Features of the image of the physical "I" in the minds of adolescent girls with piercings and tattoos. Study of the structure of the image of the physical "I" of schoolchildren The image of the physical I in the structure of the consciousness of a woman
MDIVANI Marina Otarovna
RESEARCH OF THE STRUCTURE OF THE IMAGE OF THE PHYSICAL "I" OF SCHOOLCHILDREN
GENERAL DESCRIPTION OF WORKRelevance. School physical culture, being in fact the initial stage of sports training, borrows methods and a system of indicators of its effectiveness from sports. Such indicators are criteria external to the subject: points, seconds, goals, etc., and the subject himself, his body does not become the subject of physical education at school. The modern humanization of education, which focuses the attention of researchers and practitioners on the personality of the child, has become the motive for the interest of psychologists in the process of physical education of children and has demanded a new ideology of school physical culture. This ideology is based on health and a healthy lifestyle. Since a healthy lifestyle is not given to urban children initially, but is associated with a personal choice, then the main psychological mechanism adequate to this level of life is self-consciousness, and it becomes necessary to build a new theory and methodology of research in the field of psychology of physical education, in particular, consideration of such education self-consciousness like the physical "I".
Hypothesis. The physical "I" of the subject is a complex biosocial complex, which is formed on the basis of various sources. Firstly, it is the individual experience that the subject acquired as a result of bodily functioning as a physical object, secondly, these are assessments of the social environment perceived by him in the process of communication, and, thirdly, these are cultural norms, stereotypes and standards of physical development , assimilated in the system of relations between the subject and society. According to these fundamental sources, we distinguish three structural components in the concept of the physical "I":
I-physical functional (this is the image that develops in the context of the functioning of the body as a physical object and is based, as a rule, on biological feedback);
I-physical social (this is the image that develops in the context of assessments of the social environment and is an idea of how the subject looks in the eyes of other people);
I am the physical ideal (this is the image that develops in the context of the assimilation of cultural stereotypes and group norms and is the subject's idea of how one should be).
It should be noted that such a division is conditional in the sense that the real physical "I" is a syncretic image, where all the indicated structural components are present. However, it can be assumed that each structural component still has some independent life. First, the components themselves can change in different ways with age. Secondly, their ratio may be different depending on age and gender. Thirdly, they can be associated in different ways with the characteristics of personality and communication, which play a significant role in the formation of the image of the "I".
The purpose of the work there was a study of the age dynamics of the structure of the image of the physical "I" and the dependence of the components of this structure on the individual psychological and communicative characteristics of the individual.
In accordance with the goal and to confirm the stated hypothesis, the following problems were solved in the work: tasks:
1. Develop methods for diagnosing the components of the structure of the image of the physical Self.
2. To investigate the change in the components of the structure of the image of the physical Self with age.
3. To explore the relationship between the components of the structure of the image of the physical I with the individual psychological characteristics of the personality and its place in the communicative structure of the group.
As object of study the following reflexive aspects of the physical self were presented: the idea of one's coordination (dexterity) and the idea of one's size (height and thickness) - among schoolchildren of the 1st and 6th grades of general education Moscow schools.
Key points submitted for defense:
1. Theoretically substantiated the allocation of three structural components in the image of the physical I.
2. The components of the structure of the image of the physical I have different dynamics in ontogeny.
3. The components of the structure of the image of the physical I of adolescents are differently related to their communicative and individual psychological characteristics.
4. Ideas about coordination and size have a different structure depending on gender.
Scientific novelty is determined by the absence in modern pedagogy and psychology of physical education of approaches focused on the subject of activity. The paper proposes a variant of such an approach, in which one of the aspects of self-consciousness - the image of the physical "I" becomes the subject of physical education. The three-component model of the structure of the physical I proposed in the work makes a certain contribution to the theory of self-consciousness. Specially created methods for diagnosing the components of the structure are original developments, since in this work the task of evaluating each component separately was set for the first time. The obtained new data on the dynamics of the structure of the image of the physical "I" in ontogenesis and its dependence on individual psychological and communicative characteristics contribute to the body of knowledge about human self-consciousness.
Practical significance. The results obtained in the course of the study allow, firstly:
To formulate fundamental provisions for building physical education programs at school, psychologically oriented to age-related features of the formation of the image of the physical "I";
and secondly:
Approbation of work: The main theoretical and practical results of the research were discussed at the final scientific session of the Research Institute of General and Pedagogical Psychology of the USSR Academy of Sciences (1990), in the laboratory of psychology of physical education of schoolchildren (1988,1989,1990), at the Soviet-American seminar of sports psychologists, organized by the Moscow branch Society of Sports Psychologists (1990) and reported at a conference on applied psychology in Kazan (1990).
The structure and scope of the dissertation. The dissertation consists of introduction, three chapters, conclusion, bibliography and 2 appendices. The work is presented on 98 pages, contains 6 figures and 12 tables. The list of references includes 106 sources, 44 of them are in foreign languages.
MAIN CONTENT OF THE WORKINTRODUCTION the relevance of the research topic is shown, a new approach to school education is substantiated physical culture, which aims to form a healthy lifestyle and is based on the development of self-awareness. The introduction formulates the need to build a new theory and methodology of research in the field of psychology of physical education, including consideration of the image of the physical I.
FIRST CHAPTER - "The image of the physical I as a product of self-consciousness" is the theoretical part of the work. In self-awareness studies that include the physical self in a theoretical framework, there are two types of relationship between the physical self and the overall self-concept. The first type of relationship, distinguished in the so-called "functional" schemes, implies the existence of many private aspects of self-consciousness, among which is the physical Self (I am spiritual, I am social, I am physical, etc.) (Burns R., 1986). The second type of relationship, existing in the so-called "genetic" schemes, suggests the existence of a physical self in the early stages of ontogenesis, as a prerequisite and basis for the formation of self-consciousness (Dickstein E., 1977; Ericson E., 1967; Stolin V.V., 1983). As you grow older and socialize, the physical self loses its meaning and fades into the background. However, the physical I is the same personal formation as the spiritual I, the social I and any other. The idea that the physical self that exists at the early stages of ontogenesis develops into something else as socialization progresses, and organic sensations and well-being remain instead of it, is obviously wrong. It is impossible to imagine some continuum where the physical self is at one end and the spiritual self is at the other. The physical Self is located at both ends of the continuum, that is, it has an independent path of development in ontogeny.
Researchers of the physical self have attempted to systematize the broad class of phenomena that fall under the definition of bodily experience in two ways. Some built "vertical" schemes, expressed in level or genetic models (Fisher S., Cleveland S., 1958; Shontz F.C., 1959). Others worked on a "horizontal" plane, trying to break down the many aspects of the manifestation of the body self into different groups.
In explicit form, two oppositions can be distinguished that guided the theoretical thought of the researchers of the image of the physical Self: "internal - external" and "whole - part". Two large groups of studies fall within the framework of the opposition "internal - external": studies of appearance and studies of the boundaries of the body. Both Soviet and foreign researchers consider the body as a carrier of certain social meanings, values, etc. (Bodalev A.A., 1965)
Many researchers focus on emotionally to their appearance, and the value of various parts and organs of the body turned out to be different for healthy and sick, men and women, children and adults.
Other researchers of appearance consider the body as an object with a certain shape, size, etc., and answer the question of the accuracy of the perception of their appearance. As a rule, these studies are based on the use of various instrumental techniques - moving frames, mirrors with varying curvature, distorted images, television and video equipment, etc. It is shown that the accuracy of perception depends on many factors: on the state of consciousness (Savage C., 1955; Gill M.M., Breman M., 1959), on age (Katcher A., Levin M., 1955, Nash H., 1951), from cultural stereotypes (Arcoff N.A., Weaver H.V., 1966), from the coefficient mental development(Shonz F.C., 1969; Shaffer J.R., 1964). Many researchers have identified significant distortions in the assessment of their body size in patients with anorexia nervosa and obesity (Garner D.M., 1976,1981; Dorozhevets A.N., 1986; Sokolova E.T., 1989)
The second large group of works that fall within the framework of the opposition "internal - external" concerns the study of the boundaries of the body. The body as a "receptacle" I was the subject of research by representatives of existentialism (Shonz F.S., 1960). Having no extension, the I has its location. Here, the distinction between "mine" and "not mine", between "internal" and "external" is very important. A new direction in the study of bodily experience has become the study of the boundaries of the image of the body.
Within the framework of the "whole-part" opposition there is a large group of studies united by a single view of the body and its parts as carriers of a certain symbolic meaning (Fenichel O., 1945; Szasz T.S., 1975).
As a result of the research, data have been obtained, on the basis of which a new model of the structure of the physical Self can be proposed. The subject's idea of his body and bodily manifestations is formed on the basis of various sources. Since the body is a material object, in contrast to the spiritual world or the social status of the subject, at first glance it seems that the existence of an image of the physical self adequate to objective reality is more possible than the image of the spiritual or social self. A really powerful source of ideas about one’s physical self is the system of biological feedback necessary for the life of every organism. However, the image that has developed on the basis of objective information always has some "social" corrections, since we are dealing with ideas that belong to a person as a social individual. The image that the subject has in the eyes of the social environment is superimposed on the biological picture of the world. That is, the assessments of others are accumulated in the image of the physical I. The social environment introduces another amendment to the physical I, but in the form of social standards and cultural stereotypes. It is clear that the standards of physical development that have developed in society and assimilated by the subject will influence his ideas about his body.
