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Socio-Psychological Peculiarities in Correlation of Self-Appraisal and Personal-Role Representations in Students 917
Kondratyev M.Yu., Doctor of Psychology, Corresponding Member, Russian Academy of Education, Moscow, Russia, firstname.lastname@example.org
Emelyanova E.V., Educational psychologist at the Centre for scientific provision of educational psychology service of Moscow State University of Psychology and Education, Moscow, Russia
The article provides the results of socio-psychological research dealing with the analysis of peculiarities of connections of personal-role mutual representations of students and their self-appraisal. Relations and regularities, distinguishing this psychological phenomenon, revealed by the means of sociometry, referentometry, methodical tool for estimating intragroup structure of formal power in a group and method of «substituted» self-appraisal, demonstrate principally different intensity of readiness for personal and self-appraisal identification with the other students as well as with the lecturers in students of different years. First year students constructing their self-appraisal mainly associate themselves with fifth year students and lecturers and emphasize their difference from third year students. Third year students constructing their self-appraisal mainly associate themselves with fifth year students and lecturers and emphasize their difference from first year students. Fifth year students constructing their self-appraisal mainly associate themselves with lecturers and emphasize their difference from both first and third year students. Empirical data revealing the specific of this regularity taking into consideration such additional socio-psychological variable as a student's integral intragroup status is of special interest.
Keywords: intragroup status, self-apprisal, personal-role representation, interpersonal relationships, students group.
Column: Experimental Research