PSYCHOLOGICAL CHARACTERISTICS OF UNIVERSITY APPLICANTS` GROUPS

Abstract

In the article the socializing influence of the teacher-tutor on the applicant’s academic group in higher educational institutions is proved. The education and the associated with it social development of the academic group and each applicant in the university are integral attributes of tutorship as a social and professional phenomenon of modern higher education. The purpose of the article is to study the psychological characteristics of academic groups of applicants of higher education as objects of directed socialization. The selection of criteria of educational socialization is implemented. The basic psychological features of the academic groups’ development as a collective subject of educational activity on scientific methods are considered. Scientifically substantiated values of applicants' group life are embedded in the methods themselves: focus on people, responsibility, initiative (methodics of diagnostics the level of development of social activity of the individual and collective by O. Vlasova) and group orientation according to the questionnaire "Pulsar" by L. Pochebut (the qualities of the group subject: preparedness, orientation, organization, activity, cohesion, integrativity, reference and the overall level of group development). The classification of levels of collective formation by O. Vlasova is presented in the categorical plane of objectively confirmed models of collective development and is therefore the most favourable for describing the social maturity of the group educational subject. According to the indicators of group cohesion of applicants, the average score of their learning and the level of development of the group subject, the typology of academic groups of higher education applicants was created. The result of empirical research of groups of applicants on the criterion of combining indicators of their social development as a collective subject of educational activity and applicant learning success was the derivation of empirical typology of effective and ineffective tutors (total four types: effective, pseudo-effective, formally effective and ineffective).