THE DYNAMICS OF IDEAL AND REAL SELF OF PUPILS IN THE CONTEXT OF THEIR PERSONAL EFFICIENCY

The article analyzes the research of the real and ideal self-images of pupils having different levels of personal effectiveness at the time of transition from primary school age to adolescence. Formation of holistic Self, it filling with new meaningful elements, formation of a certain attitude towards oneself, as well as development of personal life meanings and prospects of the future take place due to reflexive analysis. The performed study has allowed us to determine five category groups with which pupils characterize the “successful pupil” image (ideal Self): generalized characteristics; activity and behaviour characteristics; personality traits (this category can be divided into two subgroups: 1) a person as a learning actor, his/her treats important for learning activity implementation; 2) a person's traits characterizing him/her as a human being); relationships with other people, other characteristics. The ideal self-image peculiarities are determined and compared, in dynamics, with real self-images of 3rd-6th grade pupils depending on their personal effectiveness. The research results give grounds to assert that primary schoolchildren form self-knowledge on the base of self-perception and self-observation, which is basis for creation of ideas about themselves; but such self-knowledge consists mostly of single images in specific situations. In contrast, at the beginning of adolescence, self-study and self-reflection become very important, which is a prerequisite for holistic, generalized self-image formation.