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The concept and structure of communicative competence
The result of communicative development, that is, the development of communication, is the communicative competence in communicating children with adults and peers. It should be taken into account that the formation of communicative competence in primary school age is in the process of formation and formation learning activities child and is mediated by it.
The problem of formation of communicative competence in the space of interaction with peers was considered by us within the framework of the system-activity approach and the theory of communication and interpersonal relations (M.I. Lisina, E.O. Smirnova).
The purpose of communication, according to M.I. Lisin, is the knowledge of oneself and the knowledge of other people.
Communicative competence- the ability to communicate effectively, a system of internal resources necessary to achieve effective communication in a certain range of situations (V.N. Kunitsyna).
Competence V modern psychology is understood as a combination of knowledge, experience and abilities of a person (G.A. Zuckerman).
That is communicative competence, Unlike communication skills and skills (those qualities that can be taught by exercising in the use of the means and methods of achieving goals existing in a culture), implies the presence of qualities that allow a person to independently create means and ways to achieve his own goals of communication.
It is important to note that there are a number of prerequisites for the formation of communicative competence in communicating with peers.
Communicative competence is based on prerequisites, the main of which are age-related features of development (features mental development and features of communication with adults and peers) and individual characteristics the child himself (the individuality of the child and the individual experience of the child).
The most important and studied prerequisites for the formation of the communicative competence of young children school age in communication with peers are the following features of development:
Education of all structural components educational activity.
positive and productive nature communication with the teacher.
Education of arbitrariness of behavior and arbitrariness of cognitive processes.
Development of decentration, role-taking skills (J. Piaget), reflection.
It is important to note that communicative competence is formed exclusively in the process of real interaction, joint activities with peers.
From the point of view of foreign (R. Selman, J. Piaget) and domestic (E.O. Smirnova) researchers, communicative competence in the process of real communication is manifested in the ability to navigate and take into account the characteristics of another (desires, emotions, behavior, characteristics of activity, etc.). ), focus on another, sensitivity to a peer.
At the same time, as the results of our study showed, a child can take into account the interests and characteristics of a peer and use them “for his own benefit” (selfish orientation, competitiveness), or he can use this ability for the “other’s benefit” (humanistic orientation, prosocial forms of behavior, selfless help).
But in either case, the child may have high level communicative competence.
The ability to navigate and take into account the characteristics of another in the process of communication is formed in the activity.
The basis of communicative competence, from our point of view, is the formation of an adequate image of a peer, which includes cognitive, emotional and behavioral aspects.
It is conditionally possible to distinguish three components of the image of a peer.
The cognitive aspect of the peer image includes:
1. Knowledge of the norms and rules of communication and interaction with peers.
2. A differentiated image of a peer (knowledge of external characteristics, desires, needs, behavioral motives, characteristics of the activity and behavior of another).
3. Knowing and understanding the emotions of another person.
4. Knowledge of ways of a constructive way out of a conflict situation.
The emotional aspect of peer image includes:
1. Positive attitude towards peers.
2. The formation of a personal type of attitude towards a peer (that is, the predominance of a sense of "community", "complicity" (the concept of E.O. Smirnova) over a separate, competitive attitude towards a peer).
The behavioral aspect of peer image includes:
1. The ability to regulate the process of communication and interaction with the help of rules and norms of behavior.
2. Ability to express and achieve own communication goals taking into account the interests of their peers.
3. Ability constructive cooperation.
4. Ability to pro-social actions while interacting with peers.
5. Ability to resolve conflict situations in constructive ways.
The selected components of communicative competence are inextricably linked and in the real process of communication it is difficult to separate them.
The cognitive, emotional, behavioral component of an adequate peer image form the central quality that determines communicative competence - sensitivity to peer influences..
Peer sensitivity- the ability to navigate and take into account the characteristics of another (desires, emotions, behavior, characteristics of activity, etc.), show attention to a peer, readiness to respond to his suggestions, the ability to hear and understand another.
Situations of manifestation of communicative competence:
All these situations of manifestation of communicative competence are associated with sensitivity to a peer, the ability to focus on another, the formation of a cognitive, emotional and behavioral component of a peer's image.
These situations of manifestation of communicative competence can serve both as diagnostic criteria and directions for the development of communicative competence.
The degree of communicative competence in communicating with peers most often determined by diagnosing the degree of popularity in a peer group. The tool for its measurement is sociometry.
It is important to note that communicative competence is acquired exclusively in the process of real interaction, joint activities with peers.
Popularity is influenced by the style of parenting, temperament, cognitive skills, attractive appearance, and behavioral characteristics. Numerous studies of popularity believe that the most important quality of behavior that affects popularity is the ability to cooperate with others, empathize with them (E.O. Smirnova).
Research on the phenomenon of popularity in a group junior schoolchildren showed the following features of personality development and communication of younger students:
For children with a favorable, high sociometric status, such features of the construction of real communication as:
- positive emotional attitude;
- the predominance of a playful and cognitive reason for contacting a peer;
- high initiative;
- the ability to cooperate;
- the presence of prosocial forms of behavior (disinterested help to a peer).
At the same time, it should be noted that children with an unfavorable, low sociometric status may have these characteristics, but to a lesser extent.
Children with favorable and unfavorable sociometric status differ in their identity structure. For popular children, identities are more pronounced in the structure of self-description. social roles, skills and abilities. Whereas in children with an unfavorable sociometric status, such categories as reflectivity, self-description of skills and abilities predominate.
Children with a favorable sociometric status have a higher, differentiated self-esteem. They are distinguished by a more favorable perception of themselves through the eyes of their peers, which indicates satisfaction with relationships with peers. Unpopular children are characterized by an unfavorable vision of themselves through the eyes of their peers, which indicates the ability to adequately perceive the assessment and attitude of peers, which, of course, affects the level of self-esteem.
Thus, a high sociometric status is a systemic quality determined by a whole range of factors.
Section II
Diagnostics of the communicative competence of children of primary school age
Indicators of diagnostics of communicative competence of junior schoolchildren
To determine the features of communicative competence, methods have been selected that are aimed at diagnosing all components of communicative competence: features of the cognitive, emotional and behavioral aspects of the image of a peer and sensitivity to a peer.
Indicators of communicative development and communicative competence of junior schoolchildren
Description of diagnostic methods of communicative competence of younger students
Method of verbal choice "Birthday"Diagnostic focus: determination of sociometric status in a peer group.
Examination procedure.
Instruction:“Imagine that your birthday is coming soon and your mother says to you: invite three guys from your class to the holiday! Who will you invite?"
The experimenter records separately in the sociometric table the choices of each child.
Thus, all the data in the table is filled in, after which the choices received by each child are counted (in vertical columns), and recorded in the corresponding column of the matrix. Next, you should move on to identifying mutual choices. If among those who chose a particular child, there are children chosen by him, then this means the reciprocity of the choice. These mutual elections are circled, then counted and recorded.
Processing and interpretation of results
1. Determining the sociometric status of each child.
To determine the status of the child, we used the processing of the results of a sociometric study proposed by Ya.L. Kolominsky. The status of a child is determined by counting the choices he has received. In accordance with the result, children can be assigned to one of four status categories: 1 - "stars" (5 or more choices); 2 - "preferred" (3-4 choices); 3 - "accepted" (1-2 choices); 4 - "not accepted" (0 elections). The 1st and 2nd status categories are favorable, the 3rd and 4th are unfavorable.
2. The coefficient of satisfaction of each child with their relationship.
Two - three mutual choices - a high level of satisfaction.
One mutual choice is an average level of satisfaction. Absence of mutual elections low level.
Method "My friend"the study of ideas about a peer (his social and personal qualities), the degree of differentiation and emotional attitude towards a peer.
Instruction:"Draw your friend as you imagine him." After that, a sheet of white paper and colored pencils were offered.
After finishing the drawing, the child is asked questions: “Who is he? What is he? What do you like about him? Why is he your friend?
The answers are recorded. Peculiarities of ideas about a peer in senior preschool age are studied by analyzing drawings and talking with children on the topic "My friend".
Analyzed:
1. The figurative component of the image of a friend.
2. The verbal component of the image of a friend.
The evaluation criteria are:
1. Emotional attitude towards a peer.
2. The degree of differentiation of the image of a peer.
The picture (the figurative component of the friend's image) is analyzed according to the following parameters:
drawing,
having yourself around
relation through image,
gender friend.
