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  Previous issue (2019. Vol. 11, no. 3)

Psychological-Educational Studies

Former Title: Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139


License: CC BY-NC 4.0

Started in 2009

Published quarterly

Free of fees
Open Access Journal


Intra-Group Structuring in the High-School Classes That Have Undergone a Compositional Change 1360

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,
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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