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Peculiarities of intragroup structuring and interpersonal relationships in tenth grades of secondary schools that underwent compositional changes of different intensity 878
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, email@example.com
Kondratyev M.Yu., Doctor of Psychology, Corresponding Member, Russian Academy of Education, Moscow, Russia, firstname.lastname@example.org
The article presents results of the empirical research, aimed at analysis of peculiarities of intragroup structuring and relationships of interpersonal significance in the 10th grades of secondary school that underwent compositional changes of different intensity, as well as the results interpretaions. It shows that in the 10th grade classes with minimal compositional changes the system of interpersonal relations becomes «stagnated». In classes with maximal changes intragroup structure acquires new traits — high-status «old-timers» often lose their status and low-status old-times and «newcomers» get an opportunity to make a good status career. In classes with average changes development of the trajectory of intragroup structure and relationships of interpersonal significance is twofold — if the old-time master teacher remains in class, the «stagnation» scenario is played; if a new master teacher comes, the situation is similar to the classes with intensive compositional changes.
Keywords: intragroup structure, relationships of interpersonal significance, status, attraction, reference, group composition
Column: Experimental Research