Theoretical justification of the concept of student group and team. Intragroup relations of students

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Psychological characteristics of the student group.

The term "students" means a social and professional group, including students of higher education. educational institutions.

The learning process is not only about gaining knowledge and experience related to the future profession, but also about self-realization and practice interpersonal relationships, self-education. Undoubtedly, the period of study at a university is the most important period of human socialization. Socialization is generally understood as the process and result of an individual’s assimilation and active reproduction of social experience, carried out in communication and activity. At student age, all the mechanisms of socialization are involved: this includes mastering the social role of a student and preparing to master a new social role associated with a future profession, and mechanisms of social influence on the part of the 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.

The characteristics of student age largely depend on the socio-economic level of development of the country and the conditions that currently exist in the labor market. The threat of remaining unclaimed in the labor market is typical for all students of our generation. Students understand education as a resource for mastering new social roles, capital for investment in achieving the desired social status. The main motives for choosing a specialty are: success, education, prestige future profession. The desire of young people to be successful in life, the construction of various strategies for achieving success indicate an increase in the investment function of education. Young people are trying to try out these life strategies as early as possible. Moreover, the demand for certain specialties in the labor market largely determines the motivation and specifics of school graduates’ choice of future profession. The time of studying at a university coincides with the second period of adolescence or the first period of maturity, which is characterized by the complexity of the formation of personality traits. A characteristic feature of moral development at this age is the strengthening of conscious motives of behavior. Those qualities that were completely lacking in high school are noticeably strengthened - purposefulness, determination, perseverance, independence, initiative, and the ability to control oneself. Boys and girls at this age are trying to understand their needs, interests, abilities, values, and opportunities.

Youth is a time of introspection and self-assessment. At this stage, a comparison of the “ideal self” with the “real self” takes place. The lack of objectivity in this comparison can cause a young man to have internal self-doubt and a feeling of incomprehensibility, which may be accompanied by external aggressiveness or swagger. Adolescence, according to E. Erikson, is built around an identity crisis, consisting of social and individual personal choices, identifications and self-definitions. If a young man at this stage fails to resolve these problems, he develops an inadequate identity, which can cause a number of problems in subsequent personality development.

A necessary condition for a student’s successful activity is mastering the new features of studying at a university and quickly adapting, 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 basic sociogenic human needs, ᴛ.ᴇ. a favorable period for the development of a person as an individual.

For this reason, in modern pedagogy and psychology, the approach to education begins to prevail not as the formation of an individual in accordance with the dominant ideal in society, but as the creation of conditions for the self-development of the individual.

The favorable position of the student in the environment and in the student body contributes to the normal development of the individual. During the initial courses, a student team is formed, skills and abilities in organizing mental activity are formed, a calling for the chosen profession is realized, an optimal regime of work, leisure and life is developed, a system of work on self-education and self-education of professionally significant personality qualities is established.

The student environment itself, the characteristics of the student group to which the person belongs, and the characteristics of other reference groups have a powerful socializing effect on the student’s personality. The behavior of people in a group differs from their individual behavior. Due to the formation and subordination of group norms and values, the behavior of group members becomes similar, but the opposite effect is also possible. An individual group member, as an individual, can have a powerful influence on the group as a whole. In a student group, dynamic processes of structuring, forming and changing interpersonal relationships, promoting leaders, distributing group roles, etc. take place. All these processes have strong influence on the student’s personality, on his success educational activities and professional development, on his behavior. For this reason, it is very important to understand and take into account the characteristics of the student group when organizing educational activities.

Researchers have found that the level of academic performance and position of students in a study group depends on the level of formation of interpersonal relationships in it. It has been proven that it is easier for a student to study in a group with a more differentiated and more stable structure of relationships. The activities of the student group serve as the basis on which the relationships between its members develop.

Moreover, knowledge of the individual characteristics of a student, on the basis of which a system for including him in new activities and a new circle of friends is built, makes it possible to avoid maladjustment and successfully form a student team. For this reason it is very important point is the transformation of a student group into a team, and the introduction of a recent applicant to student forms of collective life.

A student group, like any other small group, can grow and develop. In his concept of group development, L.I. Umansky identifies the following criteria for the development of a group: the moral orientation of the group; organizational unity; group preparedness in a certain business area and psychological unity of the group. Using these parameters, it is also possible to identify the levels of development of the student group.

From the point of view of Yu.M. Kondratiev, speaking about the formation of a student group, it is extremely important to mainly characterize the first, third and fifth years. This is due to the fact that groups of first-year students can be assessed as groups of “becoming”, study groups of third-year students – as groups of relatively “mature”, and study groups of fifth-year students can be conditionally designated as groups of “dying”, ᴛ.ᴇ. finally ending their life activity.

According to S.A. Bagretsov, communication plays a large role in the development of a group subject. Communication and activity are independent forms of group activity, but they are closely interconnected.

It is noted that the “subjectivity of a group in the sphere of communication is manifested in the desire of its members to belong to it not formally, but psychologically to have a close psychological distance from each other, their community, to participate in joint actions, while experiencing positive emotions.

The formation of a study group as a subject of communication creates internal prerequisites for its further transformation into a subject of activity and relationships. ʼʼRelationships in a small group are a complex formation. Their structure includes formal and informal, business and personal, leadership, reference relationships ʼʼ . And on this basis, the properties of the group subject of relationships are highlighted: cohesion, as commitment to the group of its members, referentiality and subordination.

Based on the approaches of Yu.M. Kondratiev and S.A. Bagretsov, we can give the following characteristics of the basic stages of development of study groups at a university:

First course. The group acts as the subject of communication. The emotional and volitional sides are developed at a high level. There is a focus on the formation of a cooperative type of interaction. Group consciousness and self-awareness, as well as perceptual unity, begin to form. Average indicators of psychological distance are observed. Focus and motivation have not yet been formed, that is, there are no common goals, no common motivation for joint activities. There is no clear distribution of tasks, functions, duties, rights and responsibilities. There is a lack of leaders, but a large number of outsiders (this is explained by insufficient knowledge of each other’s value orientations and personal characteristics). Business leadership prevails over emotional leadership.

High-status freshmen, when assessing and comparing their accomplices with each other, strictly focus on their status superiority. Average-status freshmen try not to distinguish themselves from high-status freshmen, but at the same time they emphasize their dissimilarity from outsiders. Low-status freshmen easily distinguish between status inequality between high-status and average-status freshmen, and do not recognize their differences with unofficial leaders.

Second course. The group acts as a formed subject of joint activities. Adaptation processes have already been completed, but focus and structure are still not sufficiently developed. It is not communication that dominates, but relationships, which is a characteristic of groups with low effectiveness. However, the relationship is not necessarily successful.

