Group reflexivity in semi-closed educational groups: A comparative analysis of students of military and religious secondary schools
DOI:
https://doi.org/10.33910/2686-9527-2026-8-1-89-102Keywords:
group reflexivity, group agency, semi-closed educational groups, cadets, students of religious secondary schools, group cohesion, group identity, educational environmentAbstract
Introduction. Group reflexivity in semi-closed educational groups remains understudied compared with workplace groups. A key predictor of group functioning, reflexivity supports clarifying collective goals, regulating interpersonal relationships, and enhancing effectiveness and innovativeness. Its structure encompasses readiness to comprehend experience, analyze the meaning of joint activity, and evaluate group resources, while allowing assessment of temporal orientation (retrospective and prospective). This study examines and compares group reflexivity and its socio-psychological determinants in semi-closed educational groups: students of military secondary schools (cadets) and students of religious secondary schools.
Materials and Methods. The sample comprised 23 educational groups (N = 417), including 11 from military and 12 from religious schools. Instruments included: T. A. Nestik’s Group Reflexivity Questionnaire (modified by S. V. Tarasov); E. B. Fantalova’s value orientations method (modified by A. S. Chernyshev); A. V. Karpov’s Personal Reflexivity Questionnaire; S. K. Nartova-Bochaver’s Sovereignty of Personal Psychological Space — 2010 Questionnaire; A. V. Sidorenkov et al.’s Group Identity Questionnaire; sociometry; and a method for assessing group psychological climate.
Results. Cadets exhibited significantly higher group reflexivity than religious students. Among cadets, a retrospective orientation — readiness to reflect on past joint activity — was most pronounced. The structure of associations between group reflexivity and socio-psychological factors also differed markedly between the two types of groups. For cadets, personal characteristics (psychological space sovereignty, group identity) were primary contributors. In contrast, among religious students, the factor system encompassed both personal and group levels. The educational environment, specifically its focus on military versus spiritual, shaped the observed differences in group reflexivity and its associated factor system. The military environment promoted group-level properties, whereas the religious environment highlighted individual-level development.
Conclusion. The findings underscore the importance of considering institutional regime, the type of educational institution, and the organizational–educational environment when designing practical programs to foster group properties, particularly reflexivity.
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