PSYCHOLOGICAL FEATURES OF SOCIAL AND PERCEPTIVE ASSESSMENT IN THE SYSTEM OF «HIGH SCHOOL STUDENT – TEACHER»

Abstract

The article is devoted to the discovery of one of the main conditions of juveniles’ successful learning and educational activity that is establishing efficient relations with a teacher. The basis of this process is correspondence of the system of ideas about the interaction partner of every
member of educational process. Social perception objectivity, lack of prejudice and stereotypes provide efficient relations between teacher and student. 49 high-schoolers and 10 teachers participated in empirical research. The coordination of social and perceptive assessments have been examined for the
juveniles’ basic personality traits involved in relations building. It is determined that the perceptive and interactive competence index shows both the law level of quality formation and its mutual and selfestimation divergence.
The lowest indices among six characteristics of communicative and perceptive competences have been got on the scale of social adaptability. High assessments have been got according to the index of emotional stability states of the students and their mutual consistency in positions of both participants of educational process.
The problem of stereotype perception and prejudice in the research is observed by means of analyzing the ideal student image. The comparison of ideas of two samples representatives of six instrumental types of successful student (subjective-creative, working, motivational and volitional,
adaptive, with developed learning skills, with developed cognitive abilities) defined essential difference in the system of social and perceptive patterns: teaches are oriented on student’s disposition to creative learning approach, students are oriented on motivational and working components distinguishing. The mismatch of positions is imbalance basis of educational interaction organization. According to the results of the research it is defined that the mutual and self-assessment of socially significant qualities of high-schoolers are in general mutually consequent. Though their level
indices indicate higher criticism in adolescent perception. The conclusion can be done that the teachers assess high school students’ behavior as more
adoptive, high schoolers as extremer.