Społeczne reprezentacje współpracy, zaufania i sprawiedliwości w edukacji szkolnej

2018 ◽  
Vol 63 (3 (249)) ◽  
pp. 74-98
Author(s):  
Marta Krasuska-Betiuk
Keyword(s):  
Social Psychology ◽  
Interpersonal Relationships ◽  
Social Perception ◽  
Social Representation ◽  
International Studies ◽  
Value Proposition ◽  
Scientific Content ◽  
Theoretical Assumptions ◽  
Teachers And Parents ◽  
Theoretical Considerations

The purpose of the text is to present ways of perceiving values relevant for interpersonal relationships taking place in the school space. The main thesis is the inconsistency of systems of representations of ideas, values, beliefs shared by school community actors. The paradigm that guided the problem in question is derived from the constructivist trend of social psychology, called the theory of social representation (SRT), in the version formulated by Serge Moscovici. The first part of the paper presents the theoretical assumptions of the value proposition in school education and the methods of their investigation, then the author collates the scientific content of social concepts and the ways of their social perception. The subjects of social representation have been the relationships between teachers and parents and representations of the category of trust and justice in education. Theoretical considerations were supported by empirical examples from selected national and international studies.

scholarly journals Current Approach to the Study of Status Relations in Student Groups within the Framework of the School of Thought of the Department of Social Psychology at MSUPE

2016 ◽  
Vol 7 (1) ◽  
pp. 59-71 ◽  
Author(s):  
M.Ye. Sachkova
Keyword(s):  
Social Psychology ◽  
Interpersonal Relationships ◽  
Empirical Studies ◽  
Well Being ◽  
Current Approach ◽  
Moscow Oblast ◽  
Social Psychological ◽  
Emotional Climate ◽  
Student Groups ◽  
Middle Status

The paper presents results of the verification of a new approach to the study of status relationships through the position of a middle status group member — the approach developed within the framework of A.V. Petrovsky’s theory of activity-mediated interpersonal relationships in groups and M.Yu. Kondratyev’s school of thought at the Department of Social Psychology (MSUPE). A series of empirical studies were carried out in educational organizations of various types in Moscow and Moscow oblast, with more than 1200 students participating as subjects. The paper reveals how the character of intragroup interactions, well-being and emotional climate, as well as the level of social psychological development in the group in general, are shaped by the system of relationships between the middle status students with their groupmates. The paper concludes with some considerations on the specifics of the role that the middle status student plays in his group’s activity and outlines further perspectives of the presented social psychological approach to the study of status relationships.

Agents and Social Interaction Insights from Social Psychology

2010 ◽  
pp. 74-91
Author(s):  
Joseph C. Bullington
Keyword(s):  
Social Psychology ◽  
Social Interaction ◽  
Social Perception ◽  
Attribution Theory ◽  
Interpersonal Relations ◽  
Human Interaction ◽  
Artificial Agents ◽  
Agent Based ◽  
Human Agent ◽  
Agent Interaction

Social interaction represents a powerful new locus of research in the quest to build more truly humanlike artificial agents. The work in this area, as in the field of human computer interaction, generally, is becoming more interdisciplinary in nature. In this spirit, the present chapter will survey concepts and theory from social psychology, a field many researchers may be unfamiliar with. Dennett’s notion of the intentional system will provide some initial grounding for the notion of social interaction, along with a brief discussion of conversational agents. The body of the chapter will then survey the areas of animal behavior and social psychology most relevant to human-agent interaction, concentrating on the areas of interpersonal relations and social perception. Within the area of social perception, the focus will be on the topics of emotion and attribution theory. Where relevant, research in the area of agent-human interaction will be discussed. The chapter will conclude with a brief survey of the use of agent-based modeling and simulation in social theory. The future looks very promising for researchers in this area; the complex problems involved in developing artificial agents who have mind-like attributes will require an interdisciplinary effort.

scholarly journals Ecologizing Social Psychology: The Physical Environment as a Necessary Constituent of Social Processes

