Students are a social and professional group that includes university students.

The learning process is not only about gaining knowledge and experience related to the future profession, but also about self-realization, the practice of interpersonal relationships, and self-education. Undoubtedly, the period of study at a university is the most important period of human socialization. Socialization is understood as “the process and result of the individual’s assimilation and active reproduction of social experience, carried out in communication and activity.” At student age, all mechanisms of socialization are involved: this includes mastering the social role of a student, and preparation for mastering a new social role associated with a future profession, and mechanisms of social influence on the part of teachers of the student group. Since student age is characterized by the desire for independence, freedom of choice life path and ideals, independence, studying at a university is a powerful factor in the socialization of a student’s personality. A necessary condition The successful activity of a student is the mastery of new features of studying at a university and rapid adaptation, which leads to the elimination of the feeling of discomfort and prevents conflicts with the environment into which the student has entered. Student age, according to B.G. Ananyev, is a sensitive period for satisfying the basic sociogenic needs of a person, i.e. a favorable period for the development of a person as an individual. Therefore, in modern pedagogy and psychology, the approach to education begins to prevail not as the formation of personality in accordance with the dominant ideal in society, but as the creation of conditions for the self-development of the individual

There are several fairly formal signs of group structure, which, however, were identified mainly in the study of small groups: the structure of preferences, the structure of “power,” the structure of communications. Student group belongs to a small group, so before starting to study it, it is necessary to consider the phenomenon small group. Researchers have repeatedly turned to the definition of the concept “small group”, formulating a huge number of various, sometimes very different and even contradictory definitions. This is explained by the fact that the authors, trying to define a small group, as a rule, proceeded from their own understanding of it, focusing on certain aspects of the group process.

Having studied a large number different interpretations, researchers studying the small group concluded the following: “A small group is understood as a small group in composition, the members of which are united by a common social activities and are in direct personal communication, which is the basis for the emergence of emotional relationships, group norms and group processes." This is a fairly universal definition in social psychology. But it does not pretend to be an accurate definition and is rather descriptive in nature, since it allows for the most different interpretations, depending on what content is given to the concepts included in it.

However, if we consistently consider the group as a subject of activity, then its structure must be approached accordingly. Apparently, in this case, the most important thing is to analyze the structure of group activity, which includes a description of the functions of each group member in this joint activities. At the same time, very significant characteristic is the emotional structure of the group - the structure of interpersonal relationships, as well as its connection with the functional structure of group activity. In social psychology, the relationship between these two structures is often considered as the relationship between “informal” and “formal” relations.

Thus, composition (composition), group structure and dynamics of group life (group processes) are mandatory parameters for describing a group in social psychology.

Another part of the conceptual framework that is used in group studies concerns the individual's position in the group as a member. The first of the concepts used here is the concept of "status" or "position", denoting the place of the individual in the system of group life. The terms “status” and “position” are often used as synonyms, although a number of authors consider the concept of “position” to have a slightly different meaning. The concept of “status” finds its widest application in describing the structure of interpersonal relationships, for which the sociometric technique is best suited. But the designation of the status of an individual in a group obtained in this way cannot in any way be considered satisfactory.

Firstly, because the place of an individual in a group is not determined solely by his social status; It is important not only to what extent the individual, as a member of the group, enjoys the affection of other group members, but also what place he occupies in the structure of the group’s activity relations. Secondly, status is always some unity of the characteristics objectively inherent in an individual, which determine his place in the group, and the subjective perception of him by other group members. Objective characteristics of status simply do not appear in this case. And thirdly, when characterizing the status of an individual in a group, it is necessary to take into account the relations of the broader social system, which this group is a part of, is the “status” of the group itself. This circumstance is not indifferent to the specific position of a group member. But this third sign is also not taken into account in any way when determining status using the sociometric method. The question of developing an adequate methodological technique for determining the status of an individual in a group can only be resolved with the simultaneous theoretical development of this concept.

The next characteristic of an individual in a group is “role”. A role is a dynamic aspect of status, revealed through a list of those real functions that are assigned to an individual by a group and the content of group activity. If we take a group such as a family, then its example can show the relationship between status, or position, and role. In a family, different status characteristics exist for each of its members: there is the position (status) of mother, father, eldest daughter, youngest son etc. If we now describe the set of functions that are “prescribed” by the group of each position, we will get a description of the role of mother, father, eldest daughter, youngest son, etc. One cannot imagine a role as something unchangeable: its dynamism lies in the fact that while maintaining status, the set of functions corresponding to it can vary greatly in different groups of the same type, and most importantly in the course of development, both the group itself and the wider social structure in which it is included. An example with a family clearly illustrates this pattern: the change in the role of spouses during historical development families are a current topic of modern socio-psychological research.

