As a manuscript
Kolesnikova Ekaterina Ivanovna
STUDY GROUP COHELICITY AS A FACTOR
SOCIAL IDENTIFICATION OF A STUDENT
Specialty: 19.00.05 - social psychology
dissertations for a degree
candidate of psychological sciences
Samara - 2007
The work was done at the Department of Educational Psychology
Samara State Pedagogical University
Supervisor: doctor of pedagogical sciences, professor
Miniyarov Valery Maksimovich
Official opponents: Doctor of Psychology, Associate Professor
Shamionov Rail Munirovich
candidate of psychological sciences
Doroshina Ilona Gennadievna
Lead organization– Moscow State
Humanities University
them. M.A. Sholokhov
The defense will take place on May 28, 2007 at 12 noon at a meeting of the dissertation council K. 212.216.06 at the Samara State Pedagogical University at the address: 443099, Samara, M. Gorky, d. 65/67.
The dissertation can be found in the fundamental library of the Samara State Pedagogical University.
dissertation council
candidate of psychological sciences, associate professor T.V. Semenov
GENERAL DESCRIPTION OF WORK
The relevance of research. Modern society is characterized by the high dynamism of the changes taking place in it, the destruction of previously stable structures and, at the same time, the development of new spaces for a person to see himself, the world and himself in the world. When forming a future competitive specialist, a higher school should take into account that the individual development of a student's personality, his professional and social development are conditioned by joint activities and interpersonal relationships that arise in it. This dictates the relevance of the ability to identify (identify) an individual with another person and a group as one of the mechanisms of cognition and mutual understanding in the course of socialization.
Thanks to the identification of individuals with groups, their norms and rules, the stability of the behavior of different social strata, professional groups, cultural associations and human relations, his personal and professional growth, there is a deeper understanding of reality in which he acts as a social subject. So modern society needs individuals with developed ability to social identification, especially in the current situation of the erosion of attitudes and norms, the change of values, the collapse of old social groups and the formation of new ones.
The problem of social identification is not new. This concept, introduced into scientific circulation by Z. Freud, was first studied in foreign psychology by representatives of the psychoanalytic approach, paying attention to the emotional aspects of identification (M. Klein, R. Spitz, A. Freud, E. Erikson, J. Marcia, P. Priz ), behaviorism as copying optimal forms of behavior (A.Bandura, P.Berger, T.Lukman), cognitive approach as certain categorization structures (G.Tashfel, J.Turner, S.Moscovici, T.Shibutani).
In domestic psychology, identification as a mechanism of mutual influence of an individual and a social group, assimilation, the emergence of a sense of community and cohesion of the group was studied by B.F. Porshnev, B.D. Parygin, N.N. Obozov, V.S. Ageev, G.M. Andreeva . Identification was studied in connection with the development of personality (V.S. Mukhina, V.V. Stolyarov), as emotional (N.N. Avdeeva, V.S. Sobkin), moral (V.A. Bratchikov), semantic (E. Z. Basina, F.R. Malyukova) behavior regulator. Russian society and consciousness in terms of categories of identification was studied by G.V. Akopov, E.N. Danilova, S.G. Klimova, T.Z. Kozlova, T.G. Stefanenko, V.A. Yadov.
In educational and professional field identification is considered as a multi-level and multi-aspect phenomenon from the point of view of professional identity (E.F. Zeer, E. Ibarra, A.K. Markova, L.M. Mitina, V.P. Mokhonko, A.A. Shatokhin, L.B. .Schneider) and the level of identification (E.M. Petrova, L.B. Schneider), the correlation of personal and social identification (O.S. Balykina, F.R. Malyukova), from the standpoint of commitment to the organization (S.A. Lipatov) .
Identification acts as a professionally important quality (A.A. Rean) of a student as a future specialist (L.V. Menshikova, N.M. Peisakhov, V.A. Yakunin). A number of researchers pay attention to identification as a social component of developing educational environment(V.V. Abramov, Yu.A. Azarov, V.S. Zavyalova, M.S. Kozlitin, T.N. Martynova, L.V. Menshikova, L.V. Popova, V.A. Yasvin). Identification promotes adaptation in the group, unity and integrity of interpersonal relationships (V.S. Ageev, V.I. Andreev, N.M. Peisakhov).
However, although the factors of the formation of identification have been studied, the issues related to the justification of the means and methods of the formation of identification have not been sufficiently developed, especially in the student group in which socio-professional formation is carried out. young specialist socially and professionally important qualities are formed. According to G. M. Andreeva, one of such means can be the development of group cohesion.
Analysis scientific literature on the topic of the study made it possible to identify a significant contradiction between the existing need for the purposeful formation of the ability of a future specialist to identify with other people and the insufficient development of the means of forming this ability in a social group.
The desire to find ways to resolve this contradiction determined research problem. In theoretical terms, this is the substantiation of the dependence of the formation of a student's social identification at a university on the cohesion of the student group. In practical terms - the definition of means for developing the cohesion of the student group as a factor of social identification.
Object of study- social identification of the student with his study group and the image of a professional.
Subject of study– cohesion of the study group as a factor in the student's social identification.
Purpose of the study - theoretical and experimental substantiation of the relationship between the cohesion of the study group and the social identification of the student at the university.
Research hypothesis. The factor of social identification of a student with his study group is the cohesion of the group, the formation of which is possible with the help of a program of socio-psychological training aimed at: awareness of the individual characteristics of one's own and classmates (cognitive aspect of cohesion); increasing the emotional attractiveness of the group ( emotional aspect); manifestation of options for cooperation, coordination of actions (behavioral aspect); search for common values in the group, formation of an atmosphere of respect for the opinions of group members (value aspect).
Research objectives:
- clarify the content of the concept of "cohesion" of the study group;
- specify the content of the concept of "social identification" of a student with a study group and the image of a professional;
- to identify criteria for assessing and interrelation of the development of the cohesion of the study group at different levels of the group structure and social identification of the student;
- develop and test a program of socio-psychological training for the development of the cohesion of the study group as a factor in the student's social identification.
Scientific novelty of the research:
- clarified the content of the concept of "cohesion" of the study group, which is interpreted as a three-level phenomenon, at the first level manifested in the reciprocity of the choices of classmates based on emotional relationships; at the second level - in coincidence among group members value orientations relating to joint learning activities(COE); on the third - in the formation of the motivational core of the group as the adoption of common, worldview values of a more abstract level;
- the content of the concept of "social identification" of a student is concretized, which is expressed in the ability to identify oneself with classmates in terms of such qualities as intellectual, emotional-volitional, motivational, expressing the attitude towards other people, to the work performed and the image of a professional;
- Criteria have been identified that allow assessing the development of the cohesion of the study group as a three-level phenomenon: at the first level - by increasing the reciprocity of choices in situations of joint performance of educational tasks and recreation, cognitive, emotional, behavioral and value aspects of cohesion; on the second - in increasing the degree of coincidence of value orientations concerning joint activities; on the third - consolidation of the motivational core of the group as a coincidence of worldview values; the formation of social identification is assessed by qualitative and quantitative changes in identifications with members of the study group and the image of a professional; interrelations of indicators of social identification and cohesion of the group were revealed;
- a program of socio-psychological training for the development of student group cohesion was developed and tested. The program includes sections such as preparatory (analysis and justification of the need to develop the cohesion of the study group, comparison of the effectiveness various forms classes and interactions between the teacher and students), practical (including four blocks of training aimed at reducing psychological tension, expanding perceptual experience, stimulating the activity of participants, gaining experience in group interaction, forming attitudes towards the image of a professional) and final (assessing the results of developing group cohesion, generalizing participants' opinions).
Theoretical significance of the study. The results of the study make it possible to carry out a broader approach to solving the problem of using group psychological mechanisms (cohesion and social identification) in a higher educational institution, expand scientific understanding of the course of identification processes in study group university and the means of their formation through the cohesion of the group, serve as the basis for new scientific developments aimed at improving the quality of training of future specialists.
