The article analyzes the dynamics of changes in self-esteem components during student years. Self-esteem is formed under complex relations of its structural components, which function as a whole: the cognitive component, characterized by students’ ideas on themselves and their self-attitudes based on self-cognition during various activities and interactions with other people; the emotional-value component, manifested in positive emotions, feelings and sense-forming motives, which become the basis of a general attitude towards oneself; the behavioural component, determined by actions or action plans in relation to oneself.
The empirical study was performed with the sample of students (N = 55). The comparative analysis of the obtained data showed that the above described components of the self-esteem structure can be improved with the targeted and systemic formation of students’ self-esteem. Thus, the indicators describing the component in students’ self-esteem formation increased in average by 11%. Students showed more conscious attitudes to themselves; their knowledge about themselves improved, so they begin to regulate and determine emotions toward Self; their ideas of themselves as a holistic personality, different from other people become relatively stable (the cognitive component). The students believed that they had positive, socially desirable characteristics and felt satisfaction with themselves, experienced mostly positive emotions and feelings towards themselves in success or failures; they adequately assessed their strengths and weaknesses (the emotional value component). The students were characterized by internal honesty; they had critical views, believed that they themselves were a source of external and internal activities and they personally organized their activities and communication; they felt that their fate was in their own hands; they believed that they were confident, independent, strong-willed people worthy of respect (the behavioural component).
The article summarizes that the positive dynamic changes in the self-esteem structure can be used to judge students’ self-esteem formation.
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