I am a personality concept
Who you are? Since you are a unique and complex creation, you have a lot of opportunities to add the offer "I - ...". (You could give five answers to this question? What?) Taken together, these answers will give what is called your I-concept.
I-concept - this is relatively stable, conscious the knowledge system and representations of the individual about oneself, the system of installations relative to his own personality, on the basis of which he builds interaction with other people and belongs to itself. According to the expression of the German psychologist V. Nebauer, I-Concept is the "theory of yourself."
I concept contains the following components:
1) Cognitive - representations and knowledge of their abilities, appearance, social status, significance for others, individual impulses, purposes and intentions, etc.
So, the girl, "knowing" about himself, that she is beautiful, will confidently behave with representatives of the other sex, even if it is "knowledge" inspired to her clearly unject loving parents. A teenager, "knowing", that supermodic jeans in its environment are quoted as an attribute of personal consistency, will expect their personal adoption from others by the fact that it is the relevant update.
The perception of man himself, the belief, with the help of which he determines himself, is the templates of consciousness - I-schemes. Our Schemes are our perception of themselves as sports, too thick, smart or any more - actively affect how we process information.
If sports is the central part of your I-concept, then you will most likely pay attention to how travelers are the figures of other people and what sports skills they demonstrate. You will easily remember the episodes associated with sports, and vividly interested in the information corresponding to this s scheme.
2) emotional appraisal- Positive or negative feelings (self-esteem, self-criticism, selfish, self-esteem, etc.), formed as a result of comparing reference values \u200b\u200bwith individual qualities.
3) behavioral (Volve) is a sequence of self-realization, the desire to maintain its basic qualities regardless of the situation, following its vital strategy, the desire to be understood, conquer the sympathies of others, strengthen their positive attitude towards themselves.
In general, it is customary to allocate two forms of I-concept - real and ideal. However, more private species are possible, for example, a professional I-concept, which can also be real and perfect.
The concept of "real" does not suggest that this concept is realistic. The main thing here is the presentation of the personality about yourself, about what I am. The ideal I-concept (perfect "I") is a presentation of personality about yourself in accordance with desires ("Whatever I wish to").
The real and ideal i-concept in most cases vary. The discrepancy between the real and ideal I concept can lead to various consequences: on the one hand, it can become a source of intrapersonal conflicts, on the other hand, can contribute to the improvement of the person, its desire for development.
The formation, development and change of I-concept is due to the factors of internal and external order. Social environment (family, school, numerous formal and informal groups in which the person is included) has a strongest impact on the formation of a me-concept.
The most fundamental is the influence of the family. Moreover, this effect is strong not only during the earliest socialization, when the family is the only (or dominant) social environment of the child, but in the future. With age, the importance of social interaction experience in school and in informal groups is becoming increasingly significant in the development of I-concept.
Social factors affecting the I-Concept:
Social roles performed by personality
Social identification,
Social comparisons
Uspekhi and personality failures
Opinions around others
The culture to which personality belongs.
Social role - A combination of actions and relations prescribed by various participants in the social environment, an idea of \u200b\u200bthe prescribed behavior pattern, which is expected and required from a person in this situation on the basis of it in the social or professional interaction of the position. The role asks the rights and obligations of a person in relevant situations, a certain model of behavior.
Getting Started with the execution of a new role - a college student, parent or sales, - at first we can feel "not in our plates." However, post-Pensioners our idea of \u200b\u200bourselves absorbs the fact that he was first only a game, Ro-Lyu in the theater of life. For example, by performing certain roles, we can begin to speak in support of what was not thought about at all.
I concept includes not only personal identity (idea of \u200b\u200byour personal keychas), but also social. Social identification (Social definitions "I") - racial and confessional-tax, floor, future specialty, etc. - imply the definition of what the representative of which social groups you are in society.
Being part of a small group, which is part of a numerous group, we are quite often clearly aware of our social identity; When our group is a majority, we are less often thinking about it. And the only woman in the group of men, and the only Cana deq in the company of Europeans aware of their uniqueness. The only black and leather student in a group, where everyone else is white, as well as the only white student surrounded by black comrades, the sharper feels its ethnic identity and reacts accordingly.
