-640). In our opinion, the words of this great scientist remain unique to this day.

The Internet site http://testonlaine.webservis.ru/test/test3/index.php (88) says that no one appreciates a person with low self-esteem, except for his closest friends: “Uncertainty is a kind of signal for others, since no one does not know a person better than he does, and he signs in advance for his insolvency, thereby showing his insecurity”, which indicates the negative impact of low self-esteem on a person’s life.

On the World Wide Web, on pages dedicated to finding a job, you can find a description of the factors necessary for a successful career (83):

1. Self-esteem: important because it reflects a person's confidence in their professional and personal strength, his self-respect and adequacy to what is happening. Optimal - high self-esteem, self-respect with a sober (realistic) assessment of one's capabilities and abilities. Low self-esteem leads to learned helplessness - a person gives up in advance in front of difficulties and problems, because he is still not capable of anything. Inflated self-esteem is fraught with excessive claims for attention to one's person and rash decisions.

2. Level of claims "self-esteem in action": A high level of claims indicates that a person wants to achieve a lot in life, climb the social or professional ladder, win his place in the sun. He is ready to take risks and take on difficult tasks. A low level of aspirations occurs in people for whom it is more important not to lose what has been achieved, to avoid failure.

3. Locus of control. This is an indicator of human responsibility. People with an external locus of control look for explanations for everything that happens in a combination of circumstances and the actions of other people. The internal locus of control speaks of responsibility for one's actions and the ability to learn from one's own mistakes (sometimes leading to excessive self-blame (83)).

“Self-esteem is an important factor, because it reflects a person's confidence in his professional and personal abilities, his self-esteem and adequacy to what is happening. Optimal - high self-esteem, self-respect with a sober (realistic) assessment of one's capabilities and abilities. Low self-esteem leads to "learned helplessness" - a person gives up in advance in front of difficulties and problems, because he is still not capable of anything. Inflated self-esteem is fraught with excessive claims for attention to one’s person and rash decisions” (83).

Poor self-esteem, Sanford and Donovan say, is at the root of many of the problems women can have, from overeating to alcoholism. "If we don't love ourselves and don't respect ourselves ... we choose jobs that are too easy for our ability and make other mistakes ... which," Sanford notes, "are based on our belief that we deserve it" (87).

Success is always the result of internal rather than external causes (80). That is, everything that can help a person achieve success is in himself. To these internal signs, distinguishing a successful person from an unsuccessful one, are, first of all, three factors: self-esteem, sociability, energy.
1) Self-esteem, as it helps to find your place among the people around you. The lower the self-esteem, the worse the person considers himself compared to the people around him. He expects (and, as a rule, waits, unconsciously provoking others) ridicule, deceit, humiliation from those who communicate with him. Protecting himself, he builds a wall of distrust around him. Such people cannot perceive the world objectively and, therefore, make the right decisions.

“A person, gradually accumulating the experience of failure, begins to feel unfit for this life.

A person whose self-esteem is high, trusts himself and makes deliberate actions. He is able to independently understand the situation and make right choice based on your experience and not on someone else's opinion.

Even a person who values ​​himself more than he deserves is in a better position than a person with low self-esteem.

Self-esteem serves as the basis on which a person builds his relationship with the outside world” (79).

2) Sociability of a person.

“You can be smart and educated, but if a person does not know how to communicate with people, then all knowledge and skills will remain unrealized for the reason that you will not have like-minded people. Building a business and achieving success in it for such a person is an impossible thing ”(ibid.).
3) The energy of a person. Vigor should be understood as the ability of a person to stubbornly spend his strength to achieve the chosen goal.

S.Yu. Kolesnikov (consultant in the field of enterprise management; director of personnel and organizational development of the SBS group of companies) (76) writes: “Confidence in one’s abilities makes a person fight for what he previously considered unbearable for himself, which opens up new opportunities. High self-esteem helps to avoid delays in choosing options for action. Having chosen a strategic direction, successful man walks along it without turning. He is aware that there are other paths leading to his goal, however, confidence in his own strength convinces him that the path he has chosen is at least no worse than other paths, and he will achieve his goal. Healthy ambition and the desire to be the best fuels the manager and the firm he leads to move forward.”

R. Burns (8, p. 151) speaks about high self-esteem: "High self-esteem provides a good command of the technique of social contacts, allows an individual to show his value without making any special efforts."

Much of what a person does or refuses to do depends on the person's level of self-worth. T. Shibutani writes: “Those who do not consider themselves especially talented do not strive for very high goals and do not show disappointment when they fail to do something well ... A person who thinks of himself as worthless, worthless object, is often reluctant to make efforts to improve his lot. On the other hand, those who think highly of themselves often tend to work under a lot of pressure. They consider it beneath their dignity to work insufficiently well” (77, p. 220).

F. Zimbardo (20, p. 282) says: “... what we think about ourselves has a profound impact on our entire life. People who are aware of their own importance, as a rule, spread an aura of satisfaction around them. They are less dependent on the support and approval of others because they have learned to stimulate themselves. Such people, with their enterprise and initiative, make the social mechanism rotate, and accordingly they get the lion's share of the benefits provided by society.

Ekaterina Egorova, chairman of the board of founders of NiccoloM, speaks about politicians' self-assessment in the following way: “A politician, like every person, has an idea of ​​himself. And if a politician is satisfied with himself and has high self-esteem, then he is very confident and motivated to succeed. It is important, of course, that his self-confidence should correspond to his competence in the subject being presented. As a rule, confident politicians are perceived as more persuasive in terms of argumentation” (78).

L.N. Korneeva (28) indicates that the professional activity of a specialist is influenced by the parameter of the height of self-esteem. The height of self-esteem affects the level of goals and the breadth of the subject's professional plans. Adequate self-assessment of a professional determines the degree of discrepancy between the level of his claims and the actual level of performance of activities, the accuracy of setting goals, adequate emotional reaction for different outcomes. Inflated self-esteem contributes to setting goals that do not correspond to the capabilities of a professional: he is focused on success, neglects necessary information, does not develop great efforts to achieve its goals. Low self-esteem leads to passivity, fear of responsibility, to the propensity of a professional to set easy goals and objectives; to the expectation of failure. Inadequate self-esteem does not allow a professional to fully realize their potential in professional activities. In this work, L.N. Korneeva showed the role and functions of self-esteem in the regulation of professional activity, which is very valuable for our study.

VV Ovsyannikova (43) studied self-assessments of professionally significant personal qualities in vocational school students and professionals. She established the following dynamics in the formation of self-assessment of professionally significant qualities: from overestimated among beginners and first-year students to more and more realistic among third-year students. She found that professionals (successful professionals) have a high self-esteem, they evaluate themselves based on the real production results of their activities.

