DOI: 
http://dx.doi.org/10.15293/1813-4718.2002.15
UDC: 
159.964
Kashapov Mergaljas Mergalimovich
Доктор психологических наук, Dr. Sci. (Psychol.), Prof. Holder of Chair, Pedagogyand Educational Psychology, P. G. Demidova Yaroslavl State University, smk007@bk.ru, Yaroslavl
Perevozkina Julia Mikhailovna
Кандидат психологических наук, Cand. Sci. (Psychol.), Assoc. Prof., Holder of Chairof Practical and Special Psychology, Novosibirsk State Pedagogical University, per@bk.ru, Novosibirsk
Perevozkin Sergey Borisovich
Кандидат психологических наук, Cand. Sci. (Psychol.), Assoc. Prof. of Chairof General Psychology and History of Psychology, Novosibirsk State Pedagogical University, per@bk.ru, Novosibirsk
Kashapov Artem Mikhailovich
Кандидат психологических наук, Cand. Sci. (Psychol.), Assoc. Prof. of Chairofof Pedagogyand Educational Psychology, P. G. Demidova Yaroslavl State University, yarmirko@mail.ru, Yaroslavl

Specificity of Development of Role Expectations in the Process of Personalization

Abstract: 
The problem end purpose. This study examines the role models and role expectations. The multidimensionality and multifactorial nature of the modern world, which affects the formation of personality, is noted. The purposeis study of role models and related expectations in the process of personality formation. Methodology. It is argued that roles are of particular importance in shaping social experience, as they represent a fairly complete pattern of social behavior. It is discussed that roles include a whole arsenal of rights and obligations, i.e. sociocultural expectations regarding a specific role. It is revealed that the role structure of the personality represents a set of roles with their projections that form the social field of the subject’s activity. Results. The role models of pupils of the first and seventh grades, students and cadets (N = 204) are investigated. A statistically significant differentiation of role models depending on age and gender was found (p = 0.00108). Younger male schoolchildren are focused on role models related to the childhood period and correspond to their gender. Girls of this period are identified with a female role model related to the period of youth. Adolescents and respondents in their youth are characterized by role identity to role models that reflect their age period, and also choose role models of the next age period. Conclusion. The results obtained clearly demonstrated the age and sex specifics of the development of role models and expectations.
Keywords: 
role, model, expectations, role theories, personality, formation
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