Журналы — Социальная педагогика — Выпуск №2/2026

Подростковый возраст характеризуется интенсивным становлением самосознания и самооценки, которая выступает ключевым регулятором поведения, учебной мотивации и межличностных отношений. В массовой школьной практике диагностика самооценки часто проводится несистемно, без учёта конкретных педагогических целей, что снижает эффективность психолого-педагогического сопровождения. Цель исследования — разработать и обосновать систему критериев для выбора методов диагностики самооценки подростков 11–16 лет в контексте четырёх педагогических целей: скрининг, оценка динамики, индивидуализация обучения и формирующая обратная связь. Предложен алгоритм выбора диагностического инструментария в зависимости от педагогической цели.

● самооценка подростков ● диагностика самооценки ● скрининг ● формирующая обратная связь ● методы психодиагностики ● сравнительный анализ

Comparative Analysis Of Methods For Diagnosing Self-Esteem In Adolescents (11–16 Years) For The Tasks Of Psychological And Pedagogical Support

Alena S. Gruzinskaya, undergraduate Student, Moscow Pedagogical State University (MPGU), Moscow, gruzinskaiaalena@mail.ru

ABSTRACT. Adolescence is characterised by intensive development of self-awareness and self-esteem, which serves as a key regulator of behaviour, learning motivation and interpersonal relationships. In mass school practice, self-esteem diagnostics are often carried out unsystematically, without considering specific pedagogical goals, which reduces the effectiveness of psychological and pedagogical support. The aim of the study is to develop and justify a system of criteria for choosing methods of diagnosing self-esteem in adolescents aged 11–16 in the context of four pedagogical goals: screening, assessment of dynamics, individualisation of learning, and formative feedback. Seven methods most common in Russian schools were analysed: Rosenberg Self-Esteem Scale (RSES) adapted by A. A. Zolotareva, modification of the Dembo–Rubinstein method by A. M. Prikhozhan, Self-Attitude Questionnaire by V. V. Stolin and S. R. Pantileev, method of S. A. Budassi, questionnaire by G. N. Kazantseva, test-questionnaire by S. V. Kovalyov, as well as additional methods of observation and conversation. Theoretical and analytical review using comparative analysis according to ten criteria showed that RSES is optimal for screening, the Dembo–Rubinstein modification has high sensitivity to change, the Self-Attitude Questionnaire and Budassi’s method provide a detailed picture of selfattitude but require individual work by a psychologist. An algorithm for choosing diagnostic tools depending on the pedagogical goal is proposed.

Keywords: adolescent self-esteem, self-esteem diagnostics, screening, formative feedback, psychodiagnostic methods, comparative analysis