INFLUENCE OF THE STYLE OF MOTHERING EDUCATION ON THE INDEPENDENCE OF THE PERSONALITY OF THE ADOLESCENT

INFLUENCE OF THE STYLE OF MOTHERING EDUCATION ON THE INDEPENDENCE OF THE PERSONALITY OF THE ADOLESCENT

Marina E. Usachova

3^rd year student of the faculty of psychology

Belgorod State National Research University,

Belgorod

Scientific supervisor

Alexander V. Markov

Senior lecture

Foreign languages department

Annotation: the article is devoted to the problem of the nature of the influence of the style of maternal education on the independence of the personality of a teenager. The first, theoretical, part of the article presents aspects of the problem associated with maternal education: concepts, styles, forms and types. Theoretical provisions on the theory of independence are also given: the concept of independence, the manifestation of independence in adolescence.

The second part of the article presents the results of an empirical study of the relationship between independence and parenting styles in adolescents.

Key words: maternal parenting style; independence; teenage years; adolescent psychology.

The problem of developing independence of adolescents, their initiative, a sense of personal responsibility for their activities and behavior is important for the harmonious formation of personality. Independence is not an innate character trait, but is formed as a result of the development of parent-child relationships. It is in the process of upbringing, interaction between parents and children that one develops confidence in actions, vitality, a clear position on fundamental issues, the ability to make decisions and be responsible for them.

Studying the specifics of child-parent relationships, domestic and foreign psychologists assign a special role to the mother as an object for the development of the emotional and personal sphere of the child, an object for shaping the level of aspirations of a teenager.

Currently, according to the data of psychological and pedagogical research, there is a tendency that the authoritarian style of upbringing, the suppression of the initiative of a teenager, insufficient consideration of age characteristics entails a teenager's self-doubt, timidity, neuroticism, inability to stand up for himself or, conversely, aggressiveness, intolerance to the requirements, the desire for informal self-assertion. This pattern is explained by the insufficient development of the problem of the influence of the style of education on the independence of a teenager, which determines the relevance of our work.

In the psychological and pedagogical literature, great importance is given to the analysis of the relationship between parents and children, many works are presented that study the types of attitudes of parents towards a child in connection with their influence on the development of his personality, character traits and behavior. The phenomenon of parent-child relations is the subject of the works of A.Ya. Vargi, V.V. Stolin, S. Brody, T.A. Markova, N.A. Razgonova, E.T. Sokolova, V. Satir and others. Exploring the structure of the parental relationship, A.Ya. Varga and V.V. Stolin identifies factors and components of parent-child interaction [1]. S. Brody characterized the types of technologies of the "mother-child" relationship. L. Kovar derives the "mother-child" relationship from the general model of family relations.

The characteristics of the styles of parent-child communication are given by E.T. Sokolova, in which she singled out two variants of the “mother-child” relationship: mother dominance and child dominance [4]. V. Satir, analyzing the models of communication in the family, outlined the rules for effective communication between family members.

The concept of styles of family education, including the characteristics of types of pathogenic education, found its place in the approaches of V.I. Garbuzova, E.G. Eidemiller, D. Baumrind. IN AND. Garbuzov, noting the decisive role of educational influences in the formation of the characterological characteristics of the child, singled out the types of improper education [5]. The most detailed is the classification of family education styles proposed by E.G. Eidemiller. In the works of D. Baumrind, a connection was established between the style of parental behavior, determined by the criteria of acceptance / rejection and control, and the characteristics of the child's development.

At the moment, in the works of a number of researchers, and in particular, S.V. Chebrovskaya, V.S. Shurmanov, attempts were made to reveal the philosophical, psychological and pedagogical approaches to the understanding of "independence". S.L. Rubinshtein emphasized that “independence is a social manifestation of a personality, characterizing the type of its attitude to work, people, society” [3, p. 172].