An important component of characterizing an individual’s position in a group is the system of “group expectations.” This term denotes the simple fact that each member of the group not only performs his functions in it, but is also necessarily perceived and evaluated by others. In particular, this refers to the fact that each position, as well as each role, is expected to perform certain functions, and not only a simple list of them, but also the quality of performance of these functions. The group, through a system of expected patterns of behavior corresponding to each role, controls the activities of its members in a certain way. In some cases, there may be a discrepancy between the expectations that the group has regarding any of its members and his actual behavior, in a real way fulfilling his role. In order for this system of expectations to be somehow defined, there are two more extremely important formations in the group: group norms and group sanctions.

All group norms are social norms, i.e. represent "establishments, models, standards of behavior, from the point of view of society as a whole and social groups and their members."

In a narrower sense, group norms are certain rules that are developed by a group, accepted by it, and to which the behavior of its members must obey in order for their joint activities to be possible. Norms thus perform a regulatory function in relation to this activity. Group norms are related to values, since any rules can be formulated only on the basis of acceptance or rejection of some socially significant phenomena. The values ​​of each group are formed on the basis of developing a certain attitude towards social phenomena, dictated by the place of a given group in the system of social relations, its experience in organizing certain activities.

Features of the socio-psychological climate in the group depend on what the student’s social activity was before entering university, on the influence of living conditions and activities on his personality, on his diligence in studies, etc. Research data also convinces that academic performance for first-year students, the higher the less homogeneity of the academic group in terms of school preparation, i.e., with unequal school preparation (received unequal grades on entrance exams), students of the academic group receive more high grades, fewer satisfactory and unsatisfactory ones.

This result can be explained by the fact that in heterogeneous academic groups there are more favorable conditions for the emergence of competition, leadership and mutual assistance. The success of students' learning is higher, the more activists in the group with good school preparation, who are distinguished by independent work during the semester, a higher level of intellectual development, and greater mobility of psychophysiological processes.

A team cannot be judged by individual episodes from its life. A complete description of this group is needed, which includes the following basic data: a) social composition of students, age, personality traits; b) relationships of students with seniors, teachers and their orientation; relationships, moods and opinions in the team, authorities; c) asset composition: total number activists, the predominant features of their activities in the team; how the team evaluates current events in the country and abroad; academic performance and level of social activity of the team. The combination of socio-psychological and individual psychological characteristics allows us to more specifically identify weak links in the structure and psychology of the team and purposefully overcome them.

What are the ways to form a student body?

First of all, it should be noted that collectivist relations do not exclude, but on the contrary, presuppose the comprehensive development of individual independence. Otherwise, the team faces the danger of inculcating conformism and individualism inside out. The optimal ratio, the measure of unity of communication and isolation can be achieved and ensured only by scientifically based leadership and management. Here is a whole sum of issues of student self-government, its scope and boundaries, the development of social activity, initiative, independence, and mutual demands. All this requires comprehensive, specific sociological research. It is important to emphasize that the principles of education in a team reflect the unity of communication and isolation of the individual, for this unity is the basis of the entire set of educational influences on objective processes in the team, the most general tendency of which is expressed in this principle. The central issue of this principle is the question of the relationship educational work with each individual student and the student body as a whole. The leading role belongs to working with the entire team. In this case, it is necessary to take into account two points: firstly, the leading role of working with the team as a whole involves educational work with each student; secondly, the importance of individual work increases in the smallest units of the team (in the student group). For example, an institute committee cannot directly influence every student; management of the team as a whole is complemented here individual work with every student in general, but mainly with the asset. This is all the more necessary since the student body consists of people who enter the institute for various reasons: some of them were guided by clearly expressed socially useful motives; others - equally public and personal motives; still others hesitated in choosing a profession; individuals pursued narrowly personal, selfish goals. Each such group of students has distinctive psychological characteristics that teachers need to take into account in their practical activities.

In the student group, friendly ties are strengthening and comradely mutual assistance is developing. The presence among university students of young people from foreign countries gives these feelings an international character.