Verbal responses to the question "Who is he?". "What is he?" (the verbal component of the image of a friend) are analyzed according to the following parameters:
The presence in the description of a peer features of appearance.
The presence in the description of a peer of personal qualities.
The presence in the description of a peer of skills and abilities.
The presence in the description of a peer relationship to yourself.
Results processing
High level of peer image formation: Positive emotional attitude, highly structured image of a friend (at least 5–6 meaningful characteristics of a peer, using different categories (appearance, skills, personal characteristics).
The average level of peer image formation: An ambivalent emotional attitude towards peers, an average level of structuredness in the image of a peer (at least 3-4 characteristics of a friend).
Low level of peer image formation:
An ambivalent or negative attitude towards a peer, a weak structured image (1-2 characteristics, "good friend", "like", etc.).
Experimental situation "Coloring"Diagnostic focus:
1. Determining the nature of the interpersonal relationship of children to their peers.
2. The nature of the manifestation of prosocial forms of behavior. Stimulus material: two sheets with a contour image; two sets of markers:
a) two shades of red, two shades of blue, two shades of brown;
b) two shades of yellow, two shades of green, black and grey.
The technique is carried out on two children.
Instruction:“Guys, now we will have a competition, we will draw with you. What colors do you know? You need to color the drawing using as many colors as possible. The winner is the one who uses the most different pencils, whose drawing will be the most colorful. The same pencil can only be used once. You can share. There is a prize for the winner."
After that, the children sat with their backs to each other, in front of each lay a drawing and a set of pencils. In the process of work, the adult drew the child's attention to the neighbor's drawing, praised him, asked the opinion of another, while noting and evaluating all the statements of the children.
The nature of the relationship is determined through the analysis of three parameters:
The child's interest in a peer and his work.
Attitude to the assessment of another peer by adults.
Analysis of the manifestation of prosocial behavior.
The first parameter is the degree emotional involvement child in the actions of a peer.
This indicator was evaluated as follows:
1 point - complete lack of interest in the actions of another child (not a single glance in the direction of the other);
2 points - weak interest (cursive glances in the direction of a peer);
3 points - expressed interest (periodic, close observation of the actions of a friend, individual questions or comments on the actions of another);
4 points - pronounced interest (close observation and active intervention in the actions of a peer).
The second parameter is the emotional reaction to the assessment of the work of a peer by an adult.
This indicator determines the child's reaction to the praise or censure of another, which is one of the manifestations of the child's attitude to a peer, either as an object of comparison, or as a subject, an integral personality.
Reactions to the assessment may be as follows:
1) an indifferent attitude, when the child does not respond to peer assessment;
2) inadequate, negative assessment, when the child rejoices at the negative one and is upset (objects, protests) at the positive assessment of the peer;
3) an adequate reaction, where the child rejoices in success and empathizes with the defeat, censure of a peer.
The third parameter is the degree of manifestation of prosocial behavior. The following types of behavior are noted:
1) the child does not yield (refuses the request of a peer);
2) yields only in the case of an equal exchange or with hesitation, when a peer has to wait and repeatedly repeat his request;
3) yields immediately, without hesitation, may offer to share his pencils.
Analysis of results:
The combination of three parameters allows you to determine the type of relationship a child has with a peer:
Competitive relationship type - a pronounced interest in the actions of a peer, an inadequate reaction to a peer's assessment, there is a lack of prosocial behavior, an ambivalent attitude towards a peer.
Personal type of relationship- there was a pronounced interest in the actions of a peer, an adequate reaction to a peer's assessment, prosocial behavior, a positive emotional attitude towards a peer.
Problem situation "Pea"Diagnostic focus:
1) determining the degree of sensitivity of the child to peer influences;
2) determining the level of formation of actions to coordinate efforts and the implementation of joint activities aimed at achieving a common goal.
Research progress: two children are involved in the experimental situation. It is necessary to prepare a piece of paper (you can use a board) with a contour image of a pea pod (you can crown a tree), a pencil and a mask that closes your eyes.
It is explained to the children that they must complete one task for two, the result will depend on the joint efforts. Children should draw peas in a pod. The main rule: you can not go beyond the boundaries of the pea (show a sample). The difficulty lies in the fact that one will draw with eyes closed, and the other should help with his advice (right, left, up, down) to draw peas correctly. First you need to make sure that the child is oriented in the directions on the sheet. Then the children change places, they are given a new sheet and the game is repeated.
Progress: all replicas and the result are recorded in the protocol.
Criteria for evaluation:
1) the ability to coordinate actions and achieve the goal through joint efforts;
2) sensitivity to a peer (the ability to hear and understand a peer, the ability to explain, taking into account the emotional state of a peer and taking into account the characteristics of a peer in one's behavior, assessing a peer's actions).
Levels of ability for concerted action were identified:
Low level- the child does not coordinate his actions with the actions of his peers, does not achieve a common goal.
For example: 1) a child who has to tell another what to do, ignoring the fact that he was not understood, continues to give instructions until the child refuses to complete the task;
2) the child, not paying attention to the instructions of a peer, tries to peep and independently perform the necessary action.
Average level - the child is partially guided in the performance of the task by a peer, acts inconsistently and achieves the result partially.
High level- the child is able to jointly complete the task and achieve the goal.
Sensitivity to a partner was determined through an analysis of the degree of attention and emotional reactions of the child to peer influences - whether the child is guided by a peer when performing a task (hears, understands, reacts emotionally, evaluates or shows displeasure).
Low level- the child is not focused on the partner, does not pay attention to his actions, does not react emotionally, as if he does not see the partner, despite the common goal.
Average level - the child is focused on the partner, closely follows his instructions or work, does not express assessments or opinions about the work.
High level - the child is partner-oriented, worries about his actions, gives assessments (both positive and negative), recommendations to improve the result, knows how to explain taking into account the actions of a peer, expresses wishes and openly expresses his attitude to joint activities.
Features of interpersonal relations (OMO) for children
(Modification and analysis criteria: G.R. Khuzeeva)
Direction of the methodology:
The methodology is aimed at determining the characteristics of the child's interpersonal communication with adults and peers, attitudes towards leadership, the subjective feeling of the child's inclusion in a peer group, emotional attitude towards peers and adults, ways of behavior in a situation of rejection. The technique is intended for children 5-10 years old.
The methodology was developed on the basis of the OMO methodology (Features of Interpersonal Relations), proposed by Schutz in 1958 and intended for the study of adults. Schutz suggests that the basis of interpersonal relationships are interpersonal needs: inclusion, control and affect.
1. The need for inclusion aims to create and maintain satisfactory relationships with other people, on the basis of which interaction and cooperation arise. At the emotional level, the need for inclusion is defined as the need to create and maintain a sense of mutual interest. This feeling includes:
the subject's interest in other people;
other people's interest in the subject.
The need to be included is interpreted as a desire to please, attract attention, interest.
2. The need for control defined as the need to create and maintain satisfying relationships with people based on control and power.
On emotional level it is the desire to create and maintain a sense of mutual respect, based on responsibility and competence. This feeling includes:
sufficient respect for others;
getting enough respect from other people.
The behavior caused by the need for control, according to Schutz, refers to the decision-making process, and also affects the areas of power, influence and authority. The need for control ranges on a continuum from the desire for power, authority and control over others to the need to be controlled, that is, to be relieved of responsibility.
3. Interpersonal need for affect defined as the need to create and maintain satisfying relationships with other people based on love and emotional relationships. At the emotional level, this need is defined as the desire to create and maintain a sense of mutual warm emotional relationship. If there is no such need, then the individual, as a rule, avoids close communication.
Thus, inclusion can be characterized by the words inclusion "inside-outside", control - "top-bottom", and affection - "near-far".
For the normal functioning of the individual, according to Schutz, it is necessary that there is a balance between the three areas of interpersonal needs and with the surrounding people.
On the basis of this methodology, taking into account the peculiarities of children's communication, we have developed a methodology for unfinished sentences for children.
Examination procedure.
Instruction:“Let's play, I will start reading the sentence, and you will finish it. Try to answer quickly."
1. When guys get together, I usually…
2. When the guys tell me what I should do...
3. When adults discuss my behavior...
4. I think having a lot of friends...
5. When I am offered to participate in different games ...
6. Relations with the guys in the group ...
7. When I am offered to come up with and conduct a game, I ...
8. Be friends with many guys ...
9. Be the leader of the group ...
10. Guys who are not invited to joint games ...
11. When I come to school guys...
12. Usually the guys and I ...
13. When other guys do something together, I...
14. When I am not accepted into the game ...
15. When adults tell me what to do ... (you can ask separately about parents and caregiver).
16. When the guys do not succeed ...
17. When I want to do something guys...
Evaluation and analysis of results
Let us dwell on the description of each of the criteria.