Practical significance of the study is that it aims to improve educational activities taking into account the development of cohesion of the student group to increase the effectiveness of group teaching methods, in determining the means that contribute to the development of cohesion and social identification of the student. The development and approbation of the cohesion development program became a prerequisite for creating an active educational environment (the social component of education and upbringing), which contributes to the socialization of the student as a future specialist and professional.
Methodological basis studies were: the concept of different structural levels of interpersonal relations and the manifestations of group cohesion corresponding to them (G.M. Andreeva, A.I. Dontsov, Ya.L. Kolominsky, A.V. Petrovsky, V.V. Shpalinsky); position on the unity of social and psychological factors in the dynamics of group processes (G.M. Andreeva, A.I. Dontsov, R.L. Krichevsky, L.A. Petrovskaya, A.A. Sventsitsky); position on the leading role of joint activity and communication in the development of the group as an integrity (B.F. Lomov, N.N. Obozov, I.P. Volkov); theory of personality development in the context social relations(V.M.Miniyarov, A.V.Petrovsky, A.Adler, E Erickson); theories of "social learning" (G.V. Akopov, M.V. Demidenko, A.L. Zhuravlev, A.G. Leaders, B.M. Masterov, V.I. Panov, D.I. Feldstein, G. A. Tsukerman, A. S. Chernyshev, V. A. Yasvin, I. S. Yakimanskaya); works on the student environment, group, functions and stages of development (B.G. Ananiev, M.I. Dyachenko, V.T. Lisovsky, N.N. Obozov, O.I. Perkova); works devoted to the study of social identification as a phenomenon (A.A. Bodalev, A.I. Dontsov, R.L. Krichevsky, B.D. Parygin, N.N. Obozov, B.F. Porshnev, V.A. Yadov , S. Moskovichi, Z. Freud, K. Jung, E. Erikson, P. Berger, T. Lukman); works devoted to the methodology of socio-psychological training (L.A. Petrovskaya, N.I. Frumina, G.N. Zukerman, J. Piaget, K. Whitaker, K. Levin, K. Rudestam, K. Fopel).
To solve the tasks and test the hypothesis, we used the complex methods adequate to the subject of research: theoretical analysis of the problem using psychological, pedagogical and philosophical literature; organizational (method of "contrasting groups"); empirical methods(questionnaire, testing); experimental: ascertaining and forming experiment; methods for determining the level of reliability and significance of the results obtained using the SPSS 12.0 for Windows software package.
Organization and stages of the study.
The study was carried out on the basis of the Samara State University of Architecture and Civil Engineering.
The study involved 27 educational student groups of various specialties of universities in Samara (587 people). An empirical study was conducted in five student groups of the 1st year of engineering specialties who participated in the cohesion development program (considered as an experimental group: 128 people, of which 42 were girls) and in five student groups of the same specialties, course and university, who did not participate in the program development of cohesion (considered as a control group: 120 people, 40 of them girls).
The study was carried out in three stages.
The first stage (1998-2004). The analysis of domestic and foreign literature on various aspects of the problem under study; the main directions in the study of the cohesion of study groups and the social identification of students were identified. The main contradictions are formulated that determine the need to use the socio-psychological mechanisms of the study group in the theory and practice of teaching in high school. The research problem, object, subject and purpose are defined, the hypothesis, tasks are formulated, research methods are selected.
Second stage (2004 - 2005). A set of methods has been selected to determine the aspects of the cohesion of student groups at the levels of direct emotional contacts, the coincidence of value orientations regarding joint educational activities and a more abstract level, and the level of identification of a student with his study group. Using the methods of qualitative and quantitative analysis, the obtained data are analyzed and summarized. A program of socio-psychological training for the development of the cohesion of the study group, which acts as a factor in the formation of the student's social identification with his study group and the image of a professional, has been developed.
Third stage (2005-2006). In the course of experimental work, combined with a theoretical analysis of the problem of the formation of social identification based on the use of social psychological means the development of cohesion of the student group, the research hypothesis was tested and refined. An analysis of the effectiveness of the experimental work was carried out. The results are systematized, conclusions are formulated, confirming a number of theoretical provisions research.
Reliability of results research is ensured by the validity of the methodology and its compliance with the problem; the implementation of research at the theoretical and practical levels; the use of a set of research tools that are adequate to the purpose and subject of the study; statistical verification of the significance of experimental data, confirmed using the Mann-Whitney and Wilcoxon criteria; Fisher's angular transform; Spearman and Kendall's rank correlation method with calculation of correction factors; cluster analysis using the single link method; regression analysis (linear multiple regression); the possibility of implementing research results into practice academic work universities.
Testing and implementation of research results
The results of the study are reflected in articles, abstracts of reports published by the author, and were also discussed at the All-Russian Scientific and Technical Conference " Actual problems in construction and architecture. Education. The science. Practice "(Samara, 2005), All-Russian scientific and practical conference" Actual directions the work of the psychological service in the educational environment "(Balashov, 2005), the All-Russian INTERNET-conference (Tambov, 2005), the All-Russian scientific and practical conference "Professional and personal self-determination of youth in the period of socio-economic stabilization of Russia" (Samara, 2005 d.), regional scientific and methodological conference "Actual problems of multilevel higher vocational education"(Samara, 2005), the All-Russian Scientific and Practical Conference "Motivation in the Psychology of Management" (Samara, 2006), in reports made at the Department of Social Sciences and Humanities of the SGASU (2002–2006), the Department of Psychology of the SAGA ( 2004–2006) and the Department of Educational Psychology, SSPU (2006). Research materials put into practice educational process Samara State University of Architecture and Civil Engineering, Samara Humanitarian Academy.
The work was carried out within the framework of the Russian Foundation for the Humanities, grant No. 07-06-26604 a/B
Provisions for defense:
- Features of the formation of identification are determined by the nature of the development of cohesion (spontaneous or purposeful).
- The formation of social identification is possible during the implementation of a specially designed program of socio-psychological training for the development of cohesion of the study group
- Purposeful implementation of the program of socio-psychological development of cohesion accompanies changes in the structure of the group and leads to an increase in the level of identification of the student with his study group as a whole in the group and in microgroups.
- The development of the cohesion of the study group, accompanied by the growth of social identification of students, is determined by the creation of situations for the manifestation of the individuality of each member of the group, the atmosphere Have a good mood, respect for the opinions of group members, the opportunity to openly and safely share experiences, cooperation, rapprochement and the search for similar values.
Thesis structure corresponds to the logic of the study. The work consists of an introduction, three chapters, a conclusion, a bibliography and an appendix. The text of the work is illustrated with diagrams, tables, diagrams.
The main content of the work
In administered the relevance of the research topic is substantiated, its purpose, object and subject are indicated, hypotheses and research objectives are formulated. The methodological foundations, scientific novelty, theoretical and practical significance of the work are revealed, a substantive description of the stages of the study and information about the testing of the results are given. The provisions submitted for defense are given.
AT first chapter « Theoretical analysis scientific approaches to the problem of social identification and cohesion in domestic and foreign psychology” gives an understanding of identification from the point of view of different approaches in psychology, various factors of the formation of social identification in the study group are considered, including the study of the cohesion of the study group.
Until now, the concept of "identification" is debatable among scientists of various fields. In a psychological context, the notion of identification was introduced into scientific circulation by Z. Freud as “likening the Self to someone else’s Self”, and this process presupposes the presence of an identifying subject, an identifiable object and a third element (separate individuals, social group, ethnos, personal qualities significant others, professional ideal). Psychoanalytic scientists in understanding the concept of “identification” focus on the “initial emotional connection with the object”, for example, “good breasts” (M. Klein), “the process of achieving human status” (R. Spitz), “suppression of instinctive desires” ( A. Freud), and the interpretation of "imitation processes of parental gestures, feelings, words, desires" (D. Koff, W. Martin, W. Meissner, S. Stoke, R. Schafer). For E. Erickson, identification means the desire of a person to acquire a psychosocial identity with certain social groups.
The concept of "identification" as a process of acquiring ready-made forms of behavior of others, leading through reinforcements to the formation of a secondary motivational system or a generalized skill of imitation, is considered by most adherents of behaviorism. They comprehend identification through the concept of copying the "model" of behavior (A. Bandura), through the context social structure socialization (P. Berger and T. Lukman), conflict of interest (M. Sheriff, D. Campbell).