The physical Self is formed like any other image of the Self in the process of interaction of the subject with the outside world. The first level of interaction is the interaction of the subject with the object world. Since, as mentioned above, the body is a material object, then some idea of one's physicality, or rather one of the sources for constructing a complex image of one's body, is formed at this level. And, therefore, in the idea of oneself, one can single out the corresponding structural component: I-physical Functional (this is the image that is formed on the basis of the functioning of the body as a physical object and is based, as a rule, on biological feedback).
The second level of interaction of the subject with the outside world: the subject - subjective. Here the subject is faced with self-assessment through the eyes of others. Naturally, such an assessment is a powerful source for constructing the image of the Self, including the physical Self. Accordingly, this level of interaction can be distinguished in the representation of one’s physical Self, another structural component: I am the physical social (this is the image that is formed on the basis of assessments of the social environment and is the subject's representation of how he looks in the eyes of other people).
The third level of interaction is the interaction of the subject with society. As mentioned above, at this level the subject is faced with institutionalized assessments and cultural values. At this level, there is another source of building an image of the body, according to which it is possible to single out a structural component in the physical I: I am the physical ideal (this is the image that is formed on the basis of the assimilation of cultural stereotypes and group norms and is the subject’s idea of how one should be ).
Thus, the physical I of the subject is formed on the basis of various sources. Firstly, it is the individual experience that the subject acquired as a result of the functioning of his body as a physical object, secondly, these are the assessments of the social environment perceived by him in the process of communication, and, thirdly, these are cultural norms, stereotypes and standards of physical development , assimilated in the system of relations between the subject and society. According to these fundamental sources, we distinguish three structural components in the idea of our physical self;
I am the physical functional;
I am the physical social;
I am the physical ideal.
It should be noted that these three components are present both at each of the levels of hierarchical models (vertical schemes) and in any aspect of the broad phenomenological field of bodily manifestations (horizontal schemes). Thus, the proposed model can serve as the third coordinate (volumetric) for considering one reality - bodily experience. In this case, all the ways of conceptualizing the corporeal considered in the chapter, including the last one, do not contradict each other, but rather complement one another. The question arises only when this model is combined with genetic schemes, i.e. what happens to the structural components of the physical self with age? It would seem that it is easiest to consider three components - functional, social and ideal - as three stages in the development of the physical Self, but the levels of interaction with the external world that generate these structural components are subject - object, subject - subject and subject - social cannot be distributed in time. That is, the image of the physical I is syncretic in the process of ontogenesis. However, it can be assumed that each structural component has some independence: firstly, the components can change differently with age, secondly, their ratio can be different depending on age and gender, and thirdly, they can be associated in different ways with the characteristics of personality and communication, which play a significant role in shaping the image of the Self.
In this work, an attempt was made to experimentally test the above assumptions. Two reflexive aspects of the physical self were chosen for the study: the idea of one's size (height and thickness) and the idea of one's coordination (dexterity), and two age sections: younger schoolchildren and adolescents.
IN THE SECOND CHAPTER studies of the age and gender characteristics of the structure of the physical self are described. The first task that had to be solved for this purpose was the creation of special diagnostic procedures for the study of the selected components of the structure of the physical self. To diagnose the social and ideal components of the idea of coordination and size, the Dembo self-assessment method was modified - Rubinstein. The subjects had to assess on the scales offered to them (dexterous - clumsy, tall - short and thin - fat) how they would like to be (ideal component) and how they look in the eyes of others (social component).
To diagnose the functional component of the structure of the physical I, special experimental methods were created. In order to assess the functional component of the concept of coordination, a projective method "Drawing of a moving person" was developed. The main criterion for creating this method was the independence of the intention of the functional component of the structure from the social and ideal. Approbation and validation of this method was carried out on 75 first-graders and 60 students of the 6th grade.
To diagnose the functional component of the idea of size, the "point" method of assessing the size of the body (A.N. Dorozhevets, 1986) was initially used, which consists in depicting one's size in full size on a sheet of white paper. However, during testing, which involved 50 first graders and 46 sixth graders, he found a significant dependence on the social component (r = 0.498; p≤0.01). Therefore, to evaluate the functional component of the size representation, a special experimental procedure was developed, called "functional evaluation". The subject was located at a distance of two meters facing the device, which allows to raise a horizontal bar from the floor level with a uniform speed. The subject was asked to constantly evaluate the height of the bar and say "Stop" at the moment when the bar rises exactly to such a height that it would be possible to pass under it without tilting the head. The data after three trials were averaged. The functional evaluation of the width was carried out in a similar way. The subject was located in front of two sliding bars and said "Stop" when, in his opinion, he could pass into the resulting hole. After that, the subject's objective height and shoulder width were measured, and the experimental data obtained using the "functional assessment" method were converted into percentages. Thus, the functional component of the idea of one's size was expressed as a percentage in relation to the objective dimensions of the body. Approbation and validation of the methodology was carried out on 64 first-graders and 68 students of the 6th grade.
The main experiment involved 74 first graders (38 girls and 36 boys) and 62 sixth graders (33 girls and 29 boys) of the 992nd Moscow school
As a result pilot study we wanted answers to next questions:
1. How does each of the components of the structure of the physical self change with age?
2. What is the ratio of components in the structure of the physical I for each studied age period?
3. Are there gender differences in the structure of the physical self of schoolchildren of different ages?
To answer the first question, the sample means were analyzed using Student's t-test. For all three components, significant differences were obtained between the average values of the functional, social and ideal components as in junior schoolchildren as well as in adolescents. The value of the functional component of self-image increased in adolescents compared with younger students by an average of 17% (p≤0.001). This result is quite understandable, since the basis for the functional component of the physical self is the accuracy of biological feedback, which increases with the accumulation of motor experience. The value of the social component decreased by 20% (p≤0.001), which indicates a greater clarity of adolescents' ideas about how they look in the eyes of others, which explains the greater scatter of data among adolescents compared to those of younger schoolchildren. The value of the ideal component in adolescents also decreased by an average of 12% (p≤0.01), which is also understandable, given that the values of the ideal component in younger students are usually very high.
In order to evaluate the interaction of the components of the structure of the physical I at each age, a correlation analysis was used. The social and ideal components of junior schoolchildren turned out to be interconnected with a high degree of probability (r=0.657; p≤0.001), and this pattern manifested itself in both boys and girls. These data indicate that it is still difficult for younger students to distinguish in their self-image the differences between what they would like to be and what they look like in the eyes of others. It is obvious that the social component of the image of the physical I is not yet sufficiently developed among younger students. Indeed, the values of the assessments of the social component are close to the maximum values for both boys and girls and have a small inter-individual scatter. If we take into account the poor assimilation by children of this age of the variety of contingents of movements available to an adult (Bernshtein N.A., 1947), which leaves a deficient imprint on the functional component of the physical I, then we can conclude that for younger students in the structure of the physical I, the leader is the ideal component.
In adolescents, when comparing the social and ideal components of the structure of the physical I, it was not found statistically significant connection. When analyzing the combined results of boys and girls, this is true for all aspects of the physical self studied: both for coordination and for body size. Such results indicate that the social component of the structure of the physical self becomes independent of the ideal and acquires an independent meaning. This also confirms the smaller scatter of data than for younger schoolchildren and the lower absolute values of the social and ideal components in adolescents compared to younger schoolchildren. The absence of a connection between the social and ideal components of the structure indicates, on the one hand, an increase in the role of the functional component in the image of the physical Self in adolescents, and, on the other hand, confirms the idea that has developed in psychology that the importance of peer assessments increases in adolescence.
Significant gender differences emerged in the analysis of the structure of various reflexive aspects of the image of the physical self. Moreover, these differences are manifested both in children of the same age and in age dynamics. Boys of both ages estimate their coordinating abilities more accurately than girls, and the standard of dexterity development for them is higher than for girls. Height matters more for boys than for girls and both age periods. Boys are more accurate in functional assessments of height and have a higher ideal component of their representation of height.
The age dynamics of the structure of the physical I is different in boys and girls. Thus, in junior schoolchildren of both sexes, the structure of the idea of their coordination coincides with the structure of the idea of their height (r=0.419; p≤0.001) and both are not related to the structure of the idea of their thickness. In adolescent boys, a relationship is found between body sizes (height and thickness) for all components of the structure (r=0.395; p≤0.001; r=0.362; p≤0.001; r=0.359; p<0,01), что свидетельствует о более отчетливом представлении о пропорциях тела у подростков-мальчиков. И явно выпадает из общей картины представление о своей толщине у девочек-подростков. Обнаружена значимая зависимость между социальным и идеальным компонентами представления о толщине (r=0.529; p≤0,00l). Можно предположить, что представление о своей толщине у девочек-подростков не только формируется под влиянием товарищей, но и копирует групповые эталоны.
As shown in the first chapter, the idea of the physical self is formed on the basis of three main sources. However, the end result, ie. I - the physical also depends on some objective and subjective reasons. Objective reasons include the conditions of activity and communication. The subjective reasons on which the formation of the image of the physical Self depends, first of all, are the cognitive and personal characteristics of the individual. In the second part of the pilot study described in THIRD CHAPTER , the main goal was to reveal the sensitivity of individual components of the structure of the Physical Self to the individual psychological characteristics of the personality and the characteristics of communication. Since the greatest gender and structural differences were found in adolescents, at this stage of the study, 83 students (44 girls and 39 boys) of the 6th grade of the 125th Moscow school participated in the experiments.