This criterion is aimed at determining the leading
communication motive. Both age and individual characteristics of communication motivation are revealed. The motive of communication can be business, game, cognitive, personal.
For example: “When the guys get together, we usually build”, “Usually the guys and I walk”, “we like to play”, “talk”, “draw”, etc.
2. Features of relationships with peers.
This criterion is aimed at determining the characteristics of the child's emotional relationship with peers, his emotional well-being in the classroom. Relationships may be positive or negative, may or may not satisfy the child. With a positive attitude, the child believes that in his class a good relationship with children, that in case of failures, he is ready to help his peers, and they are ready to help him, support him. Accordingly, if a child says that relations in the class are not very good, the child is either not ready himself, or other children do not support him and are not happy about his arrival.
Features of emotional attitude towards peers are evaluated as follows: manifestations of a negative attitude - 1 point, with a positive attitude - 2 points.
Here are some examples:
Relations with the guys in the class: “good”, “I have good relations with everyone”, “differently”, “whenever”, “there are good, there are bad”, “not very”, “I’m offended, no one is with me is friendly."
When I come to school: “say hello”, “play with me”, “rejoice”, “we sit down and the lesson starts”, “do nothing special” (low sociometric status), “come too” (low sociometric status) , "I am sometimes met, and sometimes not at all."
When the guys don’t succeed in something: “I help them”, “they call me”, “I help them, depending on who doesn’t succeed”, “and I don’t succeed”, “I call adults”, “I play”, “we shouldn’t whine, we have to try”, “please don’t touch me”.
When I want to do something: “others help me”, “they do it with me”, “they allow me”, “they don’t agree”, “they also want to do it, only their own”, “they don’t allow me, it’s bad, Maxim always commands."
Guys who are not invited to joint games: “I invite them”, “I will make sure that they are invited”, “I am not friends with them”, “they are bad”, “they should not be invited”.
3. The breadth of the circle of communication.
The child may seek to communicate with a wide range of peers (“having a lot of friends is very good”), may avoid contact with big amount children and be more selective in communication (“I don’t like to be friends with many guys, it’s not very good”).
Answers according to this criterion are evaluated as follows: a narrow circle of communication is estimated at 1 point, a wide circle of communication is 2 points.
Here are some examples:
I think that having a lot of friends: “good”, “bad”, “then I’ll make friends”, “it’s possible”, “it means a kind person”, “I myself know how many friends to have, many, but not very much.”
To be friends with many guys: “it’s necessary”, “it’s good and fun”, “not very”.
4. Attitude to leadership, to dominance in a peer group.
The child may avoid making decisions and taking responsibility; may try to take responsibility, coupled with a leading role; can positively or negatively relate to leadership.
Answers are evaluated as follows: negative attitude to leadership - 1 point, positive attitude to leadership - 2 points.
Here are some examples:
When I am offered to come up with and conduct a game: “I organize”, “I organize a game of hide-and-seek, daughters-mothers”, “I don’t want”, “they don’t offer me”.
To be the leader in the group: “I am the leader”, “this is very good”, “this is very bad”, “the educator is the main one”, “bad”.
5. Autonomy or submission to a peer.
The child in relationships with peers demonstrates different types interactions. One can single out the desire for subordination and the desire for independence and autonomy.
Children's answers this indicator were evaluated in the following way. Submission reaction - as 1 point, autonomy - 2 points.
Here are some examples:
When the guys tell me what I should do:
autonomy:“I don’t”, “I do, but not stupid”, “I do if my girlfriend asks, but if I jump out of the window, I won’t do it”, “Sometimes I don’t”, “I tell them: don’t control me".
subordination:“I do”, “I obey”, “I must do”, etc.
6. Behavior in case of rejection or acceptance of a child in a peer group.
The child may be included in the group, may be in isolation. Every child faces a situation of rejection. All children react differently. It is possible to single out constructive ways of responding (negotiate, ask, organize your game) and unproductive ways to get out of a problem situation (take offense, cry, leave, complain).
Behavior in case of rejection by peers is assessed as follows: non-constructive methods are evaluated as 1 point, constructive - 2 points.
Here are some examples:
When I am not accepted into the game: “I am offended”, “I come up with a new one”, “I will tell the teacher everything”, “I play with myself”, “I am angry”, “I go and mind my own business”.
When the guys do something together: “I’m not offended”, “I help them”, “I play something else”, “I ask with them”, “I ask what they are doing, and if they allow, then I join them "," I'm offended.
Guys who are not invited to joint games: “offended”, “angry”.
The answers to the proposed questions reveal the subjective feeling that the child is included in the peer group. Here are some examples:
Guys who are not invited to joint games: “I invite them”, “I make sure that they are invited”, “I play with them”, “they are bad”, “I go about my business” (this child has a low sociometric status in the group), "I'm not friends with them."
When the guys do something together: “I join them”, “I leave”, “I don’t fit in”, “I don’t take offense”, “I don’t climb into them”, “I will ask and join them”.
When they don’t accept me in the game: “they always accept me”, “they don’t accept me, I don’t know games”.
7. The degree of activity in communication.
An active position is expressed in the fact that the child offers some kind of activity and communication, shows a willingness to take responsibility. The passive position is expressed in the lack of initiative and readiness to take responsibility. An active position in communication is assessed in 2 points, passive position - 1 point.
Here are some examples:
When the guys get together, I usually:
expression of a passive position - "me too", "I am with them",
“I stand with them”, “I sit and watch”, “I don’t know”;
an expression of an active position - “I propose to play with me”, “I enter their company”.
When other guys do something together: “I ask with them”, “I also play with them”, “I want with them”, “I don’t climb”, “I’m leaving”, “I don’t get confused”.
When they don’t accept me in the game: “I’m leaving”, “I’m leaving to be sad”, “I’m offended”, “I come up with a new one”, “I still play with them”, “I play with others”.
8. Features of communication with adults.
Also, this technique allows you to identify the features of communication with adults. The child's tendency to submit, resist, or cooperate with adults.
Answers to questions are evaluated as follows: resistance - 1 point, submission - 2 points, cooperation -3 points.
Instructions: On the following pages you will find a series of statements about behaviors, habits and attitudes. Please decide for each statement whether you agree with it or not. If you agree, then in the cell of the registration form under the number of the corresponding statement, put the number "1", and if you do not agree, then the number "O". Please note that there are no right or wrong answers in the questionnaire itself. Answer in order and don't try to make the best impression. You will make your job easier if you give the first answer that comes to mind.
Questionnaire text
1. If there is a sudden pause in a conversation, I often don't think of anything to salvage the situation.
2. I am annoyed that others are more fortunate than me.
3. I am pleased that I have to express my opinion on some matter without knowing what others think about it.
4. I quickly lose my temper, but also quickly regain my composure.
5. A person with an unclear, nasal pronunciation annoys me.
6. At a party with strangers, I can also contribute to making the evening a success.
7. I have not yet reached the position that I deserve based on the results of my work.
8. I am embarrassed when I am introduced to a famous figure, because I do not know what he will think of me.
9. I can get so angry that, for example, I break dishes.
10. I often succumb to difficulties even before I get down to business.
11. On vacation, I rarely meet other people.
12. I don't like being the center of attention.
13. If I myself cannot make decisions on an important personal issue, then I act on the advice of an elderly respected person.