Social comparisons -one of the ways to identify the identity of the assessment of its qualities and its belonging to various social groups.
People surrounding us help us harbing a certain standard with which we define ourselves as rich or poor, smart or stupid, high or low. Comparing itself with the environment, we decide what they differ from them. In life, we are facing social comparisons at every step. In the presence of unbelievable people, we feel beautiful, in the presence of de-puff - smart, in the presence of heartless - caring.
Social comparison helps to explain why students are inclined to have a higher opinion about their abilities, if among their coarticles only units can be called exclusively gifted people. Studies confirm that many high school graduates who have completed them among the best and confident in their academic abilities, enrolling in large, prestigious universities, where many of the same excellent students, as they themselves, begin to feel a threat to self-esteem. It is better to be first in the village than the last in the city!
Successes and failuresProvided by personality serve material to build a me concept. Put difficult, but the achievable goals and you are completely scheduled - know feel more competent. To make the maximum possible and achieve the goals set - it means to feel more confident in yourself and capable.
Examples:
Women who captured the skills needed to protect themselves from the encroachment of the rapist, feel less vulnerable; They are more calm and better con-trill the situation.
Success in scientific research under-impressive self-esteem of students regarding their suitability for scientific acts, which, in turn, often stimulates them to work even more diligently and seek even more impressive success.
The principle "Success feeds self-esteem" led some researchers to the question: whether you can use the positive "messages" of type "!", "You will succeed!" Improve self-esteem and stupid achievements?
Indeed, low self-esteem sometimes creates problems. Compared to those who underestimate themselves, self-confident people are happier; They are about the more stable nervous system, the ulcer of the stomach and country are less likely to be sick of insomnia, among them there are fewer alcoholics and drug addicts, and they more courageously carry failure.
However, they consider critics of such a interpretation, at least evenly and diametrically opposite explanation: problems and failure lead to low self-esteem. Reality is primary, feelings are secondary. As we overcome the difficulties and acquire skills, our successes are "feeding" more optimistic installation and greater self-confidence. Children acquire self-esteem not only due to the fact that they are praised, but also thanks to the achievements, behind which stubborn labor.
I-conceptAccording to encyclopedic literature, this is a steady representation system of the individual, the image of its own "I", the installation in relation to yourself and other people, the generalized image of its qualities, abilities, appearance, social significance; Background and consequence of social interaction. In classical psychology, it is customary to distinguish between the real "I", the perfect "I", the dynamic "I" (what the individual intends to become).
The concept of "I" -conceptation originated in the 50s of the last century in the works of psychologists - Humanists: Ka. Masslow and K.Stzherza. Scientists have considered this concept as an auto installation, that is, the installation of the personality in relation to itself. This installation has conscious and unconscious aspects. "I" -conceptition is connected with the pursuit of the personality to attribute himself to a certain social group (sexual, age, ethnic, civil, socio-role) and manifests itself in various ways to self-realization.
The discrepancy between the real and ideal "I" may cause a negative emotional feature of the individual (inferiority complex) and intrapersonal conflicts. "I" -conceptation ensures the integrity and situational sustainability of the individual, its self-assertion and self-development in the direction of the accepted personality strategy of life. Synonym "I" - Concept is "Self-consciousness" of personality.
Individual's representations about themselves, as a rule, seem to be convincing it, regardless of whether they are based on objective knowledge or subjective opinion, whether they are true or false. Specific methods of self-perception leading to the formation of the image I may be the most diverse.
Abstract characteristics that we use describing some person are in no way related to a specific event or situation. As elements of the generalized image of the individual, they reflect, on the one hand, sustainable trends in its behavior, and on the other - the selectivity of our perception. The same thing happens when we describe themselves: we are in words trying to express the main characteristics of our usual self-perception, they include any role, status, psychological characteristics of the individual, a description of property, life goals, etc. All of them are included in the image with a different specific weight - one seems to be individuals more significant, others are less. Moreover, the importance of self-describing elements and, accordingly, their hierarchy may vary depending on the context, the life experience of the individual or simply under the influence of the moment. This kind of self-describing is a way to characterize the uniqueness of each personality through the combinations of its individual features (Burns R., 1986, p.33).