O.N. Rodina draws attention to the fact that external and internal assessments of the success of an activity significantly depend on the personality characteristics of a person, on his motives, orientation, needs, interests, properties nervous system, character traits and self-esteem (53).

Studies of the motivational sphere of civil servants, conducted by I.I. Bogdanova, V.F. Spiridonov showed that value orientations play a significant role in shaping the motives of their activities (50).

EAT. Borisova studied the dynamics of the formation of the personality of weavers. She found out that advanced weavers are characterized by a high level of professional aspirations and an adequate, stable self-esteem, which develops under the influence of real achievements the subject of activity, as well as under the influence of assessments from the side labor collective. The stability and adequacy of self-esteem is the basis for the formation of personality traits - self-confidence, self-esteem. Female workers who cannot cope with professional tasks are characterized by uncertainty about their professional viability, which in turn is reinforced by the assessment given by others. On this basis, they develop low self-esteem and a reduced level of claims (11).

N.V. Samoukina believes that in order to achieve professional success is of great importance internal state accompanying effective activity. She writes that a person, when he succeeded in something important and significant, feels calm and self-confident, "as if you knew in advance that you would succeed" (59).

N.V. Samoukina notices that successful people, in their striving to rise, do not show overdependence on their position: they are very confident in themselves and their capabilities. “It is assertiveness and confidence, even in the absence of a bright talent,” continues N.V. Samoukina, “that are the main reasons for success if the competitor is talented, but shy and insecure” (ibid., p. 234).

Virginia N. Quinn (21) writes that studies conducted by Levanway and Wylie (1955; Wylie, 1957) concluded that people with positive self-concepts tend to be more tolerant of others. It is easier for them to come to terms with failures that happen to them less frequently, since they usually work more efficiently than people with low self-esteem. Most people with low self-esteem prefer to work on simple tasks, because then they are sure of success.

A typical portrait (74) of a successful entrepreneur, according to North American researchers, includes such personality traits, as a realistic assessment when choosing alternatives, criticality in the idea of ​​one’s capabilities and at the same time a high level of claims, a willingness to take reasonable risks, overcome narrowly opportunistic assessments and predict the development of events well. According to the data obtained, “entrepreneurs do not suffer from modesty, their self-esteem is identical, and sometimes even exceeds that of successful colleagues. This is an important methodological conclusion that allows us to consider entrepreneurs' self-assessments either as overestimated or as adequate” (74, p. 81).

Yu.A. Borisov, I.A. Kudryavtsev (10) revealed that successful managers have a tendency to overestimate self-esteem, they have a high level of self-esteem, they are full of self-confidence, optimistically predict the future, strive to constantly raise the level of goals and requirements to yourself. On the contrary, in the image of the world of unsuccessful managers there is no vision of themselves as responsible and autonomous leaders within their competence, there is no authoritative role disposition, a semantic attitude to the effective management of subordinates or people.

Yu.A. Borisov, I.A. Kudryavtsev (10) say that the dependence of the success of management on the structural and content characteristics of self-consciousness and the motivational and semantic sphere is natural. It allows taking into account the quantity and quality of deviations in these personal parameters from the corresponding scales of the accepted cultural standard as criteria for professional selection.

ON THE. Gulyanova writes that in the process of any activity, a person receives confirmation of an already existing I - image, or perceives something new and in a new way. “Significant failure,” says N.A. Gulyanova, “reduces the stability of the I-image” (16, p. 68).

S.V. Slavnov notes (62) that the operational side, which includes personal professionally important qualities and ideas about them, is the most significant in terms of predicting professional suitability, while the motivational sphere ("spiritual content of the profession": passion for the "mentality" of the profession, motivation for "high levels of achievement", the desire for self-development in the profession, " internal locus professional control") is essential for professional growth.

S.V. Slavnov (ibid.) revealed in the study of the image of a successful professional among experienced employees the following assessments of personality traits: quickly and easily enters into contact, controls his emotions well, is observant, with adequate self-esteem, a broad outlook, etc.; also, exploring the image of a successful professional among students, in the form of personality traits, he also identified one of them adequate self-esteem, and the desire to professional growth, as in his study of the image of a successful professional among applicants, again one of the points revealed adequate self-esteem.

I.Yu. Kulagina, V.N. Kolyutsky point out that understanding the time perspective and building life plans require self-confidence (31), in one's strengths and capabilities.

A.K. Markova (36), examining the success of pedagogical activity, concludes that the most important thing for a teacher is the formation of a positive self-esteem in general, since a teacher who perceives himself positively increases self-confidence, satisfaction with his profession and work efficiency in general.

In the study of N.A. Lavrova (32) lists authors who consider self-assessment to be an important component of the impact on success in professional activities: A.R. Fonarev - "self-confidence" (p. 179) - singles it out as one of such factors; R.V. Ovcharova considers unacceptable low self-esteem in the professionally important personality traits of a psychologist; A.G. Vasyuk also highlights adequate self-esteem as one of the important characteristics of a doctor.

Tom Schreiter (95) writes: “The way we see ourselves determines how we think and determines the decisions we make… If you make fifty dollars, then you have fifty dollars worth of self-worth. If you earn ten thousand dollars a month, then you have a self-esteem of ten thousand, ”although we do not fully agree with the second statement of this author, since in people's lives there are situations when this conclusion does not justify itself.

Summarizing the results of the foregoing, we can summarize, in the words of Petrovsky A.V .: "Everything that has developed and settled in a person has arisen thanks to joint activity with other people and in communication with them, and is intended for this. A person includes in activity and communication essential guidelines for his behavior, all the time checks what he does with what others expect from him, copes with their opinions, feelings and requirements.Knowing the qualities of another person, a person receives the necessary information that allows him to develop his own assessment. assessment of one's own "I" is the result of comparing what a person observes in himself with what he sees in other people.A person, already knowing something about himself, looks at another person, compares himself with him, assumes that he not indifferent to his personal qualities, actions, manifestations; all this is included in the self-esteem of the individual and determines her psychological well-being" (46, p. .410).

According to the works carried out by the listed authors, it can be concluded that self-esteem is the central link in arbitrary self-regulation, determines the direction and level of a person's activity, his attitude to the world, to people, to himself; acts as an important determinant of all forms and types of activity and social behavior of a person.

It performs regulatory and protective functions, influencing the development of the individual, his activities, behavior and relationships with other people. Reflecting the degree of satisfaction or dissatisfaction with oneself, the level of self-esteem, self-esteem creates the basis for the perception of one's own success or failure, achieving goals of a certain level, that is, the level of a person's claims.

People with adequate or high self-esteem are more optimistic than those with low self-esteem; they successfully solve the problems facing them, as they feel confident in own forces. Such people are less prone to stress and anxiety, they perceive the world around them and themselves kindly.

True self-esteem gives a person moral satisfaction and maintains his human dignity.

