Ph.D.,
associate professor Zhubanazarova
Nazirash Suleymenovna
Kazakh
National University of Al-Farabi, Kazakhstan
Peculiarities
of adaptation in developing individual student group formation.
Today, when
gradually teaching the disciplinary model of education is still losing ground
to individually oriented models, students begin to acquire, of course, in
accordance with their age-group characteristics, status, more or less
full-fledged subject of the educational process. Under these conditions, the
system of relations, "a student-learners" is particularly
significant, and the nature of interpersonal interaction within it is often the
deciding factor on the process of personal development of the emerging rights,
the further professionalization and generally the whole way of life.
It is clear
that the initial, adaptive phase occurrence "newcomer" to the
reference to his student's team determines not only the actual, momentary
position in the community, but also largely determines the subsequent stages
(differentiation and integration) to communicate and work together with
partners. Apparently, above all, this fact has attracted interest from various
conceptual approaches, and problems of social adaptation of the individual in
her new community has become traditional for the socio-psychological research,
including the pilot.
Despite
this, the whole block of content-specific significant issues related to these
problems, for various reasons, still remained on the periphery of research
practices. One of those was the problem of specificity of "residence"
critical moment of a radical change in interpersonal and social situations of
the developing individual with the passage of its various stages (adaptation,
customization, integration), climbing to his social maturity in circumstances
that require solutions accented personality problems "to be the everything, "including the student's
entry into the new group. The aim of this study was to determine, on the one
hand, the universal features of "living" individual adaptation phase
of entry into a new, freshly-formed student's group, on the other hand, the
specific implementation of these features depending on what kind of student
societies in question, on 1klassah , 10 classes, educational groups, first-year
students. The object of the study performed in
system interaction and communication of student members of the groups of
different types in the initial "kick-off" stage of their operation
and the subject - social and psychological specifics of the passage of
first-graders, tenth, and first-year students of the stage adaptation of his
entry into the new student's group. A total of 54 were involved in the
experimental group a total of 1260 students in 18 groups of first graders (an
average of 25 persons each), as well as 18 groups of tenth-graders and 18
groups of students, numbering respectively 20 and 25 people each. In addition
to targeted monitoring of vital functions of the real functioning of student
groups, analysis of documentary material and consultation with relevant persons
in the work we used the following instructional techniques and procedures, as
well as the actual experimental techniques: sociometry, autosotsiometry,
referentometry, autoreferen-tometry,
socio-psychological modification techniques "repertory
gratings, "J. Kelly, method of
determining the level of value-orientation in the unity of the group, methodological
procedure to identify the appropriateness of the vision of a teacher rides student
relationship.
This is
confirmed by the results of the use of methodological techniques to assess the
adequacy of the definition of headmasters of attractions relations in student
group first graders. As low as reciprocal sociometryc elections, one of the
main explanations for this phenomenon is that the mutual emotional appeal (by
the way, regardless of age, and the specifics of the joint group activities and
socializing) is determined primarily by the direct emotional contact and does
not fit into the logic of "I treat him too well disposed."The low
level of adequacy exspektatsi in emotional attachment is most common among the
"izolyantov."
In our view,
this compensatory mechanism is activated, reflecting the reluctance of
low-status to realize its real position in the contact group of peers.
Sociometric same "stars" are usually quite adequately assess their
situation and sometimes even expect a greater number of choices than they
receive in reality. The basis of such a belief appears most clearly positive
and it is collected on "stars" of the ratio of the class teacher.
With regard to sociometric preferred and accepted, then the majority of them do
not "guess" of those who elect them to the reality that to a great
extent, and sets its value to quantify low levels of emotional expectations of
the community as a whole. An additional empirical material in this plan are,
and the experimental results, tried and tested with the help of psychosocial
modification techniques "repertory grids", J. Kelly. According to
them, more than 90% of the subjects, first-graders demonstrated the priority
for them is an adaptation of personal problems, seeking to prove themselves and
other members of its fundamental similarity to fellow students and not wanting
to ignore available. At the same time, it does not mean that in order to
measure the subjects' performance "is insignificant when it comes to the
problem of differentiating classmates. First-graders give up this base the
classification of its partners in the study only in those cases where they need
to put in conditions hard choice: either will his desire to adapt, or to solve
the community, comparing themselves and their classmates in terms of
educational achievement. It should be noted, and one more thing. Value judgments,
by which first-graders describe their classmates, are both positive
characteristics relate primarily to the description of the student role
behavior, the negative, often relate to their own personal expression. In
addition to these features of first-graders often evaluate and compare their
comrades by their appearance, sex, height, eye color, hair color, etc.
