| Abstract [eng] |
The status and its dynamics among class members in the school environment have been a variable phenomenon and attracting much attention. The personality status of senior schoolchildren in a class and social position in the society have been more or less clear and stable due to longer communication time in the group. Every day schoolchildren spend five or more hours together in the school, and because of that a system which may encourage or suppress the dynamics of the status is created. The problem of the Master‘s Paper has been formulated on the basis of earlier presented arguments that students of senior classes experience situations of leadership or rejection because of the influence of inner – class status and their dynamic factors. The object of the research: the status of senior class students in the group and the factors influencing its dynamics. The goal of the research: to analyze the comprehended and factual status of senior students in the class; to accomplish comparative analysis; to ascertain the opinion of respondents about the ways of increasing the status in the class. The task of the research: to detect psycho – pedagogical aspects and common features of the dynamics of the status of schoolchildren in a social group; to find out the distribution of senior schoolchildren according to the status in the group; to analyze the peculiarities of factual status of schoolchildren in the group; to make comparative analysis of factual and comprehended status of students in a class; to find out the ways students use to rise their status in the class. The research came up with the results that factual status in the first and the second gymnasium forms has always been lower than comprehended. In the third and forth gymnasium forms the factual and comprehended status and their rate become more or less equal. The conclusions may be done that the comprehended status of schoolchildren in the first two gymnasium forms is high and not adequately high. In senior forms, because of low level of comprehended facts, the realization of the status level is distributed adequately to the stated level. Socially appreciated and non-appreciated ways of rising the status in the class are different and multiple. Evaluating non-appreciable ways of raising the status of their own and of others, the students pointed out negative personal features which could be used for raising status possibilities. |