The fact of entering a university strengthens students’ faith in own strength and abilities, gives rise to hope for a full-blooded and interesting life. At the same time, in the second and third years, the question often arises about the correct choice of university, specialty, and profession. By the end of the third year, the issue of professional self-determination is finally resolved. It happens that at this time decisions are made to avoid working in their specialty in the future.

Third course. At this time, division into specialization begins, which helps to strengthen educational process, increase in group forms academic work. Integrative processes dominate in groups, which creates psychological and organizational unity in groups. Now the communication factor dominates. At this stage, the group can be characterized as an established subject of joint activity. The relevance of study groups for their members is reduced. The authority of official leaders is taking shape.

High-status third-year students, just like high-status first-year students, strictly focus on their status superiority when evaluating and comparing their participants with each other. At the same time, in a number of cases, unofficial leaders and conditions of “mature” groups, when assessing their accomplices, emphasized their similarity with some average-status students (the support group of a particular unofficial leader) and their low dissimilarity with specific, high-status group members - competitors. Average-status third-year students are clear adherents of the method of evaluating accomplices through the prism of their belonging to one or another intragroup status layer. “Outsiders” show an even greater willingness to view their accomplices through the prism of status than their average-status classmates.

Fourth year in college. Relationships dominate, relationships are restructured according to sympathies, which are of a more individual nature, which is associated with the approaching end of university studies. The subjectivity of groups in the field of activity is weakly expressed.

Fifth year. The subjectivity of groups in communication is weakly expressed. There is no focus on communication. Perceptual unity, intellectual, emotional and volitional communication are reduced. There is a pronounced criticality in the self-perception of groups of fifth-year students, which is expressed in an underestimation of group self-esteem. The system of relationships in groups is gradually disintegrating. The attractiveness of their own groups increases; fifth-year students are satisfied with groups that do not place demands on them high requirements, allowing low cohesion, allowing each of them to achieve their own goals and realize their own interests, regardless of their community, ensuring psychological independence.

High-status and average-status fifth-year students, being members of student communities at the end of their careers, are guided by the intragroup status hierarchy, evaluating their accomplices only in cases when it comes to “outsiders”. Low-status students from these groups generally do not take into account the presence of an intragroup informal status hierarchy when making a single comparison of participants.

However, it must be emphasized that at each level of development, a student group has certain psychological characteristics that undoubtedly affect the success of the group’s joint activities and relationships in it. A group can manifest itself as either a subject of communication, or a subject of relationships, or a subject of activity, and combinations are also possible.

Also, relationships between group members largely depend on the climate in the group; in this regard, it is important to study the socio-psychological climate of each group and find out by what parameters its favorability is determined.

Psychological characteristics of the student group. - concept and types. Classification and features of the category "Psychological characteristics of the student group." 2017, 2018.

A social community is a relatively stable collection of people who are characterized by more or less similar features of life activity and consciousness, and, consequently, interests.

Communities of various types are formed on a different basis and are extremely diverse. These are communities that are formed in the sphere of social production (classes, professional groups, etc.), growing on an ethnic basis (nationalities, nations), on the basis of demographic differences (sex and age communities), etc.

A group is a clearly limited in size collection of people, which is isolated from the wider society as a certain separate psychologically valuable community, united in the logic of some significant grounds: the specificity of a given and implemented activity, socially assessed membership in a certain category of people included in the group, structural compositional unity, etc.

A student group is understood as a social community, which is characterized by the presence of direct personal interactions and contacts. Such interactions play a special role, as they ensure the satisfaction of the most important individual and social needs: education, health, social activity, recreation, entertainment, that is, those that make up the everyday meaning of our life.

A. V. Petrovsky suggests using the structure of a small group for this, consisting of three main layers, or “strata”:

the external level of the group structure is determined by direct emotional interpersonal relationships, i.e., what has traditionally been measured by sociometry;

the second layer is a deeper formation, denoted by the term “value-orientation unity” (COE), which is characterized by the fact that the relationships here are mediated by joint activities. Relations between group members are built in this case not on the basis of attachments or antipathies, but on the basis of similarity of value orientations (A.V. Petrovsky believes that this is a coincidence of value orientations relating to joint activities);

the third layer of group structure is located even deeper and involves an even greater inclusion of the individual in joint group activities. At this level, group members share the goals of group activity, and it can be assumed that the motives for choice at this level are also associated with the adoption of common values, but at a more abstract level. The third layer of relationships is called the “core” of the group structure.

The three layers of group structures can simultaneously be viewed as three levels of group cohesion. At the first level, cohesion is expressed by the development of emotional contacts. At the second level, further unification of the group occurs, and now this is expressed in the coincidence of the basic system of values associated with the process of joint activity. At the third level, group integration is manifested in the fact that all its members begin to share the common goals of group activities.

In the above definition of the concept “student group” the following characteristics of a student group were recorded:

1) an organized community of people,

2) unification of people based on education,

3) the presence of relations of cooperation, mutual assistance and mutual responsibility,

4) the presence of common interests,

5) the presence of common (unifying) value orientations, attitudes and norms of behavior.

Along with the listed signs, you can also find some others: for example, a sign of stability of a group of people studying together, or a community of people studying together as individuals, as participants in social relations, etc.

There is also a sign of purposeful controllability of the process of functioning and development of this group of people studying together. At the same time, the importance of self-government is especially emphasized.

Attention is drawn to some special requirements that the team places on authority and leadership. In particular, such as the requirement for organic unity of formal and informal leadership and authority. In addition, attention is drawn to the fact that the collective presupposes the voluntary choice of its individual, identification of oneself with this group. Competitive relations between its members are called an important feature of a student team, in contrast, for example, to relations of simple competition.

Collaborative learning allows you to:

transfer your knowledge and skills to other team members;

solve more complex and voluminous problems than individually;

make fuller use of each person's individual abilities;

to censure the deeds and actions of comrades that do not meet the norms of morality and ethics accepted in the team, and even punish the offenders, up to and including dismissal.

There are three elements in the structure of a student group: the leadership group, the so-called core and the peripheral part.

The student group leader himself is a member of the group capable of leading him and who is recognized in this role by the majority of members of this group. It is important here that two qualities coincide in one person - the so-called formal and real leadership. The leadership group of the work collective is made up of the leaders of the student group, taken in its main areas.

The core of a student group is a group that usually makes up 30-40% of the total number, which is the bearer of the consciousness, collective norms and traditions that have developed in a given group. In addition, we can talk about a student group with a different number of cores, as well as unique nuclear-free groups. Most of the latter are characterized by underdevelopment of collectivist qualities proper in one respect or another, or in all respects in general. Each case of such deviations from some norm requires special study and represents a particularly significant and, in general, fruitful object of the student group.

In social psychology, special terms are used that indicate the state of the individual in interpersonal relationships - the role, status, well-being of the student in the group:

“Star” - A member of a group (team) who receives greatest number elections. As a rule, there are 1-2 “stars” in a group. In the table given In example 17, these are students numbered 5 and 7 on the group list.