In addition to the methods for diagnosing the components of the structure of the physical Self, described in the previous chapter, we used a modified version of R. Cattell's Child Personality Questionnaire (CPQ), which includes 12 factors, and an original method for measuring communicative distance (MICD), specially designed to study communicative processes in a group.
When developing this technique, the specificity of information interaction was preserved, which is expressed, on the one hand, in establishing a certain distance between the communicating parties (further-closer) and, on the other hand, in the distribution of communicative positions between them according to the communicator-recipient type. This was achieved by solving the corresponding test task by the subjects, which boiled down to the fact that the subjects had to evaluate each member of the group according to the degree of its attractiveness as an object and subject of information interaction, i.e. as sources and consumers of information on a 100-point scale, formed by two points in space, 100 mm apart, without externally expressed graduation. The assessment of the attractiveness of the information interaction partner was carried out by establishing the distance by drawing a straight line segment from one point, marked "I", to another, marked by the name of a particular partner, and vice versa. The length of the segment in the first case expressed the degree of interest in the partner as in the object of information interaction, and in the second as in the subject of this process.
The method used allows us to obtain two types of characteristics of the organization of the communicative process: real-subjective, indicating the degree of information activity of a particular communicant, and real-objective, characterizing the subject as a leader or a follower of a real communicative process. To assess the relationship between the structure of the physical I with individual psychological and communicative characteristics, the method of correlation analysis was used.
Based on the analysis of the obtained results, we wanted to get answers to the following questions:
1. What influences the structure of the physical self of adolescents to a greater extent: communicative or individual psychological characteristics?
2. Is such an influence specific for different components of the structure of the physical Self and various reflexive aspects of the image of the physical Self?
3. Are there gender differences in the relationship between the structure of the physical self of adolescents and their communicative and individual psychological characteristics?
In order to assess the strength of the relationship between various features and components of the structure, significant correlations obtained in the experiment were assigned weights depending on their level of significance. The sums of the weights of the obtained correlations indicate that the structure of the physical self of adolescents is more influenced by individual psychological characteristics than communicative ones (Σ 1 = 29 and Σ 2 = 12, respectively), and most significant correlations between the structure and characteristics of communication were obtained between the components structure and real-subjective characteristics of the communicative process.
The specificity of the influence of individual psychological characteristics on different components of the structure of the physical Self is manifested in the analysis of gender differences. Thus, in adolescent girls, the closest connection between personality traits and the social component of the structure is found, while in boys, the social and functional components of the structure experience the same influence of individual psychological characteristics. In girls, the lowest correlation was obtained between individual psychological characteristics and the functional component, and in boys, between individual psychological characteristics and the ideal component.
When analyzing the results of the influence of communication features on the structure of the physical I, noticeable gender differences also appeared. In boys, communication features are most closely related to the social component, that is, to the idea of how I look in the eyes of others. In girls, the ideal component of the structure of the physical self is most influenced, that is, in intra-group relations, girls are more guided by group standards than boys.
Sex differences are also manifested in the analysis of the influence of communication features on ideas about individual reflexive aspects of the image of the bodily self. For example, in boys, the idea of growth experiences the greatest influence. Moreover, this idea is most closely connected with the objective position of the individual in the “leader-follower” relationship. In girls, the idea of thickness most strongly depends on communication processes and, unlike boys, this idea is not associated with a real position on the “leader-follower” scale, but with a subjective predisposition to take one or another position.
The greatest influence, both on the part of personality traits and communication processes, is experienced by boys' ideas about their height and girls' ideas about their thickness.
IN CONCLUSION the main results of the study are summarized, the main conclusions are formulated:
1. An experimental study showed that the allocation of three components in the structure of the image of the physical I: I - physical functional, I - physical social and I - physical ideal - was justified.
2. The developed research methods turned out to be valid for diagnosing the structural components of the image of the physical Self in schoolchildren.
3. The structure of the physical self changes with age, and a common trend for boys and girls in structure changes from younger schoolchildren to adolescents was found:
A) the value of the functional component of the structure grows with the increase in motor experience;
b) the absolute values of the ideal component decrease, i.e. the idea of the ideals of one’s physical development becomes more realistic,
V) the social component of the structure of the physical I becomes independent only in adolescence, that is, only adolescents develop a clear idea of how they look in the eyes of others.
4. The structure of different reflexive aspects of the image of the physical I is different for boys and girls:
A) for boys, the real assessment (functional component) and value (ideal component) of their coordination and growth are higher than for girls;
b) for girls, the social component of the idea of thickness is of great importance.
5. The influence of individual psychological and communicative features on the structure of the physical self of adolescents depends on gender differences:
A) in boys, both personality traits and communication features are most of all associated with the social component of the structure of the physical self.
b) in girls, personality traits are most associated with the social component, and intra-group communication features are most associated with the ideal component of the structure of the physical self.
6. Personality and communication features in girls are more associated with ideas about their thickness, and in boys - with ideas about their height.
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METHODS FOR ASSESSING THE FORMATION OF THE PHYSICAL I-I-IMAGE IN TAEKWONDO PRACTITIONERS
Ulyaeva L.G., Department of Psychology
Among the factors that determine the formation of self-regulation mechanisms, one of the central places belongs to the physical image of the Self (3), which determines the direction and level of activity of the subject, the dynamics of his personal qualities.
The analysis of sports practice shows that insufficient attention is paid to the issue of the formation of the image of the I-physical, its role as a mechanism of arbitrary self-regulation of the athlete's activity is underestimated.
It can be assumed that the increase in the effectiveness of sports improvement also depends on the formation of the image of the physical Self.
In our work, based on the structural-functional analysis, we used the model of the image of the I-physical (see Fig. 1), consisting of three structural units: cognitive-evaluative; emotional and aesthetic; operating room (25).
I-physical is a real-life mental mechanism of human development, which at the system level carries out self-regulation, self-development, self-movement, self-realization. This mechanism has its own specifics in relation to any other aspect of self-consciousness (I-spiritual, I-social, etc. There is a clearly simplified attitude to the I-physical, reduced to the formation of a body scheme. education is an image of oneself (the scheme of the body), which allows it to act more adequately and effectively" (17, p. 24).
In our opinion, the construction and dynamics of the image of the I-physical is most closely related to the specifics of a particular activity (hierarchy of activities (7) in which the subject participates. Sports activities in general (and a specific sport in particular) serve as a source of formation of the image of the I-physical in accordance with the canons this type of activity, in accordance with its motives, goals and conditions.In this work, we used the opportunity to study the I-physical in taekwon-do (TKD).
For example, in TKD, 80% of daily training is devoted to the technique of performing movements. The image of the I-physical, given in representations and perception, is distinguished primarily by the clarity and accuracy of mental reflection, the degree of awareness. The perception of the I-physical, like any perception, is more accurate, concrete, but at the same time it does not differ in the possibility of taking into account many different factors that make it up. The presentation is broader and more capacious, although less specific. In this sense, the physical self of a person should, like a key to a lock, approach both his motor abilities (physical qualities) and his physicality (12)
It is obvious that regular TKD classes will leave an imprint on ideas about one's bodily features (19) The position in a social group and the characteristics of interpersonal interactions will obviously also affect such structural units as emotional and operational. The subjective reasons on which the formation of the I-physical depends are, first of all, the cognitive and personal characteristics of the individual.
When analyzing a group of methods aimed at studying the level of formation of the I-physical, in accordance with the objectives of the study of the I-physical in the TKD, it was established:
The main methods and techniques for studying the body image and its individual aspects that exist in foreign and domestic psychology can be classify on the basis of the methodological principle, which is the basis of this or that method. In accordance with this basis, there are: 1- objective tests, instrumental methods; 2- standardized self-reports; 3 - projective methods, 4 - dialogical (interactive) methods.
The first group includes methods in which the correct test or the correct performance of the task is possible. These include: methods for studying the body schema and methods for studying the accuracy of self-perception. The peculiarity of these methods lies in the fact that ideas about the scheme and image of the body of the subject are created on the basis of his actions, direct assessments and descriptions of certain parameters of his body.
When defining the content of the concept of "body schema", most domestic and foreign authors agree that the body schema is a structure that is formed in vivo, which allows the subject to imagine at any moment and in any conditions the continuation of various parts of his body and feel their belonging to one whole ( 4, 14, 16, 18, 20, 24 etc.)
Studies aimed at studying the accuracy of the perception of one's body are based on the use of various instrumental techniques - mirrors with changing curvature, moving frames, photographic distortions, television and video equipment, etc.
To study the concept of the size of one's own body, a number of methods have been created: the "point" method developed by F. Askevold (13), the "special method" developed by A.N. Dorozhevets (5), "functional assessment" (special experimental procedure) developed by M.O. Mdivani (8).
To study the image of the I-physical and self-esteem in the structure of the affective component, many authors used the Dembo-Rubinshtein technique (15),
E. T. Sokolova supplemented this technique with projective scales: "beautiful - ugly appearance", "good - bad figure", "sociability - isolation", "self-respect", "value in the eyes of others". The assessment on the scales should be provided from the position of I - in the present, I - in the future, I - through the eyes of others.