14. If I get angry, then I get annoyed when doing such physical work as, for example, chopping firewood.
15. I attach great importance what they think of me.
16. I feel better when they tell me what to do.
17. It's hard for me to make friends with anyone.
18. In most cases, I always see first the good side person or thing.
19. When making decisions, I calmly weigh the pros and cons.
20. From time to time I lose my patience and get angry.
21. I am happy to take on such tasks in which other people are in my subordination.
22. I easily give up the intention if others do not think highly of it.
23. In society, I can easily talk with people whom I have never seen.
24. I don't have real friends.
25. I often see the bad ones first and weak sides person or thing.
26. I would be pleased if others admired me.
27. I often have a bad mood.
28. I feel better if I can join the opinions of others.
29. I am generally calm and not easily pissed off.
30. I rarely have guests.
31. I feel disadvantaged when others are promoted.
32. In decisive situations, often internal anxiety forces me to make quick decisions.
33. I join the opinion of the team, as a rule, only when the majority approves it.
34. I am rarely invited to visit.
35. As a rule, I am skeptical and distrustful of people.
36. I enjoy going to carnival or other fun festivities.
37. Most often, I look to the future with confidence.
38. At meetings, I willingly join the opinion of leaders.
39. On a trip, I never talk with fellow travelers.
40. It depresses me if I have to put off my decisions.
41. I willingly give instructions.
42. If there are disagreements in my team, I stay away.
43. If I'm great rage, then I often lose my temper.
44. More often than not, I find that life is worth living.
45. I enjoy spending my leisure time with friends or in interest groups.
46. I am worried about the fact that I do not know what awaits me in life.
47. If I think well, then I am more inclined to criticize.
48. I like that others do what I require of them.
49. I don't like it when in books and movies the action at the end is left incomplete or ends differently than I expected.
50. I am an optimist.
51. Often I have remarks that I would best swallow.
52. It is difficult for me to establish contact between people who do not know each other.
53. When I am angry, I say unheard of things.
54. I miss when others have fun.
55. More often than not, I find it pointless to pursue personal goals.
56. I avoid talking to people I don't know what to think of them.
57. I do not have any special interests, since nothing really gives me pleasure:
58. Often I cannot control my irritation and rage.
59. I am a sociable and open person.
60. I strive to be superior to others.
61. In relation to others, I am responsive and obligatory.
62. I quickly make acquaintances everywhere.
63. Daily difficulties often deprive me of peace.
64. Before expressing my opinion, I first check what others think about it.
65. An unexpected guest is often inopportune for me.
66. In a position corresponding to my claims, I could really turn around.
67. I think it's better not to trust anyone.
68. I can tune in well for a surprise visit.
69. Unfortunately, I am one of those who often gets mad.
70. I am rarely in a depressed bad mood.
71. I lose my cool easily when I am attacked.
72. I think that popularity would not bother me.
73. I can find something good in all aspects of life.
74. Often I myself deny myself the fulfillment of desires in order to avoid disappointment.
75. I'd rather put up with something than let things get to the point of a dispute.
76. I rarely find the right words when someone is introduced to me.
77. I don't like to overthink decisions.
78. I can rarely truly rejoice.
79. It is not difficult for me to bring revival to society.
80. If I fail at something, I think that next time I will do better.
81. I don't like it when others ask me for advice.
82. I will be better on my own: then I will not have to be disappointed.
83. I do not like cases, the solution of which is left to the future and waiting to be developed.
84. With good news, I am always afraid that on closer examination there will be a hitch in the case.
85. I can get used to new colleagues only after a long time.
86. Often I make threats that are not taken seriously.
87. When I am rightly criticized, I agree rather than defend myself.
88. Often, without thinking, I say something, and then repent.
89. It worries me that I don't know exactly what others think of me.
90. When events over which I have no influence pile on, I love surprises.
91. I most often recognize the correctness of others, although I do not share their opinions.
92. I enjoy communication.
93. It is burdensome for me if unforeseen circumstances violate my daily routine:
94. I quickly capitulate if something doesn't work out.
95. My everyday life is generally interesting and entertaining,
96. Unforeseen events most often confuse me.
97. When someone promises me to do something, I am afraid that it will not work out.
98. I don't like it when I have to follow the orders of people who understand me less.
99. An awkward situation that someone gets into, I can beat in such a way that it will not catch the eye of others.
100. Often I get nervous because of someone.
101. I like to know in advance who will be at the party.
102. I avoid criticizing my manager, although sometimes it is necessary.
103. It worries me when my friends, to whom I am invited, I meet strangers.
104. I often get angry with other people too quickly.
105. When a stranger talks to me, "I often don't know what I should say.
106. When I fail, I usually fear for my authority.
107. I often doubt my abilities.
108. I would love to become a celebrity.
109. I often feel like a powder keg before an explosion.
110. It is unpleasant for me when my relatives invite guests without my knowledge.
111. When I get a new task, I often think that I will not master it.
112. I enjoy talking to people when given the opportunity.
113. I do not hide my opinion.
114. I think that others treat me with prejudice.
115. I willingly leave something to chance.
116. I don't like it when they make me feel that I can't do without me.
117. I can draw strangers into a conversation.
118. I willingly try something when it is not known from the very beginning what the outcome will be.
119. I quickly capitulate.
120. Compared to the work I have done, I should deserve more recognition.
121. It is difficult for me to carry on a conversation with a stranger.
122. My feelings are easily offended.
123. Before taking a stand on any issue, I wait until I know the opinions of others.
124. Most often it is difficult for me to calmly choose from several things or possibilities.
125. With acquaintances whom I have not seen for a long time, I am reluctant to speak first.
126. I tend to speak louder than usual during an argument.
127. Most often I adhere to the proverb: "The courage of the city takes."
128. I would gladly enter the circle of people who make important decisions.
129. I tend to be quick to judge or defend people.
130. If I could repeat everything from the beginning, then I would quickly achieve what I have now.
131. I can remember that once I was so furious that I took the first thing that came across to me and broke it.
132. As a rule, I adhere to the principle: first think, and then do.
133. I should do more to get the recognition I deserve.
Keys to the test
Social and communicative clumsiness: 1+, 6-, 11+, 17+, 23-, 24+, 30+, 34+, 36-, 39+, 45-, 52+, 59-, 61-, 62-, 65+, 68-, 76+, 79-, 85+, 92-, 99-, 103+, 105+, 110+, 112- 117-, 121+, 125+
Uncertainty intolerance: 5+, 8+, I3+, 19-, 32+, 40+, 46+, 49+, 56+, 77+, 83+, 89+, 90-, 93+, 96+, 101+ , 115-, 118-, I24+, 129+, 132-
3 Excessive desire for conformity: 3-, I5+, 16+, 22+, 28+, 33+, 38+, 42+, 64+, 75+, 87+, 91+, 102+, 113-, I23+.
Increased desire for status growth: 2+, 7+, 12-, 21+, 26+, 31+, 41+, -48+, 60+, 66+, 72+, 81+, 98+, 106+, 108 +, 116+, 120+, 128+, 130+, 133+
Failure avoidance orientation: 10+, 18-, 25+, 27+, 35+, 37-. 44-47+. 50-. 54+, 55+, 57+, 67+, 70-, 73-, 74+, 78+, 80-, 84+, 94+, 95-, 97+. 107+, 111+, 114+, 119+, 127-
Frustration intolerance: 4+, 9+, 14+, 20+, 29-, 43+, 51+, 53+, 63+, 69+, 86+, 88-, 100+, I04+, 109+, 122+, 126+, 131+
Standards obtained in the control study:
Scale SKN NN K SSR IN FN
Average value 8.04 9.71 5 83 9.13 8.13 8.50
Standard deviation 5.78 3.26 3.01 3.14 3.88 3.64
| SKN | HH | TO | SSR | IN | FN |
"1" - agree. "O" - I do not agree.
With the help of this questionnaire, the socio-communicative competence of the individual is studied. It is understood as the ability of an individual to effectively interact with other people in the system of interpersonal relations. This type of competence is formed in the course of mastering the systems of communication and involvement in activities by the individual. It includes: 1) the ability to navigate in social situations; 2) the ability to correctly determine the personal characteristics and emotional states of other people; 3) the ability to choose adequate ways of dealing with them and implement them in the process of interaction; 4) a special role is played by the ability to put oneself in the place of another person (identification), feel his feelings, empathize with him (empathy) and anticipate and predict the behavior of others and one's own in the process of communication (social intuition and social reflection).
From the point of view of the humanistic concept of social and communicative competence, on which this technique is built, the obstacles to communication that reduce its effectiveness are social and communicative clumsiness, intolerance for uncertainty, excessive conformism, an increased desire for superiority over
Answer sheet
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other people, the predominance of the motivation to avoid failures and the low threshold of sensitivity to the blocking of needs, aspirations and desires, increased intolerance in communication (frustration intolerance).
Information about the individual in the social world, obtained by various methods, will help the social pedagogue to get a complete picture of the subject of socio-pedagogical diagnostics.
