The Concentration of Liked and Disliked Members in Groups and the Relationship of the Concentrations to Group Cohesiveness

Muldoon, John F.

doi:10.2307/2785830

Cited by 5 publications

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“…They found that, in general, individuals may be leaders in one phase of problem solving but not in others; and that leadership and number of communications initiated were positively related for subjects ranked higher for leadership, but minimally related for lower ranking subjects. Muldoon (44) and Parsons,Ketcham,and Beach (50) obtained strong negative relationships between sociometric indexes of group structure and several measurements of group cohesiveness. Exline (15), comparing congenial and noncongenial discussion groups, found that members of congenial groups were significantly more accurate in perceiving the task-oriented behaviors in their group, but not any more accurate in perceiving their group's interpersonal relations.…”

Section: Relationships Among Structural Variables S -» Smentioning

confidence: 94%

“…Most of the researches exemplifying this paradigm took the specific form of studying the relationships between sociometric status and other structural phenomena such as socioeconomic class and cleavage or clique formation (13,47), rural vs. urban residence (48), and group cohesiveness (44,50). Some took the form of teachers' or students' judgments of own or others' relative acceptability (22,23,24,44) and of their roles in the group (45).…”

Section: Relationships Among Structural Variables S -» Smentioning

confidence: 99%

See 1 more Smart Citation

Chapter III: The Structure and Dynamics of Classroom Groups and Educational Systems

Jensen¹,

Parsons²

1959

Review of Educational Research

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Section: Relationships Among Structural Variables S -» Smentioning

confidence: 94%

Section: Relationships Among Structural Variables S -» Smentioning

confidence: 99%

Chapter III: The Structure and Dynamics of Classroom Groups and Educational Systems

Jensen¹,

Parsons²

1959

Review of Educational Research

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“…Research has shown that classroom groups with supportive friendship patterns enhance academic learning, while more interpersonally tense class environments in which peer groups rejections are strong and frequent get in the way of learning (Schmuck, 1963;Schmuck, 1966;and Schmuck, 1971). These studies indicated that classroom peer groups characterized by a Volume XVI, Number 4 273 wide dispersion of friendships had more cohesiveness than groups with a concentration of liked and disliked members.…”

Section: Importance Of Peers For Learningmentioning

confidence: 97%

Peer groups as settings for learning

Schmuck

1977

Theory Into Practice

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Some aspects of classroom social climate

Schmuck

1966

Psychol. Schs.

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Many educators assume that positive classroom social climates enhance a pupil's mental health and his academic learning. The warm support, encouragement and respect which pupils show for one another facilitate high self-esteem and utilization of intellectual abilities. The influence which pupils feel they have in relation to peers, or the degree of competence a pupil sees himself as possessing also enhance his feelings about school and involvement in classroom tasks. In short, the relevance of positive classroom social climates for the optimal school adjustment of pupils is now taken for granted by most social psychologists of education.Even with this general agreement about the significance of classroom social climate, few empirical analyses have been made of the characteristics of so-called positive and negative climates. The concept, classroom social climate, is too abstract and vague. The main purpose of this paper is to clarify the concept by delineating some empirical dimensions. This paper also includes some data on the characteristics of teachers with different classroom climates.The sample of classrooms for study was selected from a group of 75 teachers near Ann Arbor, Michigan who volunteered to participate. The selection of teachers from the volunteers was determined by sampling a diverse representation of types of communities (rural, industrial, suburban, and university) and grade levels (fourth through twelfth). As a result, a subject pool comprising 727 pupils was drawn from 27 public school classrooms. The fathers' occupations for the pupils in the sample differed significantly from classroom to classroom, e.g., in one classroom ninety per cent were professional, while in another, ninety-seven per cent were classified as unskilled. The racial composition ranged from predominantly Negro in two classes to all white in others. The data were obtained from questionnaires and group interviews with pupils; and questionnaires and interviews with teachers.3 The first aspect of the classroom social climate analyzed was the peer group. THE CLASSROOM PEER GROUPAmong its many aspects, the social climate of a classroom peer group has a t least two properties, cohesiveness and norms. Cohesiveness has several features such as attractiveness of the classroom group to the pupils, pupil motivation to perform tasks in the context of the group, and the pupils' feelings of security and comfort while interacting with classroom peers. While cohesiveness has to do with the relations with group members, norms refer to shared attitudes about objects and 'This paper is a revised version of a speech given to the colloquium of the School of Education, University of California a t Santa Barbara, January, 1965. The research is part of a program on children, youth, and family life in the Institute for Social Research a t the University of Michigan.

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The Concentration of Liked and Disliked Members in Groups and the Relationship of the Concentrations to Group Cohesiveness

Cited by 5 publications

References 0 publications

Chapter III: The Structure and Dynamics of Classroom Groups and Educational Systems

Chapter III: The Structure and Dynamics of Classroom Groups and Educational Systems

Peer groups as settings for learning

Some aspects of classroom social climate

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