The role of collective reflection in the formation of group identity in the school environment

Abstract

The formation of the school community group identity is ensured by the ability of each member to collectively analyze their activities and their consequences. “My class”, methods of determining the state of formation of the active self-concepts, and fundamental interpersonal relations questionnaire (FIRO) were used in the study. Descriptive analysis, variance analysis, and correlation analysis were used for statistical processing of the results. The sample is randomly randomized and consists of 230 people, which ensures its representativeness. Of them, 130 are girls and 100 are boys. The results of the study showed that elementary school students have high levels of both personal and collective reflection, as well as high levels of group cohesion. There were no statistically significant gender differences in scores on collective reflection and group identity. The findings of this study provide the basis for creating effective tools for the development of primary school students’ collectives, which will allow directing collective activity towards targeted educational and training goals. In the future, it is worth studying the dynamics of the development of collective reflection, which affects group identity, in critical periods of school education: primary school, secondary school, and senior school.