45. Etymological diagnosis of families at risk.
transcript
1 DIAGNOSIS OF COMMUNICATIVE SOCIAL COMPETENCE (CSC) Purpose of the test professional activity. The questionnaire includes 100 statements arranged in a cyclic order in order to provide a convenient reference using a stencil. There are three alternative answers for each question. The methodology is designed to study individual personality factors in individuals with average and higher education. Instructions for the test You are offered a series of questions and three possible answers to each of them (a, b, c). You need to answer as follows: 1. first read the question and the answers to it; 2. Choose one of the suggested answers that reflects your opinion and put the corresponding letter (a, b or c) in the box on the answer sheet. Remember the following rules: don't spend a lot of time thinking about answers; give the answer that comes to mind first; try not to resort too often to intermediate answers like "not sure", "something in between", etc. There should be as few such answers as possible; never skip anything. Each question must be answered; answer as sincerely as possible. No need to try to make good impression their answers, they must correspond to reality. Now please get to work. Your answers in alphabetical form must be put down either in the questionnaire next to the question number, or in a special form. Memo to the experimenter Pay attention to whether the respondent understood the instructions, whether he is ready to sincerely answer the questions posed. Remember to answer all questions. It must be emphasized that it is undesirable to use intermediate answers often and to reflect on them for a long time. If there are several interviewees, they should not consult with each other.
2 Test material 1. I understood the instructions well and am ready to sincerely answer the questions: 3. no 2. I would prefer to rent a dacha: 1. in a busy holiday village; 3. in a secluded place, in the forest. 3. I prefer simple classical music to modern popular melodies: 1. true; 3. wrong. 4. In my opinion, it is more interesting to be: 1. a design engineer; 3. playwright. me: 5. I would have achieved much more in life if people were not opposed 6. People would be happier if they spent more time with their friends: 7. When planning for the future, I often rely on luck: 8 "Shovel" is related to "digging" as "knife" is to: 1. sharp; 2. cut; 3. sharpen. 9. Almost all relatives treat me well: 10. Sometimes some obsessive thought does not let me fall asleep: 1. yes, that's right;
3 11. I never get angry with anyone: 12. With the same working hours and the same salary, it would be more interesting for me to work; 1. carpenter or cook; 2. don't know what to choose; 3. as a waiter in a good restaurant. 13. Most of my acquaintances consider me a cheerful conversationalist: 14. At school I preferred: 1. music lessons (singing); 2. find it difficult to say; 3. workshops, manual labor. 15. I'm definitely unlucky in life: 16. When I was in grades 7-10, I participated in the sports life of the school: 1. very rarely; 2. case by case; 3. quite often. 17. I keep order at home and always know what is where: 18. “Tired” is related to “work” as “proud” is to: 1. smile; 2. success; 3. happy. 19. I behave as is customary in the circle of people among whom I am: 2. when, how; 20. In my life, as a rule, I achieve the goals that I set for myself:
4 21. Sometimes I listen to obscene jokes with pleasure: 22. If I had to choose, I would prefer to be: 1. a forester; 2. hard to choose; 3. high school teacher. 23. I would like to go to the cinema, to various performances and to other places where you can have fun: 1. more than once a week (more than most people); 2. about once a week (like most); 3. less than once a week (less than most). 24. I am well oriented in unfamiliar areas: I can easily tell where is north, south, east or west: 25. I am not offended when people make fun of me: 2. when, how; 26. I would like to work in a separate room, and not with colleagues: 27. In many respects, I consider myself quite a mature person: 1. this is true; 3. this is not true. 28. Which of the following words does not fit the other two: 1. candle; 2. moon; 3. lamp. 29. Usually people misunderstand my actions: 30. My friends: 1. they didn't let me down; 2. occasionally; 3. quite often. 31. Usually I cross the street where it is convenient for me, and not where it is supposed to:
5 32. If I did useful invention, I would prefer: 1. to continue to work on it in the laboratory; 2. hard to choose; 3. take care of its practical use. 33. I certainly have fewer friends than most people: 34. I like to read more: 1. realistic descriptions of sharp military or political conflicts; 2. don't know what to choose; 3. a novel that excites the imagination and feelings. 35. My family does not like the specialty I have chosen: 36. It is easier for me to solve a difficult question or problem: 1. if I discuss them with others; 3. if I think about them alone. 37. When doing any work, I do not rest until even the smallest details are taken into account 1. true; 2. average; 3. wrong. 38. "Surprise" is to "unusual" as "fear" is to: 1. brave; 2. restless; 3. terrible. 39. I am always outraged when someone cleverly manages to avoid a well-deserved punishment: 2. in different ways; 40. It seems to me that some people do not notice or avoid me, although I do not know why: 1. true; 3. wrong. 41. In my life there was no case that I broke a promise:
6 42. If I worked in the economic sphere, it would be interesting for me to: 1. talk with customers, clients; 3. keep reports and other documentation. 43. I believe that: 1. you need to live by the principle: “Time for business, hour for fun”; 2. something between "a" and "c"; 3. you need to live cheerfully, not particularly caring about tomorrow. 44. I would be interested in completely changing the field of activity: 45. I think that my family life no worse than most of my friends: 2. hard to say; 46. It is unpleasant for me if people think that I am too unrestrained and neglect the rules of decency: 1. very much; 2. a little; 3. not worried at all. 47. There are periods when it is difficult to resist feeling sorry for oneself: 1. often; 2. sometimes; 3. never. 48. Which of the following fractions does not fit the other two: 1. 3/7; 2. 3/9; 3. 3/ I am sure that people are talking about me behind my back: 50. When people behave imprudently and recklessly: 1. I take it easy; 3. I feel contempt for them. 51. Sometimes I really want to swear:
7 52. With the same salary, I would prefer to be: 1. a lawyer; 3. navigator or pilot. 53. It gives me pleasure to take risks just for fun: 54. I like music: 1. light, lively; 3. emotionally rich, sentimental. 55. The most difficult thing for me is to cope with myself: 1. right; 3. wrong. 56. I prefer to plan my affairs myself, without outside interference and other people's advice: 57. Sometimes a feeling of envy affects my actions: 58. "Size" is related to "amount" as "dishonest" is to: 1. prison; 2. sinful; 3. stole. 59. Parents and family members often find fault with me: 60. When I listen to music and people are talking loudly: 1. it doesn't bother me, I can concentrate; 3. it spoils my pleasure and makes me angry. 61. Sometimes such bad thoughts come to my mind that it’s better not to talk about them:
8 62. It seems to me that it is more interesting to be: 1. an artist; 2. don't know what to choose; 3. director of a theater or film studio. 63. I would rather dress modestly, like everyone else, than catchy and original: 1. I agree; 3. disagree. 64. It is not always possible to achieve something by gradual, moderate methods, sometimes it is necessary to apply force: 1. I agree; 65. I loved school: 2. hard to say; 66. I learn material better: 1. by reading a well-written book; 3. participating in a group discussion. 67. I prefer to go my own way instead of sticking to generally accepted rules: 1. agree; 3. disagree. 68. AB relates to GV in the same way as SR relates to: 1. PO; 2. OP; 3. TU. 69. Usually I am satisfied with my fate: 70. When the time comes for the implementation of what I planned and expected in advance, I sometimes feel unable to do it: 1. I agree; 3. disagree. 71. Not all my friends I like:
9 72. If I were asked to organize a collection of money for a gift to someone or to participate in the organization of an anniversary celebration: 1. I would agree; 2. don't know what I would do; 3. I would say that, unfortunately, I am very busy. 73. An evening spent doing what I love attracts me more than a lively party: 1. I agree; 3. disagree. 74. I am more attracted to the beauty of poetry than the beauty and perfection of weapons: 75. I have more reasons to be afraid of something than my friends: 2. it's hard to say; 76. When working on something, I would prefer to do it: 1. in a team; 2. don't know what to choose; 3. independently. 77. Before expressing my opinion, I prefer to wait until I am completely sure that I am right: 1. always; 2. usually; 3. only if it is practically possible. 78. "Best" is related to "worst" as "slow" is to: 1. fast; 2. the best; 3. fastest. 79. I do a lot of things that I later regret: 80. I can usually work with concentration, not paying attention to the fact that people around me are noisy: 81. I never put off until tomorrow what I have to do today:
10 82. I had: 1. very few elected offices; 2. several; 3. many elected positions. 83. I spend a lot of free time talking with friends about the pleasant events that we once experienced together: I really wanted to leave home: 86. I would rather live quietly as I like than to be admired by my friends: 87. Speaking, I tend to: 1. express my thoughts as soon as they come to mind; 3. before you properly collect your thoughts. 88. Which of the following combinations of characters should continue this series Х0000ХХ000ХХХ: 1. 0ХХХ; 2.00XX; 3. I don't care what others think of me: 90. I have such disturbing dreams that I wake up: 1. often; 2. occasionally; 3. almost never. 91. I read the whole newspaper every day:
11 2. hard to say; 92. By birthday, by holidays: 1. I like to give gifts; 3. I think that buying gifts is a somewhat unpleasant duty. 93. I really don't like to be where there is no one to talk to: 1. right; 3. wrong. 94. At school I preferred: 1. Russian; 2. hard to say; 3. mathematics. 95. Someone harbored a grudge against me: 96. I willingly participate in public life, in the work of various commissions, etc.: 97. I am firmly convinced that the boss may not always be right, but always has the opportunity to insist on his own : 98. Which of the following words does not fit the other two: 1. any; 2. several; 3. bulk. 99. In a cheerful company, it is inconvenient for me to fool around with others: 2. in different ways; 100. If I have made some mistake in society, I quickly forget about it: Processing and interpreting test results The answers of the respondent should be compared with the key.