In the positions of the cognitive approach in understanding the phenomenon of identification, the main role is played by categorization as structuring the variety of stimuli of the external world into a more ordered set of individual categories by analyzing, comparing, categorizing, assimilation, accommodation, determining the meaning and value of the content of the identification model (G. Tashfel and J. Turner ) or "identification matrix" as a special categorical system in the subject's knowledge system ("dynamic model" S. Moscovici, T. Shibutani). To remove inconsistencies in categorizations, the individual develops "explanatory concepts".
In domestic psychology, many researchers focus on the affective component of identification, as in psychoanalysis. So, A.V. Petrovsky notes that identification is “an act of interpersonal identification, in which the experiences of others are given to individuals as their own”. In addition to the emotional (N.N. Avdeeva, E.M. Dubovskaya, R.L. Krichevsky, V.S. Sobkin), identification is moral (T.Z. Kozlova) and behavioral (V.A. Bratchikov, E .N.Danilova, S.G.Klimova) a personality regulator associated with the formation of self-consciousness (F.R. Malyukova) and the semantic sphere of personality (E.Z. Basina); may accompany the development of personality (V.S. Mukhina, V.V. Stolyarov, K.G. Jung), leading to the emergence of conflicting value systems and a forced change in patterns of social interaction (I.A. Klimov, T.G. Stefanenko ) and expressed in ethnic and gender stereotypes (M.S. Andrianov). The concept of identification was also considered as “similarity of individuals to each other” (N.N. Obozov, B.F. Porshnev), the coincidence of goals and values of intergroup interaction (V.S. Ageev).
This concept, N.N. Avdeeva believes, “... this is a genetically initial concept in the study of the processes of mutual understanding”, together with her and B.D. Parygin defines identification as the basis of mutual understanding: “If the external manifestations of mutual understanding are the ability to empathize and empathy and sympathy, consistency in joint actions, then the inner, deep basis of all these phenomena is the ability for mutual assimilation, for identification. The deep essence of the studied phenomenon is emphasized by E.3.Basina: "the specific role of identification in the comprehension of reality by a person in reincarnation, likening it, and not due to the study of an object from the outside, in its externally expressed properties."
Special attention E.M. Dubovskaya draws attention to the behavioral characteristics of the phenomenon, highlighting the levels of identification based on how it manifests itself in behavior.
Identification can act as an externally given phenomenon, as a result and form of relationships, having a constantly reproducible (more or less pronounced) result - a special quality of a person (identity). Assigning rules of behavior, norms, patterns of behavior in the process of identification, a person acquires identity as coherence, a sense of unity for himself or as a set (range) of symbolic means of self-expression that determine the attitude to various social categories.
We share the point of view of N.N. Obozov, who analyzes identification as a set of affective, cognitive and behavioral processes. However, we do not agree with the fact that the author singles out cognitive identification as an independent phenomenon, defining it, following the representatives of the cognitive-oriented direction, as “a subjective idea of the identity own properties partner properties. We believe that along with cognitive identification as independent phenomena, there are emotional and behavioral components of identification.
Among the forms of organization of training in the university for the formation of identification, we note the psychological-pedagogical and correctional.
The purpose of the psychological and pedagogical direction is to correlate the identification of the I-real (student) with the I-future (professional). Here, the identification formation factors are the organization of a professionally oriented educational environment, the study of students as a social community to study the influence various factors on the identification process, the consequences of the presence or absence of this process, the professional career support program.
The purpose of the corrective direction is to influence certain aspects of future and present professional activity. These are socio-psychological trainings, business, role-playing games, imitating professional activity, skills business communication, interaction of a person with a profession (E.F. Zeer, L.M. Mitina, A.K. Markova). This leads to a change in subjective characteristics (attitudes, relationships, needs, behavior, etc.) in the interaction of this person with another or a system that communicates with him (G.A. Kovalev).
Thus, the factors of the formation of identification in a higher educational institution are mainly reduced to various forms of organization of the educational process. This is due to the fact that the social and professional development of a student is influenced by the characteristics of the study group, in which individual characteristics student, including ideas about the image of a professional. With spontaneous identification, we may encounter unhealthy, antisocial behavior of individual groups.
Under the condition that many individuals join the study group at the same time, their activity is organized not simply as outwardly prescribed, but as “appropriated” by the group. In this case, according to G.M. Andreeva, “the process of its further development appears as a process of its ever greater rallying”. Therefore, as the most important characteristic structure of the group and dynamic processes, cohesion and its development can be considered as a factor of social identification in the group (V.S. Ageev, N.N. Obozov, B.F. Porshnev, V.A. Yadov, Z. Freud, M. Sheriff ).
The study of cohesion in the unity of emotional, value and activity approaches formed the basis of A.V. Petrovsky’s “stratometric concept of group activity”. We adhere to his idea that the entire structure small group can be thought of as consisting of three layers, or "strata": outer level group structure (emotional interpersonal relationships); the second layer (COE as a coincidence for members of the group of orientations to the core values regarding the process of joint activity); the third layer is the "core" of the group structure, which implies an even greater acceptance of common values of the abstract level: values associated with a more general attitude to work, to others, to the world. Three layers of group structures can be simultaneously considered as three levels of group cohesion.
Then the development of cohesion implies the development of intra-group bonds at the levels under consideration.
We draw attention to the fact that in real groups there are substructures (microgroups) characterized by a higher intensity of interaction than in the whole group (A.A. Rean, Ya.L. Kolominsky, V.A. Yakunin), and this is necessary take into account when analyzing processes in the study group
An analysis of the interrelations of such a factor in the formation of social identification that we have identified as the development of cohesion of the study group will allow us to expand our understanding of the processes of identification in the study group, using the results obtained to organize group work in educational process and improving the quality of training of specialists.
In the second chapter"Organization and conduct of an experimental study of the cohesion of the study group as a factor of social identification" describes the stages of the study, justifies the choice of methods, criteria for assessing the development of cohesion and social identification. The content of the program of socio-psychological training for the development of cohesion of the study group is given.
The study was conducted in the period from 1998 to 2006 on the basis of the Samara State University of Architecture and Civil Engineering at such stages as: theoretical, ascertaining experiment (diagnostics and calculations), forming experiment, re-diagnostic, stages of statistical analysis and hypothesis evaluation.
To participate in the study, five study groups of the 1st year of engineering specialties were involved as an experimental group participating in the program of socio-psychological training for the development of cohesion and five groups that did not participate in the training (control group). The program of socio-psychological training for the development of cohesion of the study group includes three sections: preparatory, practical and final.
The preparatory section included an analysis and substantiation of the need to develop the cohesion of the study group, studied the features of the implementation of individual exercises and their combinations in strictly temporary and specific conditions for conducting training in classrooms. The effectiveness of various forms of classes, their intensity and features of interactions between students and the teacher were studied.
The practical section describes a system of methods for developing the cohesion of the study group, purposefully contributing to the emergence of similar opinions, orientations, attitudes in relation to significant events, group unity of emotional relations, actions and values, affecting, respectively, the cognitive, emotional, value, behavioral aspects of cohesion.
The final section included an assessment of the results of the development of cohesion of the student group, a generalization of the participants' opinions on the perception of exercises, blocks and training in general, preparing the transition to a re-diagnostic and statistical steps research and formulation of conclusions to prove the research hypotheses.
To assess the effectiveness of the training program, we have formed a set of psychodiagnostic methods that allow us to evaluate changes in cohesion and identification.
The study of indicators of the cohesion of the study group was carried out: at the first structural level - using a non-parametric sociometric survey with dual criteria for assessing the cognitive, emotional, behavioral and value aspects of cohesion, as well as situations of joint performance of educational tasks and rest; at the second level - V.V. Shpalinsky's methods for studying the degree of COE and at the third level - using the MTLC questionnaire (L.V. Karpushina, V.F. Sopov) and cluster analysis of its results to study the coincidence of worldview values. The method of microgroups allocation was used, taking into account the positive status of group members and coefficients of interpersonal compatibility (A.V. Kaptsov, N.N. Obozov).