“Bazhany” - A member of a group (collective), who receives half or slightly less than the number of elections, loyal to the popular.

“stamped” - A member of a group (collective) who receives 1-2 elections.

“Isolation” - A member of a group (team) who has not received any choice. In the example given, the second student on the list is in this state.

“Discarded” - The one who is called when answering the question “Who would you like to work with or relax with?” (3rd and 5th questions of the questionnaire.

Research into groups and collectives shows that the “desired” and “repressed” are in the majority.

Thus, each member of the group (collective) takes a certain position, which is not always the same in business and personal relationships. For example, one student has the status of “pushed aside” in business relationships, “desired” in personal relationships, the second student has the status of “star” in personal relationships, and “desired” in business relationships. But there may also be a coincidence of status: “desired” in business and personal relationships.

An important phenomenon in interpersonal relationships is socio-psychological reflection - the ability of an individual to perceive and evaluate his relationships with other members of the group

The most important concepts in defining a student group as a social institution are the concepts of “content of learning” and “nature of learning”. It is very important to find out the specifics of applying these concepts to the problems of a student group.

The nature of learning usually means a certain set of the most general and stable features of the educational process, internal and external conditions. In fact, the nature of learning refers to some of the most general shape implementation of training.

Each student group, from the moment of its creation, goes through a series of life stages, begins to live his own life, improve, change, “grow up,” gain strength and fully reveal his potential, i.e. become mature.

A formed student group, like any living organism, goes through several stages in its development: the first corresponds to infancy and adolescence; the second - to the period of effective work and mature age; the third - weakening of potential, aging and ultimately either elimination or renewal. (American researchers identify five or more stages of team maturity: grinding in, close combat, experimentation, efficiency, maturity, etc.)

Conclusions on the first chapter

Foreign authors understand group cohesion as attraction. Among the reasons for sympathy, researchers include: the frequency of interaction between individuals, the cooperative nature of their interaction, the style of group leadership, frustration and threat to the flow of the group process, status and behavioral characteristics of group members, various manifestations of similarities between people, success in completing a group task, etc.

Domestic scientists describe cohesion in their studies as a sociometric phenomenon, operationally expressed by the ratio of in-group and out-group sociometric choices. A. V. Petrovsky defines the structure of the group as: 1. direct emotional interpersonal relationships; 2. “value-orientation unity” 3. inclusion of the individual in joint group activities.

A student group is understood as a social community, which is characterized by the presence of direct personal interactions and contacts.

We recorded the following characteristics of a student group: an organized community of people, a union of people on the basis of education, the presence of relationships of cooperation, mutual assistance and mutual responsibility, the presence of common interests, the presence of common (unifying) value orientations, attitudes and norms of behavior

In social psychology, special terms are used that indicate the state of the individual in interpersonal relationships - the role, status, well-being of the student in the group. Each member of the group (team) occupies a certain position, which is not always the same in business and personal relationships.

Psychological characteristics of the 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 able to solve her own internal problems, and her activity is connected with the social life of the institute (faculty), university, solving social issues (for 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;
business and personal nature(the active participation of each student in the life of the group is a good school and the property of having the proper experience to live and work 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 lives);
active interaction in the communication process;
high level of student self-government;
the period of existence of the group, limited by the period of study at universities.
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. Official substructure, which is characterized intended purpose groups - professional training, assistance in developing 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 area of relationships.
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);
Stage 2 - association - initial interpersonal integration, the primary unification of students according to common characteristics.
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 reach the highest 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 - general emotional condition which reigns, prevails in the group, 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 fulfillment of social roles;
conflict of desires, interests, etc.;
conflict of norms of behavior, values, life experience.

Course work

Features of student group development

INTRODUCTION

1.1 The concept of a small group

2 The problem of small group development

2.1 Characteristics of the student group

III. EMPIRICAL PART

CONCLUSION

BIBLIOGRAPHY

APPLICATIONS

INTRODUCTION

In the modern world, the situation has developed that in order to achieve material well-being, high social status and career growth, it is necessary to be a developed personality, the qualities of which, first of all, are: initiative, the ability to navigate market conditions, constant desire for development, intellectual development.

Students, as the most important factor in the transformation of society, are the most intellectual, creatively developed and progressive part of youth. Since it is the student group that has power and can become a source of transformation in the modern world, it is necessary to pay considerable attention to the formation and development of the student group.

For an effective learning process, it is necessary to take into account not only the quality of the material taught, the organization of space and time of students, but also the size of the study group, the socio-psychological climate, intra-group relationships and many others. psychological aspects educational activities. Researchers have found that the level of academic performance and position of students in a study group depends on the level of formation of interpersonal relationships in it.

In a student group, dynamic processes of structuring, forming and changing interpersonal relationships, distributing group roles, promoting leaders, etc. take place. All these processes have a strong impact on the student’s personality, on the success of his educational activities and professional development, and on his behavior. Therefore, it is very important to understand and take into account the characteristics of the student group when organizing educational activities.

The student environment and the characteristics of the student group have a strong socializing and educational influence on the student’s personality. At each level of development, a student group has certain psychological characteristics, which undoubtedly affect the success of the group’s joint activities and relationships in it.

Thus, we can say that for a student to develop as a professional and as an individual, it is necessary that his development take place in conditions conducive to this process. Knowing the level of development of a student group will help to successfully implement the goals and objectives set by educational activities.

Purpose of the work: to study the features of the development of a student group

Object of study: student group

Subject: student group development levels

.Explore the concept of a small group

.Analyze the development features of a small group

.Describe the student group and its development

Hypothesis: student group on last year learning has a high level of organization, but has a different focus of activity.

I. THE CONCEPT OF A SMALL GROUP AND ITS DEVELOPMENT

1.1The concept of a small group

The student group belongs to a small group, so before starting to study it, it is necessary to consider the phenomenon of a small group.

Interest in the study of small groups arose a long time ago, namely when the problem of the relationship between society and the individual and the question of the environment for its formation began to be discussed. Most of a person’s life takes place in small groups: in the family, among friends, in educational and work groups, and others. It is in small groups that personality is formed and its qualities are revealed, so personality cannot be studied outside the 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 considered a large number of different definitions, researchers involved in the study of a small group have reduced it to approximately 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 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.

