Skip to Main Content

Psychological Science and Education
2025. Vol. 30, no. 6, 136–150
doi:10.17759/pse.2025300608
ISSN: 1814-2052 / 2311-7273 (online)

Appraisal of attitudes toward manifestations of ostracism in the student environment

 
Audio is AI-generated
0

,

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar
Metrics

Abstract

Context and relevance. Social ostracism is widely represented in the school and youth environment. Approaches to the theoretical understanding of ostracism vary, and its manifestations are multifaceted. There are few studies of ostracism in the context of educational activities. Objective. To identify the changes in students-pedagogues’ attitudes toward ostracism following experiences of mutual assistance among students. Hypothesis. Specification of students-pedagogues’ attitudes toward the phenomenon of social ostracism and their acquisition of mutual assistance experience leads to positive changes in their attitudes toward situations of ignoring and exclusion in group interactions, as well as shifts the balance between individual and social needs. Methods and materials. 280 undergraduate students of pedagogical universities (M = 21,6, SD = 2,3, 82% women), 250 people from the experimental and 30 control groups participated in the study. The position of ostracism, the attitude towards the manifestation of ostracism and the basic needs in the situation of ostracism were assessed using the author's questionnaire, modified questionnaires by C.D. Williams and D.J. Hovas; statistical data processing methods were used (descriptive statistics, z-transform, criteria χ2 and McNemar, effect values: Cramer's V, coefficient φ, Cohen's g). Results. The results have showed that the manifestations of ostracism are formed in the I – Other – Others system, students’ attitude towards the manifestations of ostracism changes in the process of mutual assistance, which is associated with a re-evaluation of intragroup relations and an increase in awareness of mutual influence on each other. Conclusions. It is shown that the appraisal of attitudes toward ostracism in the student environment decreases with the interaction of students. It is recommended to include sessions on studying the phenomenon of social ostracism in the curriculum of pedagogical universities to increase students’ awareness, develop their skills in preventing ignoring and social exclusion and foster relationship-building within the group of the general education system.

General Information

Keywords: ostracism, manifestations of ostracism, needs, university, students

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2025300608

Acknowledgements. The authors are grateful for organizational assistance in data collection M.K. Kabardov, N.Ya. Bolshunova and G.T.Keneeva.

Supplemental data. Datasets are available on request from the authors.

Received 10.09.2025

Revised 26.11.2025

Accepted

Published

For citation: Kosheleva, Y.P., Moskvitina, O.A. (2025). Appraisal of attitudes toward manifestations of ostracism in the student environment. Psychological Science and Education, 30(6), 136–150. (In Russ.). https://doi.org/10.17759/pse.2025300608

