Structure of study social representation and its dynamics with reference to the reliability of information source

Šiame straipsnyje pristatomi tyrimo, skirto studijų socialinės reprezentacijos struktūrai, jos dinamikai, remiantis informacijos šaltinio patikimumu, rezultatai. Tyrimo metu siekta nustatyti, kas sudaro tyrimo dalyvių (universiteto studentų) studijų socialinės reprezentacijos centrinius ir periferinius elementus, atskleisti, kokią įtaką daro šaltinių patikimumo kintamasis socialinės reprezentacijos struktūrai, jos dinamikai, atlikus pakartotiną apklausą, nuo ko priklauso galima reprezentacijos elementų dinamika. Atsakymai į šiuos klausimus gali iš esmės padėti suvokti dėstytojo ir studentų tarpusavio santykius, teigiama linkme keisti susiformavusias neigiamas ar nepalankias komunikacijai nuostatas. Šio tyrimo įžvalgas galima panaudoti dėstytojų veikloje, siekiant suprasti šiuolaikinius studentus, jų vaidmenį, požiūrį į mokymąsi bei teigiamoms studentų nuostatoms į studijas formuoti.This article presents the results of the study on social representation structure, its dynamics, based on the information reliability source. The study intended to reveal what constitutes the research participants (university students) central and peripheral elements of study social representation, whether the change of these elements goes on by the reliable and unreliable sources of information, what determines the possible dynamics of the representation elements. Answers to these questions may essentially help to understand teacher-student relationships; positively change the established negative or adverse communication settings. The insights of this study can be used in teachers’ activities in order to understand better nowdays students, their role, approach to studies, learning and the formation of positive students’ attitudes towards studies. The article consists of an introduction and two parts, conclusions and references. The introduction highlights the fact that social representation is a dynamic structure that can change and develop. Although such an approach to social representations is not new, but there is still a lack of research to analyze the dynamics of social representations to this day. The study on structure of social representations and dynamics are not recorded in Lithuania. This presupposed the research problem: what constitutes the study social representations central and peripheral system; what does the dynamics of the representation structure depend on? The research object – Klaipeda University students study social reprezentacija. The aim of the research – to reveal the study social representations structure (central and peripheral elements of the system) and its dynamics. Thus the following main research issues are distinguished: what constitutes the study participants (university students) study social representations central and peripheral items? What is the influence of the variable of the reliability of sources on the structure of social representation and its dynamics after the repeated survey? What does the possible study representation element dynamics depend on? The first part of the article presents the insights on the system of theoretical social reprezentations and its dynamics, also the research methodology; the second part presents and discusses the study results. The qualitative studyproves that the first stage study program students of Klaipėda University social representations central system consists of the following elements: "the acquisition of new scientific knowledge"; "diploma is obtained after studies", because these two central elements received the most attention of the informants, i.e., their estimates amount was ≥50 percent. Peripheral system consists of several key elements: "an opportunity to acquire a profession, speciality" and "it is possible to obtain qualifications during studies", because their estimates though did not reach (≥50 proc.) point, but still this significantly outpaced other estimates of peripheral elements system. Such approach towards studies is rather narrow, which suggests that teachers properly using the paradigm of persuasion can shape a deeper approach to studies and learning activities