The emotional component of the installation exists due to the fact that its cognitive component is not perceived by a person indifferently, and evaluates estimates and emotions in it, the intensity of which depends on the context and on the cognitive content itself (Burns R., 1986, p. 34).
Self-assessment is not constant, it varies depending on the circumstances. The source of estimated knowledge of various representations of the individual about himself is its sociocultural environment in which the estimated knowledge is regulated in the language values. Social reactions to some kind of its manifestations and self-surveillance may also be a source of estimated representations of the individual.
Self-esteem reflects the degree of development in the individual sense of self-esteem, the feeling of its own value and a positive attitude towards everything that enters the sphere of His
Self-assessment is manifested in the conscious judgments of the individual, in which he is trying to formulate its significance. However, it is hidden or explicitly present in any self-describing. There are three points that are essential for understanding self-esteem.
First, an important role in its formation plays a comparison of the image of a real me with the image of the ideal me, that is, with the idea of \u200b\u200bhow man would like to be. Those who reach the reality of the characteristics that determine the perfect image for it should have a high self-esteem. If a person feels a gap between these characteristics and the reality of its achievements, his self-esteem, in all likelihood, will be low (Burns R., 1986, p. 36).
The second factor, important for the formation of self-esteem, is associated with the interiorization of social reactions to this individual. In other words, a person is inclined to evaluate itself as, in his opinion, others are evaluated.
Finally, another look at the nature and formation of self-esteem is that the individual evaluates the success of its actions and manifestations through the prism of identity. The individual is satisfied not from the fact that he just does something well, but from what he chose a certain case and it is doing well.
It should be emphasized that self-esteem, regardless of whether its own judgments of the individual lie or interpret other people's judgments, individual ideals or cultural standards are always subjective.
A positive i-concept can be equated to a positive attitude towards self-esteem, making yourself a sense of own value; The synonyms of a negative me-concept become in this case a negative attitude towards themselves, rejection of themselves, the feeling of its inferiority (Burns R., 1986, p.37).
The fact that people do not always behave according to their beliefs are well known. Often, the direct, direct expression in the behavior is modified or is constrained by virtue of its social unacceptability, moral doubts of the individual or his fear of possible consequences.
All installation is an emotionally painted belief associated with a specific object. The peculiarity of the I-concept as a set of installations is only that the installation carrier itself is the object in this case. Thanks to this self-containment, all emotions and assessments associated with the way I are very strong and stable. Not to attach importance to your other person quite simple; To do this, there is a rich arsenal of psychological protection products. But if we are talking about the attitude towards yourself, then simple verbal manipulations here can be powerless. No one can just change their attitude towards himself (Burns R., 1986, p.39).
The human "I" is an extremely complex object. The difference in the first inhomogeneities in the structure "I" belongs to William James. He suggested distinguishing the reflexive (learning) and empirical (learned) "I" as the process and result differ. The result of the process of self-knowledge and is, in fact, I concept.
I concept includes components:
Cognitive - the image of its qualities, abilities, appearance, social significance, etc.
Emotional - self-esteem, self, self-destruction, etc.
An estimated volitional - the desire to increase self-esteem, conquer respect.
I-concept - the background and the consequence of social interaction, determined by social experience. It includes:
1) Physical I - Scheme of Own Body;
2) Real I am an idea of \u200b\u200bmyself in the present time;
3) the dynamic I - what the subject intends to become;
4) Social I - correlated with the areas of social integration: sexual, ethnic, civil, role-playing, etc.;
5) Existential I - as an assessment of yourself in the aspect of life and death;
6) the ideal one, what the subject, in his opinion, would have to become, focusing on the norms of moral;
7) Fantastic I - what a subject would wish to become, be it possible.
