MODIFICATION OF C. OSGOOD AND G.A. KELLY'S METHODS TO RESEARCH THE SELF-IMAGE IN STUDENTS EXPERIENCING A CRISIS OF MEANING
УДК 159.9.072
Abstract
This article provides a theoretical foundation for studying the "self-image" in individuals, particularly students facing a crisis of meaning in their lives. The authors analyze well-established methodological approaches in psychology that contribute to understanding this phenomenon. Notably, they present a novel analysis of the psychodiagnostic technique known as " self-image," which is a modification of two classic methods: C. Osgood's semantic differential and G.A. Kelly's repertory grid (modification © N.V. Golubina, 2016). To validate this new technique, the authors also employed the "Life-Meaning Orientations" test (D.A. Leontyev) and the "Meaning of Life Crisis" test (K.V. Karpinsky) concurrently. The study involved a representative sample of 278 students ages 19 to 30, with mathematical and statistical analyses conducted on the results.
The analysis revealed no significant differences between the groups of boys (N = 113) and girls (N = 165) across the scales of the " self-image" technique (modification © N.V. Golubina, 2016). For male participants, significant intercorrelations were found among the "I" construct based on Osgood's three factors—strength, activity, and evaluation—with nearly all constructs of the archetypal substructure of the "self-image". In contrast, for female participants, the "I" construct showed positive intercorrelations at the 5% confidence level only for the strength and activity factors.
Correlation analyses indicated reliable negative relationships between the constructs of the archetypal substructure from the " self-image" method and the scales from the "Meaning of Life Crisis" and "Life-Meaning Orientations" tests. Specifically, negative correlations were observed in 100% of cases for boys and 71.4% for girls. Various factor analysis techniques identified four interpretable factors, with the constructs of the archetypal substructure of the "self-image" (modification © N.V. Golubina, 2016) forming distinct orthogonal factors in both genders, reflecting differences between boys and girls.
In conclusion, the empirical study demonstrates that the newly tested "self-image" technique includes constructs of the archetypal substructure as independent scales. The constructs of the "self-image" vary based on gender and psychosemantic context, as specified by Osgood's parameters. Theoretically, this approach suggests that the "self-image" is a complex, multidimensional, and situationally activated self-representation of personality. From a practical standpoint, the findings from the "self-image" technique offer valuable insights for planning interventions aimed at psychocorrection of the "self-image" and life-meaning orientations during adolescence.
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