The foundations of self-perception are laid in childhood and can influence the entire future course of life.

Professional self-assessment is considered as an employee's self-relation to the result of comparing the real and ideal "I am a professional", which is formed as a result of the self-assessment process (in the context of the professional activity of the service, in comparison with others and with oneself).

Even in S. L. Rubinshtein (56), the main idea of ​​the concept of the subject and his activity, the foundations of which were laid down in the article of 1922 ("The principle of creative amateur activity"), is that a person and his psyche are formed and manifested in activity. According to the principle of the unity of consciousness and activity, human activity determines the formation of his consciousness and self-awareness, mental processes, human properties, and they, in turn, are the regulators of his activity, the conditions for its adequate implementation.

Summing up the first part of our work, we can conclude that studies conducted by Russian and foreign authors have shown the dependence of the success of professional activity on the level of self-esteem of a person. All authors are unanimous in the opinion of the negative impact of inadequate, or low and high self-esteem on the social behavior of a person and his activities. We will also try to trace the revealed pattern in the empirical part of our study.

Chapter 2. An empirical study of the problem of the influence of self-esteem on the level of success in professional activity.

This study involved students of the 5th year, evening department MGOPU them. M.A. Sholokhov, specialization "Psychology of management". In the experiment, the success of their educational activities was considered as quasi-professional, by comparing their assessments and their own assessment of the success of their educational activities with the level of self-esteem of the subjects.

The experiment involved 31 people. We recognized 12 of them as successful in their professional (in this case, educational) activities, and the same number were recognized as unsuccessful. The rest of the participants in the empirical study were weeded out, since we could not attribute them to any of the above groups for the reason below.

The study took place in the classrooms of the Moscow State Pedagogical University. M.A. Sholokhov, in the evening, before the lectures. The subjects were read the instructions aloud, after which they were given answer forms, which they filled out on their own.

We recognized as successful students those who have in the magazine for Last year training (since it is it that is effective for showing the success of the upcoming professional activity) there were no more than two “good” ratings. Unsuccessful - those who had at least one "satisfactory" rating. The rest of the students were not considered by us because of the impossibility of influencing the course of the experiment, however, we will present a table in which these data are covered in more detail.

For greater clarity, we will replace the ratings "excellent" with "5", "good" with "4", "satisfactory" with "3".

No. p / p	Full name	floor	age	estimates
1	FTV	well	22	544455555	Yes
2	SEW	well	28	5455444555	Yes
3	ACE	well	23	5455544554	Yes
4	BDN	well	20	444555445	Yes
5	RNN	well	21	454545454	Yes
6	XUN	well	21	454454455	Yes
7	ODN	well	22	444445555	Yes
8	OEL	well	38	5555555555	Yes
9	CALL	well	27	5555555555	Yes
10	LLV	well	21	555555555	Yes
11	STA	well	25	5555555554	Yes
12	BOA	well	21	545555555	Yes
13	LIB	m	33	545555555	Yes
14	NSA	well	21	554555555	Yes
15	SYN	well	23	5555545554	Yes
16	MNA	well	26	5555545554	Yes
17	LVA	well	21	555555544	Yes
18	KEN	well	21	554455555	Yes
19	KIA	well	23	555555445	Yes
20	SHUM	m	22	5354454354	No
21	UAF	well	20	4344443345	Yes
22	DREAM	well	22	5454543544	Yes
23	Poland	well	22	5344444553	No
24	NVL	well	22	5555555553	No
25	KOA	well	27	5355545555	Yes
26	YSB	well	21	5344333444	Yes
No. p / p	Full name	floor	age	estimates	whether the student himself considers his educational activity successful
27	VIV	well	26	5455444553	Yes
28	AOI	m	38	5343545554	Yes
29	GAA	well	21	4344455443	Yes
30	KAM	well	21	434455455	medium
31	RLN	well	21	434545545	Yes

We have used two self-assessment research methods: Dembo-Rubinstein and Budassi (49).

Methodology for the study of personality self-esteem according to Budassi:

Instruction: “Read carefully all the words characterizing the qualities of a person (compliance, courage, irascibility, perseverance, nervousness, patience, passivity, coldness, enthusiasm, caution, capriciousness, slowness, indecision, energy, cheerfulness, suspiciousness, stubbornness, carelessness, shyness, fascination). Consider these qualities in terms of social significance, usefulness, desirability. Evaluate each quality with points from 1 to 20. Put 20 in the column "№" to the left of the quality that, in your opinion, is the most desirable, useful, significant; rating 1 - in the same column to the left of the quality, which is the least desirable, useful, significant. Ratings from 2 to 19 arrange in accordance with your attitude to all other qualities. No assessment should be repeated.

In the "P" column, mark with a score of 20 the quality that you think is inherent in you in most; with a score of 19 - a quality that is somewhat less inherent in you, and so on; rating 1 - the quality that is least characteristic of you.

Data processing. Starting from the first line, from the score on the left (in the column "No"), subtract the score on the right (in the column "P"). Record the result in column "a". Square it and write the result in the column “a 2”. Add up all the values ​​\u200b\u200bof “a 2” and write down the amount received below. Multiply this amount by 0.00075. Subtract the resulting product from unity. This is the "Ch".

Self-Esteem Height Options:

from (-0.2) to 0 - unrealistically low

0 - 0.2 - low

0.25 - 0.3 - below average

0.31 - 0.6 - average

0.61 - 0.65 - above average

0.66 - 0.8 - high

more than 0.81 - unrealistically high

Methodology for the study of self-esteem of personality according to Dembo - Rubinstein.

Instruction: “Each person can evaluate abilities, opportunities, character. Each side of the human personality can be conditionally represented as vertical line, where is it bottom line- the lowest development of this quality, and the top - its highest development. On each line, mark with a dash the level that you currently have, and with a cross the level that you would be satisfied with having reached.

Scales used in the methodology: "health" - not assessed, "starts" the mechanism of self-esteem, "the ability to do a lot with your own hands", "authority among peers", "appearance", "mental abilities", "character", "self-confidence" .

Data processing: 1 parameter - the height of self-esteem (in our study, we were guided mainly by this parameter only). Adequate self-esteem is located in the range from 45 to 75 points (1 point = 1 mm on a hundred-millimeter scale). Below - underestimated and vice versa;

2 parameter - the level of claims. The real level is in the range from 75 to 89 points. Below - the unwillingness of development, the lack of pretensions. Above - an immature person who does not know how to set real goals;

3rd parameter - target deviation. The best option is between 8 and 22 points. Above 23 points - an undeveloped goal-setting mechanism, the inability to set realistically achievable goals.