As for the
experimental results obtained in the study subjects-graders, the interpersonal
and social situations of these older teens who find themselves in a new student
group for them, to a great extent determined by the dissonance they face the
problem of adaptation within a particular community and the student-age global
personal the problem of individualization in the broad society, especially in
the "adult world".
If we talk
about direct elections sociometric, then a teenager, on the one hand, focusing
on the solution of the problem of individuation, on the other hand, being
included in the need to solve adaptive problems, trying to integrate itself
with the largest possible number of members of the new group, and because the
logic of preferential selectivity in the sociometric procedure often gives way
to logic "does not matter who I choose to select the main thing."
That is why in a primary motivation for the very necessity of the choice of any
of any pronounced sociometric "stars", no bright sociometric
"izolyantov" in a large number have been identified. The low rate of
positive reciprocity sociometric elections due to the fact that spontaneous,
real interaction is not proven, based only on a superficial impression of the
emotional "disclosure" only by chance can meet an adequate return a
response.It should be noted that the results obtained using the methodology of
reception, which was aimed at determining the degree of adequacy assessment
headmasters of emotional relationships in pupils the community were clearly
distinct from that picture, which was recorded in a classroom.With regard to
the reference structure of relations in the 10 classes surveyed, the
pronounced"zdezd" found almost no beat, and"izolyanty"
fully coincided with Tami quantitative indicators, which are characteristic for
the usual 10 classes, and generally correspond to the level of co-operative
development . Pry this in terms of choices are fairly evenly distributed among
all community members regardless of gender of students. Adequacy is expected
elections in the reference relationship is high enough.
With the
help of psychosocial modification techniques "repertory resherok" results
were obtained, which showed that more than 89% of the subjects them to the
triad, a delicious with someone from fellow students and is only 10, 6% of the
cases displaying themselves to the North Pole "difference. "In the
cases of the solution of the artifact "similarity-difference" worked
well emotionally colored dyadic relationships tend to dislike.
These data
lead to a clear conclusion: adaptatsionorentation, in a fairly pronounced its
active form, is predominant for the majority in the tenth new to them, the
group's membership in the newly created class of 10. Examination of empirical
data regarding the significance of the criterion of "progress" in
comparison with the experimental data, which was received on the "adaptive
targeting"-graders "newbies", come to this conclusion: the
criterion of "progress" is not for a tenth of their new student
groups, determining their estimated-relational activity, but on the bright
background of the prevailing "adaptive guidance" of the subjects in
this category is all the more and insignificant.