To study the identification of a student with classmates, we used the TSI-M test, developed by A.V. Bulgakov based on the repertoire method of J. Kelly. The members of the group filled out an individual identification matrix, in which they correlated themselves with the members of their group (role identifications) according to five polar qualities-constructs from the Atlas of personality traits of A.G. Shmelev (intellectual, emotional-volitional, motivational, attitude towards other people and towards the performed work). Next, a group identification matrix was compiled. The identification of a student with the image of a professional was studied using a questionnaire consisting of pairs of statements opposite in meaning and describing his ideas.
In the third chapter"Analysis of the results of an experimental study of cohesion in the study group as a factor in the student's social identification" the analysis of the results of the ascertaining and forming experiment on the development of cohesion in the study group is given and their interpretation for the spontaneous and purposeful development of cohesion and social identification is given, the relationship between the studied values is revealed, conclusions are formulated research.
At the ascertaining stage of the experiment, there were no differences in the number/gender composition, level of social status, place of residence. All students in groups are first-year students and are collected according to formal criteria, they study according to the same curriculum. The beginning of the study was the stage of life of the group after a month of study at the university, which is due to the use of a sociometric survey, which is recommended to be carried out no less than 3-4 weeks of coexistence of the group (I.P. Volkov, Ya.L. Kolominsky).
At the stage of the ascertaining experiment, at the first structural level of cohesion (emotional contacts), all the studied groups can be characterized as uncohesive, non-referential, with a small number of mutually negating pairs. The greatest cohesion and reference, the least stratification of the group is noted in a situation of joint rest. At the second structural level, the same low level COE development (0.3). There were no differences (Fisher's test) in terms of the degree and level of identification, the feeling of belonging to a group, which have low and medium values. Average values are noted for all components of identification with the standard of a professional.
The absence of differences between the studied groups at the stage of the ascertaining experiment confirms the homogeneity of the sample and the randomness of further division into experimental (participating in the cohesion development program) and control (not participating in the program).
Exploring the relationship between cohesion and social identification, the results were subjected to correlation analysis (Spearman's rank correlation) (see Table 1).
Table 1
Spearman's rank correlation coefficients of r criteria and aspects of cohesion and intensity of identification of a student with a group
| Coefficient of cohesion Criteria | Cgr | Spn | MSPL | R | Sgr | Cr |
| Co-study | 0,76 | 0,84 | 0,33 | 0,44 | 0,72 | -0,85 |
| Joint rest | -0,26 | -0,54 | 0,68 | -0,56 | 0,79 | -0,17 |
| cognitive | 0,38 | 0,18 | 0,35 | 0,25 | 0,37 | -0,13 |
| Emotional | -0,37 | -0,28 | 0,08 | -0,49 | -0,37 | -0,13 |
| Behavioral | 0,42 | 0,39 | -0,52 | 0,21 | -0,61 | 0,13 |
| valuable | 0,45 | 0,58 | -0,17 | -0,61 | -0,23 | -0,01 |
| Professional | 0,08 | 0,18 | -0,22 | 0,11 | -0,34 | 0,34 |
Note. Significant relationships are highlighted in bold type (for the significance level p 0.05 r > 0.72, for the level p 0.01 r > 0.88).
Analysis of Table 1 shows that the intensity of identification has significant relationships only in the areas of joint study and recreation, determining the measure and magnitude of cohesion, interpersonal compatibility and stratification of the group. Moreover, an increase in the desire to complete tasks together in laboratory, practical classes and relax together is associated with an increase in the measure and value of cohesion, as well as the coefficient of interpersonal compatibility, but at the same time with an increase in the group stratification coefficient. These contradictory, at first glance, results can be explained by the active passage of the stage of adaptation, selection and enumeration of future partners in educational interaction and recreation.
To adequately describe the dependence of some variables on others, we used regression analysis (linear multiple regression). The dependent variable was the coefficient of identification intensity (II), and the independent variables were the cohesion indicators calculated by us based on the results of a sociometric survey. The previous correlation analysis of the cohesion coefficients revealed significant correlations between the coefficients Сgr, Сн, Мсм and R, therefore, we excluded these coefficients from the list of independent variables, and the coefficients Sgr and Кр were left for regression analysis.
Regression analysis was carried out using the statistical package SPSS 12.0 for Windows. Table 2 shows the values of the regression constant Const, standardized (st) and non-standardized (nst) -coefficients, initial Rin and adjusted multiple determination coefficients Rcorr, Fisher's test F, and the significance level of calculated p values for predictor II.
table 2
Regression analysis results
| Sociometric survey criteria | CСonst | Sgr | Cr | RRin | RRcorrect | F F | R | ||
| SST | nnst | cSt | nnst | ||||||
| Studies | 00,287 | 00,391 | 0,285 | 0,544 | 0,711 | 0,883 | 0,779 | 8,82 | 0,023 |
| Rest | 0,959 | 0,925 | 0,791 | 0,011 | 0,006 | 0,788 | 0,621 | 4,1 | 0,029 |
| cognitive | 0,393 | 0,393 | 0,343 | 0,093 | 0,175 | 0,412 | 0,17 | 0,511 | 0,04 |
| Emotional | 0,773 | 0,631 | 0,363 | 0,51 | 0,079 | 0,381 | 0,145 | 0,426 | 0,67 |
| Behavioral | 0,627 | 0,462 | 0,744 | 0,417 | 0,379 | 0,814 | 0,704 | 2,06 | 0,03 |
| valuable | 0,736 | 0,535 | 0,242 | -0,022 | 0,043 | 0,24 | 0,32 | 0,152 | 0,86 |
| Professional | 0,64 | 0,547 | 0,639 | 0,507 | 0,641 | 0,664 | 0,218 | 1,976 | 0,06 |
Significant regression equations (р<0,05). Анализ Таблицы 2 показывает, что данный набор предикторов обеспечивает высокие уровни значимости и процент объясненной дисперсии в основном по критериям совместного отдыха и учебы, когнитивному и поведенческому критериям. Увеличение межличностной совместимости и снижение расслоения группы в ситуациях совместного отдыха, осознания особенностей собственных и своих одногруппников, особенно среди тех, на чье поведение ориентируются в группе, вносит положительный вклад в становление идентификации.
The results obtained at the stage of the ascertaining experiment confirm the existence of a relationship and the primacy of cohesion in relation to social identification, thereby giving grounds for implementing the program for developing the cohesion of the study group as a factor in the formation of social identification.
First, let us consider the question of the effectiveness of the cohesion development training program we have developed. To do this, we will identify differences in the results of repeated diagnostics between the control and experimental groups (see Table 3).
Analysis of Table 3 shows that in the control groups (with spontaneous development of cohesion) in indicators of cohesion at the first level - emotional contacts, the changes are chaotic and generally tend to decrease, especially in reference and interpersonal compatibility; most of the coefficients do not change (criterion *emp<1,4 при *кр >1.56); at the second structural level (the degree of COE), the choice of qualities that reflect the attitude towards oneself has increased (Wilcoxon's Wemp criterion<3 при Wкр=5 для р <0,05). Учебные группы по-прежнему остаются на низком уровне развития (степень ЦОЕ С=0,3), для них характерна разобщенность ценностно-ориентационного пространства группы.
Changes in the experimental groups can be characterized as: at the first level - multiple and varied, tending to increase. In all groups, the degree and measure of cohesion in terms of the emotional aspect increased, i.e. the groups began to trust each other more, the coefficients of sociometric cohesion, reference and interpersonal compatibility increased in a situation of joint recreation, and in 4 out of 5 experimental groups - in a situation of joint study. The stratification coefficient has increased, i.e. the study group has become much more homogeneous.
At the second structural level in the experimental groups in the degree of COE, the choice of qualities that generally characterize learning activity has increased, there is a sharp increase in the degree of COE, the groups are approaching a higher level of development, the value-orientation space is more homogeneous (Wilcoxon's Wemp criterion).<2,5 при Wкр=5 для р <0.05).