2.2. The results of the Dembo-Rubinshtein method of successful students in their professional activities:

No. p / p	floor		"Character"	"Mental capacity"	"Authority from peers"	"Appearance"	"Self-confidence"	Average	Full name
1	well	69/100/31	63/66/3	74/100/26	73/93/20	68/88/20	82/92/10	71/90/22	OEL
2	well	51/53/2	69/71/2	75/89/14	53/58/5	78/78/2	79/79/0	67/71/4	CALL
3	well	69/75/6	71/79/8	92/96/4	72/82/10	74/94/14	78/87/19	76/85/10	LLV
4	well	64/75/11	67/81/14	73/79/6	73/87/14	72/76/4	67/100/33	69/83/14	STA
5	well	59/77/18	67/87/20	73/98/25	77/92/15	87/100/13	87/100/13	75/92/19	BOA
6	m	71/80/9	74/74/0	83/98/15	74/93/19	75/75/0	86/96/10	77/86/9	LIB
7	well	70/91/21	77/92/15	81/96/15	66/77/11	74/79/5	78/83/5	74/86/12	NSA
8	well	70/100/30	81/100/19	89/100/11	84/100/16	86/100/24	85/100/15	82/100/19	SYN
9	well	68/86/18	76/89/13	81/93/12	72/83/11	65/83/18	82/94/12	74/88/14	MNA
10	well	81/91/10	80/88/8	76/96/20	77/95/18	85/94/9	71/88/17	78/92/14	LVA
11	well	85/85/0	60/60/0	83/92/9	80/80/0	76/96/20	76/84/8	77/83/6	KEN
12	well	57/86/29	74/80/6	82/100/18	81/81/0	70/79/9	75/89/14	73/86/11	KIA

Wed avg.

68/84/15

73/81/9

80/95/15

73/85/12

76/87/13

79/91/14

75/87/13

The average self-esteem for the group is 75 points, which corresponds to the extreme limit of an adequate level (76 points is already an overestimated level of self-esteem); the average drop in claims is 87 points (adequate); the average indicator of the target deviation is 13 points (the group as a whole has a developed goal-setting mechanism, the ability to set realistic goals).

self-esteem

0

Fig.1. Graph of the results obtained from students who are successful in their professional activities

2.3. The results of the Dembo-Rubinshtein method for unsuccessful students in their professional activities:

"self-esteem / level of aspirations / target deviation"

No. p / p	floor	"the ability to do a lot with your own hands"	"Character"	"Mental capacity"	"Authority from peers"	"Appearance"	"Self-confidence"	Average	Full name
1	m	84/96/12	51/77/26	70/97/27	76/100/24	84/96/12	74/91/17	73/93/20	SHUM
2	well	62/100/38	40/100/60	41/100/59	66/100/34	21/100/79	59/100/41	48/100/52	UAF
3	well	52/88/36	33/100/67	70/100/30	76/100/24	67/79/12	82/100/18	63/94/31	DREAM
4	well	22/96/74	60/100/40	78/98/20	52/96/44	85/100/15	52/98/46	58/98/40	Poland
5	well	72/97/25	80/86/6	91/96/5	61/74/13	73/91/18	85/89/4	77/89/12	NVL
6	well	62/100/38	77/100/23	78/100/22	43/100/57	59/100/41	12/85/73	55/97/42	KOA
7	well	32/62/30	63/84/21	48/77/29	56/92/36	75/92/17	47/85/38	53/82/28	YSB
8	well	100/100/0	68/78/10	82/92/10	74/74/0	80/80/0	74/98/24	80/87/7	VIV
9	m	95/100/5	36/100/64	81/100/19	63/93/30	78/82/4	31/95/64	64/95/31	AOI
10	well	75/75/0	73/81/8	60/81/21	30/57/27	54/72/18	54/78/24	58/74/16	GAA
11	well	9/64/58	27/75/28	59/84/25	100/100/0	81/100/19	43/71/28	53/82/26	KAM
12	well	81/81/0	56/86/30	77/95/18	90/90/0	87/87/0	63/81/18	76/87/11	RLN
Avg. value		62/88/26	55/89/40	70/93/24	66/90/24	70/90/20	54/89/33	63/90/27

The average self-esteem in the group is 63 points (adequate level); level of claims - 90 points (overestimated, which corresponds to infantile personality not able to set realistic goals); target deviation - 27 points (an overestimated level, indicating an undeveloped goal-setting mechanism, inability to set realistically achievable goals).

Self-esteem

0 ability to do a lot character mental authority appearance confidence

do-it-yourself abilities of peers in yourself

TsO - target deviation, LE - level of claims

Fig.2. Graph of the results obtained from students who are unsuccessful in their professional activities

2.4. The results of the Budassi method of successful students in their professional activities.

No. p / p	Full name	floor	Age	Rank correlation coefficient	Self-esteem level
1	OEL	well	38	0,69	tall
2	CALL	well	27	0,34	average
3	LLV	well	21	0,4	average
4	STA	well	25	0,77	tall
5	BOA	well	21	0,5	average
6	LIB	m	33	0,51	average
7	NSA	well	21	0,35	average
8	SYN	well	23	0,97	unrealistically high
9	MNA	well	26	0,33	average
10	LVA	well	21	0,81	unrealistically high
11	KEN	well	21	0,64	above average
12	KIA	well	23	0,49	average

On average, the rank correlation coefficient for the group is 0.57 points, which corresponds to the average level of self-esteem, which almost borders on the level of self-esteem above the average (from 0.6 points).

2.5. Results according to the method of Budassi unsuccessful students in their professional activities.

No. p / p	Full name	floor	Age	Rank correlation coefficient	Self-esteem level
1	SHUM	m	22	0,78	tall
2	UAF	well	20	0,74	tall
3	DREAM	well	22	0,85	unrealistically high
4	Poland	well	22	0,86	unrealistically high
5	NVL	well	22	0,6	average
6	KOA	well	27	- 0,48	unrealistically low
7	YSB	well	21	0,32	average
8	VIV	well	26	0,63	above average
9	AOI	m	38	- 0,05	unrealistically low
10	GAA	well	21	0,2	short
11	KAM	well	21	0,12	short
12	RLN	well	21	0,62	above average

On average, the rank correlation coefficient for the group is 0.43 points, which also corresponds to the average level of self-esteem.

2.6. Comparative analysis method results.

1) For students who are successful in their professional activities

No. p / p	Full name	Floor	age
1	OEL	F	38	average	average
2	CALL	F	27	average	average
3	LLV	F	21	average	overpriced
4	STA	F	25	average	average
5	BOA	F	21	average	average
6	LIB	M	33	average	overpriced
7	NSA	F	21	average	average
8	SYN	F	23	unrealistically high	overpriced
9	MNA	F	26	average	average
10	LVA	F	21	unrealistically high	overpriced
11	KEN	F	21	above average	overpriced
12	KIA	F	23	average	average

In general, for this group, the average level of self-esteem for both methods, but this level is on the border with overestimated. It significantly exceeds the self-esteem indicator of unsuccessful students.

