Tarasova Sofya Yu
Psychological Institute of Russian Academy of Education, Moscow, Russia.
Psychol Russ. 2021 May 17;14(4):130-148. doi: 10.11621/pir.2021.0409. eCollection 2021.
This study is an attempt to identify psychological markers for pupils' maladaptive states. Agggression is seen as behavior while aggressiveness is seen as the state of being ready for such behavior. Anxiety is considered a stable personality trait. Two hundred and sixty pupils of the 8th grade from five different schools took part in the research. Schools that have a selection principle for admission are called prestige schools.
The purpose of this study was to discover correlations between trait anxiety and aggressiveness among adolescents in different types of educational institutions. At the same time, we were interested in manifestations of maladaptive perfectionism and destructive personality tendencies as revealed by quantitative and qualitative research methods.
The first stage of the study was a survey to define risk groups for hostility and anxiety among the adolescents. All tests except the one for sociometry were done on an individual basis. The second stage included methods for qualitative analysis of personality. The pupils from identified risk groups were paid special attention. We were interested in the recurrence of destructive personality tendencies as they appeared in each method.
About one third of all the participants from four out of the five schools formed the hostility risk group. In the prestige and non-prestige schools alike, hostile adolescents were more likely to find themselves at least somewhat isolated in their social group (class). Hostile teenagers have more self-esteem problems and issues with forming a Self-concept in general, as well as pronounced destructive personality tendencies in some cases. However, the pictures of trait anxiety in prestige and non-prestige schools were different. Hostile teenagers from non-prestige schools were more likely to greatly underestimate their intelligence and communication skills. In this case, according to the teachers' expert opinion and the results of participant observation, that assessment reflected the reality.The hostile teenagers at the prestige educational institutions presented a different picture of trait anxiety. Objectively, the achievements of these pupils were great, but they constantly procrastinated, didn't believe in success, and had communication problems.
This study has shown that the markers of a pupil's maladaptive state are trait anxiety (school, interpersonal, self-esteem), hostility, and maladaptive perfectionism.
本研究旨在确定学生适应不良状态的心理指标。攻击被视为一种行为，而攻击性则被视为准备实施此类行为的状态。焦虑被认为是一种稳定的人格特质。来自五所不同学校的260名八年级学生参与了这项研究。有入学选拔原则的学校被称为重点学校。
本研究的目的是发现不同类型教育机构中青少年的特质焦虑与攻击性之间的相关性。同时，我们对通过定量和定性研究方法揭示的适应不良完美主义和破坏性人格倾向的表现感兴趣。
研究的第一阶段是一项调查，以确定青少年中敌意和焦虑的风险群体。除社会测量测试外，所有测试均以个体为基础进行。第二阶段包括人格定性分析方法。来自已确定风险群体的学生受到特别关注。我们对每种方法中出现的破坏性人格倾向的复发情况感兴趣。
五所学校中有四所学校的所有参与者中约三分之一组成了敌意风险群体。在重点学校和非重点学校中，有敌意的青少年在他们的社会群体（班级）中更容易发现自己至少有点孤立。有敌意的青少年普遍有更多的自尊问题和形成自我概念的问题，在某些情况下还有明显的破坏性人格倾向。然而，重点学校和非重点学校的特质焦虑情况有所不同。来自非重点学校的有敌意的青少年更有可能大大低估自己的智力和沟通能力。在这种情况下，根据教师的专家意见和参与观察的结果，这种评估反映了现实。重点教育机构中有敌意的青少年呈现出不同的特质焦虑情况。客观地说，这些学生的成绩很好，但他们经常拖延，不相信自己会成功，并且存在沟通问题。
本研究表明，学生适应不良状态的指标是特质焦虑（学校、人际、自尊）、敌意和适应不良完美主义。
