Kidanova Daria Viktorovna
3rd year student, the faculty of psychology, NSU BELSU
Scientific supervisor:
Markov Alexander Vladimirovich
Sr. Lecturer of the Department of Foreign Languages "BelSU"
FEATURES OF AGGRESSIVE MANIFESTATION IN STUDENTS WITH DIFFERENT LEVEL OF SELF-ESTIMATION
Annotation. The article presents the results of the analysis of the level and types of aggressiveness, as well as the level of self-esteem in boys and girls aged 18-20 years. The author draws attention to the fact that students with a high level of self-esteem have a higher level of aggressiveness and show such forms of aggressiveness as: physical and verbal aggression; students with low self-esteem tend to have a low level of aggressiveness and the desire to show the following aggressive reactions: guilt, indirect aggression.Statistical methods were used to process the results: r-Spearman test, H - Kruskal-Wallace test and qualitative analysis.
Key words: aggressiveness, level, self-assessment, physical and verbal aggression; aggression, reaction.
In recent years, more and more attention has been paid to the study of aggressiveness, since this personality trait is one of the constituent elements that lead to conflict situations and crimes, therefore, interest in this problem allows scientists to prevent the negative consequences of aggressiveness.
So, according to the psychoanalytic concept, aggressiveness is an innate instinct, so a person does not have the opportunity to overcome its manifestations. Proponents of this approach such as: Z. Freud, K. Lorenz, W. McDougall believe that a person is only able to restrain aggression for a while or transform it into safe forms. The control of aggression, according to scientists, is carried out due to the discharge in the form of a surge of negative emotions, for example, “by observing the cruel actions of the destruction of inanimate objects, participating in sports competitions ...” [7, p. 210].
Aggression as an object of research quite often attracted the attention of not only foreign, but also domestic scientists. According to the point of view of A.G. Asmolov, “aggressiveness is a motivated, destructive behavior that contradicts the norms and rules of the coexistence of people, harming the objects of attack, causing physical damage to people or causing them psychological discomfort” [1, p. 341].
According to E.P. Ilyin's aggressiveness can be considered not only as destructive behavior, but also as a positive quality for the individual; in connection with this provision, he singled out "positive" and "negative aggressiveness". The author claims that “positive aggressiveness will include offensiveness, assertiveness, intransigence, and negative one should include intolerance towards the opinions of others, vindictiveness” [3, p. 250].
One of the most important personal phenomena is self-esteem. According to A.N. Leontiev and A.I. Lipkina self-esteem is an important component of activity that ensures its effectiveness, in turn, due to the desire for effective activity, personal development occurs. So, A.N. Leontiev believes that self-esteem acts as a motive for the individual, prompting him to meet the level of expectations and requirements of others, as well as the level of his own claims. A.I. Lipkina gives the following definition: “self-esteem is an assessment by a person of himself, his capabilities, qualities and place among other people” [4, p. 40]. The author believes that self-esteem affects the relationship of a person with other subjects, criticality and exactingness towards oneself, thereby making changes in human activity.
The ambiguity of the concept of "self-esteem" can give rise to various terminological contradictions, but, one way or another, self-esteem plays an important role for the existence and development of the individual.
Such scientists as V.G. Grigoryan and A.Yu. Stepanyan consider the relationship between the open manifestation of aggression and the manifestation of aggressiveness in an indirect form. The authors believe that “a high level of self-esteem implies the presence of a pronounced conflict and aggressiveness in a given person, which, we believe, manifests itself not in an open, but in an indirect form” [2, p. 166].
The researchers also note that subjects with adequate self-esteem are characterized by the manifestation of open aggression. The direct relationship between inadequate self-esteem and a high probability of aggressive behavior is indicated by A.R. Ratinov. He believes that “inadequate, overestimated self-esteem associated with the social maladaptation of the individual creates a fairly wide zone of conflict situations and, under certain conditions, contributes to the manifestation of delinquent behavior” [5, p.76].
T.M. Urutin and O.S. Schelina, believe that the forms of aggressiveness and the level of severity of this phenomenon have their own characteristics depending on a certain level of self-esteem. Thus, the authors state that “in students with low self-esteem, as a rule, the level of aggression is also low and manifests itself in the form of verbal aggression; in students with adequate self-esteem, the level of aggression is moderately expressed, which means that there is a transfer of aggressiveness to an inanimate object, which means that it practically does not harm others; students with high self-esteem have an increased level of aggression, which primarily affects their behavior and attitude towards others, and also indicates that self-esteem largely affects aggressiveness” [6, p.79].
The object of our study is the aggressiveness of students.
The purpose of the work is to study the features of the manifestation of aggressiveness in students with different levels of self-esteem.
To determine the level of aggressiveness and the level of self-esteem among students, the following methods were applied: “Determination of the level of self-esteem” by S.V. Kovalev, Dembo-Rubenshtein's “Self-Esteem Diagnostics”, A. Bass, A. Darki “Questionnaire for the study of the level of aggressiveness”. Sample size: 1st-3rd year students of the Faculty of Psychology of the National Research University "BelSU", 40 students aged 18-20 years in total.
Results and its discussion.
The study of the features of self-esteem showed that most of the subjects in the presented sample have a low level of self-esteem (42.5% - 17 people). A smaller part of the sample has an average level of self-esteem (25% - 10 students). A high level of self-esteem is characteristic of 32.5% (13 people) of the sample.