2) For students who are unsuccessful in their professional activities.

No. p / p	Full name	Age	floor	The level of self-esteem according to m. Dembo-Rubinshtein	Level of self-esteem according to m. Budassi
1	SHUM	22	m	average	tall
2	UAF	20	well	average	tall
3	DREAM	22	well	tall	tall
4	Poland	22	well	average	unrealistically high
5	NVL	22	well	overpriced	average
6	KOA	27	well	average	unrealistically low
7	YSB	21	well	average	average
8	VIV	26	well	overpriced	above average
9	AOI	38	m	average	unrealistically low
10	GAA	21	well	average	short
11	KAM	21	well	average	short
12	RLN	21	well	average	above average

In general, the group also revealed an average self-assessment indicator for both methods.

2.7. Discussion of the results of the study.

We see that students who are successful in their professional activities, according to the Dembo-Rubinshtein method, have an average self-esteem score for the group of 75 points. This level is average, at the same time bordering on high self-esteem.

Especially high were the results on such scales as "Appearance" - 76 points, "Self-confidence" - 79 points, "Mental abilities" - 80 points. According to these scales, the self-esteem indicator is at an overestimated level.

Since in our study there is only one man in this group of subjects, the high indicator on the “Appearance” scale may be due to the fact that women are more reverent about their image than men. Women who were successful in their professional activities rated their appearance with high scores, and some of them had an overestimated indicator for this item: ZOV - 78 points, BOA - 87 points, INS - 86 points, LVA - 85 points, KEN - 76 points. But the man also highly appreciated this characteristic (LIB - 75 points).

On the Self-Confidence scale, a higher result is seen. Here, self-esteem is overestimated in almost all participants in the experiment in this group: GEL (w) - 82 points, SV (w) - 79 points, LLV (w) - 78 points, BOA (w) - 87 points, LIB (m) - 86 points, NSA (w) - 78 points, INS (w) - 85 points, MHA (w) - 82 points, KEN (w) - 76 points. And only three out of twelve subjects have self-esteem on this scale within the average level: CTA (g) - 67 points, LVA (g) - 71 points and KIA (g) - 75 points, but the indicators are located in the "upper" border of the average level of self-esteem, closer to its high manifestation.

Most high score identified by us on the scale "Mental abilities". Here, for four subjects, self-esteem is within the boundaries of the average level, but, nevertheless, it is too close to overestimated, more than according to the considered scale "Self-confidence": OEL (g) - 74 points, ZOV (g) - 75 points, STA (w) - 73 points, BOA (w) - 73 points. The remaining eight students have an overestimated level of self-esteem on this scale: LLV (w) - 92 points, LIB (m) - 83 points, NSA (w) - 81 points, SIN (w) - 89 points, MNA (w) - 81 points , LVA (w) - 76 points, KEN (w) - 83 points, KIA (w) - 82 points.

The smallest number of points for this group of subjects was scored on the “Ability to do a lot with one’s own hands” scale, but this result cannot be called small, since its value is 68 points, which almost coincides with the highest result on some scales in the group of students who are unsuccessful in their professional activities. On this scale, only two of the subjects in the group of students who were successful in learning gave an overestimate: LBA (g) - 81 points and KEN (g) - 85 points.

The average score for the group on the remaining two scales is unambiguous and amounts to 73 points. It is also close to overestimated level.

It should be noted that, in fact, we did not observe overestimated self-esteem in any of the participants in this group, and low self-esteem was not revealed in any of the subjects who were successful in their professional activities.

In other words, the results of this group have a certain stability: we have not seen either underestimated or extremely overestimated estimates. The subjects are almost unambiguous in their marks.

On the whole, for the group, it is adequate and amounts to 87 points, although it is close to an overestimated level, starting from 90 points.

A higher level of claims was revealed as well as self-assessment on the scale "Mental abilities" and is 95 points (overestimated). According to this scale, it is overestimated for each participant of the experiment, with the exception of only two who gave an adequate assessment: ZOV (g) - 89 points and CTA (g) - 79 points. Apparently, such a high level indicates a desire to achieve greater success in all spheres of life.

The second highest score was on the “Self-confidence” scale (as well as in self-esteem), which scored 91 points (the level of claims here is slightly overestimated, by 2 points). Exactly half of the participants gave it a high rating (STA (w) - 100 points, BOA (w) - 100 points, OEL (w) - 92 points, LIB (m) - 96 points, INS (w) - 100 points and MNA ( g) - 94 points), the rest of the students put marks corresponding to an adequate level.

According to the remaining four scales, an adequate assessment of the level of claims was average for the group. Here we observe 16 overestimated and three extremely low marks: ZOV (g) on ​​the scale "Ability to do a lot with one's own hands" gave a mark of 53 points and on the scale "Authority among peers" - a mark of 58 points; KEN (g) rated the “Character” scale at 60 points, which could rather indicate some egoism than a lack of pretensions, since the same subjects gave adequate, and in some cases even high marks on other scales: KEN (g) - 96 points on the scale "Appearance" and 92 points on the scale "Mental abilities". Apparently, these scales for these subjects are simply not significant.

Now let's move on to considering the grades for the "Target Deviation" in the same group of students.

For this parameter, there are no dominant scales that stand out in any way, if we consider the result of the group as a whole.

On average, this group also has an adequate score for the target deviation parameter, which is 13 points, and an adequate result is observed on all scales of the methodology. In none of the scales does the average result for the group go beyond the adequate level, although according to individual scales it certainly occurs in various subjects: in 8 cases (out of 72) the level of the target deviation is overestimated and in 21 cases it is underestimated. Moreover, the level of the target deviation in the subject of the OEL (g) in one case was underestimated (3 points on the "Character" scale) and in three cases it was overestimated: 26 points on the "Mental abilities" scale, 31 points on the "Ability to do a lot with one's own hands" scale, and 40 points on the Appearance scale. In the tested ZOV (g), the level of the target deviation is underestimated on almost all scales of the methodology, with the exception of one (“Mental abilities”) and is in the range from 2 to 5 points. This may indicate an underdeveloped goal-setting mechanism. It should be noted that only two subjects have an adequate level of target deviation (MNA (g) and LVA (g)), adequate for all scales of the methodology, while the rest of the indicated values ​​are scattered in a different order.

Summing up the consideration of the results of successful students in their professional activities, it can be concluded that, in general, in this group, self-esteem is at a level close to overestimated, and these values ​​are equal in this parameter, inherent in each of the students in this group. The level of claims for the group as a whole is also within the average values, although with some shifts in the individual cases described, in which it is rather slightly overestimated, and the target deviation level is more understated than overestimated in individual cases, although on average for the group it is is adequate.