In I-Concepts, descriptive and estimated components are allocated, which makes it possible to consider I-concept as a set of installations aimed at yourself. In most definitions, three main elements can be distinguished from the settings:
1. The belief that can be both reasonable and unreasonable (cognitive component of the installation).
2. Emotional attitude to this belief (emotional-estimated component).
The corresponding reaction, which, in particular, can be expressed in behavior (behavioral component).
With regard to I-concept, these three installation elements are specified as follows:
The image of "I" is the presentation of an individual about yourself.
Self-esteem is an affective assessment of this presentation, which may have different intensity, since the specific features of the image "I" can cause more or less strong emotions associated with adoption or condemnation.
Potential behavioral reaction - concrete actions that may be caused by "I" and self-esteem.
The image of me and self-esteem is amenable to conventional difference, because in a psychological plan they are inextricably linked.
The image and evaluation of your "I" predispose a person to a certain behavior, because the global I-concept we are considered as a set of man sets aimed at itself. However, these settings may have different modalities.
Usually there are three main modalities of self-improvement.
1. Real I - installations associated with how a person perceives his current abilities, roles, its current status, that is, with his ideas about what it is in the present time.
2. Mirror I - installations associated with human representations about how others see it. Mirror I perform an important feature of self-correction of human claims and its ideas about himself. This feedback mechanism helps to keep me-real in adequate limits and remain open to new experience through the converged dialogue with others and with himself.
3. Ideal I - installations associated with the person's representation of how he would like to become. Ideal I am formed as some combination of qualities and characteristics, roles that a person would like to see at home and which he would like to fulfill. And the ideal elements of their own I forms on the same main aspects as in the structure of I-real. The ideal image is addressed from a number of ideas that reflect the innermost striving of a person. These ideas are torn off from reality. Contradictions between the real and ideal I constitute one of the most important conditions for self-development.
In addition to the three main modalities of the installations proposed by R. Burns, many authors allocate another one that plays a special role.
4. Constructive I (I am in the future). It is his faithful to the future. The main difference between the constructive "I" from the ideal I am that he is permeated with effective motifs, and they more correspond to the sign "striving." In I-constructive transferring those elements that personality accepts and puts for itself as an achievable reality.
It should be noted that any of the images I have a complex, ambiguous origin, consisting of four aspects of attitude: Physical, emotional, mental and social, I.
In children in the process of individual development, there is not only an idea of \u200b\u200boneself, but also the idea of \u200b\u200bhow they want to be. Some children are ideal, I'm not very different from the real, so they do not think about self-improvement. Others, on the contrary, the perfect I (called the ego ideal also called) is a distant goal, which is required to achieve. An example of the perfect I can serve as a person who admires the child. Sometimes the ego ideal is realistic, sometimes pure fantasy.
In many psychological theories, the concept is one of the central concepts. At the same time, there is still no universal definition, nor unity in terminology. Terms that alone authors are used to designate the I-Concept as a whole, others are used to designate individual elements. To make clarity to the terminology of our study, you can use the scheme proposed by U.Jaims, which, in our opinion, on the one hand, most fully reflects the structure of the I-Concept, and on the other, it organizes the terminology founding on the pages of psychological literature (Fig. 2 ).
Figure 2 - Structure of I-Concept
This scheme presents a concept in the form of a hierarchical structure. At its top there is a global i-concept, which includes all sorts of facets of individual self-consciousness. Due to the fact that the person on the one hand has consciousness, and on the other, it is aware of himself as one of the elements of reality, U.James Global, I considered a dual formation, which combines I-Conscious and I like an object. These are two sides of one integrity, always existing at the same time. One of them is a pure experience, and the other is the content of this experience (I-like-object). However, one should not forget about the conventions of such a distinction, it is impossible to imagine consciousness, deprived of content, as well as the content of mental processes that exist in the separation from consciousness. Therefore, in a real mental life, these elements are so connected that they form a single, almost unpropered whole. I-as-object exists only in the processes of awareness and is the content of these processes, as a person can conscious of himself. We can share the result and process of reflexive thinking only in the conceptual plan; In a psychological plan, they exist pled.