© Kosheleva Y.P., Moskvitina O.A., 2025

License: CC BY-NC 4.0

References

  1. Агеева, А.И. (2024). Преодоление остракизма в средней школе: анализ проблемы. Наукосфера, 3(1), 35–38. https://doi.org/10.5281/zenodo.10849158
    Ageeva, A.I. (2024). Overcoming ostracism in high school: an analysis of the problem. Naukosphere, 3(1), 35–38. (In Russ.). https://doi.org/10.5281/zenodo.10849158
  2. Бойкина, Е.Э. (2023). Социальный остракизм и антисоциальное поведение несовершеннолетних. Психология и право, 13(1), 119–134. https://doi.org/10.17759/psylaw.2023130109
    Boykina, E.E. (2023). Social ostracism and antisocial behavior of minors. Psychology and law, 13(1), 119–134. (In Russ.). https://doi.org/17759/psylaw.2023130109
  3. Бойкина, Е.Э., Чиркина, Р.В. (2020). Социальный остракизм: современное состояние проблемы, методология и методы исследования. Психология и право, 10(1), 152–170. https://doi.org/10.17759/psylaw.2020100114
    Boykina, E.E., Chirkina, R.V. (2020). Social ostracism: the current state of the problem, methodology and research methods. Psychology and law, 10(1), 152–170. (In Russ.). https://doi.org/10.17759/psylaw.2020100114
  4. Казакова, И.В., Кочеулова, О.А. (2023). Проявления остракизма в образовательной среде педагогического ВУЗа. Материалы V Всероссийской научной конференции «Познание и деятельность: от прошлого к настоящему». Омск: Омский государственный педагогический университет, 302–305.
    Kazakova, I.V., Kocheulova, O.A. (2023). Manifestations of ostracism in the educational environment of a pedagogical university. Proceedings of the V All-Russian Scientific Conference "Cognition and activity: from the past to the present". Omsk: Omsk State Pedagogical University, 302– (In Russ.).
  5. Костина, Л.Н., Костина, Е.Ю. (2021). От проблемы остракизма в отношении детей и подростков к ее решению. Вестник Московского университета МВД России, (5), 294–300.
    Kostina, L.N., Kostina, E.Y. (2021). From the problem of ostracism against children and adolescents to its solution. Bulletin of the Moscow University of the Ministry of Internal Affairs of Russia, (5), 294–300. (In Russ.).
  6. Курзина, Е.Ю. (2024). Готовность будущих педагогов решать ситуации остракизма. Психология в пространстве образования и личностного развития: перспективные практики научного исследования и сотрудничества: Материалы II-й Всероссийской научно-практической конференции. Калуга, 219–223.
    Kurzina, E.Y. (2024). The willingness of future teachers to solve situations of ostracism. Psychology in the field of education and personal development: promising practices of scientific research and cooperation: Materials of the II-th All-Russian Scientific and Practical Conference. Kaluga, 219– (In Russ.).
  7. Морозикова, И.В. (2023). Психологические основы предупреждения ситуации остракизма в школе: понимание и готовность к разрешению конфликтов у будущих педагогов. Сборник научных статей «Социально-психологические проблемы ментальности / менталитета». Смоленск, 19, 75–81.
    Morozikova, I.V. (2023). The psychological foundations of preventing the situation of ostracism in school: understanding and willingness to resolve conflicts among future teachers. Collection of scientific articles "Socio-psychological problems of mentality". Smolensk, 19, 75–81. (In Russ.).
  8. Рягузова, Е.В. (2023). Межличностное отвержение как особый вариант отношений в онтологической константе Я – Другой. Известия Саратовского университета. Новая серия. Серия: Акмеология образования. Психология развития, 12(1(45)), 24–33. https://doi.org/10.18500/2304-9790-2023-12-1-24-33
    Ryaguzova, E.V. (2023). Interpersonal rejection as a special variant of the relationship in the ontological constant I am the Other. Proceedings of the Saratov University. A new series. Series: Acmeology of education. Psychology of development, 12(1(45)), 24–33. (In Russ.). https://doi.org/10.18500/2304-9790-2023-12-1-24-33
  9. Семенова, Г.В., Кичигина, О.А. (2022). Отвержение как форма социальной эксклюзии. Вестник Костромского государственного университета. Серия: Педагогика. Психология. Социокинетика, 28(1), 102–110. https://doi.org/10.34216/2073-1426-2022-28-1-102-110
    Semenova, G.V., Kichigina, O.A. (2022). Rejection as a form of social exclusion. Bulletin of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, 28(1), 102–110. (In Russ.). https://doi.org/10.34216/2073-1426-2022-28-1-102-110
  10. Терешкина, И.Б., Векилова, С.А., Рудыхина, О.В. и др. (2021). Межличностная эксклюзия как психологический феномен: обзор методов исследования. Психология человека в образовании, 3(1), 24–33. https://www.doi.org/10.33910/2686-9527-2021-3-1-24-33
    Tereshkina, I.B., Vekilova, S.A., Rudykhina, O.V. and others (2021). Interpersonal exclusion as a psychological phenomenon: a review of research methods. Human Psychology in Education, 3(1), 24–33. (In Russ.). https://www.doi.org/10.33910/2686-9527-2021-3-1-24-33
  11. Ульянова, И.В. (2021). Педагогическое осмысление остракизма в условиях постиндустриального общества. Неделя Российской психологии в ГСГУ: Материалы: VII Всероссийской научно-практической конференции; XXI Всероссийской научно-практической конференции: ГСГУ, 20–25.
    Ulyanova, I.V. (2021). Pedagogical understanding of ostracism in a post-industrial society. Russian Psychology Week at SSU: Proceedings: VII All-Russian Scientific and Practical Conference; XXI All-Russian Scientific and Practical Conference: Publ. SSU, 20–25. (In Russ.).
  12. Черная, А.В., Бодрухина, А.Ю. (2020). Психологические особенности субъективного отчуждения у студентов. Вестник Вятского государственного университета, 4(138), 118–130. https://www.doi.org/10.25730/VSU.7606.20.062
    Chernaya, A.V., Bodrukhina, A.Y. (2020). Psychological features of subjective alienation among students. Bulletin of Vyatka State University, 4(138), 118–130. (In Russ.). https://www.doi.org/10.25730/VSU.7606.20.062
  13. Чухланцев, Ю.С., Чиркина, Р.В., Куприянова, Е.А. (2021). Социальный остракизм и склонность к девиантному поведению подростков. Вестник практической психологии образования, 18(4), 22–29. (In Russ.). https://www.doi.org/10.17759/bppe.2021180402
    Chukhlantsev, Yu.S., Chirkina, R.V., Kupriyanova, E.A. (2021). Social ostracism and the tendency to deviant behavior of adolescents. Bulletin of practical Psychology of Education, 18(4), 22–29. (In Russ.). https://www.doi.org/10.17759/bppe.2021180402
  14. Шайхымуратова, И.Б., Асылбекова, М.П., Танер, А.И. (2023). Педагогическая профилактика социального остракизма в студенческой среде. Научный аспект. Самара: НИЦ «Аспект», 20(12), 2389–2401.
    Shaykhymuratova, I.B., Asylbekova, M.P., Taner, A.I. (2023). Pedagogical prevention of social ostracism in the student environment. Scientific Aspect. Samara: Scientific Research Center "Aspect", 20(12), 2389–2401. (In Russ.).
  15. Arslan, G. (2021). Social ostracism in school context: academic self-concept, prosocial behaviour, and adolescents’ conduct problems. Educational and Developmental Psychologist. 38(1), 24–35. https://doi.org/10.1080/20590776.2020.1834830
  16. Asylbekova, M.P., Shaikhymuratova, I.B. (2023). The problem of organizing preventive work at the University for countering social ostracism in student groups. Bulletin of the L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series, 3(144), 37– https://www.doi.org/10.32523/2616-6895-2023-144-3-37-46
  17. Cacioppo, J.T., Hawkley, L.C. (2009). Perceived social isolation and cognition. Trends in Cognitive Sciences, 13(10), 447–454. https://doi.org/10.1016/j.tics.2009.06.005
  18. Leary, M.R., Kelly, K.M., Cottrell, C.A., Schreindorfer, L.S. (2013). Construct validity of the need to belong scale: mapping the nomological network. Journal of personality assessment, 95(6), 610–624. https://doi.org/10.1080/00223891.2013.819511
  19. Twenge, J.M. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy – and completely unprepared for adulthood. Atria Books.
  20. Twenge, J.M., Baumeister, R.F., Tice, D.M., Stucke, T.S. (2001). If you can’t join them, beat them: Effects of social exclusion on aggressive behavior. Journal of Personality and Social Psychology, 81(6), 1059–1079. https://doi.org/10.1037/0022-3514.81.6.1059
  21. Williams, K.D. (2009). Ostracism: A temporal need-threat model. Advances in Experimental Social Psychology, 41, 275–314. https://doi.org/10.1016/S0065-2601(08)00406-1
  22. Wesselmann, E.D., Wirth, J.H., Williams, K.D. (2019). Ostracism and aggression: A meta-analytic review. Aggression and Violent Behavior, 45, 1–10. https://doi.org/10.1016/j.avb.2019.01.003

