As a psychodiagnostic tool, the Personal Differential method was used, which gives an idea of the self-esteem of the individual and is reliable, valid, standardized, tested and widely used in domestic psychology.
Main results
The work on the above method revealed a significant difference in the emotional and semantic ideas of boys and girls in the control group of teenagers on the factor (ealuation) and a significant - on the factor (activity). For girls, the average values of the indicators for these factors turned out to be higher. When comparing the average values of the indicators for the (strength) factor, no significant differences were found in this group of adolescents.
The following ratios were established in the experimental group: girls' self-esteem was significantly higher than boys' on the factors Evaluation and Activity, but on the factor Strength the self-esteem was significantly higher among boys.
Thus, all the girls surveyed have a higher level of self-esteem and self-acceptance, and they are more inclined to realize themselves as carriers of positive, socially desirable characteristics than boys from both groups. Girls of the experimental group estimate themselves as sociable, active, socially conformal, in contrast to boys of this group, who, in their turn, consider themselves to be more independent, determined, self-confident than girls. It can be assumed that all the surveyed teenagers of the female sex expect the surrounding people to recognize their individual characteristics, which are due to the manifestation of gender attitudes.
Comparison of the obtained data, which determine the peculiarities of self-assessment of adolescents in the study groups, suggests that the average values of the indicators on the factor Evaluation are higher in the control group of girls than in the experimental one.
Consequently, girls in the control group estimate their personal and ethical qualities more highly than girls in the experimental group. Comparison of these boys from both groups of adolescents reveals that the "Strength" factor has a higher self-esteem among the experimental group boys, and the "Evaluation" factor - from the control group.
Thus, the control group's male adolescents have a higher level of self-esteem and self-satisfaction than the experimental group, and the latter are more inclined to rely on their own strength in difficult situations, recognizing that they have the necessary willful qualities.
Summarizing the experimental data obtained, it can be concluded that in choosing between antonymous concepts, girls from both groups may have been guided by socially approved response standards, which is explained by the characteristics of gender. As the knowledge about oneself is gained through interaction with others, boys with learning difficulties and signs of disadaptation, who have a natural need for respect, may find support for their self-esteem within the peer group, particularly through the Power Factor.
The difference in girls' Assessment data, between the control groups and the experimental groups, may be due to the fact that girls studying in STRs receive approval and support from people in their immediate environment, as well as to their self-esteem due to their chosen path of professional learning.
It is possible that for the reasons described in the previous article, boys in the control group have higher average scores for the Assessment factor, and boys in the experimental group have higher average scores for the Strength factor. It should be noted that for the Activity factor, the average values of the indicators for boys from both groups correspond to a low level of values, compared to the data of girls for the same factor, which correspond to the average level.
Consequently, all-male adolescents surveyed are introverted and more passive than the girls surveyed. In addition, girls who do not succeed in their studies have low average power levels compared to boys in the same group, whose data correspond to the average level. This finding may indicate a lack of self-control on the part of the girls, their inability to follow social norms of behavior at all times, and their dependence on external circumstances.
Comparing the data obtained in the course of the experiment, it is possible to say that children from the experimental group, i.e. teenagers with different signs of asocial behavior, and boys to a greater extent than girls, need it more. One possible focus of this work may be to introduce the young person into a group that adheres to a normative value scale in which the assessment of their personality by others corresponds to or exceeds their own self-esteem.
Another direction in psychological and pedagogical support of students may include a number of activities aimed at optimizing their adaptation process within a certain educational organization. It should be noted that any of the above-mentioned interactions implies unconditional acceptance of the teenager, regardless of his successes, failures, and peculiarities of social interaction.
Thus, the necessary adjustment in the work on formation of positive self-esteem of teenagers, personal-psychological and pedagogical support, made taking into account gender differences, will contribute to increasing the level of success of educational activity of the teenager. Improving his social adaptation, consciousness of professional self-determination, and, consequently, the productivity of further professional activity and the formation of social value of his personality in general.
In addition, a real and sufficiently formed idea of a person about himself will serve as the basis for the development of the highest level of personal adaptation potential, which is a guarantee of the success of the subject's performance of their professional duties even in the most severe conditions of the social environment.