Each student group has its own mentor, educator represented by a curator, who provides comprehensive assistance in organizing and uniting the team, and participates in the social and political events of the group. This is dictated both by the tasks of communist education of the younger generation and age characteristics students, especially during the period of adaptation to university conditions.

Students, especially in their first years, do not yet have the necessary life experience, did not learn to independently carry out the main functions of the team - educational and educational. The curator must take into account that yesterday's schoolchild, over the years of study, has become accustomed to the fact that in the social and educational affairs of the primary team he constantly receives help from the class teacher. Therefore, the role of the curator is, first of all, to unite the team, overcome disunity and alienation in relations between students, especially in the first year. The role of the curator is specific; it is not as official and categorical as is typical for production and army teams. The curator is called upon, first of all, to organize young people to achieve socially significant goals, captivating them with the romance of study and work, developing a sense of social duty, creative initiative and independence.

The student body goes through a number of stages in its development. The first stage corresponds to the first and partially the second courses, the second - partially to the second and third, and the third stage is typical for the fourth and fifth courses. The first stage is characterized by industrial and socio-psychological adaptation, i.e. active adaptation to the educational process and growing into a new team. First-year students learn the elementary requirements, norms and traditions of university life, on the basis of which group traditions and norms of behavior will later be created. The help of all teachers (especially curators) and public organizations is especially important here.

The second stage is characterized by the established public opinion, an efficient asset, systematic work to master a future specialty, involving all students in organizational work. By the end of the second stage, friendly and demanding relationships are established between students, interest in common affairs, readiness for joint action, and comprehensive knowledge of the affairs of the faculty and university, thanks to which the team can independently, without the help of a teacher, solve business problems.

At the third stage, each member of the team becomes a spokesman for social demands. This is the most fruitful period in the scientific, professional and civic education and self-education of the team and the individual. Each student strives to fulfill a collective, and therefore personal task - to provide maximum assistance to his comrades in achieving their intended goal.

The team does not immediately become mature and united. Team leadership manifests itself differently at different stages of its formation. In this regard, it is interesting to trace the four stages of development of demandingness in a team, following A.S. Makarenko:

The first stage is organizing a team, selecting an asset. During this period, great responsibility falls on the curator.

The second stage is increasing attention to the activist so that he gains authority, becomes a bearer of progressive opinion, supports and implements the requirements and instructions of teachers, dean's office and university leaders.

The third stage - teachers and managers rely on the consciousness and cohesion of the team, on its assets, traditions, and public opinion.

The fourth stage - the collective acts as a subject of education. Teachers and the dean's office set tasks, suggest the most appropriate ways to solve them, etc. The team makes demands on its members and is capable of a certain amount of self-government. This is the highest level of its development.

In general, the formation of a team requires the following activities:

• 1. Recruitment of academic groups, taking into account psychological compatibility of people.
• 2. Creation of social and value unity by explaining the meaning of study, its goals and objectives, stimulating the work of the activists to unite the team.
• 3. Development of consciousness, creativity and friendship, communist understanding of relationships in the student body.
• 4. Strengthening the authority of the asset, increasing its exemplary character, prevention and psychologically justified resolution of conflicts.
• 5. Ensuring friendly joint activities.
• 6. Showing concern for students, taking into account their requests, interests, needs, desires

Features of the formation and development of a student’s personality in conditions high school

The term “student” is of Latin origin, translated into Russian means someone who works hard, studies, i.e. acquiring knowledge.

With the massive transition to a multi-level structure of training at a university, university education specialists note that in order to achieve a high level of scientific and practical training of students, it is necessary to solve two main problems: to ensure the opportunity for students to obtain deep fundamental knowledge and to change approaches to organizing educational activities in order to improve the quality training, develop the creative abilities of students, their desire for the continuous acquisition of new knowledge, and also take into account the interests of students in self-determination and self-realization (A. Verbitsky, Yu. Popov, E. Andresyuk).

Organization and improvement of the system continuing education student youth is impossible without a holistic understanding of the mental and cognitive activity student and in-depth study of the psychophysiological determinants of mental development at all levels of education (B.G. Ananyev, 1977; V.V. Davydov, 1978; A.A. Bodalev, 1988; B.B. Kossov, 1991; V.P. Ozerov , 1993). The most important principle in this case is the principle of an integrated approach to studying the abilities of students. When organizing and improving the system of lifelong education, it is necessary to rely not only on knowledge of the laws mental development, but also on knowing the individual characteristics of students and, in connection with this, systematically directing the process of intellectual development.