Functions of the I-Concept perform a crucial role in organizing human behavior. From the fact that a person himself thinks about himself, many aspects of its livelihoods are depends on: the processes of adaptation, methods of psychological protection, individual style of activity, communication, life, reactions to events and acts of other people.
R.BRNS determines the following functions.
1. Ensuring internal consistency.
The function is manifested in a person's desire to maintain a well-established idea of \u200b\u200boneself. Information contrary to the existing ideas is either not allowed to be aware or displacing or distorted. For a person, it is characteristic of coming accordingly what he thinks about himself.
An example of the fact that in his actions a person is guided by ideas about himself, leads R. Burns: "I had a chance to talk with a girl who had an indicator of a standardized test for intelligence was above average, however, as it turned out, she had a bad time at school for the main subjects . The girl explained this, she "does not have great mind." I tried to argue, putting forward its high IQ indicator as an argument. At the next meeting, held in a few months, it was found that its IQ fell to the level below average. " That is, the girl led him in line with the idea of \u200b\u200bhimself.
2. I- concept as an interpretation of experience.
A person perceives and interprets the events of the surrounding world, depending on how he perceives himself. Without exaggeration, it can be said that the perception of the world, its assessment and attitude towards it is a subject itself. The one who has pink glasses in front of the eyes, faced with meanness and hypocrisy, perhaps, interprets events in some fabulous manner. He, who in front of black glasses, in a collision with care and attention, seek any trick in them.
3. I am a concept as a source of expectations.
The processes of a particular person, psychologically, are sent on those channels in which he seems to predict the events that a person expects from herself in the near future.
Thus, I-concept is a combination of a person's ideas about itself and includes beliefs, assessment and trend of behavior. By virtue of this, it can be viewed as a set of installations aimed at each person. I-concept forms an important component of a person's self-consciousness, it participates in the processes of self-regulation and self-organization of personality, since it determines the interpretation of experience and serves as a source of human expectations.
"I" -conceptation is understood in psychology as a sustainable system of the generalized representation of an individual about himself, as an image of his own "I" (the image "I"), which determines the attitude of the individual to itself and other people. In other words, "I" -conceptation includes the whole set of knowledge and ideas of an individual, emotional attitude to your personality, as well as those forms of behavior, which are due to these knowledge, ideas and assessments.
A significant part of the issues related to the description of this system (its structure, formation and dynamics) is still subject to further development. Distributions for a number of fragments "I" -conceptible are such that it does not make sense to criticize them. However, the importance of the problem is so great that the highest degree of relevance acquires familiarization with the existing research results as the basis for further developments. The difficulty of studying the problems of "I" -conceptition was included in the presence of contradictions in the inner world of a person, in a weak awareness of some sides of their personality. It is characteristic that over the past 30 years, the number of research and books on the issues of "I" - concepts more than doubled.
The image "I" is a holistic representation of a person about himself. It does not boil down to the simple realization of its individual features and qualities. In the "I" image of a more significant point is not so much autobiographical self-optics, but self-determination: who am I? What am I? What do I want? What I can? What will I become? From how the individual sees himself (what is his image "I"), depending on its strategy of interaction with other people, its forms of behavioral self-regulation, attitude towards business partners and in general its relations with the outside world. It is important that the "I" image determines the attitude towards myself, self-esteem, love for yourself or, as psychologists say, accepting yourself. Love for yourself does not mean exaltation over the surrounding. On the contrary, it is love that allows a person to love others to evaluate them. E. Fromm wrote about this:
"My own" I "should be the same object of my love, like another person."
The image of "I" usually includes:
The complex interaction of all these sides of the image "I" practically excludes the possibility of finding an individual in a state of complete "psychological calm", aimless existence and inactivity.
In domestic psychology in the structure of "I" -conceptitions allocate the following components:
All of these components are formed and developing in communication and activities. As part of the psychology of the personality, self-consciousness is of particular importance as the highest level of development of consciousness. It is symbolic that the fundamental course "General Psychology" begins and ends with the concept of "consciousness", covering all the stages of its development in the ontogenesis of man.