Now let's move on to the results obtained in the group of students who were unsuccessful in their professional activities, identified by the same method.

In this group average result shown on all scales of the technique. However, here the subjects have quite fluctuating indicators of self-esteem - from overestimated to severely underestimated (in seven out of twelve students): UAF (w) - 21 points on the “Appearance” scale, 40 points on the “Character” scale, 41 points on the “ Mental capacity"; SLEEP (w) - 33 points on the "Character" scale; PNR (w) - 22 points on the scale "The ability to do many things with one's own hands"; JSB (w) - 32 points on the scale "The ability to do a lot with your own hands"; AOI (m) - 36 points on the "Character" scale and 31 points on the "Self-confidence" scale; GAA (f) - 30 points on the scale "Authority among peers"; KAM (w) - 27 points on the scale "Character" and 43 points scored on the scale "Self-confidence". At the same time, five of these subjects also have very high scores on other scales of the methodology: SLEEP (g) - 82 points on the Self-Confidence scale; PNR (w) - 85 points on the scale "Appearance" and 78 points on the scale "Mental abilities"; AOI (m) - 95 points on the scale "The ability to do a lot with your own hands" and 78 points on the scale "Appearance"; KAM (f) - 100 points on the scale "Authority among peers" and 81 points on the scale "Appearance".

For students who are successful in their professional activities, we do not observe such a scatter of results; they also do not have a self-esteem score equal to one hundred points in any subject.

Although here the average self-esteem indicator for the group does not go beyond the adequate, it is still not as even as in the group of successful students.

In this group, the scales "Mental abilities" and "Appearance" are also priority, as they received more points in comparison with other scales of the methodology, scoring 70 points each. But unsuccessful students on these scales have both greatly underestimated results (UAF (g) - 21 points on the “Appearance” scale and 41 points on the “Mental abilities” scale) and the complete opposite: PNR (g) - 85 points on the scale "Appearance" and 78 points on the scale "Mental abilities"; AOI (m) - also 78 points on the Appearance scale; KAM (w) - 81 points on the Appearance scale.

The smallest number of points was scored on the “Self-Confidence” scale (while the group of students who were successful in their professional activities on this scale had an overestimated self-esteem and it was the second in terms of the number of points scored (79 points)). Here we see the result, which is 54 points. Moreover, there are also indicators that are completely different in their level: KOA (w) - 12 points, AOI (m) - 31 points, KAM (w) - 43 points; SLEEP (w) - 82 points, NVL (w) - 85 points.

According to the “Character” scale, the average score was 55 points. Two subjects overestimated it: NVL (w) - 80 points and KOA (w) - 77 points; and in four subjects the score was underestimated: KAM (w) - 27 points, AOI (m) - 36 points, SON (w) - 33 points and UAF (w) 40 points. Thus, six out of twelve subjects gave an adequate assessment.

The “Ability to do a lot with your own hands” scale scored 62 points, and the average score was given by only five participants in the experiment who were in this group. In other cases, we got from incredibly low results (KAM (w) - 9 points, PNR (w) - 22 points, JSB (w) - 32 points) to unrealistically high: VIV (w) - 100 points, AOI (m) - 95 points, SCHUM (m) - 84 points and RLN (w) - 81 points.

The peer authority scale scored 66 points. Here, four subjects gave overestimated scores (KAM (w) - 100 points, RLN (w) - 90 points, SCHUM (m) and SLEEP (w) rated their authority among their peers at 76 points) and one - underestimated (GAA (w) - 30 points). The seven remaining participants gave scores corresponding to the average level of self-esteem.

Summing up the consideration of the level of self-esteem in the group of students who are unsuccessful in their professional activities, we see that the spread of their values ​​is more chaotic than among students whose professional activities are successful. Here we can meet both unrealistically low and unrealistically high self-esteem indicators, which we did not observe in any way in the second effective group of subjects.

Consider also the level of claims inherent in this group.

Only in one subject in a single case (out of 72) the level of claims is underestimated: GAA (g) - 57 points on the scale "Authority among peers". In 49 cases this level is overestimated, i.e. it is adequate only in 22 cases. This result is more unstable in relation to the result in the group of successful students, since it is much more common to find an unrealistically high indicator of 100 points in it (in 25 cases, while in the group of successful students it occurs only in 12) and the indicators are very close to this level. In this group, only one student does not have an overestimation for this parameter of the study: GAA (g), but this subject is the only one with an underestimation, which we have already described.

The average level of the target deviation in this group is overestimated (it is equal to 27 points). High scores obtained in 45 cases out of 72, and low in 12, i.e. only in 15 cases we observe an adequate level for this parameter, while successful students show an average result in 43 cases, which is 3.6 times higher than the assessment of the group under consideration. Moreover, in the group of students who are successful in their professional activities, the highest indicator for the target deviation is 40 points, and for unsuccessful students it reaches 79 points (with an adequate level ranging from 8 to 22 points): UAF (w) - 79 points on a scale "Appearance", PNR (w) - 74 points on the scale "The ability to do a lot with your own hands", KOA (w) - 73 points on the "Self-confidence" scale, SLEEP (w) - 67 points on the "Character" scale, AOI (m) - 64 points on the scales "Character" and "Self-confidence", etc. According to this parameter, for each of the subjects, the level of the target deviation is strongly overestimated on at least one of the scales of the methodology, which is uncharacteristic for a successful group of students.

Summarizing the results obtained from the results of this technique in two groups of subjects (successful and unsuccessful in professional activities), we can conclude that they are very different in their composition: successful students have more stable indicators in such parameters as self-esteem and target deviation, while while in the group of unsuccessful students there are scattered, even “jump-like” results for each of the parameters, excluding the level of claims. This ratio is directly opposite to the results of each other. None of the subjects in the group of unsuccessful students showed clear unambiguous marks on any of the presented scales.

If you look at the graphs (p. 60, p. 62), you can see a strong difference between the group of successful and unsuccessful students in their professional activities: the relationship graph of successful students is more even, with smooth transitions, which also indicates a more even level of self-esteem in relation to to all aspects of the personality, that is, this group has an adequate level of self-esteem and target deviation. The graph of unsuccessful students is more pronounced, it has more jump lines, with the exception of such a parameter as the level of claims, which indicates that successful students have more selective claims, while unsuccessful ones have actually overestimated ones. It can be assumed that this is somehow related to the intelligence of the participants in the empirical study. In any case, the results of this methodology show that the result of successful students in their professional activities is higher than the result of the opposite group and is close to an overestimated level of self-esteem. In addition, it is relatively stable. In unsuccessful students, although we observe an adequate indicator of self-esteem for the group as a whole, it still consists of sharply fluctuating assessments, which lead to a similar result.

We now turn to a discussion of the results obtained by the Budassi method.

