edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2026-4-142-168edscience-5015Research ArticleПСИХОЛОГИЧЕСКИЕ ИССЛЕДОВАНИЯ В ОБРАЗОВАНИИPSYCHOLOGICAL RESEARCH IN EDUCATIONОсобенности самооценки и притязаний младших школьников из России и КазахстанаFeatures of self-esteem and aspirations among younger schoolchildren from Russia and Kazakhstanhttps://orcid.org/0000-0001-6500-7295ИвановаН. В.IvanovaN. V.

Иванова Наталья Валентиновна – доктор психологических наук, доцент, профессор кафедры возрастной и педагогической психологии 

Нижний Новгород 

ResearcherID J-8030-2017

Scopus Author ID 57217603462 

Natalia V. Ivanova – Dr. Sci. (Psychology), Associate Professor, Professor, Department of Developmental and Educational Psychology

Nizhny Novgorod

ResearcherID J-8030-2017

Scopus Author ID 57217603462  

ivanova30nv@yandex.ruhttps://orcid.org/0000-0003-3977-7813СувороваО. В.SuvorovaO. V.

Суворова Ольга Вениаминовна – доктор психологических наук, профессор, профессор кафедры возрастной и педагогической психологии Нижегородского государственного педагогического университета имени Козьмы Минина; профессор кафедры педагогики и психологии Пермского государственного гуманитарно-педагогического университета; профессор кафедры психологии профессиональной деятельности в УИС, Академия права и управления Федеральной службы исполнения наказаний 

Нижний Новгород

Пермь

Рязань  

ResearcherID J-9155-2017

Scopus Author ID 57194267357 

Olga V. Suvorova – Dr. Sci. (Psychology), Professor, Department of Developmental and Educational Psychology, Minin Nizhny Novgorod State Pedagogical University; Professor, Department of Pedagogy and Psychology, Perm State Humanitarian Pedagogical University; Professor, Department of Psychology of Professional Activity in the Penal System, Academy of Law and Management of the Federal Penitentiary Service 

Nizhny Novgorod 

Perm

Ryazan

ResearcherID J-9155-2017

Scopus Author ID 57194267357 

olgavenn@yandex.ruhttps://orcid.org/0009-0004-9314-670XШадринаИ. А.ShadrinaI. A.

Шадрина Ирина Александровна – преподаватель кафедры общей и социальной педагогики 

Нижний Новгород 

ResearcherID KPA-3999-2024 

Irina A. Shadrina – Lecturer, Department of General and Social Pedagogy 

Nizhny Novgorod 

rusakova.ir2019@yandex.ruhttps://orcid.org/0000-0002-4675-3177АкпаеваА. Б.AkpayevaA. B.

Акпаева Асель Бакировна – кандидат педагогических наук, доцент, профессор кафедры начального образования 

Алматы 

ResearcherID G-7056-2018

Scopus Author ID 57188666090 

Assel B. Akpayeva – Cand. Sci. (Education), Associate Professor, Professor, Department of Primary Education 

Almaty 

ResearcherID G-7056-2018

Scopus Author ID 57188666090 

akpayeva@mail.ruhttps://orcid.org/0000-0003-4685-141XЛебедеваЛ. А.LebedevaL. A.

Лебедева Лариса Анатольевна – кандидат педагогических наук, доцент, профессор кафедры начального образования 

Алматы 

ResearcherID MDS-4891-2025

Scopus Author ID 57212620957 

Larissa A. Lebedeva – Cand. Sci. (Education), Associate Professor, Professor, Department of Primary Education 

Almaty 

ResearcherID MDS-4891-2025

Scopus Author ID 57212620957 

larissalewk@mail.ruНижегородский государственный педагогический университет имени Козьмы МининаMinin Nizhny Novgorod State Pedagogical UniversityНижегородский государственный педагогический университет имени Козьмы Минина; Пермский государственный гуманитарно-педагогический университет; Академия права и управления Федеральной службы исполнения наказанийMinin Nizhny Novgorod State Pedagogical University; Perm State Humanitarian Pedagogical University; Academy of Law and Management of the Federal Penitentiary ServiceКазахский национальный педагогический университет имени АбаяAbai Kazakh National Pedagogical University202602042026284142168Copyright © Иванова Н.В., Суворова О.В., Шадрина И.А., Акпаева А.Б., Лебедева Л.А., 20262026Иванова Н.В., Суворова О.В., Шадрина И.А., Акпаева А.Б., Лебедева Л.А.Ivanova N.V., Suvorova O.V., Shadrina I.A., Akpayeva A.B., Lebedeva L.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/5015