A student as a person of a certain age and as a person can be characterized from three sides:

1) with psychological, which represents the unity of psychological processes, states and personality traits. The main thing in the psychological side is the mental properties (direction, temperament, character, abilities), on which the course of mental processes, occurrence mental states, manifestation of mental formations. However, when studying a specific student, it is necessary to take into account the characteristics of each given individual, his mental processes and states.

2) with the social one, in which they are embodied public relations, qualities generated by a student’s belonging to a certain social group, nationality, etc.

3) with biological, which includes the type of higher nervous activity, structure of analyzers, unconditioned reflexes, instincts, physical strength, physique, facial features, skin color, eyes, height, etc. This aspect is mainly predetermined by heredity and innate inclinations, but within certain limits it changes under the influence of living conditions.

· The first course solves the problem of introducing a recent applicant to student forms of collective life. Student behavior is different high degree conformism; Freshers lack a differentiated approach to their roles.

· The second year is the period of the most intense educational activity for students. All forms of training and education are intensively included in the lives of second-year students. Students receive general training, their broad cultural demands and needs are formed. The process of adaptation to this environment is basically complete.

· Third year - the beginning of specialization, strengthening interest in scientific work as a reflection of the further development and deepening of the professional interests of students. The urgent need for specialization often leads to a narrowing of the scope of an individual’s diverse interests.

· The fourth year is the first real acquaintance with the specialty during the internship period. The behavior of students is characterized by an intensive search for more rational ways and forms of special training; students re-evaluate many values ​​of life and culture.

· The fifth year - the prospect of soon graduating from university - forms clear practical guidelines for the future type of activity. New, increasingly relevant values ​​are emerging, related to financial and family status, place of work, etc. Students are gradually moving away from the collective forms of university life.

Student group, stages of development and their characteristics

The emergence of a team is the result of organizational, managerial and educational work. This is not just a well-organized group for joint activities, but a group that unites and brings people together on the basis of doing something useful - meaningful work. Student academic groups often do not become real teams, because teachers focus students more on a good assimilation of knowledge, skills and abilities in the field future profession, rather than on lasting joint activities. The main task of educational management of academic student groups as a central link in the microenvironment of university students is to transform each group into a real team and maintain it until the end of their studies at the university. The efforts of the teaching staff should be directed towards the implementation of this task.

· Association - a group in which relationships are mediated only by personally significant goals (a group of friends, acquaintances).

· Cooperation is a group characterized by a really functioning organizational structure; interpersonal relationships are of a business nature, subordinated to achieving the required result in performing a specific task in a certain type of activity.

· Autonomy – has a clear structure, internal unity, and the structure of the group prevents the admission of new members and the exit of old members from the group.

· A corporation is a group united only by internal goals that do not go beyond its boundaries, striving to achieve its group goals at any cost, including at the expense of other groups. Sometimes esprit de corps can take place in work or study groups when a group acquires the features of group egoism.

· A team is a time-stable organizational group of interacting people with specific governing bodies, united by the goals of joint socially useful activities and the complex dynamics of formal (business) and informal relationships between group members.

The educational team has a dual structure: firstly, it is the object and result of the conscious and purposeful influences of teachers and curators, who determine many of its features (types and nature of activities, number of members, organizational structure etc.); secondly, the educational team is a relatively independent developing phenomenon that is subject to special socio-psychological laws.

Stages of team formation

1) lapping

2) conflict phase

3) conflict resolution stage

4) stage of comfortable existence

Structural components – leader, asset, liability

· A leader is a student who takes responsibility for making decisions that affect the entire group, whose opinion is listened to and whose will is carried out.

· Active - part of a group that actively participates in the life of the group, faculty, or university. this part of the group is inspired by the leader.

· Passive – usually a large part of the group that does not take an active part in the life of the group or university. The passive is divided into two subgroups - the participating passive, which takes part in some major events, the presence of which is required; and the so-called “ballast” - a smaller part, the members of which are absolutely passive and have little communication.

Entering college, a freshman enters a completely new world of relationships with the group, course and teaching staff. The entire period of study at the university involves constant interpersonal communication youth in classrooms.

The nature of interpersonal relationships in any community is quite complex. They reveal both the purely individual qualities of the individual (its emotional and volitional properties, intellectual capabilities), as well as the norms and values ​​of society internalized by the individual. In the system of interpersonal relations, a person realizes himself by giving to society what he perceives in him.