The problem of defining a small group is also related to the question of its size, its influence on the processes and characteristics of interpersonal interaction in it. There has been a discussion in the literature about the limits of a small group for quite some time, but this problem has not yet found its solution. This is explained by the fact that different researchers proceed from different characteristics of groups in relation to which the final quantitative parameters are determined. If we talk about the lower boundary of a small group, then there are two approaches to its definition. The first approach is that the smallest small group is a group of two people - the so-called "dyad". However, this point of view is also rivaled by another, which believes that the smallest number of members of a small group is not two, but three people, i.e. the lower boundary of a small group is the “triad”. Both assumptions have their confirmations and refutations. The upper limit of a small group is determined by its qualitative characteristics and usually does not exceed 20-30 people. Optimal size small group depends on the nature of the joint activity being performed and is in the range of 5-12 people, since in such a number the group is more stable. Groups bigger size more easily break up into smaller microgroups, within which individuals are connected by closer contacts.

Since the large number of small groups implies their great diversity, their classification is necessary for research purposes. Groups can be identified on different grounds: by the time of their existence (long-term and short-term), by the degree of close contact between members, by the method of entry of the individual, etc. Currently, about fifty different classification bases are known. The most common are three classifications: primary and secondary (C. Cooley), informal and formal (E. Mayo), reference and membership groups (G. Hyman).

Thus, the study of the phenomenon of a small group is a complex issue of interest to researchers in various fields of science, which remains relevant to this day. There is still no unambiguous understanding of all its features, and therefore debates between psychologists continue.

1.2The problem of small group development

small group interpersonal leader

As mentioned above, a small group is a dynamic community. Therefore, it needs to develop and change. In social psychology, there are various models of group development. Analysis of group development largely depends on the researcher’s general ideas about the group, on his vision of the picture of the unfolding group process.

One of the most common approaches in the West is the approach of B. Tuckman, widely known in the domestic literature. The two-dimensional or two-factor model he proposed was the result of an analysis of fifty foreign publications devoted to the study of this problem.

This concept describes the development of a group, based on the conditions in which the group is formed, namely: the presence of two spheres, group activity - business (solving a group problem) and interpersonal (development of group structure), as well as the position of the group at the corresponding stage. According to his model, in each of these areas, a group is expected to go through four successive stages.

B. Tuckman draws attention to the connection between both spheres of group activity, but does not specifically reveal what this connection consists of. Also, according to the author, their development runs parallel to each other: a change in one of the areas is accompanied by a change in the other. But B. Tuckman also does not talk about the relationship between these spheres.

One of the approaches to solving the problem of small group development in Russian psychology is presented in the theory of A.V. Petrovsky. They proposed three criteria for constructing a hypothetical typology of groups:

· assessment of group activity productivity

· group suitability assessment social norms

· assessment of the ability to provide each member with opportunities for full harmonious personal development.

A.V. Petrovsky represents the levels of development of the group in the stratometric concept of the team, which was later called the “theory of activity-based mediation of interpersonal relationships in the group.” The main idea of this theory is that the entire structure of a small group can be imagined as consisting of several main "strata" or layers that have different psychological characteristics, in relation to which various socio-psychological patterns manifest themselves.

The central link of the group structure is formed by the group activity itself. This is an objective-activity characteristic of a group, as a collective that is part of a social whole. Then follows the nuclear stratum - psychological in its essence - fixes the attitude of each group member to group activities, its goals, objectives, etc. The third stratum localizes the characteristics of interpersonal relationships mediated by the content of joint activities, as well as principles and value orientations accepted in the group . The last, superficial layer of interpersonal relationships presupposes the presence of direct connections in the group.

To create a typology of groups Petrovsky A.V. use a geometric model. The vectors that form it, on the one hand, show the degree of mediation of interpersonal relationships, on the other hand, the substantive side of mediation, developing in two directions: in the direction corresponding to the socio-historical process and preventing it. Following the geometric model of group development, five levels of its development are distinguished (in his theory, Petrovsky A.V. calls them “figures”).

The first level contains the necessary characteristics of a collective that meet the requirements of social progress. The group is characterized by high cohesion. The second level represents community, where a high level of social values mediates group processes only to a very weak extent. Moral values function in such a group, but they are not worked out in the process of communication and joint work, but are brought from social environment. The third level of group development is characterized by a high level of mediation of relationships between individuals, but the factors that mediate them are hostile to society. At the fourth level, the relationships between people are actually directly related to common factors of joint activity or the factors are antisocial in nature, thus depriving the group’s activities of social value. The last level represents a typical “diffuse group”, where both the social value of mediating factors and the degree of their expression in the system of interpersonal interaction are at zero.

This idea of the multi-level structure of group relations allows us to consider the path traversed by each group as the sequential inclusion of joint activities in determining diverse contacts between group members.

A large series of theoretical and experimental studies carried out by L.I. is devoted to the problem of the stage-by-stage development of a real contact group as a collective. Umansky. The holistic psychological structure of the group, reflecting all aspects of its life activity, is formed, according to L.I. Umansky, three blocks of substructures: “social” block, “personal” block, block of “general qualities”.

The most important psychological structure of the first two blocks, mediating all other substructures, is the orientation of the group, which fixes the social value of the goals adopted by the group, motives for activity, value orientations and norms. Organization is understood as the ability of a group to effectively self-govern. Intellectual communication is realized in the group’s ability to create optimal ways of mutual information in determining common positions and making group decisions. Emotional communication characterizes the prevailing emotional mood in the group. The substructures that form the “personal” and “social” blocks are hierarchically organized, functionally interconnected and manifest themselves through the general socio-psychological qualities of the group.

The problem of stage-by-stage, level development of a group as a collective, according to L.I. Umansky, first of all, requires determining the extreme points of the continuum within which the process of this development takes place. The extreme upper point of the continuum is occupied by the collective, that is, a group that performs socially valuable activities and has consistently high performance in all respects. The lowest point of the continuum is a group - a conglomerate, i.e. a group of directly previously unfamiliar people who find themselves in the same space at the same time and communicate superficially and situationally. In the process of its development, the group passes certain points of the continuum, characterizing qualitative changes in the life of the group. The most significant turning points, according to L.I. Umansky, are group - cooperation and group - autonomy.

At the stage designated as group - cooperation, the social community is distinguished by its successfully operating organizational structure, high level of preparedness and cooperation. Interpersonal relationships are of a purely business nature and are aimed at achieving high results from joint activities. But before moving to this level of development, the group needs to go through two more intermediate stages of development, called by L.I. Umansky a nominal group and an association group. The next key stage in the development of the group is the stage of autonomy, characterized by high internal unity in all respects. At this stage, group members identify themselves with it, and group membership itself becomes a personal value. However, as L.I. writes Umansky, the process of autonomization of a group can lead to hyperautonomization of the group, i.e. isolation of the group from external relations, group egoism. If intragroup integration does not lead to intergroup disunity, the group becomes a full-fledged unit of society and is called a collective.

Interesting feature approach of L.I. Umansky is to trace the processes and phenomena developing in a group, focusing on its gradual transformation into a collective. In contrast to the stratometric concept of A.V. Petrovsky, in this theory the corporation stage is not considered as asocial.

