Formation of personality traits in school children

This article provides opinions and research on self-esteem. Methods are given for solving problems among students of excellent students and those who remain. Psychologists conducted one interesting study. The children were offered to solve two problems, the same in difficulty. In the process, some children were constantly praised, approved of their correct actions and “did not notice” errors. Do not be afraid. This forms a cautious self-esteem as a peculiar mechanism of protection, internal readiness to receive not only good, but also critical assessments. This internal readiness secures the child, removes emotional barriers, prevents afects and, in general, makes his life easier. These children do not know how to well understand their abilities and capabilities; therefore they are more often mistaken in the prognosis. Children often see the reasons for their failures in unfavorable circumstances. Their self-esteem judgments are more categorical than those of the children of the first group, they are less prone to doubt and reflection on this subject. In children of the third, lowest level of self-knowledge group, self-satisfaction is as ambiguous as in children of the first group, but the reasons for this are completely different. Most children of the third group are dissatisfied with themselves, alas, quite reasonably. They are accustomed to the fact that they are always in last place both in study and in the attitude of the teacher, and in the position in the class. A kind person, for example, is characterized by first-graders as a defender and assistant: “He understands when a friend is in trouble, he can protect a girl or a weak boy.” True, first-graders sometimes associate the manifestation of kindness with success in school: “A good person who works well in the classroom, gets a lot of fives.”