IMPLICIT THEORIES OF STUDENTS’ PERSONALITIES EXISTING IN THE MINDS OF PRIMARY SCHOOL TEACHERS

Abstract

 This article presents the results of research of the implicit personality theory of schoolchildren among primary school teachers. Modeling of implicit personality theory of various types of students (normal, difficult, gifted and developing) among primary school teachers, carried out using the semantic differential method, showed their identical cognitive complexity for a normal, problematic, gifted student (five orthogonal categories).

The implicit personality theory of a developing student is simpler in structure (four categories), which indicates less familiarity for teachers of this type of students. The general categories that mediate the understanding by primary school teachers of various types of students are: «student non-conformism», «diligence», «creative leader», «rational self-control». A specific category in the implicit personality theory of a problem student is the construct «communicative behavior», and in the implicit personality theory of a gifted student are the constructs «eccentricity», «prosperous giftedness» and «problematic giftedness».

The revealed structure and content of implicit personality theory of schoolchildren indicate insufficient differentiation of knowledge about the personality of various types of students in the pedagogical consciousness.