For the analysis of self-esteem A.N. Dorozhevets (5) included scales: "beautiful figure", "elegance", etc. In addition to self-assessment, various "expected", "retrospective", "predicted" assessments were studied. Comparison of the results on the above scales allowed the subject to determine the degree of satisfaction with his physical self.
M.O. Mdivani, exploring the structure of the image of the physical I, also used the above-mentioned Dembo-Rubinstein technique to measure the social and ideal components of her size. To do this, two more vertical lines were added to the form, designated as "high - low" and "fat - thin", which corresponds to the vertical and horizontal dimensions of the body (8).
The self-relationship research methodology (MIS) was developed by S.R. Panteleev (11), which he described as "a compact standardized technique that allows relatively quickly, and at the same time quite fully and reasonably, to identify the specifics of the self-attitude of the subjects, and would be suitable for effective use both for research and practical purposes.
The second group of methods includes: questionnaire tests, scale techniques, free self-descriptions with subsequent content-analytical processing. Common to this group of methods for studying the image of the I-physical is the use of the verbal abilities of the subject, as well as an appeal to his thinking, imagination, memory.
S. Hall (13) was one of the first to experimentally investigate the image of the I-physical using a questionnaire. He used a simple questionnaire that included several questions to find out which parts of the body the child is most aware of. Further research in this direction was continued by the American psychologist S. Fisher (21) who proposed a "body focus questionnaire" consisting of 108 items, which allowed him to evaluate the individual way of distributing attention to different areas of the body.
To determine the relationship between the emotional-value attitude of appearance to various variables of the self-concept, the scale techniques proposed by S. Jourard and R. Secord (23) ("scale of attitude to the body", "scale of self-relationship") are most often used. In the first, subjects must evaluate on a seven-point scale "like - dislike" 46 parts and qualities of their own body. The total indicator of self-satisfaction, obtained using the second method, the subjects evaluate such concepts as "nose", "legs" or "eye color", etc., then in the second we are talking about the strength of "will", level of achievement, popularity " and so on.
The methods of free self-description include the one proposed by V.N. Kunitsyna's method of describing one's own appearance or "verbal self-portrait" (6).
The third group of methods consisted of projective methods. Traditionally, two well-known projective methods are used to study the image of the I-physical: the method of drawing a person, to reflect certain aspects of feelings, attitudes, ideas, and the Rorschach inkblot test (for example, the original method proposed by S. Fisher and S. Cleveland (22), which was aimed at establishing the degree of clarity and certainty of the boundaries of the image of the body.) In addition, to study individual elements of the image of the I-physical (voice, appearance), refractive techniques are used, which are one of the varieties of projective methods. For example, subjects were shown secretly obtained photographs of their own hands, faces in profile, voice recordings, or handwriting samples.
The fourth group of methods includes conversation, interviews, diagnostic games, corrective body-oriented techniques, including diagnostic techniques.
Body-oriented techniques that focus exclusively on the structure and functioning of the body include the method of F.M. Alexander, the method of structural integration and the method of M. Feldenkrais (18). All of these methods "teach the body to act easily, naturally prefer relaxation, try to teach a person to reduce the habitual tensions in the body, considering the body and mind as one whole, in which changes at any level affect the rest of the parts.
In domestic psychology, the body-oriented method of psychological correction (psychomassage) was developed by V.S. Mukhina (10). An important advantage, according to the author, is the ability to diagnose the formation of the body image and other structural links in the process of correctional work.
The preliminary results of the comparison and selection of methods are as follows:
The chosen methods should be adequate to the subject of research and the working model of the image of the physical Self (three-component model).
Structural and functional features of the image of the I-physical must be determined in relation to a specific type of activity (TKD).
It is necessary to provide for the possibility of assessing the dynamics of the image of the physical Self (I am real, I am fantastic, I am ideal, I am promising) (9).
To conduct a study on the formation of the I-physical in those involved in TKD, we chose the following methods as the most acceptable methods:
cognitive-evaluative - Kunitsyna's technique for describing her own appearance;
emotional and aesthetic - MIS (S.R. Panteleev);
operational - to assess the formation of the operational component of the I-physical in students, you can use the results of the implementation of the rear (tasks for the technique of performing TKD techniques), i.e. apply the method of expert assessments.
Rice. 1 The structure of the image of I-physical
Literature:
1. . - M.: MGU, 1984. - 105p.
2. . - M.: MGU, 1982. - 200p.
3. . - M., 1997. - 212s.
4. . // Issues of psychology, 1972. - No. 1.
6. // Questions of psychology, 1968. - No. 1, - S. 90-99.
7. - M.: Politizdat, 1975. - 304 p.
8. : Diss. ... cand. psychol. Sciences. -M., 1991. -106s.
9.: Textbook for the special course. - Perm, 1988. - 79s.
10. . - M., 1981. - 240 p.
SELF-REGULATION - the process of managing a person's own psychological and physiological states, as well as actions.
Psychological self-regulation Psychological self-regulation is a purposeful change in the work of various psycho-physiological functions, the implementation of which requires the formation of special means of control over activity.
Ability to manage events environment and own behavior. Bandura divides three groups of factors of self-regulation. External factors: reinforcements and standards; internal factors: self-observation, the process of making judgments and actively reacting to oneself.
homeostatic approach.
It includes the biopsychosocial model of health and disease proposed by Engel G. (1980). A living organism is considered as a continuum of hierarchically subordinate subsystems from cells, organs and systems to the family and society as a whole (Wolman B. –ed., 1988). The disease in such a model is understood as a consequence of psychobiological dysregulation, which can appear in any part of the living system at any level.
This fully applies to the level of object relations. After the findings of Hofer, indicating that the regulation of some biological processes in infants is carried out within the relationship with the mother, it can be assumed that violations of these relationships can pathogenically affect the physiological functioning, and not indirectly, through emotional links, but directly (Taylor G., 1987).
Weiner and Hofer suggested that under certain circumstances, and into adulthood, some people continue to be a completely open regulated system, that is, they need another person to maintain biological homeostasis. A break in relations with a figure involved in the regulation of processes can lead to destabilization and the risk of developing a somatic disease - ulcers, hypertension, diabetes, etc. (Wolman B.-ed., 1988).
Another problem is how to correlate the three components of self-regulation, i.e. many theories single out 1 component as the main one in the occurrence of ps zab, it is still not clear what and how it affects ....
33. The image of the "physical I" and its distortion. Development of body image and body schema.
It is important to note the difference between the concepts of "body schema" and "body image", the misuse and confusion of which is often found in the literature. Under the body scheme is understood as an unconscious internal representation, a set of information about the structural organization of the body, about its dynamic characteristics, the current and changing position of its parts. This representation plays an important role in the processes of maintaining and regulating the posture, as well as in the organization of movements. A body image is a mental representation of one's own body perceived by the subject.
body image.
In most studies, the body image is considered as one of the most important components of self-consciousness. In the process of development, the body image is organically included in all links in the structure of self-consciousness: the claim for recognition, gender identification, the psychological time of the individual, the social space of the individual, realized through rights and obligations.
A person usually takes his identity for granted. The splitting of the Self and the body is commonly called the schizoid deviation, which underlies the problem of identification. In such an experience, there is no feeling of one's own body, and a person feels the unreality of himself as a bodily shell. This phenomenon is known as depersonalization. If such phenomena continue, a person loses not only the sense of identity, but also the conscious understanding of personality.
Uncertainty about one's identity is characteristic of people in our culture. Identification based on images and roles sooner or later ceases to satisfy.
Many psychotherapists note that the number of patients exhibiting schizoid traits is steadily increasing. A mental difficulty typical of our time is not hysteria, as in Freud's time, but a schizoid type. Do not forget that a person feels the reality of the world only through his own body (through the senses). Therefore, it is quite obvious that the problem of splitting cannot be solved without improving the condition of the body. Metabolism provides the body with energy, which is realized in movement. If there is a lack of oxygen in the blood, then the mobility of all processes in the body will be reduced, and vice versa, any decrease in the mobility of the body affects metabolism, because. it is the movement that determines the breath of a person.
Breathing occurs spontaneously and continuously, it breathes us throughout life, but at the same time, we can influence it in a directed way and form it consciously. It has been known for centuries that by means of breathing, regulated in various ways, it is possible to influence the state of consciousness. The procedures that were used for this purpose in the ancient cultures of the East ranged from active interventions in the respiratory process to methods of spiritual practices. In many cases, breath work was done to achieve a state of "enlightenment" or to bring a person closer to God. In some primitive religions, neophytes experienced ritual death by choking on smoke, or by choking on the carotid arteries. Profound changes in the state of consciousness can also be caused by a change in the frequency of breathing - hyperventilation, and, conversely, slowing down, as well as a combination of these techniques. Well developed methods of this type can be found in the ancient Indian science of breathing - Pranayama. More refined methods occupy a special place in the practice of Buddhism.
Sometimes such techniques enhance relaxation, so much so that they cause hallucinations. There are strong experiences associated with a surge of love for all of humanity, unity with nature, God. We do not set ourselves the goal of considering such transcendental experiences, but nevertheless we do not deny the vast possibilities of holotropic breathing methods in working with schizoid manifestations of some clients as a means of helping to better identify the consciousness of a person and his body. We only note that the active body characterizes spontaneity and full, easy, deep breathing. This is the basic rule that guides the representatives of body-oriented therapy in general, despite the fact that there are differences of opinion regarding other methods in different directions of this type of therapy.