And yet
another aspect of the evaluative-attitudinal activities should be mentioned. As
for the person-role nature of value judgments that reflect the characteristics
surveyed 10 classes, then in principle it is often used in personal property,
more than 64%. At the same time a similar pattern in any way does not depend on
whether or sociometric status has this or that subject. In addition, tenth
graders, "newbies" assess themselves and those with whom they unite
themselves in the solution of the "similarity-difference," mostly
positive, sometimes neutral, and those they refer to the pole, "the
difference" - usually negatively and significantly less neutral. Moreover,
the same classmate if he is on the pole "similarity" with the subject
himself, is evaluated positively, and if at the Pole "difference" - a
neutral or negative. In this way, and that obtained with the use of technology
array of empirical evidence demonstrates the obvious fact that the orientation
of the prevalence of older adolescents when they enter into a new group to
address the significant adaptation of the first degree of personal problems
"to be like everyone else." The empirical data concerning the
specificity of adaptation freshmen new to their peer group, to a great extent
determined by standing in front of them need to simultaneously solve both
problems of adaptation within a particular group of its membership, and the
problem of globally-significant age-personality-character-wide integration
society.Thus, the feature adaptation phase in these communities is clear, and
perhaps even aggression expressed by search activity aimed at the emotional
cooperation and uncertainty in the response to it within a specific student
community. Additional material describing the vision of the teachers,
"who's who" among the students in relation to the structure of their
emotional relationships, it appears that the teachers, curators were able to
accurately identify the actual sociometric "stars" and
"izolyantov." With regard to sociometric preferred and accepted, then
build a more or less clear hierarchy of rank among them teachers, curators
failed to "guess" in this not exceed 11%. If we talk about structure,
the "stars" on a date was 3% reference no more than 20%, while the
rest can be characterized as members of student groups in the reference plane
is not relevant to their classmates. Reciprocity elections of freshmen are also
low, 6-7%. It is interesting that in procedure more than 65% of the students in
whole or in part refused to exercise their right to choose. Results procedure
showed that only about 4.5% of freshmen adequately relations and
"guess" of those classmates who asked their opinion in a meaningful
situation of interpersonal interaction.The apparent discrepancy between the
emotional and the reference structures in freshmen indicate that the process
has already started mediation of interpersonal relations as an academic, and
leisure-time intra-activity. The prevalence of the problem as an adaptive
base-estimated first-year relational activity is supported by the use of
psychosocial modification techniques "repertory grids". If we talk
about how the primary subjects in the subjective perception of personal
challenge was to "be like everyone else," but in procedural terms of
how consistently the experimental first-year students, interpersonal problem
solving comparative such as "similarities, differences," proceeded
from the desire to demonstrate its similarity with all members of the group,
you can definitely say that such a desire in the comparison and self-esteem, it was very hot in more
than 93% of subjects were freshmen combined for a pole "similarity"
with other students and only 6.2% of the cases highlighted their differences
with both included in the specific triad classmates.
With regard
to the criterion of "progress", then, of course, considerably less
than for first graders, but more than the tenth, this factor is taken into
account first-year students, if necessary, to differentiate their classmates. In
that case, when it does not come into dissonance with the personal nature of
the task of adaptation, often enough, more than 62% of cases, identifying their
similarities with someone from the band members, the subjects in the solution
of triad follow the logic implicitly laid down clues. Yet it is clear that the
pressures of personal adaptation is a new group for them, so if, for example,
the person concerned may be conditionally defined as an A student and two other
members of the triad-solved as bad achievers, it is still combined with one of
them, going as if inconsistent with the proposed solutions to it an implicit
hint. At another point we can not stop. Quite often, the positive
characteristics of both itself and other subjects were first-year borrowing in
the lists of characteristics of "ideal" role of the artist, use the
features of this role-playing schoolmate. As for the negative characteristics,
it is more than 68% of the cases they resort to stressed personal descriptions.
Based on the
experimental data and their interpretation on the results, we can formulate the
final conclusions of this study.
A) Psychologically, a significant impact on how a
person carries a developing solution to your personal problems in a particular
contact official group of its membership, has a presence globally and age of
personal problems, due to finding a particular individual at a certain stage of
his ascent to his social maturity: for first graders - is the prevalence of
personal-adaptive problem in the coordinates of a broad society, for the
tenth-personal- for freshmen, student-integration. B) For all age groups we
studied the peculiarity of the social situation of development lies in the fact
that they simultaneously solve two important tasks of personal resonance, which
are responsible for the process of forming groups of the reference features
student community and their specific evaluative-attitudinal position
C) For first graders, is the problem
"to be like all" in a specific contact them for a new peer group and
successfully pass the initial stage of the process in a wide society. D) For
older teens, this task on the one hand, "to be like all" in a
specific community liaison, and the other, "to be visible and
self-sufficient " in the broad society. E) For first-year students is a
challenge, on the one hand, adaptation - "be like all" in a specific
community liaison, on the other hand, the integration of a wide society.
List of references
1. Kagan M.S. Human activities: (exsperiment of
Systems Analisis).-M., 1974.-328p.
2. Dzhakupov SM Management of cognitive activity of
students in the learning process: a tutorial. - Almaty: "Kazakh
universitet³", 2002 - 117 C
3. Lomov, BF Methodological and theoretical problems
of psychology. - M. , 1984.