Nartova-Bochaver Sofya K, Bayramyan Roksana M, Chulyukin Kirill S, Yerofeyeva Victoria G
HSE University, Moscow, Russia.
Psychol Russ. 2021 Sep 15;14(3):3-21. doi: 10.11621/pir.2021.0301. eCollection 2021.
Personal authenticity is a person's ability to be oneself and coherent in both his/her personality and the circumstances of his/her life (time, place, and life-calling). The sense of one's true self plays an essential role in peoples' psychological well-being and life goals. Currently, the theory of authenticity is included in existential psychology, the person-centered approach, and the psychology of the subject, but all of these approaches have some methodological limitations.
The aim of the current study was to explore the everyday presentations of the true self among the primary school children and adolescents. It was expected that in adolescence, these representations are more differentiated and mature than at an earlier stage of life.
In the exploratory research, 330 respondents took part, including 163 primary school children (74 girls, 87 boys, ages 7 to 11; M = 9.4) and 167 adolescents (78 girls, 89 boys, ages 12 to 17; M = 14.3). A special interview consisting of 11 open and closed-ended questions was developed. The inductive method of content analysis was used.
Differences were found in the frequencies of the categories used by primary school children and adolescents. Older respondents described their true selves in more detail; their evaluations were more positive and often included their social life as an inseparable part of themselves, whereas descriptions by the younger children were more sparse, ambiguous, and individualistic.
The results obtained can help identify the substantial stages of the genesis of the true self. To develop authenticity, these facts should be taken into consideration.
个人本真性是一个人在其个性以及生活环境（时间、地点和人生使命）中保持自我且始终如一的能力。真实自我的意识在人们的心理健康和生活目标中起着至关重要的作用。目前，本真性理论包含在存在主义心理学、人本主义方法以及主体心理学中，但所有这些方法都存在一些方法上的局限性。
本研究旨在探索小学生和青少年真实自我的日常表现。预计在青春期，这些表现比生命早期阶段更加分化和成熟。
在探索性研究中，330名受访者参与其中，包括163名小学生（74名女生，87名男生，年龄7至11岁；平均年龄 = 9.4岁）和167名青少年（78名女生，89名男生，年龄12至17岁；平均年龄 = 14.3岁）。开发了一个由11个开放式和封闭式问题组成的特殊访谈。采用内容分析的归纳法。
发现小学生和青少年使用的类别频率存在差异。年龄较大的受访者更详细地描述了他们的真实自我；他们的评价更积极，并且经常将他们的社交生活作为自身不可分割的一部分，而年幼孩子的描述则更稀少、模糊且个人主义。
所获得的结果有助于确定真实自我形成的重要阶段。为了培养本真性，应考虑这些事实。