According to many researchers, breathing connects consciousness and subconsciousness. Understanding the intermediary nature of breath also leads to the realization of the fact that breath is not only a regulating force for other systems, but is itself regulated by various influences. Body Oriented Therapy uses various techniques to work with the respiratory system of the body, and by bringing it under the control of consciousness, in this way helps people to more fully experience the connection of consciousness with the body.
It is curious that among the typical situations that can cause the collapse of the schizoid structure, along with factors such as insomnia, drug use, adolescence is often named. Schizophrenia was originally called demencia praecox precisely because it most often develops during adolescence.
A characteristic feature of adolescents is an increased attention to their own characteristics, to what distinguishes them from others or makes them similar to others. Particular attention in these comparisons is paid to appearance. The restructuring of the body during puberty creates the preconditions for frequent dissatisfaction with one's appearance.
Being brought up even in a complete family, in which all the necessary conditions have been created for his development, the child nevertheless faces the difficulties of forming a positive image of his body.
The term "image" is a symbol and mental constructions that are opposed to the reality of physical experience. It cannot be said that the images are unreal, but their reality is different from the bodily phenomenon. An image becomes reality when it is combined with a feeling or sensation. Mental health implies that the image coincides with reality. In this case, the image of oneself is consistent with the appearance of the body and with feelings.
In the social sphere, the image has both a positive aspect and a negative one. Every human effort achieves its goal through the presence of the image of the desired.
The image can be dangerous at the social level, where its function is openly recognized, and in personal conflict. This is noticeable in a family where a man strives to fulfill his idea of fatherhood, opposing it to the needs of the child. The child who is forced to change to conform to the unconscious parental image loses the sense of self, sense of identity, and contact with reality.
Special problems may arise in children brought up in an environment of excessive enslavement, in the suppression of the bodily, sensual principle. Often, as a result of improper upbringing, a teenager behaves like an automaton and loses the harmony and naturalness of manners. To solve the problem of schizoids, in education and therapy it is necessary to combine emotional and mental development, to try to work with the body as well as with the intellect. It is worth understanding that spontaneity and pleasure are very important for a productive and creative life.
physical self develops like any other image of the Self in the process of interaction of the subject with the outside world. The first level of interaction is the interaction of the subject with the object world. Since, as mentioned above, the body is a material object, then some idea of one's physicality, or rather one of the sources for constructing a complex image of one's body, is formed at this level. And, therefore, in the idea of oneself, one can single out the corresponding structural component: I-physical Functional (this is the image that is formed on the basis of the functioning of the body as a physical object and is based, as a rule, on biological feedback).
The second level of interaction of the subject with the outside world: the subject - subjective. Here the subject is faced with self-assessment through the eyes of others. Naturally, such an assessment is a powerful source for constructing the image of the Self, including the physical Self. Accordingly, this level of interaction can be distinguished in the representation of one’s physical Self, another structural component: I am the physical social (this is the image that is formed on the basis of assessments of the social environment and is the subject's representation of how he looks in the eyes of other people).
The third level of interaction is the interaction of the subject with society. As mentioned above, at this level the subject is faced with institutionalized assessments and cultural values. At this level, there is another source of building an image of the body, according to which it is possible to single out a structural component in the physical I: I am the physical ideal (this is the image that is formed on the basis of the assimilation of cultural stereotypes and group norms and is the subject’s idea of how one should be ).
Thus, the physical I of the subject is formed on the basis of various sources. Firstly, it is the individual experience that the subject acquired as a result of the functioning of his body as a physical object, secondly, these are the assessments of the social environment perceived by him in the process of communication, and, thirdly, these are cultural norms, stereotypes and standards of physical development , assimilated in the system of relations between the subject and society. According to these fundamental sources, we distinguish three structural components in the idea of our physical self;
I am the physical functional;
I am the physical social;
I am the physical ideal.
It should be noted that these three components are present both at each of the levels of hierarchical models (vertical schemes) and in any aspect of the broad phenomenological field of bodily manifestations (horizontal schemes). Thus, the proposed model can serve as the third coordinate (volumetric) for considering one reality - bodily experience. In this case, all the ways of conceptualizing the corporeal considered in the chapter, including the last one, do not contradict each other, but rather complement one another. The question arises only when this model is combined with genetic schemes, i.e. what happens to the structural components of the physical self with age? It would seem that it is easiest to consider three components - functional, social and ideal - as three stages in the development of the physical Self, but the levels of interaction with the external world that generate these structural components are subject - object, subject - subject and subject - social cannot be distributed in time. That is, the image of the physical I is syncretic in the process of ontogenesis. However, it can be assumed that each structural component has some independence: firstly, the components can change differently with age, secondly, their ratio can be different depending on age and gender, and thirdly, they can be associated in different ways with the characteristics of personality and communication, which play a significant role in shaping the image of the Self.
Cherkashina Anna Georgievna 2008METHODOLOGY FOR STUDYING SELF-ATTITUDE TO THE IMAGE OF PHYSICAL SELF
© A. G. Cherkashina
Cherkashina Anna Georgievna candidate
of Psychological Sciences Associate Professor of the Department of Psychology of Management Samara Academy for the Humanities
The article contains a description of the methodology for studying self-relationship to the Image of the Physical Self (female version), with the help of which it is possible to evaluate the anatomical, functional and social characteristics of appearance in two subsystems of self-relationship: the “I and others” system and the “I-I” system. The psychometric characteristics of the technique are given.
Keywords: Image of the Physical Self, self-relationship, anatomical, functional and social characteristics of appearance, social standard.
The idea of one's physical appearance (the Image of the Physical Self) and awareness of its aesthetic effect is one of the main components of the Self-concept of each person. A positive assessment of one's own Image of the Physical Self in the mind of a person, as well as in the judgments of others, can significantly affect the positivity of his I-concept in general, and vice versa: a negative assessment entails a significant decrease in overall self-esteem. The size and shape of the body affect the qualitative originality of the individual's life, because they serve as the subject of both their own assessments and assessments, in one form or another, transmitted to him by other people, and ideas about their somatic organization are one of the regulators of behavior that manifest themselves in self-presentations. .
The image of the Physical Self is a social phenomenon that has a number of features that are expressed by the criteria of external
attractiveness: the physical appearance of a person exists in harmony of anatomical, social and functional features (characteristics), none of which can be ignored.
The attitude towards the Image of the Physical Self is formed in the process of socialization through various social institutions, art, science, the experience of everyday life, which present certain personalities that meet the requirements of culture and society, social representations, gender stereotypes, ideology, beliefs, opinions and ready-made patterns of behavior. The determining factor of behavioral activity in relation to the bodily self is subjective personal significance.
There are a large number of methods aimed at studying the Image of the Physical Self (the Witkin “inserted figures” test, the Mahover-Goodenough “drawing a human figure” test, a modified version of the Dembo-Rubinstein self-esteem measurement method, the “Physical Self Perception Profile” by K. R. Fox and etc.). The specificity of these methods is that they study individual characteristics of the Image of the body, the direct content of the Image of the Physical Self, the system of self-assessments or the emotional value attitude. The methodology that explores the self-relation to the Image of the Physical Self in the complex of anatomical, functional and social characteristics in the totality of the system of self-assessments and emotionally valuable attitudes was not discovered, and this was the reason for its development.
The theoretical analysis of psychological literature on the problem of self-attitude to the Image of the Physical Self showed that self-relationship (according to V.V. Stolin, S.R. the degree of an individual's positive attitude towards his own self-image. Self-attitude develops as a result of social influence and interaction, where each specific social situation of development sets a hierarchy of leading activities and the main motives and values corresponding to them, social representations, stereotypes and standards, norms of behavior, in relation to which the individual comprehends his own Self, endows him with personal meaning. . Self-attitude has a macrostructure and two subsystems: a system of self-assessments and an emotional-value system, which are specifically related to the meaning of the Self.
A positive reinforcement of the feeling of one’s “I” as an accepting, attractive beginning is the Image of the Physical Self. The physical Self of an individual can be represented by awareness of oneself as attractive / unattractive, beautiful / ugly, strong / weak, full / thin, etc. In addition, a person it is realized, and often painfully, the correspondence or non-compliance of its constitutional characteristics with the existing standard. Any non-compliance with the standard, as a rule, causes an increased concern of a person with this circumstance.
The image of the Physical Self as a psychic phenomenon that carries
conscious characteristics of the external physical appearance with their evaluative meaning, is expressed in two plans: external and internal.
External manifestations include anatomical, functional and social characteristics that make up the external attractiveness of the Self. Health is an internal manifestation of the qualitative side of the Image of the Physical Self, which is an important factor in the regulation and behavior in relation to changes in one's physical Self.
In the developed methodology, the basis for highlighting the research parameters (anatomical, functional and social characteristics) in the Image of the Physical Self were, first of all:
The results of research by A. G. Guseva, who classified the elements of appearance described by students into: anatomical (skeletal and muscular structure of the face and body, their shape and color, size and proportions, physiological state); functional (voice, expressive expressive movements of the human face, facial expressions, general mobility, gait, posture); social (elements of appearance design in the form of clothes, cosmetics, what condition the clothes are in and how fashionable they are);
Studies by Lerner, Orlos, Knapp, aimed at evaluating parts of your body in terms of physical attractiveness and physical efficiency;
The structure of the "Empirical Self" by W. James;
Studies by E. A. Petrova and N. A. Korobtseva (Sisters Sorina), aimed at studying the stereotypes of perception of external appearance;
Works on the theory of physical education by B. A. Ashmarin and
Statements of V. N. Panferov, who indicates that appearance is a combination of anatomical, functional and social features of a person that are accessible to concrete sensory reflection.