Table 3
Generalized results of the study of cohesion and social identification in study groups (“before” - the stage of the ascertaining experiment, “after” - after the formative experiment, statistically significant results are marked in bold)
| coefficient | Name | Research results | |||||||
| Control | Experiment. | ||||||||
| before | Rep | before | repeat | ||||||
| % u s e r e | UI | identification level. | 25-32 | 30-38 | 20-45 | 96-100 | |||
| organized crime group | feeling of belonging to a group | 20-38 | 34-38 | 20-46 | 71-85 | ||||
| SI | degree of identification | 35-40 | 30-35 | 30-48 | 45-52 | ||||
| GChK | group identification in the semantic space of group members | 10-47 | 20-44 | 10-57 | 55-95 | ||||
| Prof. | Identification with a professional | 0-40 | 0-30 | 10-50 | 50-75 | ||||
| ii | Group index of identification intensity | 0,48-0,59 | 0,51-0,6 | 0,5-0,59 | 0,74-0,81 | ||||
| Cgr | Index of "sociometric cohesion of the group" | 0,02-0,12 | 0,03-0,14 | 0,0 – 0,18 | 0,02-0,43 | ||||
| Spn | Reciprocity coefficient | 0,08-0,43 | 0,01-0,36 | 0,07-0,37 | 0,13-0,63 | ||||
| MSPL | Measure of group cohesion | 0,1-0,35 | 0,12-0,36 | 0,06-0,35 | 0,15-0,68 | ||||
| Kn | Conflict Index | 0-0,02 | 0-0,02 | 0-0,02 | 0-0,01 | ||||
| R | Reference index. | 0,22-0,48 | 0,23-0,45 | 0,2-0,46 | 0,23-0,66 | ||||
| Ku | Relationship Stability Coefficient | 0,4 – 0,85 | 0,3-0,85 | ||||||
| Cr | Group spread coefficient | 0,05-0,38 | 0,18-0,32 | 0,07-0,35 | 0,35-1,00 | ||||
| With | COE level | 0,29-0,34 | 0,29-0,38 | 0,26-0,32 | 0,5-0,53 | ||||
The analysis of changes at the third structural level as a result of the cluster analysis performed using the single link method is represented by changes in the motivational core of the studied groups. In the control groups, there was and remains a disunity of views, attitudes regarding worldview values, there are multiple groupings. In the experimental groups, the development of cohesion leads to the fact that from the existing groupings there are closely related formations - motivational cores, and their composition coincides with the microgroups identified by us on the basis of a positive status and interpersonal compatibility coefficient by 60-80%.
Thus, the revealed differences show the effectiveness of the developed program for the development of cohesion, which leads in the experimental groups to the optimization of relationships and structure, which differ from the spontaneous process of development of cohesion in the control groups.
Characterizing the changes in the indicators of identification, let's say that in all control groups there were no differences and changes in the degree and level of identification (Wilcoxon test Wamp> 8 with Wcr<5 для р<0,05), которые, по-прежнему, очень малы, так же как и ощущение принадлежности к группе (в основном средние значения данного индекса). Исключение составляет возросшая степень единства групповых семантических представлений по критерию «дружелюбный-неприветливый» (критерий Вилкоксона Wэмп <4,5 при Wкр <5 для р<0,05).
In the experimental groups, there is an increase in the level of identification and a sense of belonging to a group, an increase in the index of semantic unity according to the criterion of activity, organization and friendliness (Fisher's criterion * emp<1,225 при *кр>1.56)
Analyzing the changes in the group index of the intensity of identification of a student with his study group, we note that the initial values of the intensity of identification show approximately the same level in all the studied groups, and the tendency to identify oneself approximately on average with every second of the group. With the course of training in the control groups, the situation does not change, no differences were found between the results. In the experimental groups, there is an increase in the desire for identification.
Thus, the work shows that during spontaneous development, the cohesion of the group and identification changes slightly, remaining at a low level, while the purposeful development of cohesion leads to its growth, increasing, in turn, identification with the group.
Consider how the attitude towards the image of a professional is changing.
Table 4 shows the results of studying changes in the distribution of identification components with the image of a professional.
Table 4
Changes in students' perceptions of the image of a professional
(significant changes are highlighted in bold), %
| № | Changes | Control | experimental | ||||||
| cogn | Emotions | behavior | valuable | cogn | emots | behavior | valuable | ||
| 1 | On the positive side | 0 | 5 | 5 | 0 | 90 | 75 | 75 | 70 |
| 2 | Zero | 75 | 80 | 75 | 70 | 10 | 25 | 25 | 30 |
| 3 | in a negative direction | 25 | 15 | 20 | 30 | 0 | 0 | 0 | 0 |
In the experimental groups (Wilcoxon test Wemp< Wкр <5 и для р<0,05) не осталось ни одного испытуемого даже с нулевым уровнем, не говоря уже о негативном отношении. Это подтверждает литературные данные, что возникновение идентификации с объектом приводит к более позитивному к нему отношению (критерий знаков Gэмп=Gкр=0). Кроме того, в экспериментальных группах половина и более студентов имеют высокий положительный уровень идентификации по всем компонентам (максимальный балл), т.е. тренинг повлиял на представление о профессиональных возможностях и действиях настоящих профессионалов, придал большую эмоциональную привлекательность и ценность будущей профессии по сравнению с контрольными группами мы наблюдаем даже снижение привлекательности профессии критерий (*эмп<1,4 при *кр <1,56), не говоря уж о части студентов, которые так и остались равнодушными к будущей специальности.
When identifying the relationship between the degree of COE and the intensity of identification, the Kendall correlation method was used with the calculation of correction factors. Note that in groups with formed identification, an increase in the degree of COE is associated with an even more increasing desire for identification with the training group (a measure of consistency from 0.52% to 0.74% of the variance), and in control groups - on the contrary (from 0.5% up to 0.42%).
It is of interest to consider how the nature of the development of cohesion is reflected in the microstructure of the group.