Thus, we can say that the development of the group occurs gradually, moving from one level to another. Each stage of development has its own characteristics, therefore it is necessary to take into account the principles and stages of the formation of a team and the intra-group situation when organizing the process of forming a team.

II. FEATURES OF THE STUDENT GROUP AND ITS DEVELOPMENT

2.1Characteristics of the student group

The term "students" means a social and professional group, including students of higher educational institutions.

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 an 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 of life path and ideals, independence, studying at a university is a powerful factor in the socialization of the student’s personality.

The time of studying at a university coincides with the second period of adolescence or the first period of maturity, which is characterized by the complexity of the formation of personality traits. A characteristic feature of moral development at this age is the strengthening of conscious motives of behavior. Those qualities that were completely lacking in high school are noticeably strengthened - purposefulness, determination, perseverance, independence, initiative, and the ability to control oneself. Boys and girls at this age are trying to understand their needs, interests, abilities, values, and opportunities.

Youth is a time of introspection and self-esteem. At this stage, a comparison of the “ideal self” with the “real” occurs. The lack of objectivity in this comparison can cause a young man to have internal self-doubt and a feeling of incomprehensibility, which may be accompanied by external aggressiveness or swagger. Adolescence, according to Erikson, is built around an identity crisis, consisting of social and individual personal choices, identifications and self-determinations. If a young man at this stage fails to resolve these problems, he develops an inadequate identity, which can cause a number of problems in subsequent personality development.

A necessary condition for 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 an individual in accordance with the dominant ideal in society, but as the creation of conditions for the self-development of the individual.

An important point in the process of student socialization is his relationship with the teacher. The teacher’s attitude towards the student as a socially mature person enhances the opportunities for personal development. Expressed rationalism in the teacher’s communication with students has a negative impact on the development of their emotional sphere. The effectiveness of a teacher’s work can be greatly reduced if the content level of the material provided is high, but if there is a lack of emotional component.

The student environment itself, the characteristics of the student group to which the person belongs, and the characteristics of other reference groups have a powerful socializing effect on the student’s personality. The behavior of people in a group differs from their individual behavior. Due to the formation and subordination of group norms and values, the behavior of group members becomes similar, but the opposite effect is also possible. An individual group member, as an individual, can have a powerful influence on the group as a whole. In a student group, dynamic processes of structuring, forming and changing interpersonal relationships, distributing group roles, promoting leaders, etc. take place. All these processes have a strong impact on the student’s personality, on the success of his educational activities and professional development, and on his behavior. Therefore, it is very important to understand and take into account the characteristics of the student group when organizing educational activities.

Researchers have found that the level of academic performance and position of students in a study group depends on the level of formation of interpersonal relationships in it. It was found that it is easier for a student to study in groups with a more differentiated and more stable structure of relationships. The activities of a student group serve as the basis on which the relationships between its members are formed.

Thus, knowledge of the individual characteristics of a student, on the basis of which a system for including him in new activities and a new circle of friends is built, makes it possible to avoid maladjustment and successfully form a student team. Therefore, a very important point is the transformation of a student group into a team, and the introduction of a recent applicant to student forms of collective life.

2.2 Development of the student group

A student group, like any other small group, can grow and develop. As already mentioned in the first chapter, in his concept of group development L.I. Umansky identifies the following criteria for the development of a group: the moral orientation of the group; organizational unity; group preparedness in a certain business area and psychological unity of the group. Using these parameters, it is also possible to identify the levels of development of the student group.

From the point of view of Yu.M. Kondratiev, speaking about the formation of a student group, it is necessary to mainly characterize the first, third and fifth years. This is due to the fact that first-year groups can be assessed as “becoming” groups, third-year study groups as relatively “mature” groups, and fifth-year study groups can be conditionally designated as “dying” groups, i.e. finally ending their life activity.

According to Bagretsov S.A. Communication plays a major role in the development of a group subject. Communication and activity are independent forms of group activity, but they are closely interconnected.

It is noted that “the subjectivity of a group in the sphere of communication is manifested in the desire of its members to belong to it not formally, but psychologically to have a close psychological distance from each other, their community, to participate in joint actions, while experiencing positive emotions.

The formation of a study group as a subject of communication creates internal prerequisites for its further transformation into a subject of activity and relationships. "Relationships in a small group are a complex formation. Their structure includes formal and informal, business and personal, leadership, referent relationships " . And on this basis, the properties of the group subject of relationships are highlighted: cohesion, as commitment to the group of its members, referentiality and subordination.

Based on the approaches of Yu.M. Kondratiev and S.A. Bagretsov, we can give the following characteristics of the main stages of development of study groups at a university.

First course.The group acts as the subject of communication. The emotional and volitional sides are developed at a high level. There is a focus on the formation of a cooperative type of interaction. Group consciousness and self-awareness, as well as perceptual unity, begin to form. Average indicators of psychological distance are observed. Focus and motivation have not yet been formed, that is, there are no common goals, no common motivation for joint activities. There is no clear distribution of tasks, functions, duties, rights and responsibilities. There is a lack of leaders, but a large number of outsiders (this is explained by insufficient knowledge of each other’s value orientations and personal characteristics). Business leadership prevails over emotional leadership.

High-status freshmen, when assessing and comparing their accomplices with each other, strictly focus on their status superiority. Average-status freshmen try not to distinguish themselves from high-status ones, but at the same time they emphasize their dissimilarity with outsiders." Low-status freshmen, easily distinguish between status inequality between high-status and average-status ones, do not recognize their dissimilarity with unofficial leaders.

Second course.The group acts as a formed subject of joint activities. Adaptation processes have already been completed, but focus and structure are still not sufficiently developed. It is not communication that dominates, but relationships, which is a characteristic of groups with low effectiveness. However, the relationship is not necessarily successful.

The fact of entering a university strengthens students’ faith in their own strengths and abilities and gives rise to hope for a full and interesting life. At the same time, in the second and third years, the question often arises about the correct choice of university, specialty, and profession. By the end of the third year, the issue of professional self-determination is finally resolved. However, it happens that at this time decisions are made to avoid working in their specialty in the future.

Third course.At this time, division into specializations begins, which helps to strengthen the educational process and increase group forms of educational work. Integrative processes dominate in groups, which creates psychological and organizational unity in groups. Now the communication factor dominates. At this stage, the group can be characterized as an established subject of joint activity. The relevance of study groups for their members is reduced. The authority of official leaders is taking shape.

High-status third-year students, just like high-status first-year students, strictly focus on their status superiority when evaluating and comparing their participants with each other. At the same time, in a number of cases, unofficial leaders and conditions of “mature” groups, when assessing their accomplices, emphasized their similarity with some average-status students (the support group of a specific unofficial leader) and their low dissimilarity with specific, high-status group members - competitors. Average-status third-year students are clear adherents of the method of evaluating accomplices through the prism of their belonging to one or another intragroup status layer. “Outsiders” show an even greater willingness to view their accomplices through the prism of status than their average status accomplices.

