StatusThe thesis was presented on the 11 March, 2015
Approved by NCAA on the 28 May, 2015
Abstract– 0.95 Mb / in romanian
The paper includes annotations, list of abbreviations, introduction, three chapters, conclusions and recommendations, bibliography of 201 titles, 15 annexes, 144 pages, 30 charts and 27 tables. The research results were published in 13 scientific works.
Field of study: Social Psychology. The aim of the research is to determine the psychological development of social competence in ontogenesis, the dynamics of social competence and psychosocial mechanisms highlighting its development.
Research objectives lie in the theoretical approach to the concept of social competence in psychosocial perspective; identifying the research methodological basis of the concept of social competence and determination of the psychological development of social competence in ontogenesis (ages: preschool, elementary school and junior youth), examining the dynamics of social competence in ontogenesis and psychosocial mechanisms highlighting its development; drawing the conclusions and the recommendations that would cover knowledge and understanding of the complexity of the psychological development of social competence, which would facilitate the social integration of children.
Scientific problem solved: through the theoretical-experimental research process were established the psychological particularities of development of social competence and the psychosocial mechanism of its development from perspective of the ontogenetic, thing which contributed to the establishment of psychosocial base of formation of this competence, offering the opportunity of learning about these particularities by psychologists, teachers in order to make use of this information, to increase the quality of educational process and of the psychological assistance. Scientific innovation consists in determining the psychological particularities of social competence development in ontogenesis in the context of social psychology.
For the first time it was conducted a nationwide theoretical-experimental research on social competence evolution along preschool, elementary school and preadolescent ages. It was developed the research methodology of the social competences in ontogenesis, which included new procedures for investigating psychosocial aspects of social competence.
The theoretical value of the investigation. The paper work contributes to the development of social psychology by completing its theoretical bases with a new social-genetic approach of social competence. The results provide information about the age psychological particularities of social competence in ontogenesis from the perspective of the cognitive-affective, intentional and behavioral components, these representing new scientific data, regarding the qualitative dimension of the phenomenon under the question. The applied methodology presents new opportunities for examining social competence based on three parallel age levels: preschool, elementary school and preadolescence.
The applicative value of the research is determined by its significance as a scientific argument to streamline the process of social competence development and to stimulate this competence study in social psychology at the theoretical and practical level. The data show that the development of social competence becomes one of the key objectives of education. The investigation results are important especially through the implementation of the information obtained on the development of social competence age particularities and of psychological mechanisms of development in the process of prevention, diagnosis and development of these competences in schools. In fact, the study results represent the proof of the need for a better education specialists and parents’ training in order to develop children’s social competence.
Implementation of scientific results. The obtained results were applied in the teaching activity of master studies of „Social and Correctional Psychology” specialty, I.E.S. Research materials were presented in the methodological Guide My child goes to first grade (psychological aspects of adaptation to school entrance), in the chapter of the ,,Psychosocial foundations of quality assurance in education” monograph, 2011; 13 scientific articles.