The most important link in the system of interpersonal relationships is the activity of the individual. By entering into interpersonal relationships that are most diverse in form, content, values, and structure of human communities, an individual manifests himself as a person and has the opportunity to evaluate himself in a system of relationships with others.

One of the leading conditions for the formation and improvement of students’ communicative competence is communication in a student group. By occupying a certain position in a group, students gain experience influencing other people, improve the skills of interpersonal cognition and assessment, necessary both for educational activities at the university and for the development of professional qualities. The significance of this experience for the development of personality and future professional activity students are hard to overestimate.

In order to identify intra-group relations among modern students, the authors conducted a sociological study in November–December 2007. A total of 208 students were surveyed, 50% each of boys and girls, 2nd and 4th year full-time students of the Faculty of Law of Voronezh state university.

Analyzing the process of development of a student group, we will dwell on the features of the development of interpersonal intra-group relations, mechanisms of cohesion and stages of group development.

It is known that in the course of group life certain group norms and values ​​arise and are consolidated, which to one degree or another must be shared by all participants. Today this process in universities is quite difficult. And therefore, relationships in student groups are ambiguous. Thus, only 40.3% of students answered that they communicate with all their classmates in the same way. The majority - 51.9% - build their relationships depending on how they are treated. There are also those, 7.6%, who prefer not to communicate with some fellow students at all.

Accordingly, everyone evaluates the attitude of other students in the group differently. 44.2% of respondents believe that they are treated differently; 40.3% said that they were treated well, 11.5% did not know; and 3.8% perceive their classmates’ attitude towards them as bad.

This largely depends on the extent to which group members comply with group norms that govern relationships between group members. If group members fulfill the group's demands, the group encourages them - their level of emotional acceptance increases and their status increases. If the behavior of group members does not correspond to the norms accepted by the group, then the group is more focused on punishing them. These can be such psychological methods of influence as boycott, reducing the intensity of communication with the “offender”, lowering his status, exclusion from the structure of communication ties, etc.

The problem of adopting a system of group norms for a new group member adapting to an unusual system of relations is especially acute. Finding out what rules group members follow in their behavior, what relationship values ​​they profess, a new group member faces the problem of accepting or rejecting these norms, rules and values. Research shows that accepting group norms under pressure is very common. The phenomenon of a person’s forced acceptance of the norms and values ​​of a group under the threat of losing this group or his stable position in it is called conformism and is considered today as one of the most important mechanisms for maintaining the integrity of the group, the unity of its values ​​and goals.

However, the study made it possible to identify in this regard interesting fact. To the question, “How do your classmates influence your life?”, almost two-thirds (73.1%) answered “not at all”; and only slightly less than a quarter (23.1%) say they “help”, and 3.8% say they “hinder”. This allows us to say that today in student groups there are no special group norms: in most cases, everyone in the group is on their own. At the same time, the students surveyed said that if one of their classmates needed their help, they would behave as follows: the majority (61.5%) would help, but everything would depend on the problem that arose; almost every fifth (19.2%) will always and unconditionally help; 13.4% will provide assistance depending on who asks them for it; and 5.7% of modern students never help anyone.

An important factor in a person’s social behavior is his conformity. Its value depends on a number of factors: the importance of the expressed opinion for the individual (the more important it is for him personally, the lower the level of conformity); on the authority of people expressing certain views in the group (the higher their status and authority for the group, the higher the conformity of group members); on the number of group members expressing a position, on their unanimity; on the age and gender of the person. Thus, girls, in general, are more conformist than boys. Conformity most often manifests itself in students when groups appear in the group. In such a situation, the majority (51.9%) will relate to the situation in which their friends are, another 13.4% will look at the current situation. And every third – 34.6% – believe that all this is not serious.

For some students, the study group is a reference group; their behavior is focused on the norms and values ​​of this community. In this case, in relation to the study group, they will demonstrate high conformity, and the teacher will have the opportunity to influence their behavior through working with the team. Those students for whom this study group is only a membership group will not be interested in close communication with classmates, will not be guided by the norms and values ​​of the study group, and will take a detached or conflicting position. Thus, conformity is an important mechanism for maintaining the internal integrity of the group.

Accordingly, the question of the criteria for choosing friends in a student group is not without interest. Exactly half (50%) of students choose them mainly based on similar interests (among girls this factor is in first place for 73%, and among boys – for 57.6%). Others in terms of material wealth (5.7%), academic success (3.8%), and even appearance (3.8%). More than a third of respondents (36.5%) chose the “other” option, but no one wrote what this other was. The important thing is that today among students no one noted such a criterion as “based on nationality.” Still, student youth are quite tolerant of each other in this regard.