In the final version, the technique was called "Methodology for the study of self-attitude to the Image of the Physical Self" (MISOF).
The research parameters in the methodology are the anatomical, functional and social characteristics of the Image of the Physical Self in the context of the subjective attitude. Such a subjective attitude is explored in two subsystems of the global self-attitude (according to Stolin V.V., Panteleev S.R.): the “I in comparison with others” system or self-esteem and the “I-I” system or emotional-value attitude (personal significance) .
Anatomical, functional and social characteristics have a specific content.
The anatomical characteristics include 4 groups of elements: the face as a whole, the figure, the legs, the arms. Each of these elements has a certain number of features:
1. Face as a whole (13 features): hair (thickness, texture, color, quality); leather (quality, color); face oval; forehead shape; brows; eye area; nose; lips; teeth; chin; Auricle; face in profile.
2. Figure (15 signs): growth; weight; harmony of proportions; neck; shoulders;
neckline; breast; waist; stomach; hips; lateral contour line torso (in front); anterior contour line of the body (in profile); back; buttocks; back contour line of the back and buttocks (in profile).
3. Legs (6 signs): the shape of the legs; upper part (up to the knee); lower part (from the knee); ankles; Feet; leg length.
4. Arms (6 signs): upper part (to the elbow); lower part (from the elbow); wrist; brush; fingers; nails.
Functional characteristics (5 main groups):
1. Endurance (3 signs): strength endurance; general endurance; speed endurance.
2. Strength (4 signs): the strength of the muscles of the hands; leg muscle strength back muscle strength strength of the abdominal muscles.
3. Flexibility (4 signs): flexibility of the ankle joint; spine flexibility; flexibility of the hip joint; elasticity of muscles and ligaments.
4. Speed (2 signs): speed of reaction; speed of movement.
5. Dexterity (3 signs): maintaining balance; gait; expression of movement.
Social characteristics (3 main groups):
1. Clothing (7 features): matching with fashion; combination of colors with skin color, eye hair; comfort (convenience); individuality of style; compliance with the proportions of the figure; age compliance; compliance with the social role.
2. Accessories (5 signs): shoes; headdress; bags, umbrellas, scarves; decorations; matching with clothing.
3. Cosmetics (7 signs): make-up; manicure; pedicure; perfume; hairstyle; compatibility with clothes; compatibility with the color type of appearance.
The methodology proposed in this article is presented by the female version, since some elements of the anatomical and social characteristics of the Image of the Physical Self are inherent only to the female audience.
The questionnaire of the methodology for studying self-relation to the Image of the Physical Self is presented in Table. 1.
The study can also be carried out in a shortened version, offering for evaluation only groups of elements of anatomical, functional and social characteristics (face, figure, legs, arms, endurance, etc.). In this case, the questionnaire of the methodology looks as shown in Table.
Formation of the Image of the Physical Self is a dual process. On the one hand, it is the influence of society, which is expressed in judgments, opinions, ideas, stereotypes, and standards. On the other hand, it is independent comprehension and differentiated selective work based on one's own criteria. The subjective attitude to the Image of the Physical Self is formed as a result of social comparison, which is the leading socio-psychological source of self-attitude formation. The criterion for comparing the protrusion
Table 1
Questionnaire of the methodology for the study of self-attitude to the Image of the Physical Self
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table 2
Questionnaire of the methodology for the study of self-attitude to the Image of the Physical Self (shortened version)
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there is no social standard of external attractiveness, in its absence
immediate social environment. Because of this, with the help of MISOF it is possible to identify the social standard of external attractiveness. To do this, the subjects as a stimulus material must be offered the elements of the appearance of anatomical, functional and social characteristics described in the methodology.
Anatomical characteristics
Hair (density, texture, color, quality);
Leather (quality, color);
Face oval;
forehead shape;
eye area;
Chin;
Auricle;
Face in profile.
2. Figure:
Harmony of proportions;
Neckline;
Lateral contour line of the body (in front);
Anterior contour line of the body (in profile);
Buttocks;
Posterior contour line of the back and buttocks (in profile).
The shape of the legs;
Upper part (up to the knee);
Lower part (from the knee);
ankles;
Leg length.
Upper part (to the elbow);
Lower part (from the elbow);
Wrist;
Functional characteristics
1. Endurance:
Strength endurance;
General endurance;
Speed endurance.
The strength of the muscles of the hands;
The strength of the muscles of the legs;
The strength of the back muscles;
The strength of the abdominal muscles.
3. Flexibility:
Flexibility of the ankle joint;
Flexibility of the spine;
Flexibility of the hip joint;
Elasticity of muscles and ligaments.
4. Speed:
Speed of reaction;
Movement speed.
5. Agility:
Maintaining balance;
Gait; expression of movement.
Social characteristics
1. Clothes:
Compliance with fashion;
The combination of colors with skin color, eye hair;
Comfort (convenience);
Style individuality;
Compliance with the proportions of the figure;
Age appropriate;
Compliance with the social role.
2. Accessories:
Headdress;
Bags, umbrellas, scarves;
Decorations;
Matching with clothes.
3. Cosmetics:
Manicure;
Pedicure;
Hairstyle;
Compatibility with clothes;
Compatibility with the color type of appearance.
Approbation of the methodology for studying self-attitude towards the Image of the Physical Self was carried out on a sample of 296 people.
The methodology scales were tested for reliability and validity.
To assess the reliability, theta-reliability was used, determined as a result of factor analysis using the method of principal components (Table 3).
Tab. 3 shows that the reliability factors for scale consistency are high. The scales are homogeneous both logically and empirically.
The second key criterion for evaluating the quality of a method after reliability is validity. This technique was tested for construct validity. Construct validity, the purpose of which
To obtain data on the adequacy of the interpretation of test results in relation to the purpose of testing, the content of the concept (construct), was carried out on the basis of determining factor validity. The results obtained when using the methodology for studying self-attitude to the characteristics of the Image of the Physical Self were compared with the results of the method for diagnosing self-attitude by V. V. Stolin. The questionnaire of V. V. Stolin is aimed at revealing the structure of self-attitude. The sample on which the construct validity was tested consisted of 159 people (all female students). Conventionally, the sample was divided into two groups (according to belonging to different faculties). In the first group
69 people, in the second - 90 people. The questionnaire of V. V. Stolin makes it possible to reveal the structure of self-attitude, which is represented by four emotional components: self-esteem, self-sympathy, self-interest, and the expected attitude from others. Along with the given scales in
Table 3
Scale Consistency Reliability
Name of the scale Absolute weight of the principal component T eta-reliability
Self-esteem
Anatomical characteristics 3.32 0.76
Face 4.744 0.999
Figure 7.027 0.918
Legs 3.113 0.814
Hands 3.686 0.874
Functional characteristics 3.247 0.865
Endurance 2.280 0.843
Strength 2.784 0.854
Speed 2.643 0.933
Flexibility 3.180 0.75
Agility 2.807 0.805
Social characteristics 6.434 0.896
Clothing 3.274 0.81
Accessories 1.772 0.654
Cosmetics 3.76 0.78
Personal Significance
Anatomical characteristics 2.54 0.808
Face 6.238 0.924
Figure 9.083 0.953
Legs 3.946 0.896
Hands 4.449 0.93
Functional characteristics 3.485 0.925
Endurance 3.38 0.78
Strength 3.128 0.907
Speed 2.681 0.941
Flexibility 3.456 0.947
Agility 3.507 0.894
Social characteristics 2.457 0.889
Clothing 3.431 0.826
Accessories 1.887 0.705
Cosmetics 4.12 0.883
The questionnaire provides for the possibility of assessing by the generalized factor of “global self-attitude” (feelings “for” or “against” oneself).
In table. Figures 4 and 5 show the results of correlation of the attitude to the characteristics of the Image of the Physical Self and the components of self-attitude.
Table 4 shows that in the first group (correlation coefficient 0.234 at a significance level of 0.05 and 0.308 at 0.01) low self-esteem faces and figures encourage self-interest and expectation of positive attitudes from others.
Satisfaction with the development of endurance and strength and dissatisfaction with self-assessments of speed and agility imply self-confidence, self-interest, self-acceptance, positive feelings for oneself.
