The relationship between sociometric status and the speed of speech–thinking activity in early adolescence

Abstract

In early adolescence (10–13 years), communication with peers becomes the leading type of activity. A child’s position in the system of peer relationships – their sociometric status – is the most important indicator of successful social adaptation and emotional well-being. Sociometric status reflects the degree of recognition or rejection of a child within a peer group, directly influencing self-esteem, emotional state, learning motivation, and further personal development. This study examines the relationship between the sociometric choices of early adolescents in the classroom and individual indicators of the speed of speech–thinking activity. The sociometric status of students in the classroom was assessed using the sociometry method, and the speed of speech–thinking activity was measured using the first subtest of the Group Intellectual Test by J. Vana (adaptation by K. M. Gurevich). The analysis focuses on the influence of students’ speed of speech–thinking activity on the formation of microgroups identified through mutual choices in the sociometric test. The findings indicate that the speed of speech–thinking activity is a significant factor in sociometric choices among early adolescents, and mutual choices in microgroups are based on similarities in this parameter. The study revealed that a student’s social attractiveness depends on the proximity of their speech– thinking speed to that of their peers. This finding supports the hypothesis that the speed of speech– thinking activity is an important factor in sociometric preferences in early adolescence. The findings enable a deeper understanding of the mechanisms underlying the formation of interpersonal interactions. The conclusions of the study contribute to a better understanding of the mechanisms of the hierarchy of social choices in the classroom, create conditions for effective management of the educational process, and expand our understanding of the factors that lead to students’ success or failure in the classroom. The results of the study may also help develop recommendations for working with students who experience adaptation difficulties and for conducting activities aimed at enhancing team cohesion and reducing the number of conflicts in the classroom.