That is why 65.4% of surveyed students communicate with classmates mainly based on their interests. Another 9.6% - on educational issues; 3.8% - for work (mostly already working fourth-year students). Every fifth person (21.1%) has other reasons for communication.

Since students spend most of their time at the university, they mostly communicate there. 69.2% of respondents answered this way. Others, 15.4% of them, communicate in places of joint recreation. And 9.6% (these are fourth-year students) are at work. 5.8% have other places for communication, but they did not name them.

Students entering the university are divided into study groups. And almost all group members are in the same student group throughout all years of study. But in group relations, everyone behaves differently: some actively interact with classmates, others strive to artificially separate from the group, because they are afraid of adverse consequences for themselves. In this case, we can talk about the manifestation of antagonism towards the group or other students. Therefore, relationships in groups do not develop so smoothly.

When asked about the frequency of conflicts in the student group, 28.9% answered that they often occur, but all students behave differently in conflicts. Thus, 23.1% of respondents said that, despite quite frequent conflicts, they always strive to come to a compromise. But 5.8% do not agree to this, because they believe that all people are different. And only every tenth student does not conflict with his classmates, since he always understands others.

If a conflict has started, then almost half (48%) of students will try to cope with the conflict situation on their own, without anyone’s help. Another significant part – 40.2% – will not take part in the conflict at all. Only a few (11.5%) will wait until conflict situation will resolve itself. When insoluble contradictions arise in the group, the behavior of boys and girls coincides.

If serious contradictions arise in the group, the vast majority of students (92.3%) will still remain in their group. However, 7.6% will switch to another group. Boys are more tolerant of group problems than girls, so 96.1% of boys and much less - 88.5% of girls - will remain in their group no matter what. Accordingly, 3.9% of boys and 11.5% of girls would prefer to move to another group. It is important to note that none of the students in this situation will leave educational institution, since they do not allow the possibility of refusing to study due to a conflict.

The headman plays an important role in the student group. In general, students have a positive attitude towards him (74% of girls and 58% of boys). Moreover, some students responded that they were best friends(15.3% girls and 11.5% boys). But, nevertheless, almost every fourth young man (24%) answered that the headman does not cope with his duties well enough. For girls this figure is lower – only 7.7%. However, only a small number of students would like to take on the responsibilities of a prefect (3.8% of girls and 7.7% of boys). 3.8% of 2nd and 4th year students each would like to take the place of headman. 73.1% of 4th year students and 65.4% of 2nd year students treat the headman well.

Students and young people are characterized by intensive and varied communication (with other students, with teachers, other people) both academically and extracurricularly, free time. The study revealed that students began to communicate for the first time upon admission (57.6% of boys and 42.3% of girls). Also, many students met in class (26.9% of boys and 15.5% of girls). There are also many who knew each other before studying at the university: 23.1% of boys and 15.5% of girls. Few of those who were introduced by friends are 11.5% and 7.7%, respectively.

As a result, we can say that a student group is a community in which young people are interconnected through a long educational process. But their relationship is influenced not only educational activities, but also what each student group is like.

Note:

1. The program and tools for sociological research, a questionnaire survey of students, processing and analysis of sociological information were prepared and conducted by the authors.

A person, a group, a collective, a society are phenomena that are interconnected by the logic of human development. Therefore, a person’s personality cannot be considered outside the social context of which it is an organic subsystem. Meanwhile, the social environment consists of various elements that play different roles throughout social system, which have a very different influence on a person in terms of strength and nature. There are both small and large social groups in society. A person is influenced by both one and the other. Direct Impact social factors of the microenvironment, small groups has great importance, since it mediates the action of macro-level factors, refracting them through its prism.

In a small group, the determining factors are direct relationships and interactions between its members, emotional contact, compliance or resistance to group pressure, socio-psychological compatibility, etc. In a team, those interactions and relationships of people that are mediated by the goals, objectives and values ​​of the joint group are decisive. activity, that is, its real social and personally significant content.

It is well known that one of the effective ways to study relationships in a small group is the method of sociometry.

The issue of studying relationships in small groups using sociometry is relevant for modern sociology and social psychology.