12 If the letter specified in the key matches the letter of the answer chosen by the respondent, 2 points are awarded for this answer. An intermediate answer "b" is always awarded 1 point. If the letter of the answer and the letter of the key do not match, 0 points are awarded. Processing for factor B (logical thinking) is somewhat different. If the letter of the answer matches the letter of the key, 2 points are assigned, in case of a mismatch - 0 points. Ключ к тесту I 1c 11a 21c 31c 41a 51c 61c 71c 81a 91a Л II 2a 12c 22c 32c 42a 52a 62c 72a 82c 92a А III 3a 13a 23a 33c 43c 53a 63c 73c 83a 93c Д IV 4c 14a 24c 34c 44a 54c 64a 74a 84a 94a To V 5A 15A 25C 35A 45C 55C 65C 75C 85A 95A P VI 6C 16C 16A 26A 36C 46C 66C 76C 86C 86A 96C M VII 7C 17A 37A 47C 57C 67C 77A 87C 97A N VIII 8B 38B 58B 58C 68B 78C 888B 98B 98A in IX 9c 19c 29a 39c 49a 59a 69c 79a 89a 99c P X 10c 20a 30a 40c 50a 60a 70c 80a 90c 100a C The scores thus obtained are summed for each factor. For factors A, B, C, D, K, M, H, L, the maximum number of points is 20. For factor P - 40 points (add 5 and 9 lines). The number of points from 16 to 20 (for factors A, B, C, D, K, M, N) is a high score for this factor, which means that the corresponding personality quality is clearly expressed (for example, sociability by factor A). The number of points 13, 14, 15 indicates a certain predominance of a quality corresponding to a high rating (for example, sociability over isolation). The number of points 5, 6, 7 indicates the predominance of a quality corresponding to a low score (for example, isolation over sociability). The number of points 8-12 means an approximate balance between two opposite personal qualities (for example, moderately open, moderately closed). If the respondent scored 12 or more points on the L scale, then the results of the survey must be recognized as unreliable. If the respondent scored more than 20 (out of 40) points on the P scale (tendency to antisocial behavior), then this indicates certain personal problems in any area of life: in the family, in relationships with friends, at work, in relationships with others). In this case, it is necessary to conduct an additional interview to determine how serious the problems are.
13 Factor A High score +A - open, easy, sociable. Low score -A - unsociable, withdrawn. Factor B High score + B - with developed logical thinking, quick-witted. Low grade -V- inattentive or with underdeveloped logical thinking. Factor C High score +C - emotionally stable, mature, calm. Low score -C - emotionally unstable, changeable, amenable to feelings. Factor D High score + D - cheerful, carefree, cheerful. Low score -D - sober, silent, serious. The K Factor High score +K - sensitive, reaching out to others, with artistic thinking. Low score -K - self-reliant, realistic, rational. Factor M High score +M - preferring his own decisions, independent, self-oriented. Low score -M - group dependent, sociable, follows public opinion. Factor H High score + H - controlling himself, able to obey the rules. Low score -N - impulsive, disorganized. In addition, this questionnaire allows us to identify a tendency to antisocial behavior (factor P), which may be characterized by disregard for accepted social norms, moral and ethical values, established rules of conduct and customs. Included in the questionnaire and the scale of truthfulness (factor L), which allows you to judge the reliability of the results. Level assessment of factors (in points): maximum level; the predominant severity of factors; average level; low level.
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Introduction
One of the main conditions and factors for the successful socialization of children in kindergarten is the formation of communicative competence in the space of interaction of the child with peers.
At present, the communicative development of children preschool age little attention is given. Most often, peer relationships are built spontaneously. IN modern society children do not have enough access to free communication with their peers. At the same time, children are rarely specifically taught effective methods of interaction with peers. Practice shows that a child of senior preschool age experiences the greatest difficulties in the sphere of communication and interaction with peers. This is manifested in increased anxiety, aggression, inability to agree, to see the features of a peer, the inability to carry out joint activities. An alarming signal is also the fact that a large number of preschoolers prefer communication with a computer to real communication and joint play with peers. Our research shows that 40% modern preschoolers to the question "What games do you like to play the most?" answer that they prefer computer games. What underlies the formation of the communicative competence of preschool children, what are the means of diagnosis and development? We will try to answer these questions in our book. Of course, this is only one way of understanding this problem. The issues of communicative development of modern preschoolers require close attention and further development.
I. The concept and structure of communicative competence
One of the most important aspects and results of the development of a preschool child is communicative development. The result of this development is the communicative competence in the communication of children with adults and with peers.
At preschool age, two spaces of interaction with society are traditionally distinguished. These are interactions with adults and interactions with peers. At preschool age, the boundaries of social space are expanding, primarily due to the fact that from the age of four in a child’s life, in addition to the significance of adults, the significance of a peer appears and increases, since it is from this age that a peer is an integral part of the formation of a child’s self-consciousness. The peer group becomes a reference for preschool children
The problem of the formation of communicative competence was considered by us within the framework of the system-activity approach and the theory of communication and interpersonal relations (M.I. Lisina, E.O. Smirnova).
M.I. Lisina made the activity of communication the subject of her research. She considers communication as a certain independent type of activity and as a condition for the formation of the personality as a whole.
The purpose of communication, according to M.I. Lisin, is the knowledge of oneself and the knowledge of other people.
Interaction with other people is a central component of a child's holistic relationship to himself, to other people, to the objective world as a whole. The need for communication is not innate, but is formed in vivo, through the formation of the need to communicate with adults and peers. In the course of development, needs, motives, and means of communication change. At preschool age, a child goes through several stages of development of communication with adults and peers, which M.I. Lisina defined as forms of communication.
Communicative competence- the ability to communicate effectively, a system of internal resources necessary to achieve effective communication in certain situations (V.N. Kunitsyna).
Competence in modern psychology, it is understood as a combination of knowledge, experience and human abilities (G.A. Zuckerman).
That is, communicative competence, in contrast to communicative skills (those qualities that can be taught by exercising in the use of the means and methods of achieving goals existing in culture), implies the presence of qualities that allow a person to independently create means and ways to achieve his own goals of communication.
It is important to note that there are a number of prerequisites for the formation of a preschooler's communicative competence in communicating with peers.
Communicative competence is based on prerequisites, the main of which are age-related developmental features (psychic development features and communication features with adults and peers) and the individual characteristics of the child himself (the child's individuality and the child's individual experience).
Let us note the most important and studied prerequisites for the formation of the communicative competence of preschool children in communicating with their peers.
Prerequisites for the formation of communicative competence of a preschooler
It is important to note that communicative competence is formed exclusively in the process of real interaction, joint activities with peers.
In the study of the communication features of older preschool children, we proved that the result of socialization, the success of communication in a group of peers is determined not by internal and external features directly, but is mediated by the very process of real communication and interaction. That is, the child's success in communicating with peers depends on the process of constructing social reality: activity, sensitivity to a partner.
From our point of view, communicative competence in the process of real communication is manifested in the ability to navigate and take into account the characteristics of another (desires, emotions, behavior, characteristics of activity, etc.), focus on another, sensitivity to a peer.
At the same time, as the results of our study showed, a child can take into account the interests and characteristics of a peer and use them “for his own benefit” (selfish orientation, competitiveness), or maybe for the “benefit of another” (humanistic orientation, prosocial forms of behavior, disinterested help).