Information About the Authors

Yuliya P. Kosheleva, Candidate of Science (Psychology), Associate Professor, Associate Professor, Senior Researcher at the Laboratory of Scientific Foundations of Child Practice, Federal Scientific Center for Psychological and Multidisciplinary Research, Associate Professor, Senior Researcher, Scientific and Practical Center for Integrated Support of Psychological Research PsyDATA Moscow State University of Psychology and Education; Associate Professor of Psychology and Pedagogical Anthropology Department in Moscow State Linguistic University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-5653-2143, e-mail: yu.p.kosheleva@mail.ru

Olga A. Moskvitina, Candidate of Science (Psychology), associate professor, Senior Researcher at the Laboratory of Scientific Foundations of Child Practice, Federal Scientific Centre of Psychological and Interdisciplinary Researchers, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-6717-3983, e-mail: dk.pirao@yandex.ru

Contribution of the authors

Yulia P. Kosheleva — methodological support of the study, application of statistical, mathematical or other methods for data analysis; conducting the experiment; data collection and analysis; visualization of research results, conclusions.

Olga A. Moskvitina — ideas; annotation, writing and design of the manuscript; planning of the research; control over the research.

All authors participated in the discussion of the results and approved the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

The study was reviewed and approved by the Research Ethics Committee of the Federal Scientific Center for Psychological and Multidisciplinary Research (report no. 7, 2025/01/31).

Metrics

 Web Views

Whole time: 0
Previous month: 0
Current month: 0

 PDF Downloads

Whole time: 0
Previous month: 0
Current month: 0

 Total

Whole time: 0
Previous month: 0
Current month: 0