Now let's start describing the qualitative characteristics that we studied using the Dembo-Rubinshtein "Self-Esteem Diagnostics" technique. The average qualitative indicators of self-esteem in the sample are as follows: ,1), authority among peers (average b = 6.7). Less pronounced are such qualities as: character (average b = 4.9), self-confidence (average b = 5.075), intelligence (average b = 5.425).
Let's start discussing the results of the levels of severity of the types of aggressive reactions studied using the methodology "Questionnaire for the study of the level of aggressiveness" (A. Bass and A. Darki). It can be concluded that students have the most pronounced such types of aggressiveness as: indirect aggression (17% - 8 people from the sample), verbal aggression (16% - 7 people from the sample) and irritation (14% - 6 people from the sample). The following aspects of aggressive behavior are less typical for students: physical aggression (12% - 5 people from the sample), negativism (10% - 3 people from the sample), suspicion (10% - 3 people from the sample), guilt (11% - 4 person from the sample), resentment (11% - 4 people from the sample).
Let's start discussing the relationship between the level of aggressiveness and the level of self-esteem. Based on the analysis of the correlation according to the Spearman's r-test, the following trend is observed: the higher the level of self-esteem, the higher the level of aggressiveness (-0.3<r = -0.590>-0.9 at p≤0.01).
Therefore, it can be assumed that such a relationship is justified by the fact that students with higher self-esteem are self-confident and independent of the opinions of outsiders than students with low self-esteem. Such characteristics may indicate the fact that students with high self-esteem are not afraid of the negative impact of aggressive actions on interpersonal relationships, and therefore tend to be aggressive.
Based on the calculation of the Kruskal-Wallace H-criterion, significant differences were found between the three groups in terms of the level of self-esteem (high, medium, low) in the following indicators: verbal aggression (p=0.001<0.05) physical aggression (p=0.001<0, 05), indirect aggression (p=0.022<0.05), irritation (p=0.001<0.05), guilt (p=0.001<0.05).
Such aggressive reactions as: verbal aggression, physical aggression and irritation are characteristic of students with high self-esteem. Students with average and low self-esteem are characterized by: indirect aggression, guilt.
There were no significant differences between such indicators of aggressiveness as suspicion, resentment and negativism. According to the analysis of H - Kruskal-Wallace criterion: suspicion (p=0.070 > 0.05), resentment (p=0.578 > 0.05), negativism (p=0.645 > 0.05).
Direct correlations, which are at a high level of significance, were found between the levels of aggressiveness and the following qualitative characteristics of self-esteem: "authority among peers"(r = 0.727, p≤0.01), “self-confidence” (r = 0.825, p≤0.01). On the contrary, there are inverse correlations between the level of self-esteem and such scales as: “smart-stupid” (r = -0.923, p≤0.01), “bad character-good character” (r = -0.749, p≤0 .01). There is a lack of statistically significant correlations between such qualitative indicators of self-esteem as: "appearance" (r = 0.035, at p≤0.01), "ability" (r = 0.015, at p≤0.01) and aggressiveness levels.
The presence of positive correlations can be justified by the fact that subjects prone to aggressive behavior are more resolute, persistent, and thanks to these characteristics, they can become leaders. On the contrary, those who have a low level of aggressiveness generally have a low level of self-esteem, so they do not have the above characteristics.
As a result of the study, we can draw the following conclusions:
1. First, students with higher self-esteem have higher levels of aggressiveness. Consequently, among students with high self-esteem, there are subjects who are characterized by aggressive behavior much more often than among students with low self-esteem.
2. Secondly, the relationship between the forms of aggressiveness and levels of self-esteem was revealed. Verbal aggression, physical aggression and irritation are more characteristic of students with high self-esteem. Students with an average and low level of self-esteem tend to display such aggressive reactions as guilt, indirect aggression.
3. Thirdly, we found negative and positive relationships between the qualitative characteristics of self-esteem and the level of aggressiveness. The results show that the more aggressive students consider themselves to be, the more likely they are to believe that they have such characteristics as: authority among peers and self-confidence. On the contrary, students who believe that they are characterized by a low level of aggressiveness believe that they have developed mental abilities and positive character traits.
LIST OF REFERENCE
1.Asmolov,A.Psikhologiyapersonaliznii:kul'tur-istoricheskieobrazovanierabotatel'ekva:Uchebnik / A.Asmolov.–M.:Akademiya, 2007. – 528 p.
2.Grigoryan, V.G. Study of the relationship of self-esteem with negative personality traits / V.G. Grigoryan // Vector of Science of Togliatti State University. Series: Pedagogy, psychology. – 2011. – № 1(4). – S. 162-166.
3.Ilyin, E.P. Psychology of aggressive behavior: Textbook / E. P. Ilyin. – SPb.: Piter, 2014. – 368 p.
4.Lipkina, A.I. Self-esteem of a schoolboy. – M.: Znanie, 2006. - 340 p.
5.Ratinov, A.R. Socio-psychological aspects of legal psychology and practice / A.R. Ratinov.- M.: Enlightenment, 2000. – 220 p.
6.Urutina, T.M. Psychological features of the manifestation of aggression in the youthful age / T.M. Urutina // Molodoi scientist. - 2015. - № 15 (95). - S. 558-563.
7.Shcherbinina, Yu.B. Speech aggression and ways to overcome it: Textbook / Yu.B. Shcherbinina. – M.: Flint, 2004. – 224 p.
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