The group of students who are successful in their professional activities generally have an average self-assessment result (the rank correlation coefficient is 0.57 points). The lowest score belongs to the subject LLV (g) and is 0.4 points (average level of self-esteem). The highest score in this group we see in the subject of INS (g), it is equal to 0.97 points - an unrealistically high self-esteem, as in the second subject of this level - LVA (g) - 0.81 points. Also in the group there are 2 high self-esteem indicators (OEL (w) - 0.69 points and STA (w) - 0.77 points); 1 indicator above the average (KEN (g) - 0.49 points) and 7 average indicators of self-esteem (table on p. 63).

We see that not a single indicator of self-esteem in this group of subjects fell below the average level, on the contrary, in 5 out of 12 students, self-esteem is overestimated or even unrealistically high.

Here we see 2 unrealistically low indicators (KOA (w) - "-0.48" and AOI (m) - "-0.5"), 2 low indicators (GAA (w) - 0.2 points and KAM (w ) - 0.12 points), 2 average indicators (NVL (w) - 0.6 points and JSB (w) - 0.32 points), 2 indicators of self-esteem above the average level (RLN (w) - 0.62 points and VIV (w) - 0.63 points); 2 high marks(SCHUM (m) - 0.78 points and UAF (w) - 0.74 points) and 2 unrealistically high (SLEEP (w) - 0.85 points and PNR (w) - 0.86 points) (table on p. .56). In other words, the subjects of this group are, as it were, divided into pairs; they (unlike students who are successful in their professional activities) have all categories of self-esteem: from unrealistically low to unrealistically high.

Summarizing the results obtained in the study using this research methodology, we, as well as in the Dembo-Rubinshtein method, observe disparate results in the group of students who are unsuccessful in their professional activities and a more stable result in the second group. It is obvious here that the level of self-esteem according to the Budassi method in the group of successful subjects in professional activity is higher than in the group of unsuccessful representatives of our empirical study, as well as the result obtained by the previous method.

Let's display the results of our study in the final table:

No. p / p	Full name	age	floor	Level of self-esteem according to m. Budassi	The level of self-esteem according to m. Dembo-Rubinshtein	estimates
1	OEL	38	well	average	average	5555555555	Yes
2	CALL	27	well	average	average	5555555555	Yes
3	LLV	21	well	average	overpriced	5555555555	Yes
4	STA	25	well	average	average	5555555554	Yes
5	BOA	21	well	average	average	5455555555	Yes
6	LIB	33	m	average	overpriced	5455555555	Yes
7	NSA	21	well	average	average	5545555555	Yes
8	SYN	23	well	unrealistic	overpriced	5555545554	Yes
9	MNA	26	well	average	average	5555545554	Yes
10	LVA	21	well	unrealistic	overpriced	5555555544	Yes
11	KEN	21	well	above average	overpriced	5544555555	Yes
12	KIA	23	well	average	average	5555555445	Yes
13	SHUM	22	m	average	tall	5354454354	Not
14	UAF	20	well	average	tall	4344443345	Not
15	DREAM	22	well	tall	tall	5454543544	Not
16	Poland	22	well	average	unrealistic	5344444553	Not
17	NVL	22	well	overpriced	average	5555555553	Not
18	KOA	27	well	average	unrealistic	5355545555	Not
19	YSB	21	well	average	average	5344333444	Not
20	VIV	26	well	overpriced	above average	5455444553	Not
21	AOI	38	m	average	unrealistic	5343545554	Not
No. p / p	Full name	age	floor	Level of self-esteem according to m. Budassi	The level of self-esteem according to m. Dembo-Rubinshtein	estimates	is prof. successful
22	GAA	21	well	average	short	4344455443	Not
23	KAM	21	well	average	short	434455455	Not
24	RLN	21	well	average	above average	434545545	Not

Conclusion.

In the process of working on a theoretical study of the influence of self-esteem on the level of success of professional activity, analyzing various sources information, we came to the conclusion that self-esteem has a direct impact on the success of professional activity: all authors are unanimous in the opinion of the negative impact of low and highly overestimated self-esteem on the success of a person’s activity, including professional.

Having planned and organized an empirical study, we tested the hypothesis put forward in it that with adequate or high self-esteem, professional activity will be successful.

Of all the participants in the empirical study, we selected successful and unsuccessful students in their professional activities, thereby realizing the fulfillment of one of our tasks.

After analyzing the information obtained through the selection criteria we developed, we came to several conclusions:

The results of a group of students who are successful in their professional activities have a certain stability: we did not see either underestimated or extremely overestimated grades. The level of self-esteem in this group of students is almost the same and is average, at the same time bordering on overestimated self-esteem in both methods used in our study (M. Dembo-Rubinshtein and M. Budassi). On the contrary, among students who are unsuccessful in their professional activities, we found that the spread of their values ​​is more chaotic than among students whose professional activities are successful. Here we can meet both unrealistically low and unrealistically high self-esteem indicators, which we did not observe in any way in the previous group of subjects.

The group of students who are successful in their professional activities, as a whole, has an adequate score for the target deviation parameter, and an adequate result is observed on all scales of the Dembo-Rubinshtein method. This testifies to the developed goal-setting mechanism inherent in this group of participants in the empirical study. In the group of students who are unsuccessful in their professional activities, on the contrary, in each of the subjects, the level of target deviation is strongly overestimated on at least one of the scales of the specified methodology, which is uncharacteristic for the opposite group of participants in our study and indicates an underdeveloped goal-setting mechanism inherent in students, whose professional activity is not successful.

A group of students who are successful in their professional activities has an adequate indicator of the level of aspirations, in contrast to a group of students whose professional activities are not such (unsuccessful students in their professional activities have a very high level of aspirations, which indicates infantilism, inability to set realistic goals).

Thus, our hypothesis that self-esteem of successful people in their professional activities is either adequate or high, was confirmed.

The practical significance of our study may lie in the possible application of its results in the work of a psychologist. In particular, when professional selection candidates for a certain vacancy may be offered a test to identify the level of self-esteem of the individual, which will allow predicting the success of this person in future professional activities.

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Virginia N. Quinn (21) writes that studies conducted by Levanway and Wylie (1955; Wylie, 1957) concluded that people with positive self-concepts tend to be more tolerant of others. It is easier for them to come to terms with failures that happen to them less frequently, since they usually work more efficiently than people with low self-esteem. Most people with low self-esteem prefer to work on simple tasks, because then they are sure of success.

A typical portrait (74) of a successful entrepreneur, according to North American researchers, includes such personality traits as a realistic assessment when choosing alternatives, a critical view of one’s capabilities and, at the same time, a high level of claims, a willingness to take reasonable risks, overcome narrowly opportunistic assessments and good at predicting developments. According to the data obtained, “entrepreneurs do not suffer from modesty, their self-esteem is identical, and sometimes even exceeds that of successful colleagues. This is an important methodological conclusion that allows us to consider entrepreneurs' self-assessments either as overestimated or as adequate” (74, p. 81).