But in both cases, the child may have a high level of communicative competence.
The ability to navigate and take into account the characteristics of another in the process of communication is formed in the process of activity.
The basis of communicative competence, from our point of view, is the formation of an adequate image of a peer, which includes cognitive, emotional and behavioral aspects.
It is conditionally possible to distinguish three components of the image of a peer:
The cognitive aspect of the peer image includes:
1) knowledge of the norms and rules of communication and interaction with peers;
2) a differentiated image of a peer (knowledge of external characteristics, desires, needs, behavioral motives, characteristics of the activity and behavior of another);
3) knowledge and understanding of the emotions of another person;
4) knowledge of ways of a constructive way out of a conflict situation.
Scales: sociability, logical thinking, emotional stability, carelessness, sensitivity, independence, self-control, a tendency to antisocial behavior
Purpose of the test
This technique is intended to obtain a more complete picture of the individual, to make a probabilistic forecast of the success of her professional activity.
The questionnaire includes 100 statements arranged in a cyclic order in order to provide a convenient reference using a stencil. There are three alternative answers for each question.
The methodology is designed to study individual personality factors in individuals with secondary and higher education.
Instructions for the test
You are offered a series of questions and three possible answers to each of them (a, b, c).
You need to answer as follows:
1. first read the question and the answers to it;
2. Choose one of the suggested answers that reflects your opinion and put the corresponding letter (a, b or c) in the box on the answer sheet.
Remember the following rules:
Don't spend a lot of time thinking about answers; give the answer that comes to mind first;
. try not to resort too often to intermediate answers like "not sure", "something in between", etc. There should be as few such answers as possible;
. never skip anything. Each question must be answered;
. answer as sincerely as possible. Do not try to make a good impression with your answers, they should be true.
Now please get to work. Your answers in alphabetical form must be put down either in the questionnaire next to the question number, or in a special form.
Memo to the experimenter
Pay attention to whether the respondent understood the instructions, whether he is ready to sincerely answer the questions posed. Remember to answer all questions. It must be emphasized that it is undesirable to use intermediate answers often and to reflect on them for a long time. If there are several interviewees, they should not consult with each other.
Test
1. I understood the instructions well and am ready to sincerely answer the questions:
1. yes;
2. not sure;
3. no
2. I would rather rent a cottage:
1. in a busy holiday village;
2. something in between;
3. in a secluded place, in the forest.
3. I prefer simple classical music to modern popular tunes:
1. true;
2. not sure;
3. wrong.
4. In my opinion, it is more interesting to be:
1. design engineer;
2. don't know;
3. playwright.
5. I would have achieved much more in life if people were not opposed to me:
1. yes;
2. don't know;
3. no.
6. People would be happier if they spent more time with their friends:
1. yes;
2. something in between is true;
3. no.
7. When making plans for the future, I often rely on luck:
1. yes;
2. find it difficult to answer;
3. no.
8. "Shovel" is related to "digging" as "knife" is to:
1. sharp;
2. cut;
3. sharpen.
9. Almost all relatives treat me well:
1. yes;
2. don't know;
3. no.
10. Sometimes some obsessive thought keeps me awake:
1. yes, that's right;
2. not sure;
3. no.
11. I never get angry with anyone:
1. yes;
2. find it difficult to answer;
3. no.
12. With equal working hours and the same salary, it would be more interesting for me to work;
1. carpenter or cook;
2. don't know what to choose;
3. as a waiter in a good restaurant.
13. Most of my acquaintances consider me a cheerful conversationalist:
1. yes;
2. not sure;
3. no.
14. At school I preferred:
1. music lessons (singing);
2. find it difficult to say;
3. workshops, manual labor.
15. I am definitely unlucky in life:
1. yes;
2. something in between is true;
3. no.
16. When I was in grades 7-10, I participated in the sports life of the school:
1. very rarely;
2. case by case;
3. quite often.
17. I keep order at home and always know what is where:
1. yes;
2. something in between is true;
3. no.
18. "Tired" refers to "work" as "proud" to:
1. smile;
2. success;
3. happy.
19. I behave as is customary in the circle of people among whom I am:
1. yes;
2. when how;
3. no.
20. In my life, as a rule, I achieve the goals that I set for myself:
1. yes;
2. not sure;
3. no.
21. Sometimes I enjoy listening to indecent jokes:
1. yes;
2. find it difficult to answer;
3. no.
22. If I had to choose, I would rather be:
1. forester;
2. hard to choose;
3. high school teacher.
23. I would like to go to the cinema, to various performances and other places where you can have fun:
1. more than once a week (more than most people);
2. about once a week (like most);
3. less than once a week (less than most).
24. I am well oriented in an unfamiliar area: I can easily tell where is north, south, east or west:
1. yes;
2. something in between;
3. no.
25. I'm not offended when people make fun of me:
1. yes;
2. when how;
3. no.
26. I would like to work in a separate room, and not with colleagues:
1. yes;
2. not sure;
3. no.
27. In many ways, I consider myself quite a mature person:
1. this is true;
2. not sure;
3. this is not true.
28. Which of the following words does not fit the other two:
1. candle;
2. moon;
3. lamp.
29. Usually people misunderstand my actions:
1. yes;
2. something in between is true;
3. no.
30. My friends:
1. they did not let me down;
2. occasionally;
3. quite often.
31. Usually I cross the street where it is convenient for me, and not where it is supposed to:
1. yes;
2. find it difficult to answer;
3. no.
32. If I made a useful invention, I would prefer:
1. continue to work on it in the laboratory;
2. hard to choose;
3. take care of its practical use.
33. I definitely have fewer friends than most people:
1. yes;
2. something in between;
3. no.
34. I like to read more:
1. realistic descriptions of acute military or political conflicts;
2. don't know what to choose;
3. a novel that excites the imagination and feelings.
35. My family does not like the specialty that I have chosen:
1. yes;
2. something in between is true;
3. no.
36. It is easier for me to solve a difficult question or problem:
1. if I discuss them with others;
2. something in between is true;
3. if I think about them alone.
37. When doing any work, I do not rest until even the smallest details are taken into account.
1. true;
2. average;
3. wrong.
38. "Surprise" is related to "unusual" as "fear" is to:
1. brave;
2. restless;
3. terrible.
39. I am always outraged when someone cleverly manages to avoid a well-deserved punishment:
1. yes;
2. differently;
3. no.
40. It seems to me that some people do not notice or avoid me, although I do not know why:
1. true;
2. not sure;
3. wrong.
41. In my life there was no case that I broke a promise:
1. yes;
2. don't know;
3. no.
42. If I worked in the economic field, I would be interested in:
1. talk with customers, clients;
2. something in between;
3. keep reports and other documentation.
43. I believe that:
1. you need to live by the principle: “Time for work, hour for fun”;
2. something between "a" and "c";
3. you need to live cheerfully, not particularly caring about tomorrow.
44. I would be interested in completely changing the field of activity:
1. yes;
2. not sure;
3. no.
45. I believe that my family life is no worse than that of most of my friends:
1. yes;
2. hard to say;
3. no.
46. It is unpleasant for me if people think that I am too unrestrained and neglect the rules of decency:
1. very;
2. a little;
3. not worried at all.
47. There are periods when it is difficult to resist feeling sorry for oneself:
1. often;
2. sometimes;
3. never.
48. Which of the following fractions does not fit the other two:
1. 3/7;
2. 3/9;
3. 3/11.
49. I am sure that they are talking about me behind my back:
1. yes;
2. don't know;
3. no.
50. When people behave imprudently and recklessly:
1. I take it easy;
2. something in between;
3. I feel contempt for them.
51. Sometimes I really want to swear:
1. yes;
2. find it difficult to answer;
3. no.
52. With the same salary, I would prefer to be:
1. lawyer;
2. find it difficult to answer;
3. navigator or pilot.
53. It gives me pleasure to do risky things just for fun:
1. yes;
2. something in between;
3. no.
54. I love music:
1. light, lively;
2. something in between;
3. emotionally rich, sentimental.
55. The most difficult thing for me is to cope with myself:
1. true;
2. not sure;
3. wrong.
56. I prefer to plan my affairs myself, without outside interference and other people's advice:
1. yes;
2. something in between;
3. no.
57. Sometimes a feeling of envy affects my actions:
1. yes;
2. something in between;
3. no.
