PDF 45-55 (Українська)


interpersonal interaction
an agent of the educational process
psychological factors
age psychology
ethnic-cultural features

How to Cite



The article substantiates the features of developing interactions between people participating in an educational process depending on four factors: 1) gender differences in female lecturers’ and male lecturers’ pedagogical communication and the specifics of interactions in the one-gender and mixed-gender student groups; 2) age-related features and university students’ academic year; 3) students belonging to different nationalities or ethnic-cultural groups; 4) the presence in an academic group of students with special needs, and therefore, used inclusive education systems.

In particular, the male lecturers more often give specific instructions at work organization and use instructions and clear commands in communication. In the educational aspect, male lecturers focus more on formal attributive features, less exploring the motives of students’ behavior. At the same time, female lecturers are more focused on demonstrating and explaining teaching material, more often ask questions and supplement students' answers, and also often resort to jokes and value judgments.

The article also proves that gender-role differences between male and female students are a significant factor that determines interpersonal interactions at university education. The author studied students’ interpersonal interaction dynamics depending on their academic year. A general pattern was revealed in student groups’ dynamic using J. Moreno’s sociometry: sympathy in student groups slightly decreased each academic year due to students’ individualization and the difficulties of group reintegrating; at the same time, antipathy and hostility between students decreased much more rapidly. Therefore, the expansiveness of interactions between group members usually increased with each academic year.

The foreign students from Europe, Asia and Africa were significantly different from their Ukrainian fellow students not only as for their mentality, cultural or ethnic characteristics, but also in their attitude to their lecturers. In particular, the article revealed the features of interactions of students from India, the Arab East, Africa, Western Europe and Ukraine; the student’s activity and quality of studying were much higher in international groups, compared with mono-ethnic ones.

The author defends the thesis that inclusive education creates the educational environment that meets each individual’s needs and capabilities, regardless of their psychophysical development and support students’ inclusion into group relationships (formal and informal), a positive psychological climate, business and friendly relations between lecturers and students, as well as their development and self-realization during training. In this context, the article differentiates four types of integration (physical, functional, social and societal) by the criterion of a level of interactions, and performs the detailed analysis of the main problems and challenges of interpersonal interaction in inclusive groups organized in national universities.

At the same time, the author analyzed reasons of rather low inter-subject interactions in the educational process of modern universities and non-verbal indicators of students’ indifferent or negative attitudes to lecturers.
PDF 45-55 (Українська)


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