| Abstract | Samopoštovanje je subjektivna procjena samog sebe. U dobu kada su društvene mreže postale izvor svakodnevnog uspoređivanja djece i mladih s nedostižnim idealima koje im mediji prikazuju, javlja se velika potreba za razvijanjem samopoštovanja djece i mladih. Coopersmith i Rosenberg smatraju da je „samopoštovanje komponenta koja se gradi na sveukupnom samopoimanju i subordinirana je ostalim kategorijama samopoimanja“ (Lacković-Grgin, 1994). Samopoimanje se definira kao „psihološki konstrukt koji bi se mogao definirati kao fenomenološka organizacija iskustva individue i ideja o njoj samo u svim aspektima njezina života“ (Coombs, 1981, prema Lacković-Grgin, 1994,11). U radu su pojmovi samopoimanja i samopoštovanja prikazani kroz dvije dimenzije pojma o sebi, dok će u poglavlju o usamljenosti biti prikazani jednodimenzionalno, odnosno gledat će se kroz evaluativnu dimenziju. Deskriptivna dimenzija, odnosno samopoimanje, pojedinca prikazuje različite teorijske perspektive, strukturu i razvoj samopoimanja, kao i prikaz metodoloških problema kod istraživanja. Evaluativna dimenzija, samopoštovanje, će se također dotaknuti teorijske osnove, strukture i razvoja, ali će i govoriti o utjecajima na samopoštovanje. Slijedi prikaz instrumenata za mjerenje samopoimanja i samopoštovanja, kao i valjanost njihovih rezultata. Glavni cilj ovog teorijskog rada bio je prikazati važnost samopoštovanja i usamljenosti kod djece osnovnoškolske dobi, utvrditi njihovu povezanost, te pružiti moguća rješenja za razvijanje samopoštovanja i umanjivanje osjećaja usamljenosti kod djece i mladih. Pregledom literature također je utvrđeno da osjećaje vezane uz usamljenost možemo pripisati značajkama niskog samopoimanja/samopoštovanja (što ujedno dokazuje njihovu korelaciju), zbog čega rad prikazuje i aktivnosti razvijanja samopoštovanja i umanjivanja osjećaja usamljenosti. |
| Abstract (english) | Self-esteem is the subjective assessment of oneself. In an era where social media has become a source of daily comparison for children and youth with unattainable ideals portrayed by the media, there is a significant need to develop the self-esteem of children and young people. Coopersmith and Rosenberg argue that "self-esteem is a component built on an overall self-concept and is subordinate to other categories of self-concept" (Lacković-Grgin, 1994). Self-concept is defined as a "psychological construct that could be defined as the phenomenological organization of an individual's experience and ideas about themselves in all aspects of their life" (Coombs, 1981, according to Lacković-Grgin, 1994, 11). In this paper, the concepts of self-concept and self-esteem are presented through two dimensions of self-concept, while in the chapter on loneliness, they will be examined one-dimensionally, specifically through the evaluative dimension. The descriptive dimension, or self-concept, presents various theoretical perspectives, the structure and development of self-concept, as well as methodological issues in research. The evaluative dimension, self-esteem, will also touch upon theoretical foundations, structure, and development, but will also discuss the influences on self-esteem. This is followed by an overview of instruments for measuring self-concept and self-esteem, as well as the validity of their results. The main goal of this theoretical work was to highlight the importance of self-esteem and loneliness in primary school-aged children, determine their relationship, and provide possible solutions for developing self-esteem and reducing feelings of loneliness in children and young people. The literature review also found that feelings related to loneliness can be attributed to features of low self-concept/self-esteem (which also proves their correlation), which is why the paper presents activities for developing self-esteem and reducing feelings of loneliness. |