In the 30s of the XX century. J. Moreno proposed the term “sociometry” and also developed a special sociopsychological theory, according to which a change in psychological relationships in a small group is supposedly the main condition for changes in the entire social system.

Among the studies of small groups, two directions predominate - the study of relationships in production groups (teams, detachments, departments) and the study of relationships in pedagogical systems (school classes, student groups, etc.).

So, N.V. Makarenko used sociometry to study and form small working groups. E.S. Kuzmin considered the sociometric technique as a way to study intragroup relations in work groups, and also assessed the influence of the characteristics of small groups on the effectiveness of the joint activities of group members. The researcher proposed, in the process of applying sociometry, to measure relationships in a group according to several criteria simultaneously (comradeship, production, etc.). R.S. Nemov showed the influence of the level of development of the group on the behavior of the individual and interpersonal relationships in the group. A.N. Elsukov considers sociometry as one of the ways to obtain information about relationships in small groups. A.F. Kudryashov believes that with the help of sociometry it is possible to diagnose not only interpersonal, but also intergroup relations.

On this moment sociometry as a system of applied methods for studying relationships in small groups has found wide application among foreign and domestic scientists.

Target course work: Consider the student group in the mirror of sociometry.

Coursework objectives:

1. Theoretically analyze the socio-psychological characteristics of a small group.

2. Study the socio-psychological characteristics of the student group.

3. Organize and conduct a sociometric study of the structure of relationships in a student group.

The object of the study is a student group.

The subject of the research is a sociometric study of a student group.

Research methods: theoretical analysis of literature on the topic, sociometry method.

Hypothesis: We assume that the structure of relationships in a group can be traced using sociometry.

Chapter I. Theoretical analysis socio-psychological characteristics of a small group

1.1 Types of groups and their functions

Communication and interaction of people occurs in various groups. A group is a collection of elements that have something in common.

There are several types of groups:

1. conditional and real;

2. permanent and temporary;

3. big and small.

Conventional groups of people are united according to a certain criterion (gender, age, profession, etc.). Real individuals included in such a group do not have direct interpersonal relationships, may not know anything about each other, and may never even meet each other.

Real groups of people that actually exist as communities in a certain space and time are characterized by the fact that its members are connected by objective relationships. Real human groups vary in size, appearance and internal organization, purpose and social significance. A contact group brings together people who have common goals and interests in one or another area of ​​life and activity. A small group is a fairly stable association of people connected by mutual contacts.

A small group is a small group of people (from 3 to 20 people) who are united by a common social activity, are in direct communication, contribute to the emergence of emotional relationships, the development of group norms and the development of group processes.

At more A group of people is usually divided into subgroups. Features small group: spatial and temporal co-presence of people. This co-presence of people enables contacts that include interactive, informational, perceptual aspects of communication and interaction. Perceptual aspects allow a person to perceive the individuality of all other people in the group and only in this case can we talk about a small group.

The group has the following psychological characteristics (see Appendix 1).

By psychological characteristics distinguish:

1. membership groups;

2. reference groups (standard), the norms and rules of which serve as a model for the individual.

Reference groups may be real or imaginary, positive or negative, may or may not coincide with membership, but they perform the functions of:

a) social comparison, since the reference group is a source of positive and negative models;

b) a normative function, since the reference group is the source of norms and rules to which a person strives to join.

Unorganized (nominal groups, conglomerates) or randomly organized groups (movie spectators, random members of excursion groups, etc.) are characterized by a voluntary temporary association of people based on similar interests or common space).

Association is a group in which relationships are mediated only by personally significant goals (a group of friends, acquaintances).

Cooperation is a group characterized by a really functioning organizational structure; interpersonal relationships are of a business nature, subordinated to achieving the required result in performing a specific task in a certain type of activity.

A corporation is a group united only by internal goals that do not go beyond its boundaries, striving to achieve its group goals at any cost, including at the expense of other groups. Sometimes corporate spirit can take place in work or educational groups, when the group acquires features of group egoism.

A team is a time-stable organizational group of interacting people with specific governing bodies, united by the goals of joint socially useful activities and the complex dynamics of formal (business) and informal relationships between group members. The educational team has a dual structure: firstly, it is the object and result of the conscious and purposeful influences of teachers and curators, who determine many of its features (types and nature of activities, number of members, organizational structure, etc.); secondly, the educational team is a relatively independent developing phenomenon that is subject to special socio-psychological laws.