In many works, independence is considered in conjunction with a certain type of activity: as a property of cognitive activity (A.S. Bayramov, V.N. Maksimova, P.I. Pidkasisty, N.A. Polovnikova), in social activities (Ya.I. Levin, Z.F. Ponomareva, S.Ya. Khose), in connection with social activity (I.S. Kon, T.N. Malkovskaya). The manifestations of independence in adolescence were studied by S. Harter, considering such a manifestation of personal autonomy in adolescents as an opportunity to express their own opinion. The most valuable personality trait of I.S. Kohn considers independence, revealing in it the main components: inner freedom, originality, originality, independence, individuality, to implement one's own decisions and be responsible for their consequences. Personality properties, the scientist believes, directly depend on the content and degree of its independence in all types of activities [2].

A review of the literature showed that domestic and foreign psychologists, studying the characteristics of different styles of education, indicate that the formation of children's personal qualities largely depends on the style of interaction in the family, as a result, the independence of the child is a reflection of the relationship between the child and the parent. the independence of a teenager is understood as the desire and ability of a child to persistently solve tasks of activity that are relatively independent of adults, using their own experience and knowledge. The purpose of our study is to identify the nature of the influence of the style of maternal education on the independence of the personality of a teenager.

We assumed that maternal parenting styles affect adolescent personality independence, namely: emotional acceptance, cooperation, a reasonable degree of adolescent control, acceptable requirements and prohibitions for a teenager, as well as authoritative and liberal parenting styles positively affect the development of adolescent personality independence, then as the lack of requirements, duties and assignments, lack of control negatively affect the independence of the personality of adolescents.

Research methods: the Parent-Child Interaction Questionnaire (I.M. Markovskaya), the Personal Responsibility Symptom Complex Diagnostic Questionnaire (PDLSR) and the assessment of its psychometric characteristics (I.A. Kocharyan). Statistical data processing was carried out using correlation analysis - Mann-Whitney U-test and Spearman's r-test. Mathematical data processing was carried out using the computer program for statistical analysis SPSS. The study was conducted on the basis of MBOU "Gymnasium No. 3" in Belgorod. The study involved 25 adolescents aged 15-16 years (16 girls and 9 boys) and 25 parents (11 fathers and 14 mothers).

Let us now discuss the results of the empirical study. Let us analyze the features of the distribution of the degree of expression in adolescents of typological variants of responsible behavior in a quantitative ratio, which we presented in Fig.1.

Fig. 1. The severity of the types of responsibility of adolescents

The most pronounced scale (6.22) is the scale "principledness". Such adolescents believe that most important events in life were the result of their own actions, that they can control them, and therefore feel their own responsibility for these events and for how their life develops in general. Such individuals, as it were, are the law for themselves.

The next descending scale is "Ethical" (5.48). Adolescents with a high level of expression of "Ethics" as a form of responsibility are highly moral. Such teenagers are always responsible, they approach any activity responsibly.

According to our calculations, the “Self-affirming” type of responsibility received the average indicators (5.36). Such adolescents, like the “principled” ones, believe that most important events in life were the result of their own actions.

The next less pronounced scale (5.2) is the “Self-sacrifice” scale. Adolescents with this type of responsibility dominating strive to prove their reliability and do not want to be controlled, they become very executive and take on a lot of work.

The lowest indicator was found on the “Normativity” scale (4.72). Such teenagers are anxious, prone to introspection, pessimistic. They are characterized by the desire to support established concepts, norms, orders.

To identify statistical differences in the attitude of parents towards boys and girls, we conducted a statistical analysis of the data using the Mann-Whitney test. The results of the characteristics of the style of family education of mothers to children are presented in Table 1.

Table 1.

The severity of the characteristics of the style of family education of mothers to children

The results of the questionnaire were analyzed on 10 scales:

1. Rejection - acceptance of the child by the parent, which reflects the parent's basic attitude towards the child, its acceptance or rejection of the child's personal qualities and behavioral manifestations. Both indicators are above the norm, which indicates the complete acceptance of the child by the mother.

2. Authority of the parent. The results of this scale reflect the parent's self-esteem in the sphere of his influence on the child, how much his opinions, actions, actions are authoritative for the child, what is the strength of their influence. All subjects believe that they have full influence on their children (above average).

