Cite this article as:

Chernov D. N. Sociometric Status Change in Junior Adolescents in the Process of Training. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2019, vol. 8, iss. 1, pp. 63-69. DOI: https://doi.org/10.18500/2304-9790-2019-8-1-63-69


UDC: 
316.6:159.9
Language: 
Russian

Sociometric Status Change in Junior Adolescents in the Process of Training

Abstract: 

The purpose of the study was to investigate the influence of the subject-subject interaction of a teacher with a group of junior teenagers on the change of its sociometric structure in the process of learning. We analyzed the state-of-art in the investigations of sociopsychological processes in a study group using the sociometric method; the study also revealed features of the group structure and the dynamics of its change. The relevance of the work is due to the lack of knowledge of how to form an educational group as a collective subject and its role in the learning success. The hypothesis of the study was that the subject-subject interaction of a teacher with a study group during training sessions has the objectives of building relationships according to the type of a collective subject and uncovering the creative potential of each student, regardless of his/ her status, which contributes to improving the sociometric status of students and the group climate. Three groups of sixth graders from various schools in Moscow took part in the study. There were 24–25 pupils aged 12 in each group (N = 74). The lessons of the Russian language were taught using the method of learning derivational/ morphological rules of the Russian language through quasi-language texts (D. N. Chernov). We carried out sociometry in each class, before and after lessons, where emotional, activity and action-related, and reflexive components of the formation of the group as a collective subject were evaluated. The effectiveness of learning was studied using the C-test (U. Ratz, N. B. Mikhailova). It has been found out that, if mediated by a significant joint activity, the subject-subject interaction of the teacher and students contributes to improvement of psychological climate in the study group and its formation as a collective subject of educational activity. Along with the teaching effect, the factor of improving socio-psychological conditions for the implementation of educational process is important for students to achieve better academic results.

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