Fourth year in college.Relationships dominate, relationships are restructured according to sympathies, which are of a more individual nature, which is associated with the approaching end of university studies. The subjectivity of groups in the field of activity is weakly expressed.

Fifth year. The subjectivity of groups in communication is weakly expressed. There is no focus on communication. Perceptual unity, intellectual, emotional and volitional communication are reduced. There is a pronounced criticality in the self-perception of groups of fifth-year students, which is expressed in an underestimation of group self-esteem. The system of relationships in groups is gradually disintegrating. The attractiveness of their own groups increases; fifth-year students are satisfied with groups that do not place high demands on them, allow low cohesion, allow each of them to achieve their own goals and realize their own interests, regardless of their community, ensuring psychological independence.

High-status and average-status fifth-year students, being members of student communities that are completing their life activities, are guided by the intragroup status hierarchy, evaluating their accomplices only in cases when it comes to “outsiders.” Low-status students from these groups generally do not take into account the presence of an intragroup informal status hierarchy when making a single comparison of participants.

Thus, it must be emphasized that at each level of development, a student group has certain psychological characteristics that undoubtedly affect the success of the group’s joint activities and relationships in it. A group can manifest itself as either a subject of communication, or a subject of relationships, or a subject of activity, and combinations are also possible. Also, relationships between group members largely depend on each group member’s belonging to a particular status in the group.

III. EMPIRICAL PART

Purpose of the study:to study the features of the development of the 5th year student group of the Faculty of Natural Geography of PSU named after. M.V. Lomonosov.

Hypothesis:The student group in the last year of study has a high level of organization, but has a different focus of activity.

Methods and techniques:

1)The story “The story of my student group” (Appendix 1). Using this method, it is possible to identify the stages of development of a given student group and some features of the group’s development. The stories were analyzed according to the following categories:

· Organization (the ability of a group to self-organize; the ability to perform all actions in a coordinated manner, etc.)

· Direction of activity (goals; interests; moral values of the group; willingness to cooperate with other groups, etc.)

· Intellectual communication (the ability of a group to quickly and easily find a common language, come to a common opinion; everyone’s opinion is listened to carefully, etc.)

· Psychological climate of the group (psychological mood of the group; goodwill in relationships; support of classmates, etc.)

As a result of the analysis of the stories, the student group under study was characterized at each stage of its development. Some features of this student group were also identified.

2)"Diagnostics of the psychological and pedagogical characteristics of a small educational group", . This technique is aimed at identifying the level of development of the group. It also allows you to characterize the development of the group according to individual parameters. The subjects are asked to rate on a five-point scale how characteristic this or that quality is of the group. For example:

The group has a clear, unified opinion about the capabilities of its actual organizers.12345The group does not have a common opinion about the capabilities of its organizers. The group's opinion of its organizers is contradictory.

is given when the desire to communicate with other groups is very pronounced, 4 - when it is not very expressed, 3 - weakly expressed, 2 - the desire to isolate oneself is more pronounced than to communicate, 1 - the desire to isolate is clearly expressed.

As a result of this technique, we get an average score for each statement. Then we calculate the total score for each parameter. Next, we find the total amount for all parameters. Quantitative assessment is carried out on the basis of comparing the total amount for all integrative properties with the scale given in the methodology.

The study was conducted in a 5th year student group of the Natural Geography Faculty of PSU named after. M.V. Lomonosov. 20 students took part in it: 11 girls and 9 boys aged from 21 to 24 years. The subjects were asked to first write the story “The History of My Student Group,” and then fill out the questionnaire “Diagnostics of the psychological and pedagogical characteristics of a small educational group.”

Research results:

Analyzing the stories written by group members, we can say that in general the group characterizes itself more in a negative aspect. Difficulty is noted in finding a common language between group members and in making common decisions. Male representatives talk about a lack of respect on the part of girls and not taking their opinions into account. “Girls want the majority of young people to “dance to their tune,” but our opinion is rarely listened to.” Both women and men note the presence of factions in the group, the division of group members by gender, and the lack of cooperation between group members. Some members of the group have a desire to leave the group quickly. “Everyone is just waiting for us to run away”; “For the first time I met a group with which I never want to connect my life path again; “I will happily part with everyone after graduating from university.” The current situation in the group can be explained by the fact that the composition of the group was not constant throughout the existence of the group . In the 2-3 years of study, several student groups were merged into one, which led to the formation of a new group and complicated relations between group members. “I am studying in this group for the second year. The transition into it was difficult. The people with whom I communicated ended up in a different group, I had to build relationships in a new team." However, along with the negative aspects of the group, positive ones can also be identified. This student group is characterized by a high level of organization, goodwill and mutual support. "But in general we can say “that we live together and support each other”; “In general, the group is successful, the relationship is friendly.”

If we consider the development features of this student group, we can give the following characteristics.

1 course:The group is characterized by a high level of group cohesion and a sense of personal responsibility for their group. The ability to quickly find a compromise solution is noted; the opinion of each group member is taken into account. “During the summer practice of the 1st year, we were at the peak of a single team, then it began to decline”; "In the 1st year we quickly came to general decision, learned to listen to each other." However, there is a low level of organization of the group, the inability of the group to self-organize. "At the beginning of the 1st year, self-organization was at a low level"; "Self-organization in the group is not very good."

2-3 course:At this stage of the group’s development, the groups merged, which led to a decrease in the level of cohesion of the existing group, disunity of values and norms of the group. “The minimum cohesion came in the 3rd year, where we hardly communicated with each other, groups began to appear.” The level of organization, as in the first year, is low. The level of misunderstanding between group members also increased, and subgroups emerged. "The group consists of several groups, distributed according to interests. Groups communicate only during the educational process."

4-5 course:In senior years, relationships in the group became more stable. There is also an increase in mutual understanding and cooperation between group members. “During further training, the camaraderie strengthened”; “The psychological mood of the group is at a high level, support and goodwill are now higher than in previous courses.” The level of organization in the group is average. “Self-organization in the group is not very good, the ability to perform all actions in a coordinated manner is also at a low level.” The group notes divergence in interests and values among group members. “The group is not particularly friendly, although there is mutual assistance. Many live separately from the group due to their interests and character”; “The interests of all members of the group are completely different.”

Thus, based on the data obtained, we can conclude that this student group is at an average level of development. The group under study has a different focus, because interests, goals and value orientations of group members do not coincide. The level of organization and intellectual communication is low. Subjects note a lack of ability to act in a coordinated manner. This is also confirmed by the presence of groups. However, the psychological climate in the group is at a higher level. Relations in the group are stable, characterized by goodwill and mutual assistance.