1.2 Sociometric status in the group

The concept of “sociometric status” was introduced by Ya. Moreno, meaning by it the position of a person in a social group, and he distinguished the system of interpersonal relations itself from the emotional, business and intellectual connections of members of this group.

Thus, sociometric status is usually defined as an individual's rank or position within a group. Children's status is usually subordinate to adults, and children are expected to be respectful towards the latter. The status of soldiers is different from that of civilians; The role of soldiers is associated with risk and fulfillment of the oath, which cannot be said about other groups of the population. Women have a different status from men and are therefore expected to behave differently than men. Each individual can have big number statuses, and those around him have the right to expect him to perform roles in accordance with these statuses. In this sense, status and role are two sides of the same phenomenon: if status is a set of rights, privileges and responsibilities, then role is an action within the framework of this set of rights and responsibilities (see Appendix 2).

Psychological characteristics student group, its structure.

The student group is an element of the pedagogical system. He carries out management functions through feedback: teacher - group, group - teacher (curator). In psychology there is even the concept of a group subject - a community of people with appropriate characteristics.
The student group is an autonomous and self-sufficient community. She is capable of deciding her own internal problems, and its activity is associated with social life institute (faculty), university, solving social issues (as an example, student construction teams, participation in the work of student government bodies, etc.).
Students in the academic group are united by:
general purpose and objectives of vocational training;
joint educational and professional activities;
connections of a business and personal nature (active participation of each student in the life of the group - good school the right to experience living and working in any production team);
homogeneity of the group composition by age (late adolescence or early adulthood);
high awareness of each other (both about successes and personal life);
active interaction in the communication process;
high level of student self-government;
time-limited study at universities, the period of existence of the group.
Between students, firstly, functional connections are established, which are determined by the distribution of functions between students as members of the group, and secondly, emotional connections, or interpersonal communications, which arise on the basis of sympathies and common interests. In this regard, a student group may have the following structure:
1. An official substructure, which is characterized by the purpose of the group - professional training, promoting the development of the personality of a future specialist. It is based on the authority of the official leader - the headman, appointed by the directorate (dean's office), as well as other leaders who carry out role management of the group, organize business relations between group members (trade union organizer, cultural organizer, editor, etc.). - This is a business relationship.
2. An unofficial substructure occurs when a group is divided into microgroups that arise on the basis of the same interests, manifestations of empathy, sympathy for each other - this is the emotional sphere of relationships.

During the period of its existence, the student academic group develops and goes through several stages, each of which is characterized by qualitative features of the following parameters:
direction of behavior and activities of group members;
organization of group members;
communication skills of group members.
The holistic characteristics of the student group are the following indicators:
intra- and integrative activity;
psychological microclimate in the group (emotional status);
referentiality of the group - its significance, authority for group members;
management and leadership;
cohesion, etc.
Based on these indicators, the following stages of development of the student group are determined:
1st stage - a nominal group, which has only an external, formal association of students by order of the rector and the list of the directorate (dean's office);
2nd stage - association - initial interpersonal integration, primary association of students according to common features.
Stage 3 - cooperation, at which the socio-psychological and didactic adaptation of students is almost complete. It turns out that the unofficial organizers are authoritative activists of the group. Social attitudes and leadership are assigned to them inner life groups.
The general requirement for the group at this stage is as follows: to show sensitivity to comrades, mutual respect, help each other, etc. Only under such socio-psychological conditions will the group achieve top level of its development.
Stage 4 - the student academic group becomes a team.
In each group, there is an immediate exchange of socio-psychological information.
Group norms are a set of rules and requirements developed by a group that regulate the behavior of its members.
Group mood is the general emotional state that prevails in a group and creates an emotional atmosphere in it.
Group cohesion is determined by the measure of the group's commitment to its members.
Self-affirmation - each member of the team recognizes himself as part of it and tries to take and maintain a certain position in it.
Collectivist self-determination - although each student has a certain freedom for individual judgment in the group, for him the most significant is the collective opinion, group assessment, and the guide to action is the group decision.
The reasons for contradictions in the student body may be as follows:
inadequate assessment of the partner;
inflated self-esteem of individual students;
violation of the sense of justice;
distortion by an individual student of information about another;
authoritarianism of the leader of the group as a whole or of a separate microgroup;
incorrect attitude towards each other;
just a misunderstanding with each other.
Types of intragroup conflicts:
role conflict - inadequate performance social roles;
conflict of desires, interests, etc.;
conflict of norms of behavior, values, life experience.