University Psychology

Author: Lin Zhengfan (Editor) / Country:
Publisher:
Publish Date: 2000-03-01
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III. Main Characteristics of Self-Awareness Development in College Students
The level of self-awareness development among college students is relatively high and gradually stabilizing, but it has not yet fully matured. Research data indicate that the development of students' self-awareness from a lower level to a higher level has three periods of rise and three periods of stability. The amplitude of the rise shows a gradual downward trend, indicating that the development of self-awareness from childhood to youth is becoming increasingly stable. The level of self-awareness development among college students has reached a high level. This is not only proven by the high overall scores of self-awareness and self-evaluation, but also by the relatively harmonious relationship among self-cognition, self-experience, and self-control, forming an organic whole, which also proves that the level of self-awareness development among college students is relatively high. Of course, this does not mean that college students' self-awareness has matured or improved. For example, contradictions still exist in aspects such as the ideal self and the real self, the individual self and the social self.
(1) Main Characteristics of Self-Cognition in College Students
1. Self-cognition is more proactive
When young people enter the campus of a university, some urgent issues are placed before them: Who am I? Why am I like this? What kind of person am I likely to be and should be? What are my conditions and prospects? What have I done in my life so far? What else can I do? The answers to these questions all involve the self-cognition of college students. College students are always very interested and eager to think about these questions, strongly expecting satisfactory or relatively satisfactory answers. The urgency of self-cognition has been clearly reflected in adolescence. However, self-cognition among college students is more proactive and conscious, and at a higher level. They often actively compare themselves with their classmates and teachers to know and evaluate themselves. They often actively refer to scholars, experts, politicians, model figures, and excellent teachers in textbooks, newspapers, magazines, and literary works, striving to internalize social expectations into their own qualities and making evaluations of themselves.
2. Self-evaluation is more objective
To what extent is personal self-evaluation objective, and how well does it align with the individual's actual situation? How does this characteristic change with age? Due to differences in the object of cognition and the methods of self-evaluation, it is difficult to verify whether self-evaluation is consistent with the actual situation and to what extent. Generally, two methods can be used to verify the objectivity of self-evaluation. One method is to compare the level of ambition in personal self-cognition with the actual results of activities (such as athletic performance, academic scores, test scores, scientific research achievements, etc.) to examine whether they are consistent and to what extent. The second method is to compare the individual's self-evaluation with the evaluation of others (teachers, parents, classmates) of the subject being examined to examine whether they are consistent and to what extent. Research shows that the correlation between college students' self-evaluation and others' evaluation has reached a significant level. Due to their rich life experience, improved theoretical thinking, and stable level of ambition, college students overcome one-sidedness when evaluating themselves and others, and can analyze and describe themselves dialectically from various perspectives. They see both the strengths and weaknesses of individuals, focusing on the main contradictions; they hope for the future while also paying attention to the specific situation of the present, and can comprehensively evaluate themselves based on the past, present, and future. However, the development of self-evaluation ability among college students is also unbalanced. Some students overestimate themselves, while others underestimate themselves.
3. Changes in the structure of self-image
College students' self-image cognition has changed significantly compared to high school students, mainly:
① Richness of self-image. Generally, college students can observe, imagine, and evaluate themselves from more angles and levels to determine their image.
② Completeness of self-image. Adolescents pay great attention to their physical appearance, but as they grow older, they usually spend less time worrying about it. Young college students still pay considerable attention to their appearance, but at the same time, they also value other characteristics of "me," such as intelligence, talent, will, personality, achievements in activities, and interpersonal skills. This indicates that the self-image of college students is complete.
③ Generalization of self-image. The description of self-image by middle school students is often specific, based on their local characteristics, while college students' generalization ability is clearly superior. When describing their identity, middle school students often use phrases like "I am a middle school student" or "I am Chinese," while college students prefer phrases like "descendant of Yan and Huang," "descendant of the dragon," or "pioneer of the new era."
④ Stability of self-image. The stability of self-image is basically the same as the stability of values and increases with age. Research shows that adults' descriptions of their self-image are more reasonable than those of adolescents and children. Adults' self-images are less affected by accidental factors, while self-images during adolescence and early youth often undergo rapid changes. The stability of self-evaluation of college students in mid-youth is still not as high as that of adults, and sometimes it may also change rapidly due to accidental factors. Additionally, the stability of the personality characteristics that form one's image varies among individuals.
(2) Main Characteristics of Self-Experience in College Students
1. Sensitivity of self-experience
College students' self-experience is relatively sensitive. Anything involving "me" will attract their interest, and things related to "me" often trigger a chain reaction. College students pay particular attention to their image and status in others' minds, and are concerned about others' opinions and views of them. Sometimes, an innocent question from others can stir up a storm in their hearts, and they will ponder it for a long time, reflecting on it for a long time. Sometimes, they will also associate it with other things, triggering a series of.
2. Richness and fluctuation of self-experience
College students' emotional experiences of self are relatively rich. They include positive and negative experiences (liking or disliking oneself, being satisfied or dissatisfied with oneself, etc.), as well as positive and negative experiences (joy or worry, boredom or interest, etc.), as well as experiences of tension and relaxation, sensitivity and dullness, etc. Among these rich experiences, the emotional tone of college students' self-experience is positive and healthy. In terms of self-experience, boys are more confident and energetic but tend to be impatient; girls are more enthusiastic, more eager to achieve success, and have a more obvious sense of inner comfort but tend to worry easily. College students in mid-youth still have a certain degree of fluctuation in their self-experience. For example, when they achieve success, they are prone to positive and affirmative emotional experiences, even arrogance and forgetfulness; while encountering setbacks, they are prone to negative and negative emotional experiences, even self-abandonment and pessimism.
3. Significant enhancement of self-esteem among college students
Most college students have a high level of self-esteem, characterized by a strong need for self-esteem, competitiveness, unwillingness to lag behind, and the demand for respect from others. This is because, based on self-cognition and self-evaluation, they gradually realize the value of their existence, their status and role, their obligations and responsibilities, the true meaning of themselves, their "uniqueness" and "independence." At the same time, the development of independence makes them strongly need to affirm themselves, protect themselves, and develop themselves. On the other hand, their emotional response to self-esteem is strong. If they achieve success, they will be truly happy. If they encounter setbacks, they will also think about it for a long time and be unable to calm down. When they encounter sincere praise and respect, they will be even more excited and more willing to be positive. Sincere and kind criticism will make them feel extremely guilty; irresponsible ridicule, discussion, or neglect, misunderstanding, or contempt will make it very difficult for them to endure, and even anger and resistance. It is worth noting that a few college students also suffer from low self-esteem. If it is not overcome in time, once it becomes habitual and consolidated, it may cause personality defects, and in severe cases, it may lead to self-abandonment.