Initially, in the selected microgroups, the degree of CFU is higher than in the group as a whole, but in all the studied groups it is in the range of 0.3–0.5 (low). Repeated measurement of COE indicates the absence of significant changes in the control groups (Mann-Whitney test Uemp> 3 at Ucr<1), а в экспериментальных увеличение степени ЦОЕ выводит группы на более высокий уровень развития (более 0,5) (Uэмп In the microgroups of the control groups, there is a tendency either to the absence of changes (such are the majority) (sign criterion Gemp>Gcr>0), or to a less favorable attitude towards the image of a professional and future professional activity. In the microgroups of the experimental groups, there is a general group tendency towards a more positive attitude towards the future profession and the image of a professional. The number of rejected members has changed from 75% to 10% compared to the control groups, where the number of rejected members is 75-95% of the number of people in the student group. Consequently, the conducted research allows us to conclude that the implementation of the study group development program contributes to a more positive attitude of the student towards his classmates and the image of a professional, leads to a more pronounced coincidence of choices and values related to joint educational activities. The changes that take place in the experimental groups testify to the effectiveness of the student cohesion development program. AT imprisonment The dissertation summarizes the results of the study, outlines its main conclusions, confirming the hypothesis and the provisions submitted for defense, and outlines the prospects for further research. A theoretical analysis of the literature has shown that identification serves as an important mechanism for interpersonal communication, cognition and interaction of people, but the factors for the formation of identification have not yet been sufficiently studied, especially in the study group of the university, in which the student is socially and professionally formed as a future specialist. The paper substantiates consideration of the development of cohesion of the study group as such a factor, stimulating the process of identification. Under the social identification of a student, we mean the ability to identify oneself with classmates in terms of such qualities as intellectual, emotional-volitional, motivational, reflecting the attitude towards people and the work performed and the image of a professional. We have clarified the content of the concept of cohesion, understood as a three-level phenomenon, manifested at the first level in the reciprocity of the choices of classmates; as a coincidence among members of the group of value orientations related to joint activities (COE) at the second level and worldview values at the third level. Criteria have been identified that make it possible to assess the development of the cohesion of the study group as a three-level phenomenon, at the first level - by increasing the reciprocity of choices in situations of joint performance of educational tasks and rest, cognitive, emotional, behavioral and value aspects of cohesion; at the second level - by increasing the degree of coincidence of value orientations related to joint educational activities; on the third - consolidation of the motivational core of the group as a coincidence of worldview values; the formation of social identification is assessed by the qualitative and quantitative changes in identifications with group members and the image of a professional. The developed and tested program of socio-psychological training for the development of cohesion of the student group made it possible to substantiate the possibility and necessity of developing the cohesion of the study group, conducting socio-psychological training made it possible to expand perceptual experience, stimulate the activity of participants in acquiring experience in group interaction, form a positive attitude towards the image of a professional, evaluate the results development of cohesion of the group and to summarize the opinions of the program participants. The effectiveness of the program was determined, which is determined by various changes in the experimental groups compared to the control ones. The primacy of cohesion in relation to identification has been established, i.e. it is the development of the cohesion of the study group that leads to an increase in the intensity of identification of the student with his study group. The results of the study showed the dependence of the formation of social identification on the nature of cohesion: the spontaneous development of the cohesion of the study group is not accompanied by an increase in the studied indicators, the groups remain at a diffuse level of development, and their members show a slight desire to identify with classmates, the processes of individualization and isolation go on more than assimilation. In groups with developing cohesion, we observe an increase in the reciprocity and adequacy of choices, the emergence of similar opinions, experiences, behavior, values, as well as a more benevolent attitude towards the image of a professional. In microgroups, similar tendencies are observed, which are characteristic of the whole group. The reliability of the changes is confirmed by the increase in the above indicators. The obtained data confirm our hypothesis. Thus, the results of the study led to the conclusion that cohesion determines the characteristics of the student's social identification, and if the development of cohesion, and therefore identification, is not carried out specifically (as in control groups), then the spontaneous formation of these phenomena occurs inefficiently. And, despite the fact that a number of scientists recognize the group as a self-organizing system, it must be recognized that a small push is needed to optimize group processes, for example, the socio-psychological trainings we conducted to develop the cohesion of the study group. The results obtained can be used in the practice of psychological service at the university to improve teaching and educational work, to enhance the personal and professional potential of future specialists. They will make it possible to implement a broader approach to solving the problems of the quality of training of higher education graduates. The study makes a significant contribution to the development of the problem of the formation of social identification in the university. However, the results and conclusions obtained do not claim to fully cover all aspects of this complex problem of the formation of social identification. In particular, the issue of the influence of personal characteristics of students in the studied groups needs a deeper theoretical and empirical study. 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GROUP CONSISTENCY IN STUDENT GROUPS 1-2 AND 4-5 COURSES Suslova Yulia Alekseevna
3rd year student, faculty of psychology, valeology and sports, KSU, RF, Kurgan Nikolaeva Irina Alexandrovna
scientific supervisor, Ph.D. psychol. Sciences, Associate Professor, Department of General and Social Psychology, KSU, Russian Federation, Kurgan Considering the patterns of development of a small group as a certain combination of the processes of group differentiation and integration, cohesion or unity of the group can be singled out as one of the main parameters of the development of a small group. The concept of "cohesion" is used to refer to such socio-psychological characteristics of a small group as: the degree of psychological community, the unity of group members, the tightness and stability of interpersonal relationships and interaction, the degree of emotional attractiveness of the group for its members. In other words, cohesion is the interest of the members of the group in its existence. The first empirical studies of group cohesion began in Western social psychology in the school of group dynamics. L. Festinger defined group cohesion as the result of the influence of all forces acting on group members in order to keep them in it. As the forces that keep the individual in the group, the emotional attractiveness of the group for its members, the usefulness of the group for the individual and the related satisfaction of individuals with their membership in this group were considered. group cohesion- it's the same an indicator of the strength, stability and coherence of the work of the group, it is based on interpersonal relationships between people. Group cohesion is influenced by various factors that can both increase it and significantly reduce it. The most important factors of group cohesion include: the size of the group, the composition of the group, the success of the group, the amount of time that group members spend together, etc. The relevance of research problems of cohesion is determined by the influence of this phenomenon on the effectiveness of the group and the development of the individual. The cohesion of the group determines its progress, the number of students who are expelled, etc. The cohesion of the group improves the socio-psychological climate and student satisfaction with their life in the group. Group support, which is characteristic of a cohesive group, liberates the individual, increases self-esteem, freedom of expression and creativity. The degree of development of a scientific problem. The phenomenon of group cohesion was studied by such scientists as L. Festinger, T. Newcomb, A.I. Dontsov, A.V. Petrovsky, Ya.L. Moreno and others. The American psychologist L. Festinger was one of the first to devote a number of empirical studies to group cohesion, and he owns one of the first definitions of group cohesion. Cohesion is not a uniquely positive phenomenon. In a number of cases, cohesion can arise in conditions of competitive struggle between groups or leaders and groups, in conditions of an external threat, or as conformal unanimity in conditions of authoritarian leadership. The consequences of such cohesion can be the search for a "scapegoat" in the group, the fear of punishment (expulsion), as well as group thinking, reduced responsibility. But, nevertheless, in most cases, group members perceive cohesion as an achievement of the group and dream that their groups are cohesive. Cohesion is a dynamic phenomenon, it is associated with the life history of the group, and, as follows from the theories of the development of the team by A.V. Petrovsky and L.I. Umansky, the group must go through several stages in its development in order to become cohesive. Thus, it takes time to build cohesion. In this regard, we have made the study of cohesion throughout the existence of the student group the goal of our work. Target Work: To study group cohesion in student groups in different courses of study. An object: group cohesion in student groups of 1-2 and 4-5 courses of the university. Thing: features of cohesion in student groups of 1-2 and 4-5 courses of the university. Hypothesis: Group cohesion among students of 1-2 courses is lower than the cohesion of students of 4-5 courses. Sample: 5 study groups, namely students enrolled in 1,2,4,5 courses of the Faculty of Psychology, Valueology and Sports. The age range of the respondents is from 17 to 22 years old. The number of all respondents is 64 students. Tasks: 1.
To study the theoretical material on the problem; 2.
determine the level and characteristics of group cohesion in student groups in different courses of study; 3.
reveal the differences between the group cohesion of first-year students and senior students. Methods: 1. Methodology "Determination of the Sishore Group Cohesion Index". 2. Methodology “Determination of indirect group cohesion” (V. S. Ivashkin, V. V. Onufrieva). The purpose of the methodology- the study of group cohesion mediated by the goals and objectives of joint activities. $13. Method of mathematical processing and analysis of data: to determine the significance of differences between groups, the method of mathematical comparison (calculation of the Mann-Whitney U-test) was used using Microsoft Excel for Windows. Research results Based on the data obtained using the first method (Table 1), we see that the group cohesion index for 1 course is slightly lower than the cohesion index for groups of 2,4,5 courses. Table 1.
Method data"Determination of the Seashore Group Cohesion Index" According to the methodology, in groups of 2,4,5 courses, the index corresponds to a high level of cohesion. According to the Mann-Whitney test highly significant differences at p ≤ 0.01 were identified between group 1 and 5 courses. In other cases, the differences were in the zone of uncertainty (at the level of p ≤ 0.05), and there were no differences between the 2nd and senior years. The business, moral and emotional qualities of a person, reflecting the value orientations of student groups, were taken as stimulus material for the methodology “Defining indirect group cohesion”. Each member of the group had to choose from the proposed list only 5 qualities that, in his opinion, are necessary for a person as a member of the team, these are the qualities that are most valuable for successful teamwork. Based on all the qualities selected by the group, it can be concluded which qualities the group values the most. And you can also determine what percentage the group assigns to business, moral and emotional qualities. This explains the level of group cohesion mediated by the goals and objectives of joint group activities. After counting the total selected qualities and the most frequently chosen ones, we calculated the percentage of choices that fall on emotional, business and moral qualities. Percentage data are presented in Table 2. Table 2.
