Social Psychological Specifics of Teacher's Authority as Perceived by Students of Various Age and Statuses in Closed Educational Institutions for True and Social Orphans

Kondratyev M.Yu.; Kravchino E.O.

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Social Psychology and Society

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 2221-1527

ISSN (online): 2311-7052

DOI: https://doi.org/10.17759/sps

License: CC BY-NC 4.0

Started in 2010

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Social Psychology and Society
2012. Vol. 3, no. 3, 48–57
ISSN: 2221-1527 / 2311-7052 (online)

Social Psychological Specifics of Teacher's Authority as Perceived by Students of Various Age and Statuses in Closed Educational Institutions for True and Social Orphans ¹²⁴⁴

Kondratyev M.Yu.
Doctor of Psychology, Corresponding Member, Russian Academy of Education, Moscow, Russia
e-mail: social1977@bk.ru

Kravchino E.O.
psychologist, Russia

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RUIn Russian

The paper introduces the outcomes of an empirical research revealing the social psychological specifics of teacher's personal authority and role as perceived by the students of closed educational institutions. Basing on the results obtained in the research, the authors outline the features of interpersonal significance of teacher for students of various age and statuses living in children's homes and boarding schools.

Keywords: closed educational institutions, reference, authority, interpersonal evaluation, intragroup status

Column: Experimental Research

For Reference

Kondratyev M.Yu., Kravchino E.O. Social Psychological Specifics of Teacher's Authority as Perceived by Students of Various Age and Statuses in Closed Educational Institutions for True and Social Orphans. Sotsial'naya psikhologiya i obshchestvo = Social Psychology and Society, 2012. Vol. 3, no. 3, pp. 48–57. (In Russ., аbstr. in Engl.)

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