3. Autonomy - control in relation to the child. The higher the scores on this scale, the more pronounced the controlling behavior towards the child. Both in relation to the daughter and in relation to the son, the mothers gave an above-average rating.

4. Inconsistency - the sequence of the parent. To the son and daughter, the mother is consistent and constant in her demands, in the application of punishments and rewards, etc. The indicator is above average.

5. Disagreement—agreement between the child and the parent. This scale reflects the frequency and degree of agreement between them in various life situations. In relation to her daughter, the mother believes that she can come to agreement and understanding (average level of severity), but in relation to her son it is more difficult to do so (below average).

6. Emotional distance - the emotional closeness of the child to the parent. The mother is more intimate, frank and open with her daughter (a high level indicator). With his son, the indicator is below average, which indicates maintaining a distance in the relationship.

7. Lack of cooperation - cooperation. This scale reflects equality and partnership between parents and children. Both figures are above average.

8. Satisfaction with the relationship of the child with the parent. According to the scale, one can judge the overall degree of satisfaction with the relationship between parents and children. With the daughter, the mother experiences sufficient satisfaction, the absence of disagreements (high level), with the son, the level of satisfaction is average.

9. Undemanding - the exactingness of the parent, which shows the level of exactingness of the parent in interaction with the child. The higher the score on this scale, the more demanding the parent is. Both indicators are in the average values ​​- the requirements for both the daughter and the son are presented equally.

10. Softness - the severity of the parent, by which one can judge the severity, severity of the measures applied to the child. The severity is also in the middle values.

As a result of the study, a close positive correlation was revealed at a high level of statistical significance: p≤0.01 between such a typological variant of behavior as “self-affirmation” and the characteristic of mothers’ family upbringing style “authority”. Adolescents with this type of responsibility are not free, since the root of their behavior is the need to be accepted by parents, teachers, and subsequently they seek recognition from others. Thus, being a great authority for the child, the parent does not specifically force the child to be responsible for others, and not to himself. Weak self-control and internal tension of such individuals lead to the fact that their responsibility may be accompanied by indiscipline, non-compliance with rules and regulations.

A correlation was also revealed at a significant level of statistical significance (p≤0.05) between the typological variant of behavior "principledness" and the characteristic of the style of family education of mothers "disagreement-agreement". Here one can judge the degree of agreement in the views of the child and the parent in various life situations. Individuals who bear this type of responsibility are responsible because it is necessary, right according to their own principles. Children with this type of responsibility are pedantic, principled.

Further, we revealed a close positive correlation at a high level of statistical significance: p≤0.01 between the typological variant of behavior "normativity" and the characteristics of mothers' family upbringing style "emotional closeness-distance" and "rejection-acceptance". Children with this type of responsibility need understanding and closeness from the parent, as they are characterized by the desire to support established concepts, norms, orders, principles, traditions, doubt in new ideas, denial of the need for change.

Then, a close positive correlation was revealed at a high level of statistical significance between the typological variant of behavior "ethics" and the characteristics of the style of family education of mothers "authority" and "demanding-undemanding". It follows that through authoritative influence and a demanding attitude from an adult, children are always responsible, they approach the performance of any activity responsibly. They realize the significance of their actions not only for themselves, but also for other people. They show responsibility not to the detriment of their interests, but because they sincerely want to do it for them.

In conclusion, we found a close positive correlation at a high level of statistical significance between the typological variant of the “self-sacrifice” behavior and the characteristics of the “rejection-acceptance” style of family education of mothers. A teenager, faced with the rejecting behavior of a parent, strives to prove his reliability and does not want to be controlled, he becomes very executive and takes on a lot of work. Such children tend to get involved in situations in which they have to deal with someone, take care of someone, help someone.

Thus, from the results obtained it is clear that the relationship between the typological characteristics of independence and the styles of maternal upbringing does indeed exist.

REFERENCES

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4. Rubinshtein, S. L. Problems of general psychology. - M., 1973.

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