Table 4
Correlation matrix of V. V. Stolin's questionnaire scales
and MISOF (1 group)
Self-assessments
Anatomical characteristics 0.175 -0.142 0.194 0.207 0.217
Face 0.222 -0.198 -0.109 -0.524 -0.542
Figure 0.164 -0.135 0.0138 -0.361 -0.223
Legs 0.147 -0.104 0.343 0.028 -0.023
Arms 0.059 0.0774 0.129 0.136 0.001
Functional characteristics 0.278 0.281 0.268 0.259 0.298
Endurance 0.414 0.763 0.389 0.408 0.861
Strength 0.153 0.1413 -0.184 0.0549 0.313
Speed -0.302 0.413 -0.33 -0.315 0.271
Flexibility -0.082 -0.085 -0.121 -0.15 0.025
Agility -0.274 -0.125 -0.341 -0.389 -0.133
Social characteristics 0.278 0.289 0.475 -0.119 0.284
Clothing 0.205 0.0652 0.645 0.098 0.041
Accessories 0.447 0.661 0.5802 -0.039 0.618
Cosmetics -0.194 0.085 0.234 -0.128 -0.294
Personal Significance
Anatomical characteristics -0.112 -0.142 -0.108 -0.119 -0.171
Face -0.118 -0.237 0.118 -0.114 0.113
Figure -0.011 -0.012 -0.041 -0.134 -0.184
Legs -0.16 0.064 0.119 -0.159 -0.041
Hands -0.119 -0.134 -0.086 -0.212 -0.215
Functional characteristics -0.051 -0.07 -0.006 -0.068 -0.018
Endurance -0.062 -0.088 -0.078 -0.13 0.043
Strength 0.081 0.08 0.038 -0.096 -0.104
Speed 0.05 0.074 OD -0.06 0.105
Flexibility -0.06 -0.021 -0.05 0.042 -0.12
Agility -0.006 0.086 0.055 -0.03 -0.085
Social characteristics -0.09 -0.123 0.007 -0.018 -0.019
Clothing -0.115 -0.11 -0.087 -0.013 -0.102
Accessories -0.006 -0.105 0.002 -0.068 -0.027
Cosmetics -0.076 -0.151 0.009 -0.182 0.0106
Apparently, the display of endurance and strength is more conducive to a sense of self-confidence. High self-esteem social characteristics also contribute to a positive attitude towards oneself, self-confidence, self-acceptance and the expectation of a positive attitude from others. But the manifestation of interest in oneself has nothing to do with these characteristics.
The subjective significance of the characteristics of external attractiveness, with the exception of the face (with its high value, the degree of self-confidence decreases), is in no way associated with the components of self-attitude in the girls of this group.
Table 5
Correlation matrix of the scales of the questionnaire by V.V. Stolin and MISOF (Group 2)
Characteristics of the Image of the Physical Self Questionnaire of self-attitude V.V. Stolin
Global self-relationship Self-respect Self-sympathy Self-interest Expected attitude from others
Self-assessments
Anatomical characteristics 0.201 0.294 0.232 -0.059 -0.103
Face 0.140 0.207 0.188 -0.07 -0.06
Figure 0.173 0.246 0.220 -0.07 -0.13
Legs 0.222 0.24 0.273 -0.02 -0.05
Arms 0.217 0.279 0.212 -0.06 -0.03
Functional characteristics 0.187 0.189 0.172 -0.056 0.099
Endurance 0.185 0.197 0.262 -0.05 0.106
Strength 0.188 0.252 0.106 -0.01 0.155
Speed 0.10 0.174 0.051 -0.007 0.023
Flexibility 0.135 0.11 0.263 -0.08 0.146
Agility 0.198 0.19 0.112 -0.05 0.041
Social characteristics 0.095 0.212 0.092 0.103 0.048
Clothing 0.096 0.235 0.170 0.053 0.117
Accessories 0.096 0.193 0.124 0.174 -0.04
Cosmetics 0.14 0.242 0.094 0.114 0.022
Personal Significance
Anatomical characteristics -0.157 -0.164 -0.205 -0.087 -0.196
Face -0.075 -0.105 -0.121 -0.076 -0.235
Figure -0.105 -0.128 -0.127 -0.09 -0.187
Legs -0.161 -0.193 -0.208 -0.082 -0.1305
Hands -0.124 -0.172 -0.213 -0.088 -0.098
Functional characteristics -0.1201 -0.095 -0.278 -0.068 -0.057
Endurance -0.133 -0.123 -0.296 -0.019 -0.052
Strength -0.077 -0.035 -0.309 -0.032 -0.051
Speed -0.115 -0.078 -0.308 -0.095 -0.058
Flexibility -0.0901 -0.105 -0.322 -0.085 -0.054
Agility -0.191 -0.154 -0.236 -0.149 -0.074
Social characteristics -0.043 0.027 -0.199 0.082 -0.088
Clothing -0.009 -0.015 -0.199 0.084 -0.116
Accessories -0.055 0.045 -0.222 0.090 -0.090
Cosmetics -0.064 0.016 -0.205 0.069 -0.0423
Tab. 5 illustrates that the second group (0.206 at p<0,05 и 0,272 при р<0,01) высокие самооценки анатомических характеристик способствуют проявлению положительного отношения к себе, самоуважению и аутосимпатии. Ожидаемое отношение от других и самоинтерес никак не связываются с самооценками этих характеристик. Высокая самооценка силы способствует чувству уверенности в себе, а гибкости и выносливости - проявлению
autosympathy. Satisfaction with social characteristics also implies self-confidence, self-esteem.
The high personal significance of anatomical, functional and social characteristics in girls of the 2nd group causes dissatisfaction with themselves, self-rejection and expectation of a negative attitude from others. Thus, we see that the characteristics of appearance interact differently with the components of self-attitude and manifest their meaning in different ways. For girls of the first group, self-assessments of the characteristics of the Image of the Physical Self are more important to maintain a positive attitude towards themselves. And for the girls of the second group, both self-esteem and the personal significance of the characteristics of external attractiveness are important.
Construct validity check showed that the developed technique allows to reveal the peculiarities of the attitude to the characteristics of the Image of the Physical Self in different groups in relation to their socio-psychological characteristics.
In addition, the obtained results of self-attitude to the Image of the Physical Self in the system "I and others - self-assessments" and "I-I - personal significance" were subjected to factor analysis by the method of principal components, followed by varimax rotation. Three factors were identified in the "I and others" system and in the "I-I" system.
The system "I and others" is a system of self-assessments.
The first factor included all three characteristics of appearance: anatomical, functional and social, but the most significant and numerically represented are the anatomical characteristics: body proportion, back and buttocks in profile, buttocks, torso in profile, waist, abdomen and décolleté. All these elements indicate that girls need to give themselves high marks on these body parameters in comparison with others in order to maintain a positive attitude towards their appearance. The factor was named - "Factor of Anatomical Characteristics".
All three characteristics are also represented in the second factor, but the most significant are the functional elements: maintaining balance (dexterity), strength of the muscles of the arms, legs, back and abdomen, strength and speed endurance, speed of reaction and speed of movement, flexibility of the hip joint. Thus, the listed elements indicate that girls need, in comparison with other people, to feel confident in the possibility of the productive functioning of their bodies. "Performance Factor".
In the third factor, the most significant and numerically represented are the social characteristics of appearance: elements of cosmetics
Perfume, matching cosmetics to clothes, hairstyle. "The Factor of Social Characteristics".
The system "I-I" - personal significance.
In the first factor, the most significant are the anatomical elements: skin, proportionality of the physique, chest, hips, buttocks, back and buttocks in profile, shape of the legs, upper and lower legs, length
legs, torso and torso in profile, fingers and fingernails, waist. All these elements, except for the skin, refer to the characteristics of the figure. They, as well as in the "I and others" system, are of great importance for maintaining a positive self-relation to one's appearance. But in the “I-I” system, there are much more of these elements, probably because, compared to themselves, girls are more attentive to the details of their appearance and more demanding of them.
In the second factor, the main elements of the Image of the Physical Self are the components of flexibility, strength, endurance, dexterity and speed. Thus, the confidence of girls in the ability of their bodies to show the physical qualities listed above is a condition for maintaining a positive attitude towards their appearance.
In the third factor, the most represented are the elements of social characteristics of appearance: the conformity of the chosen clothes to the social role and age, pedicure, the conformity of cosmetics to clothes and the color type of appearance, shoes.
Just as in the "I and others" system, in the "I-I" system, all three factors received the same names: 1st factor - "Anatomical Characteristics Factor"; 2nd factor - "Factor of Functional Characteristics"; 3rd factor - "Social Characteristics Factor".
But in the "I-I" system, there are much more elements of appearance in terms of quantitative and qualitative indicators than in the "I and others" system. This probably indicates that the personal picture of the Image of the Physical Self is more fully represented in the “I-I” system, guided by which the girls carry out their behavior.
All three factors are represented by specific elements of anatomical, functional and social characteristics. This shows that the assessment of appearance in comparison with other people and in terms of personal significance does not go separately on any one basis, that is, one cannot evaluate social characteristics - clothes, jewelry, without paying attention to "what they are sitting on" , - figure, physique, and anatomical characteristics cannot be evaluated separately without their aesthetic manifestations - functional characteristics.
Consequently, in the "I and others" system and in the "I-I" system, all three characteristics of appearance are not independent. But, nevertheless, each characteristic - leading in its factor, performs its dominant role.
Despite the fact that in all three factors there are elements of the three characteristics of the Image of the Physical Self, the most dominant or paramount both in the "I and others" system and in the "I-I" system are anatomical characteristics. Hence, necessary condition satisfaction with their appearance for girls, anatomical characteristics come first, which are largely due to natural data, but, nevertheless, the role of functional and social characteristics of appearance, which also “speak their word” in the system of self-attitude, should not be underestimated.
Thus, the developed method was tested for reliability and validity. Approbation of the methodology showed that the studied characteristics of the Image of the Physical Self, on the one hand, have close interaction with each other, confirming the thesis that the external appearance exists in a single harmony of anatomical, functional and social characteristics. On the other hand, the elements of the characteristics of the Image of the Physical Self have the ability to dominate, which allows them to be separated into separate components of the Image of the Physical Self and studied separately, independently of others, which is what the existing methods do.
