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  Previous issue (2018. Vol. 10, no. 4)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: http://dx.doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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Open Access Journal

 

Intra-Group Structuring in the High-School Classes That Have Undergone a Compositional Change

Kovaleva V.V., Ph.D. Student, Chair of Theoretical Foundations of Social Psychology, Department of Social Psychology, Moscow State University of Psychology and Education, Moscow, Russia, kovalevavv@rambler.ru
Abstract
The article describes the characteristics of intra-group structuring in the 10th grades of a secondary school that have undergone a compositional change of a varying degree. Based on the experimental data we demonstrate the following. The view of educators that the change in composition of a school class at the turn of the 9-10 grades is a negative factor from the socio-psychological point of view is erroneous. Moreover, when the compositional changes in the class are insignificant, its intra-group structure becomes “stagnant”, the positions of the high-status “old-timers” become even stronger and “newcomers” do not get a chance for productive interpersonal “career” at all. In case of great compositional changes in the class, its intra-group structure gets qualitatively reformed; the “old-timers” are forced to win their right for top-and-dominant position anew, and “newcomers” get an opportunity to take a status-successful place in the new student community.

Keywords: student's group, intra-group structure, social and interpersonal situation of development, attraction, referent, informal power relations, personal development.

Column: Social Psychology

For Reference

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