The data obtained from the analysis of the stories “The History of My Student Group” can be confirmed using the methodology “Diagnostics of the psychological and pedagogical characteristics of a small educational group.”

We present the results obtained on the basis of the methodology “Diagnostics of the psychological and pedagogical characteristics of a small educational group” in the form of a diagram.

Table 1. Indicators of integrative properties

IC - intellectual communication

PC - psychological climate

O - organization

NA - direction of activity

Quantitative assessment is carried out on the basis of comparing the total amount for all integrative properties with the following scale for measuring the level of development of the team:

Table 2. Scale for measuring the level of team development

Levels of team developmentSum of points for all qualitiesHigh development 180-220 Good development 140-179 Average development 100-139 Insufficient development 60-99

As a result of calculating the total score for all integrative properties, which is equal to 121, we find that the student group under study is at an average level of development.

Intellectual communication skills (Table 3). The diagram clearly shows that this property has the lowest score. Variables 2 and 11 are assigned the lowest scores for this property by subjects. This suggests that criticism from the outside is received hostilely by the group and causes a desire to fight back. Group members do not listen to the opinions of their comrades; points of view are very contradictory. In the stories of the subjects, this is manifested in the following statements: “The group cannot make decisions together, it takes a long time to come to a compromise.” However, the group has a single and clear opinion about its capabilities, advantages and disadvantages, and is ready to cooperate with other groups. This is confirmed by the fact that this variable is assigned the highest score for this property. In their stories, the subjects say: “The willingness to cooperate with other groups in the 5th year began to be valued more highly than in the first years of study.” In general, intellectual communication is at a level slightly below average, which was revealed during the analysis of the stories “The History of My Student Group.”

Psychological climate (Table 4). The psychological climate is at a higher level compared to intellectual communication. Variable 3 has the lowest score for this property, which indicates the tendency of group members to close the group from each other, to refuse or evade the group nature of experiences. “Relationships between group members are superficial, we communicate only during study”; “I am on my own, I don’t care about others, I’m not interested in their affairs, life, etc.” Variable 2 has the highest score, i.e. In the group, goodwill prevails in relations between group members, mutual attraction to each other. From the story: “The psychological mood of the group is at a high level, support and goodwill are now higher than in the 1st-2nd year.” Just as during the analysis of the subjects’ stories, we can say that the psychological climate is at a higher level.

Direction of activity (Table 5). The goals, interests, and moral values of the group are different for all members of the group. “The guys are all different, with different interests and characteristics”; “Everyone’s interests are different, and their goals are also different.” The lowest score assigned to variable 2 and the highest score assigned to variable 10 indicate that the group values primitive material goods, money, entertainment, etc. above all else. The activist leads the group into antisocial activities. However, the subjects do not mention these features of the group in their stories.

Organization (Table 6). This property is at an average level of development, but the group rated it the highest score compared to other parameters, which is clearly reflected in the diagram above. The low score given to variables 2 and 5 indicates that the group cannot independently decide on the choice of organizers or conducts elections frivolously, according to the principle of “anyone but me.” “All actions are performed individually”; "Self-organization in the group is not very good." However, group members actively strive to maintain the group as a single entity. The group constantly maintains stable communication and interacts with other groups. This is evidenced by the high score of the variable 10. This feature is also manifested in the stories of the subjects. “The willingness to collaborate with other groups in the 5th year began to be valued more than in the first years of study.” Which once again confirms the results obtained from the analysis of the stories “The history of the development of my group.”

Thus, as a result of the study, data were obtained that confirm part of our hypothesis that the student group in the last year has a different focus of activity. This is due to the fact that the group is in its last year of study. Group members are focused on their future professional development and career growth, and not on successful joint activities. The part of the hypothesis indicating the presence of a high level of organization of the group was not fully confirmed. Although this attribute has the highest score compared to other dimensions, the group has an average level of organization. The current situation in the group can be explained by the fact that the composition of the group was not constant throughout its existence. In the 2-3 years of study, several student groups were combined into one, which led to the formation of a new group and complicated intra-group processes.

1.The study of the small group phenomenon is a complex issue that remains relevant to this day. Each stage of group development has its own characteristics, so it is necessary to take into account the principles and stages of formation of the team and the intra-group situation when organizing the process of forming a team.

.At each level of development, a student group has certain psychological characteristics, which undoubtedly affect the success of the group’s joint activities and relationships in it. Knowing the level of development of a student group will help to successfully implement the goals and objectives set by educational activities.

.As a result of the study, it was revealed that this student group is at an average level of development. The group has a different focus of activity. The psychological climate is at a higher level compared to other parameters. The level of intellectual communication and organization is low.

.The development of the group was largely influenced by the fact that the composition of the group was not constant throughout its existence. In the 2-3 years of study, several student groups were combined into one, which led to the formation of a new group and complicated intra-group processes.

CONCLUSION

In this work, we studied the concept of a small group, analyzed the features of its development, and also examined the features of the development of a student group.

It was revealed that knowledge of the level of development of the student group will help to successfully implement the goals and objectives set by the educational activities. At each level of development, a student group has certain psychological characteristics, which undoubtedly affect the success of the group’s joint activities and relationships in it.

As a result of the study, data were obtained that confirm part of our hypothesis that the student group in the last year of study has a different focus of activity. This is explained by the fact that group members are focused on their future professional development and career growth, and not on successful joint activities. The part of the hypothesis indicating the presence of a high level of organization of the group was not fully confirmed. This situation in the group can be explained by the fact that the composition of the group was not constant throughout its existence. In the 2-3 years of study, several student groups were combined into one, which led to the formation of a new group and complicated intra-group processes.

At the end of our work, it should be noted that the topic under study has been little studied in psychology. However, the student environment and the characteristics of the student group have a strong socializing and educational influence on the student’s personality. That is why the problem of developing student groups remains relevant in the modern world.

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ANNEX 1

The story "The story of my student group"

Instructions:

You are invited to write your own history of the student group. Write how your group developed in each course, how your group in the 5th year differs from your group in the 2nd, 3rd, 4th year.

You can use the following characteristics in your story:

)the group's ability to self-organize; the ability to obey one’s comrades when necessary; the ability to perform all actions in a coordinated manner, etc.

)goals; interests; moral values of the group; willingness to cooperate with other groups, etc.

)the ability of the group to quickly and easily find a common language and come to a common opinion; everyone’s opinion is listened to carefully, etc.

)psychological mood of the group; goodwill in relationships; support from classmates, etc.

