On the basis of previous experience a pupil forms an idea of himself. The pupil’s self-apprehension is considered as the pupil’s realization of himself, reflecting in itself his relationship to the teacher and his fellow-pupils as well as his relationship to his own activities at school, determined by his previous experience acquired in this very area of his social relationships and activities.
From the viewpoint of the pupil’s personality self-apprehension is considered not as a set of isolated pieces of an individual’s knowledge about himself (a set of partial self-appraising judgments), but as a certain system having its own pictorial and logico-conceptual component — as a sub-system of the pupil’s personality. Components of self-apprehension are considered to be: the imaginative component and the conceptual component. Qualities of self-apprehension are considered to be the following: comprehensiveness and extent, clarity and distinctness of formulation for the individual himself, the degree of consistency, the measure of stability and flexibility of this phenomenon. Self-apprehension is then considered in relation to: self-formation, self-appraisal, an individual’s attitude and behaviour to social comparison, social perception and expectation. Self-apprehension of the pupil is the child’s or the adolescent’s self-apprehension considered from the viewpoint of his social function of pupil — from the viewpoint of the pupil’s functional activities and social relationships. In this sense this phenomenon is further considered with regard to the pupil’s social role, with regard to the interaction of teacher — pupil and pupil — other pupils, and with regard to the quality of results of the pupil’s activities at school.
The pupil’s apprehension of himself, deliberately formed in the course of the educational process, must be regarded as a pedagogical phenomenon requiring, however, in view of its "psychic functioning", a number of delicate pedagogicopsychological analyses.