Введение. Актуальность исследования особенностей самооценки младших школьников из России и других стран обусловлена, с одной стороны, необходимостью учета в образовательном процессе всех детерминант личностного развития ребенка, и в частности влияния культуры как фактора макроуровня, с другой стороны – дефицитарностью исследований, выявляющих культурно-специфические особенности самооценки российских детей, обучающихся в начальной школе. Цель – кросс-культурный анализ особенностей самооценки и притязаний у десятилетних младших школьников из городских общеобразовательных школ России и Казахстана. Методология, методы и методики. Теоретико-методологической основой исследования выступили культурно-историческая теория развития психики Л. С. Выготского и сравнительно-сопоставительный принцип как базовый для кросс-культурных анализов. В исследовании приняли участие 600 респонденов (по 300 младших школьников из России и Казахстана) с одинаковым числом мальчиков и девочек в каждой выборке (по 150 человек). В качестве диагностического инструментария применялась методика измерения самооценки и уровня притязаний Т. В. Дембо и С. В. Рубинштейн в модификации А. М. Прихожан. Статистическая значимость различий в самооценке и притязаниях младших школьников из России и Казахстана определялась с помощью t-критерия Стьюдента, χ2-критерия Пирсона. Результаты и научная новизна. Научной новизной обладают установленные культурно-специфические особенности самооценки и притязаний у младших школьников из России и Казахстана. Констатировано, что у российских десятилетних детей по сравнению с казахстанскими статистически значимо ниже средние значения общей и частных самооценок, но выше средние значения притязаний, при этом данная тенденция в большей степени выражена у девочек. Также установлены статистически значимые различия в распределении уровней самооценки: очень высокий уровень более выражен у казахстанских детей, а низкий – у российских. Практическая значимость. Полученные результаты целесообразно учитывать в практике образования и психолого-педагогического сопровождения младших школьников России и Казахстана.

Introduction. The importance of studying the characteristics of self-esteem in primary school children from Russia and other countries is emphasised, on the one hand, by the need to consider all determinants of a child’s personal development within the educational process – particularly the influence of culture as a macro-level factor – and, on the other hand, by the scarcity of research identifying culturally specific features of self-esteem in Russian primary school children. Aim. The present study aimed to conduct a cross-cultural analysis of the characteristics of self- esteem and aspirations among ten-year-old primary school children attending urban general education schools in Russia and Kazakhstan. Methodology and research methods. The theoretical and methodological foundation of the study was L. S. Vygotsky’s cultural-historical theory of psychological development, alongside the comparative-contrastive principle, which is fundamental for cross-cultural analyses. The study involved 600 participants – 300 primary school children from Russia and 300 from Kazakhstan – with an equal number of boys and girls in each group (150 of each). The diagnostic tool employed was the method for measuring self-esteem and level of aspiration developed by T. V. Dembo and S. V. Rubinstein, as modified by A. M. Prikhozhan. The statistical significance of differences in self-esteem and aspirations between primary school children from Russia and Kazakhstan was determined using Student’s t-test and Pearson’s chisquare test. Results and scientific novelty. The identified culturally specific characteristics of self-esteem and aspirations in primary school children from Russia and Kazakhstan constitute a scientific novelty. It was found that ten-year-old Russian children, compared to their Kazakhstani counterparts, have statistically significantly lower mean values of both general and specific self-esteem, but higher mean values of aspirations; this tendency is more pronounced in girls. Statistically significant differences were also observed in the distribution of self-esteem levels: a very high level is more prevalent among Kazakhstani children, whereas a low level is more common among Russian children. Practical significance. The results obtained should be taken into account in the educational practice and psychological-pedagogical support of primary school children in Russia and Kazakhstan. 

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The authors declare that there are no conflicts of interest present.