The percentage of choices attributable to emotional, business and moral qualities From the table, we see that students of the 2nd, 4th, 5th courses appreciate more the business qualities that a person needs for successful teamwork, to achieve successful joint activities. And first-year students appreciate more emotional qualities that are important for interpersonal relationships, but not for productive, including educational activities. Based on the data of both methods, it can be argued that there are still differences between the cohesion of the groups of first-year students and groups of students 2,4,5. As the data of the second methodology show, these differences are due to the fact that first-year students do not yet have a good idea of the goals and objectives of group activities, which is evidenced by the low percentage of choice of business qualities. Thus, the hypothesis of our work was partially confirmed, since cohesion turned out to be high in the 2nd year groups, as well as in the 4th and 5th year students. Findings: 1. The difference between 1st year students and senior students was revealed, both in terms of the level of cohesion and its grounds. First-year students are united on the basis of emotional relationships, while senior students are united on the basis of business relationships. 2. The 2nd year students are closer to senior students in terms of the content of relations than to first-year students. Business relations are the basis of cohesion for them. 3. The dynamics of the formation of cohesion in the student group is uneven. It is not "stretched" for the entire period of study. The main dynamic processes that affect group cohesion take place during the first year, and already in the second year, groups can be as cohesive as undergraduates. Bibliography: AND GROUP RULES group cohesion- an important socio-psychological characteristic that shows the degree of integration of the group, its unification into a single whole. the integration of the student group, in turn, represents the process of increasing the meaningful coherence and orientational community of students. Main properties cohesive group are: 1) the attractiveness of group members to each other, i.e. degree of mutual sympathy; 2) similarity between group members (in values, attitudes, stereotypes of behavior, etc.); 3) features of group goals, their compliance with the needs of group members, clarity of setting, the success of the group in achieving them; 4) the peculiarity of the relationship of the members of the troupe (the consequences of the cooperative and competitive strategies of behavior of the members of the group); 5) satisfaction with group activities (study, work); 6) the nature of leadership and decision-making (leadership style and the actual participation of group members in the development of group decisions); 7) structural properties of the group (models of communication links and status-role aspects of the structure); 8) group atmosphere (features of interpersonal relationships, the prevailing emotional tone of business and personal relationships); 9) size (dimensions) of the group. In the process of group development, its cohesion may increase, which leads to the preservation of group membership (there is a decrease in the number of departures from the group); to strengthening the influence exerted by the group on its members (the phenomenon of conformal behavior increases); to increase the involvement of individuals in group activities; to the growth of individual adaptation in the group and the experience of a sense of personal security (an increase in self-esteem and a decrease in the anxiety of members of a small group). A number of studies show that increasing group cohesion does not necessarily increase (or decrease) group productivity. At least two factors can significantly affect the relationship of these variables, firstly, the positive norms adopted in the group and, secondly, the motivation for group activity. But there is also an understanding of the compatibility of people in a group. Band Compatibility is the ability of people to coordinate their actions and optimize relationships in various areas and types of joint activities. There are several levels of compatibility: Psychophysiological, that is, the members of the group are temperamentally compatible and coordinated in sensorimotor actions; Psychological, when there is compatibility of characters, the unity of intellectual, emotional-volitional and need-motivational manifestations within the association of people; Socio-psychological, which characterizes the consistency of functional-role expectations and social forms of behavior of group members along the business and interpersonal lines of relations; Sociological, which includes the value-oriented unity (the similarity of values and meanings) of the group members. the compatibility of people in a group depends not only on their individual characteristics, but also on the norms shared by the members of this group, on their relationship to each other and to the common cause. Consider the following characteristic of a student group, which affects the functioning of the processes of normative behavior in it (behavior associated with the implementation of group norms). group(or social) norm, can be considered as a rule, a standard of behavior in a small group that regulates relations in it. It is described most often as one of the elements of a group structure, especially associated with status and role. You can give a general description of the functioning of the norms in the group: 1) norms are products of social interaction that arise in the process of the life of the group, as well as introduced into it by a larger social community; 2) the group does not establish norms for every possible situation, norms are formed only in relation to actions and situations that have some significance for the group; 3) norms cannot be applied to situations as a whole, regardless of the individual members of the group participating in it and the roles they play, but they can regulate the implementation of a particular role in different situations, i.e. act as purely role-based standards of behavior; 4) the norms differ in the degree of their acceptance by the group: some norms are approved by almost all of its participants, while others are supported only by a small minority, and some do not approve at all; 5) the norms differ in the degree and breadth of the deviance (deviation) they allow and the range of sanctions applied corresponding to it. The effectiveness of a group may depend on whether it puts pressure on its members to ensure that their actions, thoughts, and values coincide with the actions, thoughts, and values of others (i.e., conform to group norms). In a changing and ambiguous social reality, the simplest solution to this problem for a person is to adhere to group norms that allow each participant to understand, accept and reinforce the world in which he lives, as well as to belong to it. Allocate positive and negative norms. The positive ones include norms that support the goals and objectives of the life of the group, stimulating the moral behavior of its members. Negative norms include those that encourage negative criticism, violations of discipline, antisocial forms of behavior, etc. Someone who deviates from the norm is seen as a source of social threat, so most members of the group will exert pressure on him pressure so that he returns to the "true path" and again becomes "like everyone else." This pressure can manifest itself in the form of ridicule, social condemnation, even outright rejection of the "deviating person". Depending on the reaction to group pressure, people are usually divided into conformists, nonconformists and collectivists. conformists change their behavior, agreeing with the group. Nonconformists, on the contrary, successfully resist the pressure of the group, act in their own way. Collectivists selectively react to the influence of the group, agreeing with the opinion of the majority, if it corresponds to universal human values. It should be noted that group cohesion has a level nature: from emotional unity to the similarity of value orientations of group members. Therefore, the cohesion index of a group is most often determined by the frequency of coincidence of opinions, assessments, positions of its members in relation to significant objects (goals of activity, group norms, events, individuals, etc.). To diagnose the cohesion of a student group, there are the following methods: determination of the Sishore group cohesion index, “What is more important?” , "How many heads, so many minds". INDEX DEFINITION GROUP COHESION SISHOR Target. Determine the level of group cohesion. Age group: since adolescence. Material: a form with 5 multiple-choice questions (for each member of the group). Sample form What is a department in a university? All of us, to one degree or another, have come across student life, otherwise we would not have been interested in this journal of the modern student. Let us recall the words of the classic: “We all learned a little, something and somehow”, but in fact we studied our specialty at the department at the university. How to pass the federal Internet exam? Part 1 I welcome you, dear reader, on the pages of the site site! If you are reading this article, then most likely you will soon have to take a federal online exam. And just from one of its names you already have goosebumps. What is this exam? How to prepare for it? What is the secret to successfully passing this federal Internet exam? So that you stop torturing yourself with such questions, I wrote this article. How to pass the first session? Good day, dear reader! In this article, you will learn how to pass the first session. As is known from a common student parable, a student becomes a real student only after he successfully passes his first session at the university. It would seem that the session - what's so terrible? However, many first-year students are terribly afraid of the first session, because. clearly do not imagine what it is and what it is eaten with. Next, we will tell you in detail about the tricks that will help you become a real student. What if I don't understand the teacher? Have a great day, dear reader site site! This article will give a small recommendation regarding interaction with teachers who, to put it mildly, do not always clearly and clearly present the material of a lecture or other academic lesson. What if you don't understand the teacher? Surely there have been times when your teacher explained the material either crumpled, or simply did not really explain the key points. At first you did not understand one thing, then you did not understand another, then you simply stopped being interested in the topic of the lecture and went about your business. It was so? This has happened to everyone who has studied. At the same time, many ask the following question: what to do in this situation? Is there any other way than to move away from the topic of the lecture and go about your "important" business? What if the material needs to be understood in any way? I tried to answer these and other questions in an accessible form in this article. How to resolve conflict with classmates? A change of team is always exciting and frightening, therefore, when entering the first year of university, one of the most important questions that is spinning in the student’s head is how to get along with fellow students and make many friends? Rose-colored glasses suggest that everyone will love you, and on September 2 there will be many new acquaintances, but the reality is scary. This is not surprising, since even in the most friendly team there will definitely be a "black sheep" that will spoil your life and study at the university. How to get a second higher education? Hello reader! If you looked at this page, then you, however, like me, are interested in the question of how to get a second higher education? And what a worthy goal, it remains only to figure out exactly how to achieve it. How to find a girl for a student? Part 2 I welcome you, dear reader, on the pages of the site site! In this article, we will continue to address a pressing issue for many students. Today, I will try to finally answer the question "How to find a girl for a student?". In addition, you will learn a lot of interesting things, so sit back and start reading this article. How to recognize that a term paper has been ordered? Each semester, students write term papers, as a report on the knowledge gained. Grades for "course students" are set separately in the grade book, but also play a role in obtaining a scholarship. How to set tasks in the thesis? Fifth year, diploma, young specialist, adult independent life! Approximately in this direction every student who moves to the fifth year of study thinks. In consciousness - euphoria, in actions - far-sighted plans for life. What happens if a student forges a signature on a student's record? In student years, what only students do not invent, just to survive the next session. Every year, the horizons for such tricks are only expanding, because the desire to get a higher education is above all. Table of contents Introduction. Chapter 1 Literature
Introduction………………………………………………………………….3
Chapter 1
learning from students………………………………………………………..5
1.1. The concept of group cohesion…………………………...5
1.2. The emergence of group cohesion among students ... ... 7
1.3. The basis of group cohesion among students……………10
1.4. Motivation for learning from students……………………….12
Summary……………………………………………………………………….18
Chapter 2. Methodology and methods of researching the problem………….20
2.1. Methodology and principles…………………………………..20
2.2. Research methods and techniques…………………………21
2.3. Justification of the sample……………………………………….22
2.4. Research progress…………………………………………….23
2.5. Data processing methods…………………………………24
Chapter 3. Analysis and interpretation of results
psychodiagnostic research…………………………………25
3.1. Data on the diagnostic method
personal and group values………………………………...25
3.2. Data on the diagnostic method
learning motivation of students…………………………………..28
Summary…………………………………………………………………………33
Conclusion………………………………………………………………...34
Conclusions……………………………………………………………………..35
Literature…………………………………………………………………36
The relevance of the research topic: a person has always been in society and has always been a member of various groups, with the attitudes of which he is in solidarity.
