Abstract

Relevance. The problem of self-esteem contingenciesis currently less studied empirically than the level and the stability of self-esteem. But at the same time self-esteem contingencies is verypromising topic that allows to better understanding the problems of the psychological well-being and personal maturity of the adolescent.

Objective. The study is devoted to the connection of such types of self-esteem contingencies of adolescent as self-esteem based on competence, self-esteem based on teacher approval, self-esteem based on parental approval and compensatory self-esteem with various aspects of adolescent well-being and satisfaction of basic psychological needs by parents.

Methods. 223 adolescents were recruited for the study. Techniques were filled during school lesson. It was used Rosenberg’s self-esteem scale, the multidimensional scale of schoolchildren’s life satisfaction, the scale of basic psychological needs satisfaction in family and an author’s scale for diagnosing self-esteem contingencies.

Results. It was shown that the types of self-esteem contingenciesmake a different contribution to psychological well-being. Self-esteem based on competence contributes to self-satisfaction, self-esteem based on the approval of parents - family satisfaction, and self-esteem based on the approval of teachers - satisfaction by school. Compensatory self-esteem although leads to self-satisfaction, hinders satisfaction with family and school. At the same time, adolescents whose parents satisfy their basic psychological needs are more satisfied and have more authentic types of self-esteemcontingencies.

Conclusions. The self-esteem based on competence and self-esteem based on obtaining approval and support from significant people are more authentic, healthy and contributing to psychological well-being than compensatory one. The findings provide grounds for adolescent’s training aimed at developing psychological competencies that promote self-esteem such skills of constructive thinking, formulation and advocacy of their position, self-evaluation and coping with distress. As well as for counseling with parents and teachers to build relationships based on the provision of autonomy, support and respect for adolescents.