APPENDIX 2

Table 3. Intellectual communication skills

No. p/pIK 1IK 2IK 3IK 4IK 5IK 6IK 7IK 8IK 9IK 10IK 11IK/sr1111111111111,002211122224221,9132222222222222,004434332214222,735443553442333, 646443243445213,277223434242332,918222423452332,9193233433331 22,7310334344344443,6411423224222132,4512212112111111,27133122 23233222,2714113212121241,8215344454434433,8216334445455434,0017332221122322, 0918113515115112,2719423223245212,7320122321232312,00IR/sr2,62,22,72,752,62,852,352,82,952,32,228,3

APPENDIX 3

Table 4. Psychological climate

No. p/pPK 1PK2PK 3PK 4PK5PK 6PK 7PK 8PK9PK 10PK 11PK/sr1111111111211,092223132122222,003322232233332,554443343334323,275443454533443,916 113541525153,007232313324322,558453351343423,369323312123332,361044444444343,9111322433223222,5512121122221211,55133332332 33332,8214222323444232,8215343333444443,5516444544544544,2717231232213142,1818551155151112,8219342322432342 ,9120332213141322,27pcs/sr2,8532,42,752,952,652,752,92,92,72,830,65

APPENDIX 4

No. p/pNA 1NA 2NA 3NA 4NA5NA 6NA 7NA 8NA 9NA10NA11NA/sr1232111111331,732222223221332,183323423423232,824333334333423,095554334545554,366 315521553423,277232434342433,098322344233433,009333334444323,2710334444433443,641143222233322,5512112111111111,09131212232 22211,8214233244432443,1815334444444433,7316444434444443,9117213132224412,27181115111111111,3619324334333423 ,0920342313232132.45NA/avg2.652.552.82.952.5532.92.852.73.22.630.75

APPENDIX 5

Table 6. Organization

No. p/pO 1O 2O 3O 4O 5O6O 7O 8O 9O 10O 11O/sr1111111111111,002222323332222,363333334243423,094434334322243,095344332543543,6 46344323342333,097343243434243,278324344443333,36934433323322 2,9110454554444444,2711233224322242,641211111111211,091333343 2223432,9114342334322443,0915344334334343,4516444554443444,0917233222233242,5518315551111112 ,2719343332322332.8220121231323211.91O/av2.73.053.12.9532.82.82.72.552.752.931.3

The term "students" means a social and professional group, including students of higher educational institutions.

The characteristics of student age largely depend on the socio-economic level of development of the country and the conditions that currently exist in the labor market. The threat of remaining unclaimed in the labor market is typical for all students of our generation. Students understand education as a resource for mastering new social roles, capital for investment in achieving the desired social status. The main motives for choosing a particular specialty are: success, education, prestige of the future profession. The desire of young people to be successful in life, the construction of various strategies for achieving success indicate an increase in the investment function of education. Young people are trying to try out these life strategies as early as possible. Thus, the demand for certain specialties in the labor market largely determines the motivation and specifics of school graduates’ choice of their future profession. The time of studying at a university coincides with the second period of adolescence or the first period of maturity, which is characterized by the complexity of the formation of personality traits. A characteristic feature of moral development at this age is the strengthening of conscious motives of behavior. Those qualities that were completely lacking in high school are noticeably strengthened - purposefulness, determination, perseverance, independence, initiative, and the ability to control oneself. Boys and girls at this age are trying to understand their needs, interests, abilities, values, and opportunities.

Youth is a time of introspection and self-assessment. At this stage, a comparison occurs between the “ideal self” and the “real self.” The lack of objectivity in this comparison can cause a young man to have internal self-doubt and a feeling of incomprehensibility, which may be accompanied by external aggressiveness or swagger. Adolescence, according to E. Erikson, is built around an identity crisis, consisting of social and individual personal choices, identifications and self-determinations. If a young man at this stage fails to resolve these problems, he develops an inadequate identity, which can cause a number of problems in subsequent personality development.

Therefore, in modern pedagogy and psychology, the approach to education begins to prevail not as the formation of an individual in accordance with the dominant ideal in society, but as the creation of conditions for the self-development of the individual.

The student environment itself, the characteristics of the student group to which the person belongs, and the characteristics of other reference groups have a powerful socializing effect on the student’s personality. The behavior of people in a group differs from their individual behavior. Due to the formation and subordination of group norms and values, the behavior of group members becomes similar, but the opposite effect is also possible. An individual group member, as an individual, can have a powerful influence on the group as a whole. In a student group, dynamic processes of structuring, forming and changing interpersonal relationships, promoting leaders, distributing group roles, etc. take place. All these processes have a strong impact on the student’s personality, on the success of his educational activities and professional development, and on his behavior. Therefore, it is very important to understand and take into account the characteristics of the student group when organizing educational activities.

The formation of a study group as a subject of communication creates internal prerequisites for its further transformation into a subject of activity and relationships. “Relationships in a small group are a complex formation. Their structure includes formal and informal, business and personal, leadership, reference relationships » . And on this basis, the properties of the group subject of relationships are highlighted: cohesion, as commitment to the group of its members, referentiality and subordination.

Based on the approaches of Yu.M. Kondratiev and S.A. Bagretsov, we can give the following characteristics of the main stages of development of study groups at a university:

High-status freshmen, when assessing and comparing their accomplices with each other, strictly focus on their status superiority. Average-status freshmen try not to distinguish themselves from high-status freshmen, but at this time they emphasize their difference from outsiders.” Low-status freshmen easily distinguish between status inequality between high-status and average-status freshmen, and do not recognize their differences with unofficial leaders.

Third course. At this time, division into specializations begins, which helps to strengthen the educational process and increase group forms of educational work. Integrative processes dominate in groups, which creates psychological and organizational unity in groups. Now the communication factor dominates. At this stage, the group can be characterized as an established subject of joint activity. The relevance of study groups for their members is reduced. The authority of official leaders is taking shape.

High-status third-year students, just like high-status first-year students, strictly focus on their status superiority when evaluating and comparing their participants with each other. At the same time, in a number of cases, unofficial leaders and conditions of “mature” groups, when assessing their accomplices, emphasized their similarity with some average-status students (the support group of a particular unofficial leader) and low dissimilarity with specific, high-status group members - competitors. Average-status third-year students are clear adherents of the method of evaluating accomplices through the prism of their belonging to one or another intragroup status layer. “Outsiders” show an even greater willingness to view their accomplices through the prism of status than their average-status classmates.

Fifth year. The subjectivity of groups in communication is weakly expressed. There is no focus on communication. Perceptual unity, intellectual, emotional and volitional communication are reduced. There is a pronounced criticality in the self-perception of groups of fifth-year students, which is expressed in an underestimation of group self-esteem. The system of relationships in groups is gradually disintegrating. The attractiveness of their own groups increases; fifth-year students are satisfied with groups that do not place high demands on them, allow low cohesion, allow each of them to achieve their own goals and realize their own interests, regardless of their community, ensuring psychological independence.

Also, relationships between group members largely depend on the climate in the group, so it is important to study the socio-psychological climate of each group and find out by what parameters its favorability is determined.

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