A person in a group feels himself in his place, because cohesion is the result of agreement, similarity of value orientations, views; the search for common directions, ideas, interests with other people is due to the need for social recognition, which will provide the individual with security and emotional comfort. This means that it will allow you to develop and be interested in labor and educational activities, to be motivated to work without getting interfering from outside factors. The cohesion of small permanent groups, such as student groups, is multifaceted, dealing not just with personal and group attitudes, but also with constant close interpersonal interactions. It is on cohesion that the success of the group, the performance of the group and its members depends. Reduced anxiety and interest in things that require high motivation to be successful. The motivation of the stronger learning members of the group will influence the increase in the motivation of the weaker members if the cohesion in the group is high. The motivation of each member of the group, the efforts that he made to be recognized in the group, will affect the motivation of the entire group as a whole.
The study of group cohesion is present in the works of Festinger L., Cartwright D., Levin K., Godefroy J., Rudestam K., Petrovsky A.V., Volkov I.P., Alexandrov A.A. and etc.
Studies of educational motivation and motivation of students were carried out by Hekhauzen N., Mormuzheva N.V., A.A. Rean, Markova A.K., Bozhovich L.I. and etc.
The purpose of the study: to identify the relationship between the cohesion of the student group and motivation for learning.
Object of study: the cohesion of the student group, the motivation for learning in a psychological group.
Subject of study: the relationship between the cohesion of the student group and motivation for learning.
Research hypotheses:
1. The cohesion of the student group increases the motivation for learning of all its members.
2. The longer the interpersonal interactions of the student group, the higher will be the motivation for learning in the group.
Research objectives:
1. To study the phenomenon of cohesion of small groups, various approaches to the study of cohesion of small groups in Russian and foreign psychology.
2. To study the level of cohesion in student groups.
3. To study the phenomenon of motivation for learning among students, various approaches to studying the motivation of student groups in Russian and foreign psychology.
4. To study the relationship between the cohesion of the student group and the motivation for learning.
Methods: systemic approach (B.F. Lomov, 1971); the principle of development (S.L. Rubinshtein, 1968); psychodiagnostic method.
Methods:
1) Methods for diagnosing personal and group values (A.V. Kaptsov, L.V. Karpushina),
2) Methods for diagnosing student learning motivation (A.A. Rean and V.A. Yakunin, modified by N.Ts. Badmaeva).
1.1. The concept of group cohesion
Group cohesion is an indicator of the strength, unity and stability of interpersonal interactions and relationships in a group, characterized by mutual emotional attraction of group members and satisfaction with the group. Group cohesion can act both as the goal of psychological training and as a necessary condition for successful work. In a group formed from strangers, some part of the time will necessarily be spent on achieving the level of cohesion that is necessary for solving group problems.
The concept of "cohesion" is used to refer to such socio-psychological characteristics of a small group as the degree of psychological community, the unity of group members, the tightness and stability of interpersonal relationships and interaction, the degree of emotional attractiveness of the group for its members.
Group cohesion is also the subject of close attention from domestic and foreign experts who have not come to a unified definition of this phenomenon.
The beginning of a systematic study of group cohesion dates back to the end of the 40s, when the first special studies were carried out under the leadership of L. Festinger. L. Festinger, a student of K. Levin, owns the most common definition of group cohesion as "the result of all the forces acting on the members of the group in order to keep them in it." Almost two decades later, D. Cartwright will practically repeat the original definition: "group cohesion is characterized by the extent to which members of the group wish to remain in it." T. Newcomb (1969) had his own approach to the formation of group cohesion, who connected the concept of group cohesion with the concept of “group consent”. The author defined group consent as a similarity, a coincidence of opinions and views that occurs in the process of direct interaction between group members.
Closely related to this approach is the understanding of cohesion as a value-oriented unity of the group, proposed by A.V. Petrovsky and V.V. Shpalinsky, which is understood as similarity, coincidence of values regarding the subject of joint activity, its goals and motives.
A.A. Alexandrov understood group cohesion as an indicator of the strength, unity and stability of interpersonal interactions and relationships in a group, characterized by mutual emotional attraction of group members and satisfaction with the group.
Thus, group cohesion contributes to the satisfaction of a person from being in a group. The cohesive forces of a group have two generators: firstly, the degree of attractiveness of one's own group, and secondly, the force of attraction of other accessible groups. A group can therefore be defined as a collection of individuals connected in such a way that each regards the benefits of the association as greater than can be obtained from outside.
Socio-psychological compatibility in a group means that the given composition of the group is possible for the group to provide its functions, that the members of the group can interact. This is one of the most important internal factors affecting the psychological climate in the group.
According to N.N. Obozov, cohesion in a group is such an effect of a combination of people that gives the maximum result of activity with minimal psychological "costs" of interacting persons. Cohesion can be considered in connection with two main types of group life: business (instrumental) and emotional (interpersonal). In fact, in the case of instrumental compatibility, we are talking about harmony, which is associated with the success of the activity.
1.2. The emergence of group cohesion among students.
In the scientific psychological literature, one can find many diverse characteristics of the criteria for the level of development of student study groups, ranging from the unity of the worldview orientation and value orientations in them to such features as "coincidence of formal and informal structure", "high academic performance" and even the absence of conflicts in groups. From this set of criteria, the most significant groups can be distinguished:
1. the level of social significance of the subject activity of the student group, the fulfillment of the main student function, the impact on the harmonious development of the personality of a member of the team;
2. the level of cohesion as a value-oriented unity of the group;
3. the level of organizational unity of the group;
4. the level of satisfaction of group members with the state of affairs and relationships in the group;
5. the level of her emotional culture;
6. the level of all types of group social activity;
7. the level of group self-awareness and the need for its development.
Based on the two-factor group model, the English psychologists G. Stanford and A. Roark identified the following seven stages in the development of group cohesion.
1. The stage of forming students' ideas about the place of study and each other. The first interpersonal interactions at this time are still very cautious, and lead to the formation of dyads. The teacher is perceived as the only authority.
2. The period of formation of group norms, the beginning of the formation of group self-consciousness.
3. The stage of conflict - there are clashes between individual members of the group due to their overestimation of their capabilities and the desire to solve all problems of self ........
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