The study can be carried out both individually and in a group. It should be borne in mind that an individual examination provides the highest probability of the reliability of the result and the possibility of obtaining feedback. It is also possible to apply the technique in a group. In this case, the experimenter, in order to obtain a reliable result, should motivate everyone in the group to seriously complete the task.
To conduct the study, the subjects are given questionnaires (see Table 1, Table 2). The instruction is read aloud.
In column No. 1, put a score, which means the assessment of this element of appearance in comparison with others (better than others, worse than others).
In column No. 2, put a score, which means how much self-esteem of this element of appearance is significant for you (o - not significant at all, 10 - has a high value).
You need to work quickly, do not think about the answer for a long time.
After reading the instructions, ask if everything is clear. If questions arise, a clear explanation should be provided.
During an individual examination, after reading the instructions and answering the questions, it is better for the experimenter to leave the room or do something else so as not to interfere with the subject filling out the form on his own.
During a group examination, it is necessary to warn the subjects so that they do not ask each other, do not interfere with each other, but work silently, independently.
At the end of the survey, it is necessary to ask if all the questions were answered, if there were any difficulties. It is also necessary to ask the subjects to indicate in the questionnaire what criteria for comparison during the survey they used in self-assessment of the proposed elements of appearance. This information is necessary for the experimenter to find out the reasons for this or that level of self-relation to the Image of the Physical Self.
To identify the social standard of external attractiveness, the study can also be carried out both individually and in a group. Moreover, the subjects can be both female and male.
Nevertheless, preference should be given to the group, since one of the conditions for conducting the experiment here is no longer independent work, but preferably the work of the whole group.
Before the examination, everyone in the group is given a form on which the elements of the appearance of the characteristics of the Image of the Physical Self are listed.
Subjects are given the following instructions.
INSTRUCTIONS: Describe the Ideal Image of a physically attractive girl, in your opinion, using the listed signs of anatomical, functional and social characteristics of appearance. Subjects are warned that this work can be done both independently and in a group. But the results should be recorded by everyone in their own form in a free form (for example, in the form of an essay or strict adherence to the proposed points).
At the end of the survey, it should be checked whether all the proposed elements of appearance in the description of the image of a physically attractive ideal girl have been used.
Before processing, it is necessary to make sure that all questions are answered and the criteria used by the subject for comparison are indicated.
Appearance elements are evaluated on a 10-point scale: 10 points is the highest value, 0 points is the lowest value. The score in the first column - in the "I and others" system - means the assessment of this element of appearance in comparison with others (better than others, worse than others), the score in the second column - in the "I-I" system - means the extent to which the assessment of this factor is personally significant.
A value of 0-3 indicates a low level of self-esteem; low level of personal significance; 4-6 - the average level of self-esteem; average level of personal significance; 7-10 - high level of self-esteem; high level of personal importance.
The experimenter should pay attention to the fact that some subjects evaluate all the elements of appearance by personal significance by 10 points. This may indicate uncritical thinking or a misunderstanding of the essence of the study, or some maximalism. In this case, the experimenter during the conversation needs to find out the reasons for such high ratings.
To calculate the points, the values of the features in each group are added. For example: 1 column - the system "I am in comparison with others" - self-assessment of social characteristics - group: accessories - signs: shoes (3 points) + headwear (5 points) + bags, umbrellas, scarves (6 points) + jewelry (7 points) + compatibility with clothes (7 points) = 28 points. The average value in the accessory group is calculated by dividing the sum of scores for features (28 points) by their number (5) = 4. Thus, self-esteem for accessories is 4 points - this characterizes the average level of self-esteem. Groups are also counted: cosmetics and clothes. As a result, the self-assessment of social characteristics will be determined by adding the average values for three groups: accessories, cosmetics and clothing and dividing this sum by 3.
By the same principle, anatomical and functional characteristics are calculated both in the first and second columns.
In a shortened version, the principle of counting is the same.
As a result of scoring, the results obtained allow us to determine:
The level of self-assessments of specific elements included in the characteristics of the Image of the Physical Self;
The level of self-assessment of each of the characteristics as a whole;
The subjective significance for the individual of the specific elements included in the characteristics;
The subjective significance of each of the characteristics;
Hierarchy of self-assessments of specific elements and characteristics of the Image of the Physical Self;
The hierarchy of the subjective significance of specific elements and characteristics of the Image of the Physical Self.
To obtain a social standard of external attractiveness, the data is processed using content analysis. Since both men and women can participate in this survey, with the help of content analysis it is possible to obtain a social standard of an externally attractive ideal girl both through the eyes of men and women.
As an example, let us cite the social standard of an externally attractive girl that we identified in a sample of girls aged 17-18.
The social standard of external attractiveness for girls aged 17-18 is presented as follows: Anatomical characteristics. Face. The hair is thick, medium length, natural color. Clear, slightly tanned skin. The face is round, narrowed to the chin. Low, rectangular forehead. Not very thick, arched eyebrows. Medium-set eyes, large and expressive. Small, straight and slightly upturned nose. Lips are naturally pink, plump, bowed. Straight, white teeth. The chin is rounded. The ears are small and not far from the head. Smooth flowing profile. Figure. Height 165-170 cm. Weight 50-60 kg according to height. The harmony of proportions is 90-60-90 (plus, minus 2-3 cm). The neck is of medium length, thin. Not wide, slightly sloping shoulders. Moderately thin, raised, as if inhaling, with clean skin on the decollete. Chest 2-3 sizes, elastic, rounded shape. Narrow waist, 60-65 cm. Flat, tucked up belly. The back is straight, with natural curves. Elastic, taut, rounded buttocks. The hips are not very pronounced on the sides, without cellulite, elastic, 90 cm (plus, minus 2-3 cm). The lateral contour line of the body (front) is smooth, with natural curves of the waist and hips. The anterior contour line of the torso (in profile) is a raised chest, a flat stomach. Rear contour line of the back and buttocks (in profile) - natural curves of the back, tightened buttocks. Legs. Straight shape, rounded, elastic hips, the lower part from the knee is thin, with inflated, but slightly pronounced calves. Thin ankles, healthy, without flat feet, with an average rise, 37-39 foot sizes. Hands. The upper part is tucked up to the elbow, without
muscles. The lower part from the elbow is thin, without hair, narrow 15-15.9 cm wrist. A well-groomed, small, but elongated brush. Long, straight fingers with healthy, medium length and evenly shaped nails.
Functional characteristics. Endurance. Well developed general and speed endurance. Strength endurance is average. The strength of the muscles of the arms, legs and back is average. The abdominal muscles are very well developed. The speed of movement is average. High level of reaction speed. Agility. Well-developed sense of balance, without unnecessary hesitation, easy gait, from the hip, smooth, graceful movements. The flexibility of the hip and ankle joint is above average. Ligaments and muscles are well stretched. Very flexible spine.
Social characteristics. Cloth. Definitely comfortable. Do not chase fashion, but follow your own style. It should correspond to the proportions of the figure and individual style in order to hide flaws and emphasize proportions, originality. It should be in harmony with the color type of appearance and social role. Doesn't have to be age appropriate. Accessories. Mandatory compliance with clothing and appearance color type. Comfortable, stylish shoes. Headwear is optional. Bags, scarves, umbrellas are stylish, one color. Homogeneous and in a small amount of jewelry - rings, chains, bracelets. Cosmetics. Mandatory combination with clothes and color type of appearance. Soft, natural makeup. Neat, not defiant manicure and pedicure. Unsharp, with the smell of freshness perfume. The hairstyle is neat, appropriate for the occasion.
The standard of external attractiveness obtained with the help of content analysis can serve as an independent criterion for comparison, and it can be used in the study of self-attitude towards the Image of the Physical Self.
The developed methodology for studying self-relation to the Image of the Physical Self is aimed at solving scientific and scientific-practical problems related to the main psychological feature of a person - his Self-concept. The technique allows to carry out psycho-corrective work on the reconstruction of the Image of the Physical Self, which is an integral part of the self-concept of the personality. Using the method of studying self-attitude to the Image of the Physical Self, one can evaluate the anatomical, functional and social characteristics of appearance in two subsystems of self-attitude: the system of self-assessments and the system of emotional-value attitude. Also, the questionnaire of the methodology can serve as a stimulus material for identifying the social standard of external attractiveness.
The author's technique is intended for psychologists, teachers working in psychological, pedagogical and health-improving institutions. In addition, the developed methodology can be used in the practice of experimental research in various branches of psychology on female subjects of different age groups. The technique can be used for individual and group examinations. The time for filling out the questionnaire is no more than 25-30 minutes.
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TECHNIQUE OF RESEARCH OF THE SELF-ATTITUDE TO THE IMAGE PHYSICAL I A. G. Cherkashina
The summary: In article the description of a technique of research of the self-attitude to the Image Physical I (a female variant) by means of which, it is possible to estimate anatomic, functional and social characteristics of appearance in two subsystems of the self-attitudejself-relationl contains: to system "I and others" and System "I the I" . Psychometric characteristics of a technique are the result.
Key words: the Image Physical I, the self-attitude, anatomic, functional and social characteristics of appearance, the social standard.