Общая и академическая я-концепции одаренных учащихся средней школы
DOI:
https://doi.org/10.54359/ps.v7i38.588Ключевые слова:
общая я-концепция, академическая я-концепция, одаренность, интеллект, мотивация, академическая успеваемость, школьникиАннотация
Анализируются теоретические основания рассмотрения я-концепции как многомерной структуры в контексте проблемы одаренности детей. В эмпирическом исследовании изучались взаимосвязи общей и академической я-концепций с показателями интеллекта, креативности, мотивационно-личностной сферы и академической успеваемости учащихся (N = 480) с разным уровнем интеллектуальной одаренности на этапах обучения в средней школе. Получены данные о сходстве и различии взаимосвязей академической и общей я-концепций с когнитивными и личностными показателями. Обнаружено влияние уровня интеллекта только на академическую я-концепцию, а влияние возраста – на оба вида я-концепции. Мальчики демонстрировали более высокую общую я-концепцию, чем девочки, при отсутствии гендерных различий по академической я-концепции. В целом данные исследования свидетельствуют об относительной независимости этих видов я-концепции и необходимости их раздельного анализа у одаренных учащихся.
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