58. "Size" is to "amount" as "dishonest" is to:
1. prison;
2. sinful;
3. stole.
59. Parents and family members often find fault with me:
1. yes;
2. something in between is true;
3. no.
60. When I listen to music, and they are talking loudly nearby:
1. it doesn't bother me, I can concentrate;
2. something in between is true;
3. it spoils my pleasure and makes me angry.
61. Sometimes such bad thoughts come to my mind that it’s better not to talk about them:
1. yes;
2. find it difficult to answer;
3. no.
62. It seems to me more interesting to be:
1. artist;
2. don't know what to choose;
3. director of a theater or film studio.
63. I would rather dress modestly, like everyone else, than catchy and original:
1. agree;
2. not sure;
3. disagree.
64. It is not always possible to achieve something by gradual, moderate methods, sometimes it is necessary to apply force:
1. agree;
2. something in between;
3. no.
65. I loved school:
1. yes;
2. hard to say;
3. no.
66. I learn the material better:
1. reading a well-written book;
2. something in between is true;
3. participating in a group discussion.
67. I prefer to go my own way instead of sticking to generally accepted rules:
1. agree;
2. not sure;
3. disagree.
68. AB is related to GV in the same way as SR is to:
1. Software;
2. OP;
3. TU.
69. Usually I am satisfied with my fate:
1. yes;
2. don't know;
3. no.
70. When the time comes for the implementation of what I planned and expected in advance, I sometimes feel unable to do it:
1. agree;
2. something in between;
3. disagree.
71. Not all my friends I like:
1. yes;
2. find it difficult to answer;
3. no.
72. If I were asked to organize a fundraiser for a gift to someone or to participate in organizing an anniversary celebration:
1. I would agree;
2. don't know what I would do;
3. I would say that, unfortunately, I am very busy.
73. An evening spent doing what I love attracts me more than a lively party:
1. agree;
2. not sure;
3. disagree.
74. The beauty of the verse attracts me more than the beauty and perfection of weapons:
1. yes;
2. not sure;
3. no.
75. I have more reasons to be afraid of something than my friends:
1. yes;
2. hard to say;
3. no.
76. When working on something, I would rather do this:
1. in a team;
2. don't know what to choose;
3. independently.
77. Before expressing my opinion, I prefer to wait until I am completely sure that I am right:
1. always;
2. usually;
3. only if it is practically possible.
78. "Best" is to "worst" as "slow" is to:
1. ambulance;
2. the best;
3. fastest.
79. I do a lot of things that I later regret:
1. yes;
2. find it difficult to answer;
3. no.
80. I can usually work with concentration, not paying attention to the fact that people around me are making noise:
1. yes;
2. something in between;
3. no.
81. I never put off until tomorrow what I have to do today:
1. yes;
2. find it difficult to answer;
3. no.
82. I had:
1. very few elected positions;
2. several;
3. many elected positions.
83. I spend a lot of free time talking with friends about those pleasant events that we once experienced together:
1. yes;
2. something in between;
3. no.
84. On the street, I will stop to look at the work of an artist rather than at a street quarrel or a traffic accident:
1. yes;
2. not sure;
3. no.
85. Sometimes I really wanted to leave home:
1. yes;
2. not sure;
3. no.
86. I would rather live quietly as I like than to be admired by my friends:
1. yes;
2. something in between is true;
3. no.
87. Speaking, I tend to:
1. express your thoughts as soon as they come to mind;
2. something in between is true;
3. before you properly collect your thoughts.
88. Which of the following combinations of characters should continue this series Х0000ХХ000ХХХ:
1. 0XXX;
2.00XX;
3. X000.
89. I don't care what others think of me:
1. yes;
2. something in between;
3. no.
90. I have such disturbing dreams that I wake up:
1. often;
2. occasionally;
3. almost never.
91. I read the whole newspaper every day:
1. yes;
2. hard to say;
3. no.
92. For the birthday, for the holidays:
1. I love making gifts;
2. find it difficult to answer;
3. I think that buying gifts is a somewhat unpleasant duty.
93. I really don’t like to be where there is no one to talk to:
1. true;
2. not sure;
3. wrong.
94. At school I preferred:
1. Russian language;
2. hard to say;
3. mathematics.
95. Someone harbored a grudge against me:
1. yes;
2. don't know;
3. no.
96. I willingly participate in public life, in the work of various commissions, etc.:
1. yes;
2. something in between;
3. no.
97. I am firmly convinced that the boss may not always be right, but always has the opportunity to insist on his own:
1. yes;
2. not sure;
3. no.
98. Which of the following words does not fit the other two:
1. any;
2. several;
3. bulk.
99. In a cheerful company, it is inconvenient for me to fool around with others:
1. yes;
2. differently;
3. no.
100. If I made some kind of mistake in society, then I quickly forget about it:
1. yes;
2. something in between;
3. no.
Processing and interpretation of test results
The answers of the respondent must be compared with the key.
If the letter specified in the key matches the letter of the answer chosen by the respondent, 2 points are awarded for this answer.
. An intermediate answer "b" is always awarded 1 point.
. If the letter of the answer and the letter of the key do not match, 0 points are awarded.
Processing for factor B (logical thinking) is somewhat different.
If the letter of the answer matches the letter of the key, 2 points are assigned,
. in case of mismatch - 0 points.
Key to the test
I 1c 11a 21c 31c 41a 51c 61c 71c 81a 91a L
II 2a 12c 22c 32c 42a 52a 62c 72a 82c 92a A
III 3a 13a 23a 33c 43c 53a 63c 73c 83a 93c D
IV 4c 14a 24c 34c 44a 54c 64a 74a 84a 94a K
V 5a 15a 25c 35a 45c 55a 65c 75c 85a 95a M
VI 6c 16a 26a 36c 46a 56a 66c 76c 86a 96c M
VII 7c 17a 27a 37a 47c 57c 67c 77a 87c 97a N
VIII 8b 18b 28b 38c 48b 58c 68b 78c 88b 98a B
IX 9c 19c 29a 39c 49a 59a 69c 79a 89a 99c P
X 10c 20a 30a 40c 50a 60a 70c 80a 90c 100a C
The scores thus obtained are summed up for each factor.
For factors A, B, C, D, K, M, H, L, the maximum number of points is 20.
By factor P - 40 points (add 5 and 9 lines).
Number of points from 16 to 20(according to factors A, B, C, D, K, M, H) is a high score for this factor, which means that the corresponding personality quality is clearly expressed (for example, sociability by factor A).
Number of points 13, 14, 15 speaks of a certain predominance of a quality corresponding to a high assessment (for example, sociability over isolation).
Number of points 5, 6, 7 indicates the predominance of a quality corresponding to a low assessment (for example, isolation over sociability).
Number of points 8-12 means an approximate balance between two opposite personal qualities (for example, moderately open, moderately closed).
If the respondent scored 12 or more points on the L scale, then the results of the survey must be recognized as unreliable.
If the respondent scored more than 20 (out of 40) points on the P scale (tendency to antisocial behavior), then this indicates certain personal problems in any area of life: in the family, in relationships with friends, at work, in relationships with others). In this case, it is necessary to conduct an additional interview to determine how serious the problems are.
Factor a
. High score +A - open, easy, sociable.
. Low score -A - unsociable, withdrawn.
Factor B
High score + B - with developed logical thinking, quick-witted.
. Low score -B- inattentive or with underdeveloped logical thinking.
Factor C
High score +C - emotionally stable, mature, calm.
. Low score -C - emotionally unstable, changeable, amenable to feelings.
Factor D
High score + D - cheerful, carefree, cheerful.
. Low score -D - sober, silent, serious.
K factor
High score +K - sensitive, reaching out to others, with artistic thinking.
. Low score -K - self-reliant, realistic, rational.
Factor M
High score + M - preferring his own decisions, independent, self-oriented.
. Low score -M - dependent on the group, sociable, follows public opinion.
Factor H
High score + H - controlling himself, able to obey the rules.
. Low score -N - impulsive, disorganized.
In addition, this questionnaire allows us to identify a tendency to antisocial behavior (factor P), which may be characterized by disregard for accepted social norms, moral and ethical values, established rules of conduct and customs.
Included in the questionnaire and the scale of truthfulness (factor L), which allows you to judge the reliability of the results.
Level assessment of factors (in points):
16-20 - maximum level;
. 13-15 - the predominant severity of factors;
. 8-12 - average level;
. 5-7 - low level.