2019 ◽  
Vol 24 (1) ◽  
pp. 3-23 ◽  
Author(s):  
Benjamin R. Meagher
Keyword(s):  
Social Psychology ◽  
Interpersonal Relationships ◽  
Physical Environment ◽  
Emotional Experience ◽  
Critical Role ◽  
Social Processes ◽  
The Body ◽  
Childhood Development ◽  
Regulatory Processes ◽  
Recent Trends

Recent trends in social psychology point to increased interest in extending current theories by better incorporating the body (e.g., embodied cognition) and the broader interpersonal context (e.g., situations). However, despite being a critical component in early social theorizing, the physical environment remains in large part underdeveloped in most research programs. In this article, I outline an ecological framework for understanding the person–environment relationship. After introducing this perspective, I describe how this approach helps reveal the critical role played by the physical environment in a variety of social processes, including childhood development, interpersonal relationships, and social identity. Finally, I review a topic in environmental psychology that has received little attention among social psychologists: territories. I provide an ecological perspective on how the design, use, and personalization of this type of environment guide and constrain regulatory processes involving social behavior, identity expression, and emotional experience.

Agents and Social Interaction

2009 ◽  
pp. 35-50
Author(s):  
Joseph C. Bullington
Keyword(s):  
Social Psychology ◽  
Social Interaction ◽  
Social Perception ◽  
Attribution Theory ◽  
Interpersonal Relations ◽  
Human Interaction ◽  
Artificial Agents ◽  
Agent Based ◽  
Human Agent ◽  
Agent Interaction

Social interaction represents a powerful new locus of research in the quest to build more truly human-like artificial agents. The work in this area, as in the field of human computer interaction, generally, is becoming more interdisciplinary in nature. In this spirit, the present chapter will survey concepts and theory from social psychology, a field many researchers may be unfamiliar with. Dennett’s notion of the intentional system will provide some initial grounding for the notion of social interaction, along with a brief discussion of conversational agents. The body of the chapter will then survey the areas of animal behavior and social psychology most relevant to human-agent interaction, concentrating on the areas of interpersonal relations and social perception. Within the area of social perception, the focus will be on the topics of emotion and attribution theory. Where relevant, research in the area of agent-human interaction will be discussed. The chapter will conclude with a brief survey of the use of agent-based modeling and simulation in social theory. The future looks very promising for researchers in this area; the complex problems involved in developing artificial agents who have mind-like attributes will require an interdisciplinary effort.

Social Psychology: Who We Are and What We Do

2002 ◽  
Vol 6 (1) ◽  
pp. 72-85 ◽  
Author(s):  
Abraham Tesser ◽  
Jinn Jopp Bau
Keyword(s):  
Social Psychology ◽  
Social Cognition ◽  
Interpersonal Relationships ◽  
Intergroup Relations ◽  
Interpersonal Influence ◽  
The People

The author index of the Handbook of Social Psychology (Gilbert, Fiske & Lindzey, 1998) and of Social Psychology: Handbook of Basic Processes (Higgins & Kruglanski, 1996) served as the basis for identifying and describing some of the people constructing social psychology in the 1990s. Over 10,000 names are mentioned, but relatively few are mentioned several times. The 106 contributors who were mentioned mostfrequently are identified and described. They are mostly men about 20 years beyond the PhD. The select set of institutions at which they work and from which they obtained their degrees are also identified. Similarities among contributors were calculated on the basis of the proximity of their mentions in the handbooks. An analysis of those similarities yielded eight “contributor factors”: social cognition, attitudes, motivated attribution, self, interpersonal influence, intergroup relations and stereo-types, culture and evolution, and interpersonal relationships.

Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem

2007 ◽  
Vol 17 (2) ◽  
pp. 109-125 ◽  
Author(s):  
Andrew J. Martin ◽  
Herbert W. Marsh ◽  
Dennis M. McInerney ◽  
Jasmine Green ◽  
Martin Dowson
Keyword(s):  
High School Students ◽  
Interpersonal Relationships ◽  
Achievement Motivation ◽  
Academic Motivation ◽  
Structural Equation Models ◽  
Self Esteem ◽  
Teacher Student ◽  
Teachers And Parents ◽  
Parent Child Relationships ◽  
Parent Child

AbstractThe aim of the present study was to better understand the combined and unique effects of teacher–student and parent–child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic self-concept, and general self-esteem. Preliminary correlations showed that both teacher–student and parent–child relationships are significantly associated with achievement motivation and general self-esteem. Importantly, however, when using appropriate structural equation models to control for shared variance amongst predictors, findings showed that although teachers and parents are clearly influential, after controlling for gender, age, and the presence of both interpersonal relationships in the one model, teacher effects are stronger than parent effects, particularly in the academic domain.

A sentimental education: The place of sentiments in personality and social psychology

2017 ◽  
Vol 40 ◽  
Author(s):  
Nick Haslam
Keyword(s):  
Social Psychology ◽  
Social Perception ◽  
Sentimental Education

Abstract“Sentiment” is a potentially appealing concept for social and personality psychologists. It can render some complex affective phenomena theoretically tractable, help refine accounts of social perception, and illuminate some personality dispositions. The success of a future sentimental psychology depends on whether “sentiment” can be delimited as a distinct domain, and whether a credible classification of sentiments can be developed.

scholarly journals Competencias emocionales y toma de decisiones responsable en preadolescentes con el apoyo de docentes, padres y madres de familia: Un estudio comparativo en estudiantes de 4º a 6º año de educación primaria en España

2017 ◽  
Vol 22 (1) ◽  
pp. 1
Author(s):  
Concepción Márquez-Cervantes ◽  
Martha Leticia Gaeta-González
Keyword(s):  
Decision Making ◽  
Interpersonal Relationships ◽  
Personal Development ◽  
Theoretical Models ◽  
Emotional Awareness ◽  
Self Report ◽  
Teaching Staff ◽  
Emotional Competencies ◽  
Cross Sectional ◽  
Teachers And Parents

This article aims to analyze the relationship between emotional competencies and responsible decision making in pre-adolescents, and the support of teachers and parents in this process, which could help students to solve problems and face risk situations in a better way. A quantitative, descriptive correlation and cross-sectional type research was carried out to achieve this aim. 70 students from the 4th, 5th and 6th grades (ages 8-12), three teachers and 12 parents from a public school in the province of Almeria, Spain, participated in the study. Three questionnaires were designed (for students, teachers and parents) to collect the information; they were based on theoretical models (Bisquerra & Pérez, 2007) and standardized self-report inventories in emotional competencies (Extremera & Fernández-Berrocal, 2004; Matson et al., 1983). The collected data were analyzed using descriptive statistics, a comparison between groups, and a correlation between variables. Among the main results, students reported that they did greater work in strengthening their emotional awareness, followed by emotional regulation and interpersonal relationships. There were no significant differences in emotional management and responsible decision making among students from the three academic years; however, males reported greater emotional control than females. A significant correlation between emotional competencies and responsible decision making in pre-adolescents was found. Teaching staff mentioned having done greater work in the development of students’ emotional awareness and support of their responsible decision making. Parents, in turn, seek to help their sons and daughters to be more self-reliant, in addition to working collaboratively with the school, by documenting or seeking support to contribute to education and personal development of their children.

scholarly journals The principle of situationism in modern social psychology. Review of the book by T. Gilovich and L. Ross "The Science of wisdom". Moscow: Individual, 2019. 368 p.

2019 ◽  
Vol 10 (1) ◽  
pp. 202-205
Author(s):  
E.P. Belinskaya
Keyword(s):  
Social Psychology ◽  
Social Cognition ◽  
Social Behavior ◽  
Social Perception ◽  
Situational Factors ◽  
Social Stereotypes ◽  
Psychology Review

The book summarizes the achievements of social psychology in the last few decades in the field of social cognition. The authors ‘ attention is drawn to the analysis of situational factors that determine the errors of social perception, form social stereotypes and prejudices, as well as influence the choice of various forms of social behavior.

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