The Social Psychology of Education by C.M. Fleming

Author:C.M. Fleming [Fleming, C.M.]
Language: eng
Format: epub
Tags: Social Science, Sociology, General
ISBN: 9781136273124
Google: TddYAQAAQBAJ
Publisher: Routledge
Published: 2013-10-15T04:52:04+00:00

Chapter X

School Influences

NEXT to the home, the school seems to exercise the greatest influence on child life. Intimacy of relationship, considerable prestige and regularity of contact contribute to this; and also the fact that its opportunities for producing modifications extend over a period of nine to thirteen years. Most pupils do not, however, at present come to school in the first five years of life ; and, except in orphanages, the educational supervision of the school is not continuous.

What is the effect upon learning of membership of a school group ?

Its effect upon measurable achievement has been very thoroughly studied in the last twenty years. Results obtained by experimentation are not, however, easy to interpret. There are, for example, very many psychological functions which may be taken as testing material.1 There is a wide range of differences in age, intelligence, schooling and attitudes among pupils. There are variations in the possible size of groups, and variations in the relationship between members of the group.

On the whole, the effect of co-workers is stimulating; but the social increment seems greater for those of low intellect than for those of high and also more for slow workers than for swift workers. It also varies with the social attitudes of individuals ; and is, for example, less for stutterers than for those whose speech is normal. Its direction is determined by the nature of the subject-matter. Work on material which is to be reproduced individually seems more speedy but less accurate under group conditions ; but group discussions (of the type of committee-work or work on a jury) can produce a more complete and accurate account of details than can the record of an average member. The presence of others seems also to lead to more objective thinking—with greater fluency but a poorer quality of ideas.

The effect of spectators varies both with the individuals and with the type of occupation in which they engage. Written work under close supervision tends to be less accurate but more rapid; and there is some evidence that activities involving manipulative dexterity show a retardation in rate when watched.

The effect of competition upon performance is similar to this. For the most part it results in more work, but work of poorer quality. Awareness of success produces an improvement in score ; and the effect both of rivalry and of knowledge of success is more obvious with slower and duller workers.

Co-operative learning produces better social adjustment for both superior and inferior pupils. The effect of praise or encouragement is greater than that of reproof; but both are more effective than the absence of any such motivation. Similar findings attach to the use of stronger cues such as reward or punishment. (This seems independent of age and level of ability. It is probably related to the individual’s need for recognition—either adverse or favourable—and it varies with social relationships within the group.) Reproof leads to a sudden spurt, but progressively loses its effectiveness. Encouragement results in a confidence and stability which facilitate a continuance of learning.

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