Student group as a social community.

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

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

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

One of the leading conditions for the formation and improvement of students’ communicative competence is communication in a student group. By occupying a certain position in a group, students gain experience influencing other people, improve the skills of interpersonal cognition and assessment necessary both for educational activities at the university and for the development of professional qualities. The significance of this experience for the development of personality and future professional activities of students cannot be overestimated.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Note:

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

A 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 activities, 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 moral and ethical standards 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 the 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” - The member of the group (collective) who receives the most selections. 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 (team) 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 forms of learning.

Each student group, from the moment of its creation, goes through a number of life stages, begins to live its own life, improve, change, “grow up,” gain strength and fully reveal its 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.

Features of the formation and development of a student’s personality in higher education

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

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

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

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

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

2) social, which embodies social relations, qualities generated by the student’s belonging to a certain social group, nationality, etc.

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

· The first course solves the problem of introducing a recent applicant to student forms of collective life. Students' behavior is characterized by a high degree of conformity; Freshers lack a differentiated approach to their roles.

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

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

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

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

Student group, stages of development and their characteristics

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

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

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

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

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

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

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

Stages of team formation

1) lapping

2) conflict phase

3) conflict resolution stage

4) stage of comfortable existence

Structural components – leader, asset, liability

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

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

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

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.

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.

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 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 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.

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.

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 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 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. “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:

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 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.

Second course. The group acts as a formed subject of joint activities. Adaptation processes have already been completed, but focus and structure are still insufficiently 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 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.

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 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.

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

The learning process is not only about gaining knowledge and experience related to the future profession, but also about self-realization, the practice of interpersonal relationships, and self-education. Undoubtedly, the period of study at a university is the most important period of human socialization. Socialization is understood as “the process and result of the individual’s assimilation and active reproduction of social experience, carried out in communication and activity.” At student age, all mechanisms of socialization are involved: this includes mastering the social role of a student, and preparation for mastering a new social role associated with a future profession, and mechanisms of social influence on the part of teachers of the student group. Since student age is characterized by the desire for independence, freedom of choice of life path and ideals, independence, studying at a university is a powerful factor in the socialization of the student’s personality. 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 personality in accordance with the dominant ideal in society, but as the creation of conditions for the self-development of the individual

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

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

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

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

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

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

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

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

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

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

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

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

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

What are the ways to form a student body?

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

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

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

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

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

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

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

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

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

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

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

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

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

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