Yu.A. Borisov, I.A. Kudryavtsev (10) revealed that successful managers have a tendency to overestimate self-esteem, they have a high level of self-esteem, they are full of self-confidence, optimistically predict the future, strive to constantly raise the level of goals and requirements to yourself. On the contrary, in the image of the world of unsuccessful managers there is no vision of themselves as responsible and autonomous leaders within their competence, there is no authoritative role disposition, a semantic attitude to the effective management of subordinates or people.

Yu.A. Borisov, I.A. Kudryavtsev (10) say that the dependence of the success of management on the structural and content characteristics of self-consciousness and the motivational and semantic sphere is natural. It allows taking into account the quantity and quality of deviations in these personal parameters from the corresponding scales of the accepted cultural standard as criteria for professional selection.

ON THE. Gulyanova writes that in the process of any activity, a person receives confirmation of an already existing I - image, or perceives something new and in a new way. “Significant failure,” says N.A. Gulyanova, “reduces the stability of the I-image” (16, p. 68).

S.V. Slavnov notes (62) that the operational side, which includes personal professionally important qualities and ideas about them, is the most significant in terms of predicting professional suitability, while the motivational sphere ("spiritual content of the profession": passion for the "mentality" of the profession, the motivation of "high levels of achievement", the desire for self-development in the profession, the "internal locus of professional control") is essential for professional growth.

S.V. Slavnov (ibid.) revealed in the study of the image of a successful professional among experienced employees the following assessments of personality traits: quickly and easily enters into contact, controls his emotions well, is observant, with adequate self-esteem, a broad outlook, etc.; also, examining the image of a successful professional among students, in the form of personality traits, he also revealed adequate self-esteem for one of them, and the desire for professional growth, as in his study of the image of a successful professional among applicants, adequate self-esteem was again revealed as one of the points.

I.Yu. Kulagina, V.N. Kolyutsky point out that understanding the time perspective and building life plans require self-confidence (31), in one's strengths and capabilities.

A.K. Markova (36), examining the success of pedagogical activity, concludes that the most important thing for a teacher is the formation of a positive self-esteem in general, since a teacher who perceives himself positively increases self-confidence, satisfaction with his profession and work efficiency in general.

In the study of N.A. Lavrova (32) lists authors who consider self-assessment to be an important component of the impact on success in professional activities: A.R. Fonarev - "self-confidence" (p. 179) - singles it out as one of such factors; R.V. Ovcharova considers unacceptable low self-esteem in the professionally important personality traits of a psychologist; A.G. Vasyuk also highlights adequate self-esteem as one of the important characteristics of a doctor.

Tom Schreiter (95) writes: “The way we see ourselves determines how we think and determines the decisions we make… If you make fifty dollars, then you have fifty dollars worth of self-worth. If you earn ten thousand dollars a month, then you have a self-esteem of ten thousand, ”although we do not fully agree with the second statement of this author, since in people's lives there are situations when this conclusion does not justify itself.

Summarizing the results of the foregoing, we can summarize, in the words of Petrovsky A.V .: "Everything that has developed and settled in a person has arisen thanks to joint activity with other people and in communication with them, and is intended for this. A person includes in activity and communication essential guidelines for his behavior, all the time checks what he does with what others expect from him, copes with their opinions, feelings and requirements.Knowing the qualities of another person, a person receives the necessary information that allows him to develop his own assessment. assessment of one's own "I" is the result of comparing what a person observes in himself with what he sees in other people.A person, already knowing something about himself, looks at another person, compares himself with him, assumes that he not indifferent to his personal qualities, actions, manifestations; all this is included in the self-esteem of the individual and determines her psychological well-being" (46, p. .410).

According to the works carried out by the listed authors, it can be concluded that self-esteem is the central link in arbitrary self-regulation, determines the direction and level of a person's activity, his attitude to the world, to people, to himself; acts as an important determinant of all forms and types of activity and social behavior of a person.

It performs regulatory and protective functions, influencing the development of the individual, his activities, behavior and relationships with other people. Reflecting the degree of satisfaction or dissatisfaction with oneself, the level of self-esteem, self-esteem creates the basis for the perception of one's own success or failure, achieving goals of a certain level, that is, the level of a person's claims.

People with adequate or high self-esteem are more optimistic than those with low self-esteem; they successfully solve the problems facing them, as they feel confident in their own abilities. Such people are less prone to stress and anxiety, they perceive the world around them and themselves kindly.

True self-esteem gives a person moral satisfaction and maintains his human dignity.

The foundations of self-perception are laid in childhood and can influence the entire future course of life.

Professional self-assessment is considered as an employee's self-relation to the result of comparing the real and ideal "I am a professional", which is formed as a result of the self-assessment process (in the context of the professional activity of the service, in comparison with others and with oneself).

Even in S. L. Rubinshtein (56), the main idea of ​​the concept of the subject and his activity, the foundations of which were laid down in the article of 1922 ("The principle of creative amateur activity"), is that a person and his psyche are formed and manifested in activity. According to the principle of the unity of consciousness and activity, human activity determines the formation of his consciousness and self-awareness, mental processes, human properties, and they, in turn, are the regulators of his activity, the conditions for its adequate implementation.

Summing up the first part of our work, we can conclude that studies conducted by Russian and foreign authors have shown the dependence of the success of professional activity on the level of self-esteem of a person. All authors are unanimous in the opinion of the negative impact of inadequate, or low and high self-esteem on the social behavior of a person and his activities. We will also try to trace the revealed pattern in the empirical part of our study.

Chapter 2. An empirical study of the problem of the influence of self-esteem on the level of success in professional activity.

This study involved students of the 5th year, the evening department of the Moscow State Pedagogical University. M.A. Sholokhov, specialization "Psychology of management". In the experiment, the success of their educational activities was considered as quasi-professional, by comparing their assessments and their own assessment of the success of their educational activities with the level of self-esteem of the subjects.

The experiment involved 31 people. We recognized 12 of them as successful in their professional (in this case, educational) activities, and the same number were recognized as unsuccessful. The rest of the participants in the empirical study were weeded out, since we could not attribute them to any of the above groups for the reason below.

The study took place in the classrooms of the Moscow State Pedagogical University. M.A. Sholokhov, in the evening, before the lectures. The subjects were read the instructions aloud, after which they were given answer forms, which they filled out on their own.

We recognized as successful students those who had no more than two “good” ratings in the magazine for the last year of study (since it is effective for showing the success of their future professional activity). Unsuccessful - those who had at least one "satisfactory" rating. The rest of the students were not considered by us because of the impossibility of influencing the course of the experiment, however, we will present a table in which these data are covered in more detail.